Progressive Aerobic Cardiovascular Endurance Run Laps Research Articles

Early Care and Education Center Environmental Factors Associated with Product- and Process-Based Locomotor Outcomes in Preschool-Age Children.

Environmental characteristics of early care and education centers (ECECs) are an important context for preschool-aged children’s development, but few studies have examined their relationship with children’s locomotor skills. We examined the association between characteristics of the ECEC environment with quantitatively (i.e., product-based) and qualitatively (i.e., process-based) measured locomotor skills, using the Progressive Aerobic Cardiovascular Endurance Run (PACER) and the locomotor portion of the Children’s Activity and Movement in Preschool Study (CHAMPS) motor skills protocol (CMSP), respectively. ECEC characteristics included outdoor and indoor play environment quality, outdoor and indoor play equipment, screen-time environment quality, and policy environment quality. Mean (SD) scores for the PACER (n = 142) and CSMP (n = 91) were 3.7 ± 2.3 laps and 19.0 ± 5.5 criteria, respectively, which were moderately correlated with each other (Pearson r = 0.5; p < 0.001). Linear regression models revelated that a better policy environment score was associated with fewer PACER laps. Better outdoor play and screen-time environment quality scores and more outdoor play equipment were positively associated with higher CMSP scores. ECEC environments that reflect best practice guidelines may be opportunities for locomotor skills development in preschool-aged children. ClinicalTrials.gov Identifier: NCT03261492 (8/25/17).

Promoting Health-Related Cardiorespiratory Fitness in Physical Education: The Role of Lesson Context and Teacher Behavior in an Observational Longitudinal Study

Purpose: Physical education (PE) is an important context for promoting health-related cardiorespiratory fitness (CRF) in youth. Within PE, the lesson context and teacher behavior may be relevant for the promotion CRF; however, evidence is scarce. Therefore, the purpose of this study was to assess whether students’ CRF improvement in a school year was explained by PE lesson context and teacher behavior. Method: A 1-year observational one-group pretest/posttest study, including 212 students, was conducted. The Progressive Aerobic Cardiovascular Endurance Run (PACER) was used to assess CRF. The PE lesson context and teacher behavior were assessed using the System for Observing Fitness Instruction Time. Multivariate linear regression models were performed to examine the effect of time spent in each category of lesson content and teacher behavior on the change in PACER laps from the beginning to the end of the school year. Results: Lesson time spent in gameplay (boys: B = −0.24, 95% confidence interval [CI] [−0.45, −0.02]; girls: B = −0.17, 95% CI [−0.29, −0.04]), time spent by teachers in instruction tasks (boys: B = 0.38, 95% CI [0.17, 0.60]; girls: B = 0.33, 95% CI [0.17, 0.48]), and promoting fitness (girls: B = 1.40, 95% CI [0.60, 2.20]) were associated to PACER improvement. Lesson time spent in general content (boys: B = −0.24, 95% CI [−0.45, −0.02]; girls: B = −0.17, 95% CI [−0.29, −0.04]) and time spent by teachers in management tasks (boys: B = −0.42, 95% CI [−0.70, −0.15]; girls: B = −0.46, 95% CI [−0.63, −0.28]) were negatively associated to PACER. Discussion/Conclusion: Promoting CRF in PE can be achieved by providing active class contexts, such as gameplay, reducing management time, and promoting in-class and out-of-class fitness.

Promoting Health-Related Cardiorespiratory Fitness in Physical Education: The Role of Class Intensity and Habitual Physical Activity.

