Physical Education Requirements Research Articles

Better Than Average: Physical Education Requirements In North And South Carolina’s Tertiary Institutions

Better Than Average: Physical Education Requirements In North And South Carolina’s Tertiary Institutions

The relationship between physical education requirements and childhood obesity rates in the United States among high school students

The relationship between physical education requirements and childhood obesity rates in the United States among high school students

Association between Built Environment Policy and Good Health Status

ABSTRACT Introduction/Purpose Access to a high-quality built environment may help improve resident health status. However, city-level evidence regarding the health benefits of community assets is lacking. Thus, we aimed to examine the association between environmental indicators of cities and health statuses of residents. Methods This panel study used the American Fitness Index® data reported annually between 2018 and 2022 for the 100 most populous US cities. The study outcome was self-reported good health status of residents, and exposures were environmental factors: parks per 10,000 residents, percentage of walking distance parks, Walk Score®, air quality index, Bike Score®, Complete Streets policy, park expenditure per resident, and physical education requirement. We applied crude and multivariable-adjusted linear mixed and general models in our analyses. Results Among the 100 largest US cities, 84 increased in percentage of good health status from 2018 to 2022, but the increase was at most 13.1%. Furthermore, the maximum percentage with good health status was only between 60% and 70% in most fit cities, and the gap in good health status between most and least fit cities was approximately 40%. Good health status of residents was significantly (in the positive direction) associated with walking distance parks, Walk Score®, Bike Score®, and Complete Streets policy. The baseline percentage for walking distance parks, Walk Score®, and Complete Streets policy were each significantly associated with higher percentages of good health status of residents over the follow-up period. Conclusion Our study shows room for improvement in environments in all cities. Findings furthermore suggest that environmental factors, such as availability of parks within walking distance, walkability, bikeability, and Complete Streets policy, have the potential to impact the general health status of residents of the largest US cities.

Igniting the Fire of Discovery: Creating Partnerships between Research, Education, and Practice.

In the 28th H.P. Maley Lecture, Stacey Dusing, PT, PhD, FAPTA, shares a perspective on the importance of clinician-scientists in bridging the chasm that currently exists between scholarship and clinical practice. Describing herself as a clinician-scientist, or a qualified health care professional who functions mainly as a career scientist with the other portion of time dedicated to clinical practice, Dusing highlights the potential impact of limited training for clinician-scientists in the physical therapy profession and its impact on the future of physical therapy. She challenges all physical therapists to consider the impact of Commission on Accreditation in Physical Therapy Education requirements on scholarship and the lack of requirement for clinical practice, while also recognizing that training programs for clinician-scientists are quite limited. Reviewing some historical data and highlighting possible areas for growth, Dusing calls physical therapists to action in 4 areas. Impact. This paper calls all physical therapists, especially educators and administrators, to consider the role of clinician-scientist in promoting physical therapy and knowledge translation. The author challenges the profession to consider whether we are helping to train or embed clinician-scientists in our clinical workplaces to promote knowledge translation. Suggestions are made to improve research and clinical training programs to increase the number of clinician-scientists in physical therapy.

Higher Learning as a Conduit to Healthy Living: A Review of Physical Activity and Health Education Courses Offered and Required at Historically Black Colleges and Universities

ABSTRACT Most college students do not engage in adequate physical activity. Physical education requirements (PERs) are often viewed as a potential solution to physical inactivity within this population as these courses provide opportunities for students to be physically active and/or become educated about healthy lifestyles. The potential benefits of these courses are particularly salient for Black college students who face many health disparities. The purpose of this study was to examine the health education and physical activity course offerings and requirements at Historically Black College and Universities (HBCUs). We examined the online course catalogs of all four-year accredited HBCUs in the United States (N = 86) to determine if they 1) offered and/or 2) required their students to take any health education or physical activity courses. Overall, 81 of the four-year HBCUs in this study (94%) at least offered their students a physical activity or health education course, although only 42 schools (48.8%) required either course for graduation. The remaining 44 institutions (51.1%) did not require their students to take a health education or physical activity course for graduation. PERs appear to be more prevalent at HBCUs compared to non-HBCUs; however, there has been a reduction in PERs across all institutions alike over the past few decades. Future studies should explore whether higher PERs at HBCUs are associated with Black students’ actual physical activity behaviors. HBCUs are presented with a unique opportunity to support the health behaviors and knowledge of Black college students.