Physical education (PE) has the potential to promote health-related fitness, however, its contribution is still not clear. The aim of this study was to assess whether students’ health-related cardiorespiratory fitness (CRF) improved from the beginning to the end of the school year, and to examine the role of PE class intensity and habitual physical activity (PA) in promoting students’ CRF. This observational study employed a longitudinal design. Participants were 212 7th and 8th grade students (105 boys), mean age 12.9 years old, followed during one school year, from September 2017 to June 2018. The Progressive Aerobic Cardiovascular Endurance Run (PACER) was used to assess CRF at baseline and follow-up. PA was measured using accelerometers. PE class intensity was assessed using the System for Observing Fitness Instruction Time. Findings indicated that from the beginning to the end of the school year, a greater percentage of participants were in the CRF healthy fitness zone (73.1% to 79.7%, p = 0.022). Among boys, participating in organized sports (B = 4.61, 95% confidence interval [CI]: 0.33, 8.88) and the percentage of PE time being very active (B = 0.90, 95% CI: 0.44, 1.35) were positively associated with the change in PACER laps. Among girls, daily vigorous PA (B = 0.38, 95% CI: 0.15, 0.60) and participating in organized sports (B = 4.10, 95% CI: 0.93, 7.27) were also positively associated with PACER change, while being overweight or obese (B = −5.11, 95% CI: −8.28, −1.93) was negatively associated. In conclusion, PE was demonstrated to have a positive role in the promotion of CRF, especially among boys, while for girls, habitual PA seems to have a greater contribution. Nevertheless, results and conclusions should be considered carefully, taking into account study limitations, such as the non-direct measures of PE class intensity, CRF, and school setting.

Impact of Year-Round and Traditional School Schedules on Summer Weight Gain and Fitness Loss.

Background: Summer weight gain and fitness loss has been identified as a public health concern for children. The objective of this study was to compare changes in weight status and cardiovascular fitness in children attending year-round and traditional calendar schools. Methods: Participants were 321 children from a traditional and year-round school. BMI and Progressive Aerobic Cardiovascular Endurance Run (PACER) Laps were collected during school. Multilevel general linear mixed-effects models were utilized to examine changes in BMI and PACER over the summer while also considering summer camp and sport participation. Results: Children had higher BMI z-scores during Fall 2018 compared with Spring 2018 (b = 0.09, p = 0.006). This effect was modified by Break Length, as students with 3-week (b = -0.09, p = 0.012) and 7-week breaks (b = -0.10, p = 0.003) displayed attenuated increases in BMI z-scores compared with 12-week breaks. For PACER Laps, students who participated in summer sports displayed improvements compared with nonparticipants (b = 4.6 laps, p = 0.001). Conclusions: Shorter summer breaks appear to have a protective effect on summer weight gain when compared with a traditional 12-week break. In addition, children who participated in organized sport over the summer did see a significant improvement in cardiovascular fitness. Schools might consider a year-round school calendar for its potential to protect against summer weight gain.

Association between Access to Electronic Devices in the Home Environment and Cardiorespiratory Fitness in Children.

This study examined the association between access to electronic devices in the home and cardiorespiratory fitness in children. Participants were children aged 8–12 years from a local elementary school (n = 106, mean age = 9.7 + 1.1 years, male = 50). Child access to electronic devices was measured with a 37-item parent-reported questionnaire. Estimated maximal aerobic capacity (VO2 Peak) was calculated from The Progressive Aerobic Cardiovascular Endurance Run (PACER) using a validated algorithm. The association between access to electronic devices in the home and cardiorespiratory fitness was explored by employing hierarchical ridge regression, using the Ordinary Least Squares (OLS) model, controlling for the covariates of sex, age, and Body Mass Index (BMI). Controlling for sex, age, and BMI, the number of electronic items in a child’s bedroom was significantly inversely related to the estimated VO2 Peak (b = −1.30 mL/kg/min, 95% C.I.: −2.46 mL/kg/min, −0.15 mL/kg/min, p = 0.028) and PACER laps (b = −3.70 laps, 95% C.I.: −6.97 laps, −0.41 laps, p = 0.028) However, the total number of electronic items in the home and total number of electronic items owned did not significantly relate to the estimated VO2 Peak (p = 0.847, 0.964) or the number of PACER laps (p = 0.847, 0.964). Child health behavior interventions focused on the home environment should devote specific attention to the bedroom as a primary locus of easily modifiable intervention.

Children’s Weight Gain and Cardiovascular Fitness Loss over the Summer

The purpose of this study was to examine the impact of summer breaks on the body composition and cardiovascular fitness of elementary school children who participated in a multi-year school-based physical activity intervention. Participants were 404 children who had their height and weight measured and completed the Progressive Aerobic Cardiovascular Endurance Run (PACER) during physical education classes at the beginning and end of the school year for three consecutive years. To examine the effects of time on health-related fitness data, general linear mixed effects models were employed. The results indicate that there was a trend toward an increase in body mass index (BMI) after the summer of 2015 (p = 0.958), and a significant increase in BMI after the summer of 2016 compared to time point 1 (p < 0.001). For PACER laps, there were trends toward decreases in PACER laps after the summers of 2015 (p = 0.515) and 2016 (p = 0.073). Summer breaks tended to attenuate the BMI and PACER lap improvements that were observed during the intervention. While school-based physical activity programming has had some successes in improving health-related fitness markers, the loss of these improvements over the summer is of concern to both practitioners and researchers. It is clear that additional efforts are needed to limit obesogenic behaviors during the summer months.

Testing the Motor Competence and Health-Related Variable Conceptual Model: A Path Analysis.

The purpose of this study was to empirically test a comprehensive conceptual model linking gross motor skills, school day physical activity and health-related variables in a sample of sixth graders. Participants were a convenience sample of 84 sixth grade students (Mean age = 11.6 ± 0.6 years). Gross motor skills were assessed using the Test of Gross Motor Development-3rd Edition (TGMD-3), school day physical activity was assessed using pedometers, health-related fitness was assessed using Progressive Aerobic Cardiovascular Endurance Run (PACER) laps, perceived competence assessed using a validated questionnaire and the health-related outcome was assessed using Body Mass Index (BMI). The relationship between school day step counts and TGMD-3 scores was mediated through both perceived competence and PACER laps (p = 0.015) and the direct path coefficient between TGMD-3 scores and BMI was statistically significant (b = −0.22 kg/m2, p < 0.001). Overall there was good model fit with all indices meeting acceptable criteria (χ2 = 3.7, p = 0.293; Root Mean Square Error of Approximation (RMSEA) = 0.062, 90% Confidence Interval (C.I.): 0.00–0.23; Comparative Fit Index (CFI) = 0.98; Tucker-Lewis Index (TLI) = 0.96; Standardized Root Mean Square Residual (SRMR) = 0.052). The comprehensive conceptual model explaining the inter-relationships among motor competence and health-related variables was empirically validated with the relationship between physical activity and gross motor skills mediated through both perceived competence and cardiorespiratory endurance in a sample of sixth graders.

Impact of a university physical conditioning sport education season on students’ fitness levels

Objectives: Basic activity programmes are offered in numerous universities, with the primary objective of increasing involvement in different physical activities while instilling the value of lifetime fitness. Although these programmes have been shown to be beneficial, there is a lack of research focused on their effectiveness of improving physical activity levels. Therefore, the purpose of this study was to determine changes in college-aged students’ aerobic fitness levels following participation in a university physical conditioning course. Methods: Participants in this study were 47 university students from two physical conditioning courses, one taught using Sport Education and another taught with direct instruction. Student’s aerobic fitness levels were assessed through the Progressive Aerobic Cardiovascular Endurance Run (PACER) and the one-mile run prior to and following the 5-month course. Results: Results indicated a significant difference between groups on the total number of laps completed during the PACER test. Conclusion: The findings of this study demonstrate that students who participated in the Sport Education physical conditioning course experienced significant improvements over time for both tests and a significant improvement over traditional instruction in the number of PACER laps run.