Physical culture and sport in a healthy lifestyle: importance and ways of actualization

The need to develop and implement a research project is primarily related to the peculiarities of the development of our society, its reforms, the new way of life that is being formed, and the growing importance of physical culture and sports. Physical education and sports, along with other activities, are part of the students' lifestyle. The majority of them (more than 73% of respondents) highly appreciate the social significance of physical culture in society. The decline in interest in physical exercise among a fifth of the surveyed students indicates the low efficiency of the educational process and the unsatisfactory organisation of physical education and recreation in higher education institutions. Students are ready to use paid services to organise active recreation and health improvement, the most attractive of which are swimming pools, massage treatments and saunas. It is possible to increase students' physical activity by eliminating the objective reasons that prevent them from engaging in physical education and sports, paying particular attention to students' inability to allocate their free time, the poor development of physical education and sports infrastructure and, in general, the economic base that does not meet the modern requirements of physical education.

Are Tertiary Institutions Losing Sight of Their Duty to Cura Personalis?

ABSTRACT Purpose: Physical education requirements (PERs) have been suggested as a potential solution for increasing physical activity (PA) among undergraduate students, specifically for the inactive who face the greatest barriers to PA. In 2010, among a nationally-representative, random sample of tertiary institutions in the U.S. only 39% had PERs as part of their general education curriculum. But, being a decade old, this data may be outdated. The aim of this study was to examine the current status of PERs in U.S. tertiary institutions and to explore what institutional characteristics are associated with having a PER. Methods: Academic catalogs of a nationally representative, random sample of 331 institutions were searched for PER information. Results: The majority of U.S. tertiary institutions did not mandate physical education (PE) courses (56.2%), whereas 31.7% fully and 12% partially required their undergraduate students to complete a PE course to graduate. The characteristics most associated with an institution having a PER included being private, having a small enrollment size, having an academic degree program related to the field, having both activity and conceptual components, being <3 credit hours, offering an elective program in physical activity education, and being located in the south. Conclusion: Future work is needed to identify important elements of PER courses, reasons why PERs are sustained by some institutions versus others, and to establish practical guidelines regarding best practices for quality PER courses. More direct action within the discipline of kinesiology is needed to underscore the importance and need of PERs at the tertiary level.

Image Video Teaching Method in College Physical Education.

At present, traditional methods of physical education in colleges and universities are no longer able to meet the requirements of modern physical education and need to be improved. The application of the visual teaching method to the teaching of physical education in college in the classroom can best see the modern theory of physical education, which is necessary for the theory of physical education in college. On this basis, it is recommended to use the teaching method with image in the teaching of physical education in college. This document is in the form of a search query in conjunction with other search methods to perform a search. This article takes Tai Chi in the university physical education curriculum as an example. It selects two classes with no difference in number of genders and conducts traditional teaching and VR image video teaching, respectively. And from the learning situation, interest and satisfaction of the two classes analyze the degree. In this study, we found that before the experiment, the number of students with 85 scores or above in the control class was 8, accounting for 20%, 14 students with 70-85 scores, accounting for 35%, and 18 students with 60-70 scores, accounting for 45%. As could be observed, the majority of students in the control class scored between 60 and 70 points overall, with a merit rate of only 55%. In the experimental class, there are 15 students with 85 points or above, accounting for 37.5%, 18 students with 70-85 points, accounting for 45%, and 7 students with 60-70 points, accounting for 17.5%. In the experimental class, the overall score of students is between 70 and 85 points, accounting for 82.5%. The image and video teaching method can be seen to be useful in improving students' athletic achievement. In addition, the image and image instruction approach can better enhance students' interest in learning, and most students are satisfied with the image and video instruction approach.

Retracted] Research on the Application of Genetic Algorithm in Physical Education

University physical education is an important public basic course in colleges and universities. The traditional teaching is usually within the class time specified in the training program; the teacher teaches the students the basic physical education fundamentals so that the students can master the basic skills of sports, thus improving the students’ sports level and physical quality. An improved genetic algorithm is proposed to reduce the problem of slow convergence and partial convergence of the fundamental genetic algorithm for intelligent grouping systems. To ensure the group’s stability and variety, the algorithm can rapidly extend the search space by repeatedly rejecting similar individuals. Therefore, this study proposes a new method of intelligent grouping based on the improved genetic algorithm. The new method can overcome the problem of premature convergence of the algorithm more efficiently and easily than the traditional algorithm. A large number of experiments have proved that the proposed algorithm meets all the requirements of physical education very well. The algorithm can automatically generate test papers with moderate difficulty and reasonable structure.