Longitudinal Investigation of Daily Physical Education on Fitness Levels and Processing Speed among Minority Youth

PURPOSE: To examine the impact of 45 minutes of daily physical education on the fitness levels and Processing Speed among minority elementary school youth. METHODS: An analysis of variance (ANOVA) univariate linear model was used to evaluate the effectiveness of 45 minutes of daily physical education on physical fitness and Perceptual Speed among youth in grades 2 through 5 attending Legacy Early College, a Title I school in the southeastern United States. Gain scores (post-test assessment in May 2017 – pre-test assessment in September 2015) were calculated, stratified by ethnicity and gender, and analyzed for significance. The interaction between school and time was estimated for each outcome. Each analysis was stratified by gender and adjusted by age to control for baseline differences by school. Control school students received physical education only once per week. SUMMARY OF RESULTS: Legacy students demonstrated significant gain increases on 3 of 3 (p<0.05) FITNESSGRAMR assessments. Legacy females improved on the number of laps during the Progressive Aerobic Cardiovascular Endurance Run (PACER) (Gain Score=10.58; F=7.766; df =1; p=0.007), number of push-ups (Gain Score=4.09; F=15.030; df =1; p=0.000), and number of curl-ups (Gain Score=13.69; F=19.619; df =1; p=0.000). Legacy males improved on PACER laps (Gain Score=15.97; F=10.355; df=1; p=0.002), number of push-ups (Gain Score=4.16; F=19.030; df=1; p=0.000), number of curl-ups (Gain Score=14.79; F=24.138; df=1; p=0.000), and 3 of 4 Perceptual Speed sections. Most notably, significant increases were observed in the Total section (Gain Score=15.43; F=8.294; df=1; p=0.005). CONCLUSION: 45 minutes of daily physical education led to an increase in physical fitness levels and Processing Speed among minority elementary school youth attending Legacy Early College.

Effect of a 12-Week Summer Break on School Day Physical Activity and Health-Related Fitness in Low-Income Children from CSPAP Schools.

Background. The purpose of this study was to examine the effect of a 12-week summer break on school day physical activity and health-related fitness (HRF) in children from schools receiving a Comprehensive School Physical Activity Program (CSPAP). Methods. Participants were school-aged children (N = 1,232; 624 girls and 608 boys; mean age = 9.5 ± 1.8 years) recruited from three low-income schools receiving a CSPAP. Physical activity and HRF levels were collected during the end of spring semester 2015 and again during the beginning of fall semester 2015. Physical activity was assessed using the Yamax DigiWalker CW600 pedometer. HRF measures consisted of body mass index (BMI) and the Progressive Aerobic Cardiovascular Endurance Run (PACER). Results. Results from a doubly MANCOVA analysis indicated that pedometer step counts decreased from 4,929 steps in the spring to 4,445 steps in the fall (mean difference = 484 steps; P < 0.001; Cohen's d = 0.30) and PACER laps decreased from 31.2 laps in the spring to 25.8 laps in the fall (mean difference = 5.4 laps; P < 0.001; Cohen's d = 0.33). Conclusions. Children from schools receiving a CSPAP intervention had lower levels of school day physical activity and cardiorespiratory endurance following a 12-week summer break.

Influence of Goal Setting on Physical Activity and Cardiorespiratory Endurance in Low-Income Children Enrolled in CSPAP Schools

ABSTRACTBackground: Comprehensive school physical activity programming (CSPAP) has been shown to increase school day physical activity and health-related fitness. The use of goal setting may further enhance the outcomes of CSPAP. Purpose: The purpose of this study was to examine the effect of physical activity leader (PAL) goal setting on school day physical activity and cardiorespiratory endurance in low-income children from schools receiving CSPAP. Methods: Participants were 1704 children (mean age = 9.3 ± 1.6 years) recruited from 5 low-income elementary schools. The schools were stratified into schools where PALs employed goal-setting strategies and no goal-setting strategies. Schoolday step counts and progressive aerobic cardiovascular endurance run (PACER) laps were collected before CSPAP and after 36 weeks. Results: Sixth-graders who received goal setting displayed greater increases in school day step counts (Δ = 665 steps, P < .001, Cohen’s d = 0.38) and PACER laps (Δ = 23.5 laps, P < .001, Cohen’s d = 0.72) compared to children who did not receive goal setting. Discussion: The use of goal setting by school PALs led to greater improvements in physical activity and cardiorespiratory endurance in sixth-graders. Translation to Health Education Practice: Because physical activity and health-related fitness tend to decline as children transition into adolescence, the use of goal setting within school physical activity programming may attenuate these declines.