Investigation and Research on Physical Education and Health Curriculum of K-12 School in Guizhou Province

The purpose of this study is to investigate the current situation of physical education and health curriculum in primary and secondary schools in Guizhou Province, and to provide reference for promoting the better implementation of physical education and health curriculum in Guizhou Province. In the form of questionnaires, 1549 parents' questionnaires and 254 teachers' questionnaires were collected and statistically analyzed in Guizhou Province, China. Use Excel to summarize and analyze the collected questionnaires. The results found the teaching content could basically meet the needs of students. The satisfaction of primary school students, junior high school students and senior high school students with physical education and health curriculum evaluation was 71.6%, 68.4% and 63.6%, respectively. Students' satisfaction with the content of physical education and health curriculum in senior high school decreased; both students and teachers believed that all students had the opportunity to participate in sports activities in physical education and health classes, but the time for skill learning and physical training in PE classes in primary and secondary schools was less than 20 minutes. The intensity of classroom exercise in 60% of primary and secondary schools was less than 75%. 94.1% of teachers control exercise load according to experience, and only 3.9% of schools use intelligent monitoring devices to monitor. 50.9% of primary and junior high school physical education classes did not meet the required number of class hours. 69.6% of the students were satisfied with the elective items in the physical education courses offered, but their satisfaction with the senior high school dropped to 61.6%. Primary and secondary schools in Guizhou Province should continue to increase the construction and investment of physical education and health curriculum venues, equipment and facilities, and optimize the use and development of existing physical education curriculum resources. Physical education teachers should constantly update teaching concepts, improve teaching methods and improve course teaching ability. Schools and teachers should carry out physical education and health courses according to the requirements of physical Education and Health Curriculum Standards, and actively promote the "Chinese Health physical Education Curriculum Model" put forward by JI Liu professor to ensure a certain exercise load and exercise density.

Estimating the effects of sports and physical exercise on bullying

AbstractUsing three nationally representative high school samples, we estimate the effect of physical activity in general, and sports specifically, on in‐school student victimization (i.e., bullying), overall and by gender. Due to non‐random selection, we instrument physical activity in a two‐stage model using state‐level sports participation rates and physical education requirements. We find that physical exercise may decrease, if not prevent, victimization, though competitive sports increase the likelihood of bullying for those on the margin, especially for male students. These results are relevant for administrators and policymakers, who can increase access to physical activities while simultaneously increasing oversight on and off‐the‐field.

Physical education graduation requirements in Oregon’s tertiary institutions

Physical activity behaviors tend to decline while weight gain and psychological distress tend to increase during college. Physical education requirements (PERs) can help college students acquire and practice healthy lifestyle skills while overcoming barriers to unhealthy behaviors, shaping positive and healthy future habits. The majority of colleges and universities in the U.S. throughout the 20th century developed and implemented PERs; however, in the early 21stcentury, they dropped to an all-time low of 39%. Since their all-time high of 97% during the 1920s/1930s, a downward trend has been observed. The purpose of this study was to examine the current status of PERs in Oregon’s 2-year and 4-year institutions (N = 35). Results revealed that only 14.29% (i.e., 5 of 35) of Oregon’s institutions fully required PERs, while 28.57% (i.e., 10 of 35) did not require PERs for graduation. The majority of the sample (57.14%; i.e., 20 of 35) partially required physical education courses, meaning that not all degrees offered at the institution listed a PER or it was an option among a list of choices. Whereas all 2-year colleges required partial (n = 17) PERs, the majority of 4-year institutions did not require PERs (n = 10). Given the downward trend, there is an urgent need for updated state and national data on the status of PERs in U.S. colleges. Such data could help those in kinesiology and other wellness-related disciplines better advocate for the continuation of PERs and/or to understand the factors associated with their successful continuation.

Children's Physical Activity and Screen Time during COVID-19 Pandemic: A Qualitative Exploration of Parent Perceptions.