Agreement Between VO2peak Predicted From PACER and One-Mile Run Time-Equated Laps

Purpose: This study examined the agreement between estimated peak oxygen consumption (VO2peak) obtained from the Progressive Aerobic Cardiovascular Endurance Run (PACER) fitness test and equated PACER laps derived from One-Mile Run time (MR). Methods: A sample of 680 participants (324 boys and 356 girls) in Grades 7 through 12 completed both the PACER and the MR assessments. MR time was converted to PACER laps (PACER-MEQ) using previously developed conversion algorithms. Agreement between PACER and PACER-MEQ VO2peak was examined using Pearson correlations, mean absolute percent error (MAPE), and equivalence testing procedures. Classification agreement based on health-related standards was examined using sensitivity, specificity, and Kappa statistics. Results: Overall agreement between estimated VO2peak obtained from the PACER and PACER-MEQ was high in boys, r(324) = .79, R2 = .63, and moderate in girls, r(356) = .57, R2 = .33. The MAPE for estimates obtained from PACER-MEQ was 10.3% and estimates were deemed equivalent to the PACER (43.1 ± 6.9 mL/kg/min vs. 44.6 ± 0.3 mL/kg/min). Classification agreement as illustrated by sensitivity and specificity ranged from 20.4% to 90.2% and was higher for classifications in the Healthy Fitness Zone (HFZ). Kappa statistics ranged from .14 to .51 and were also higher for the HFZ. Conclusions: Equated PACER laps can be used to obtain equivalent estimates of PACER VO2peak in groups of adolescents, but some disparities can be found when students' scores are classified into the Needs Improvement Zone.

Prediction Of VO2 Peak Relative To Fat-free Mass In Adolescents

VO2Peak is typically expressed relative to total body mass. The unit of expression for VO2Peak (mL/kg/min) is used for assessment in clinical, athletic, and physical education settings. However, expression of VO2Peak relative to fat-free mass (FFM) provides a more accurate assessment of cardiorespiratory function independent of fat mass (FM). PURPOSE: The purpose of this study was to develop prediction models to estimate VO2Peak relative to FFM (mL/kg FFM/min) from both the one-mile run/walk (1MRW) and the Progressive Aerobic Cardiovascular Endurance Run (PACER) in adolescents. METHODS: The sample consisted of 90 adolescents (38 girls, 52 boys; Mean Age = 14.7 ± 1.3 years) recruited from local middle and high schools. Each student completed the 1MRW and PACER, in addition to a maximal treadmill VO2Peak test. FFM was obtained by subtracting FM from total body mass. FM was estimated using percent body fat (%BF) computed using the Slaughter et al. equation via two-site skinfold thickness. Multiple linear and polynomial regressions were used to develop two separate models using 1MRW or PACER to predict VO2Peak (mL/kg FFM/min). Additional predictors examined included Height, Age, Sex, and an Age x Sex interaction term. RESULTS: The developed 1MRW model was VO2Peak (mL/kg FFM/min) = (−14.15 × 1MRW time) + (0.66 × 1MRW time)2 + 125.60 (R = 0.59, R2 = 0.34, SEE = 7.14 mL/kg FFM/min), and the PACER model was VO2Peak (mL/kg FFM/min) = (0.19 × PACER laps) + 45.98 (R = 0.56, R2 = 0.32, SEE = 7.24 mL/kg FFM/min). No other predictor variable entered into the models significantly increased the predictive accuracy. When VO2Peak was expressed relative to total body mass (ml/kg/min) the predictive accuracy increased for both the 1MRW (R = 0.83, R2 = 0.68, SEE = 4.69 mL/kg/min) and PACER (R = 0.79, R2 = 0.64, SEE = 4.98 mL/kg/min) models. CONCLUSION: Both the 1MRW and PACER aerobic capacity prediction models were able to explain approximately one-third of the variance in measured VO2Peak when expressed relative to FFM. Since physical performance is biased toward total body mass and the measurement of FFM using two-site skinfold thickness may have large measurement error, use of the traditional expression of VO2Peak relative to total body mass was more strongly associated with 1MRW and PACER performance than VO2 Peak relative to FFM.

Self-Efficacy and Enjoyment of Middle School Children Performing the Progressive Aerobic Cardiovascular Endurance Run (Pacer)

Self-efficacy and enjoyment were examined among 34 middle school children (M age = 12.5 yr.) performing the Progressive Aerobic Cardiovascular Endurance Run (PACER). Exercise self-efficacy (running) and physical activity enjoyment were measured after viewing a video illustrating the PACER, and subsequently following a PACER test. Significantly greater pre- than post-exercise self-efficacy was reported; enjoyment scores did not differ. Ratings of self-efficacy were higher before exercise than after, but enjoyment scores were not significantly different. A significant correlation was found between post-exercise self-efficacy and enjoyment, but not between pre-exercise self-efficacy and enjoyment. Although positive correlations were found between PACER laps and pre-/post-exercise self-efficacy, correlations with ratings of enjoyment were not significant. Exercise self-efficacy was associated with children's beliefs about the task-specific PACER aerobic exercise; however, exercise enjoyment was stable. Children's self-efficacy and enjoyment beliefs should be considered when developing interventional strategies to promote aerobic exercise participation.

Off-Season Physiological Profiles of Elite National Collegiate Athletic Association Division III Male Soccer Players

The purpose of this study was to develop a profile of soccer-related fitness parameters on elite National Collegiate Athletic Association (NCAA) Division III male soccer players during the off-season. Sixteen underclassmen from a recent NCAA Division III national championship soccer team completed a series of tests across 3 separate occasions over a 15-day period, with adequate recovery time between sessions to eliminate any carryover effect. Physiological parameters measured included aerobic endurance, anaerobic power and capacity, jumping power, agility, hamstring flexibility, and body composition. Descriptive statistics such as the mean (±SD) and range were calculated for each test. Two-tailed Pearson correlations were run to determine significant relationships that existed between variables. Test results were T-Tests (9.9 ± 0.4), Active Knee Extension degrees (-34.2 ± 11.9 right, -34.0 ± 13.9 left), vertical jump (61.8 ± 7.2 cm), percent fat (5.6 ± 1.6), Progressive Aerobic Cardiovascular Endurance Run (PACER) laps (113.2 ± 12.3), estimated VO2max (53.6 ± 2.9 ml · kg(-1) · min(-1)), Wingate peak (802.7 ± 155.6 W), Wingate peak (10.9 ± 1.2 W · kg(-1)), Wingate mean (651.2 ± 101.6 W), Wingate mean (8.9 ± 0.6 W · kg), and Wingate fatigue rate (35.9 ± 8.4%). Strong correlations existed between PACER laps and percent fat, between peak W and peak W · kg(-1), and between peak W and fatigue rate. These results suggest that elite Division III soccer players maintain relatively high fitness levels during the off-season. Additionally, they provide coaches with preliminary norms that can be used to determine off-season training expectations and adjust programs accordingly for their athletes.

Relationships Between Academic Achievement And Aerobic Fitness And Physical Activity In Low Socioeconomic Children

High levels of physical activity and aerobic fitness may yield increased academic performance in children. However, our understanding of this relationship in children attending schools in low socioeconomic status (SES) areas is limited. PURPOSE: To determine the relationship between physical activity levels and aerobic fitness on academic achievement in 4th and 5th grade children from a low SES community. METHODS: Participants were 116 children (51% girls; age=10.6±0.8 yr) from three elementary schools in Flint, MI. The Progressive Aerobic Cardiovascular Endurance Run (PACER), a 20-meter shuttle run which gradually increases in intensity, was administered to assess aerobic fitness (laps). Additionally, participants were invited to wear a spring-levered pedometer (YamaxDigi-Walker SW-200) for 7 days to assess average daily physical activity (steps/day). Pedometer cards were provided for the recording of daily step count and wear time. Academic achievement scores were provided in the form of reading and math grades by the respective elementary schools. Grades were investigated independently and also as a combined score. Pearson correlations and regression were used to examine the relationships between PACER laps and pedometer steps and grades. RESULTS: Participants yielded a mean PACER score of 15.25 laps and a mean pedometer step count of 9892 steps/day. Overall, a significant relationship was found between aerobic fitness and math grades (r=0.19, P=0.037) but not reading (r=0.05, NS) among 4th and 5th grade students. Least squares regression analysis revealed an interaction between PACER laps and school. Specifically, 14% of the variance in math scores could be explained by students' aerobic fitness in the lowest SES school (P=0.033). No significant relationships were found between physical activity and academic achievement, but complete data for these analyses were available on only 54 participants due to compliance issues (e.g., wear time, number of days worn, etc.). CONCLUSION: Our results support previous research showing a relationship between aerobic fitness and academic achievement. Further exploration is needed to determine why this association was most pronounced in children attending the lowest SES school. Funded by Michigan State University Colleges of Education and Human Medicine

Predicted and Actual Exercise Discomfort in Middle School Children

The purpose of this study was to use a match-mismatch paradigm to examine children's exercise discomfort during an aerobic shuttle run. Thirty-four middle school females (n = 18) and males (n = 16) aged 11-14 yr participated. An Exercise Discomfort Index (EDI) was calculated as a rating of perceived exertion for the overall body (Children's OMNI Scale) x a rating of perceived muscle hurt (Children's OMNI Muscle Hurt Scale). Measurements were obtained immediately before (i.e., predicted) and after (i.e., actual) performance of the nationally standardized Progressive Aerobic Cardiovascular Endurance Run (PACER) shuttle test of aerobic fitness. Self-report physical activity and sport participation history were obtained before PACER performance. Two-way ANOVA (gender x assessment time point) showed a significant main effect for assessment time point: predicted EDI (means +/- SD = 25.9 +/- 20.1) was greater than actual EDI (means +/- SD = 19.4 +/- 17.8) for the total group (P = 0.021). However, neither the main effect of gender nor the gender x assessment time point interaction was significant. Idiographic analysis showed that overpredictors of discomfort reported less time (5.25 median h x wk(-1)) and engaged in less recreational activity than underpredictors (11.14 median h x wk(-1)). However, no significant relation (P = 0.508) was observed between PACER laps completed and exercise discomfort. The sample of middle school children in this study predicted greater exercise discomfort than actually experienced when performing a PACER test. It is possible that a discomfort construct plays an important role in the initiation and maintenance of children's aerobic exercise, providing a basis for physical activity interventions.

Role Of Physical Education On Cardiorespiratory Fitness In Middle School Children

Daily physical education can help youth achieve physical activity levels that meet Healthy People 2010 recommendations. Although results are mixed, some studies show that level of physical activity, which may increase as a function of physical education enrollment, may be related to improved cardiorespiratory endurance. PURPOSE To determine the effect of physical education class enrollment on cardiorespiratory endurance in middle school children. METHODS Participants were 214 sixth-grade students randomly assigned to physical education during either first (S1) or second (S2) semesters. Cardiorespiratory endurance was assessed using the Progressive Aerobic Cardiovascular Endurance Run (PACER) test. Three assessments were completed on each participant: pretest (beginning of the school year), midpoint (middle of the school year), and posttest (end of the school year). Differences in cardiorespiratory endurance (PACER laps completed) were analyzed using a mixed model, repeated measures ANOVA. RESULTS The table shows that overall, students achieved the greatest number of laps during the pretest (P < 0.03). Although students enrolled in physical education completed more laps at each test period, the difference was significant (P < 0.001) only during the pretest.Table 1: Pre, midpoint, and posttest cardiorespiratory fitness values (Mean+SD)CONCLUSION Scores on the PACER test were highest at the beginning of the first semester. The results may reflect elevated levels of physical activity during the summer. PACER scores tend to be lower during the school year suggesting that the benefit of elevated summer activity levels were not maintained. Enrollment in physical education did not appear to influence PACER scores. Supported by Blue Cross/Blue Shield Foundation of MI, NASPEM, and MSU College of Education.