In this study, we explore parent perception of children's physical activity and screen time during COVID-19 stay-at-home orders. We interviewed 16 parents of children ages 5-12 years in the St. Louis, Missouri region using snowball sampling. We sampled from rural, urban, and suburban areas. The interviews were recorded, transcribed, and analyzed using a priori and emergent codes. The transition to virtual school and work transformed daily activities. Physical education requirements varied, generally perceived as not contributing to overall physical activity. Parents perceived the amount of physical activity as the same or increased but reported an increase in screen time. The physical environment of the home, yard, and neighborhood emerged as a theme as did the social environment for physical activity. COVID-19 stay-at-home orders created challenges for children's physical activity. Results can be used to inform more generalizable studies and serve as a basis for creating better parent resources to support their children's physical activity outside of ordinary school, sport, and community activity opportunities.

Years Spent In Secondary Physical Education And Levels Of Physical Activity In College Students And Adults

Physical education requirements in the United States vary and are often left to local districts in each state to decide. Considering the relationship between physical activity and obesity and physical fitness with mortality, requirements relating to national recommendations appear important. Long term implications of participation in physical education are contradictory at best with the limited studies performed concluding conflicting results. PURPOSE: To examine the relationship between years of participation in physical education at a high school level and levels of physical activity and fitness in college students and adults. METHODS: Forty-one participants ranging in age from 18-65 (mean age 33.6) were recruited utilizing an inter-collegiate mailing system. Participants completed a self-administered IPAQ long-form questionnaire as well as additional physical education related questions. Participants also completed a YMCA Step Test. RESULTS: When comparing participant results to national recommendations for physical activity 6 of 41 met vigorous physical activity guidelines (14.6%), and 0 met guidelines for moderate physical activity. When adding in vigorous outdoor housework those meeting vigorous guidelines went up to 11 of 41 participants (26.8%), and when adding in moderate outdoor and indoor housework those meeting moderate guidelines went up to 4 of 41 (9.7%). Mean score of 4.5 on the YMCA Step Test for all participants was between below average and poor with a standard deviation of nearly two scoring levels. No significant relationships were found when comparing time spent in physical education classes (required or total) to recalled moderate physical activity and fitness levels in college students and adults, while a significant relationship was seen when comparing the time spent in physical education classes (required and total) to recalled vigorous physical activity and fitness levels in college students and adults (p=0.02). CONCLUSION: Further study to examine the relationship between physical education and long-term physical activity is needed with particular attention being paid to physical education requirements and their variances.

Call for Educational Consistency: The Need to Establish Gross Anatomy Learning Objectives for the Entry Level Physical Therapist

Background and ObjectivesGross anatomy guidelines and recommendations are available for pre‐clinical medical faculty, however there is no consensus regarding anatomy student learning objectives for physical therapist education (PTE) programs. The Commission on Accreditation in Physical Therapy Education (CAPTE) requirements for gross anatomic content are vague and leave room for misinterpretation. This results in varied anatomical curricular content among PTE programs at different institutions. Faculty, whether seasoned or new, can benefit from guidelines and recommendations when making decisions during curricular reform or when prioritizing and emphasizing anatomic content for the curriculum. As such, developing recommended anatomy objectives to serve as a curricular guide may foster more consistent student outcomes, while preserving instructional autonomy.Position and RationaleAnatomy faculty in PTE, who may or may not be physical therapists, would benefit from evidence‐based, objective, and consensus‐driven curricular recommendations to ensure that the most appropriate and clinically relevant anatomy is taught. Anatomy course content is often chosen as the material core faculty (which may or may not include anatomists) deem most important. Importance may be determined due to prior training, personal experience, and pedagogical views of anatomy content. Since all students must pass the same licensure exam, determining the key anatomy content for PTE will promote consistency and reduce ambiguity among faculty. Recommendations must also allow for instructional and programmatic autonomy.MethodSimilar to the approach used to create anatomy learning objectives published by the Education Affairs Committee of AAA for pre‐clinical medical students, we suggest that anatomic content be identified, collaboratively vetted by basic science faculty and clinicians, affirmed, and recommended for adoption. Involvement of members in key professional organizations, such as the Anatomy Education Special Interest Group of the American Physical Therapy’s Academy of Physical Therapist Education, the American Association for Anatomy, and the American Association of Clinical Anatomists is paramount.Discussion and ConclusionWe are advocating for collaboration amongst anatomy faculty in PTE to create specific and measurable anatomy learning objectives, guidelines, and recommendations that are peer‐reviewed and evaluated by both educators and clinicians, and that reflect a global consensus.

High School Students' Perceptions of Traditional and Online Health and Physical Education Courses

High school students have few physical education (PE) and health requirements for graduation. Twenty-first century students have choices to take their PE and health courses in the traditional face-to-face (F2F) setting or online through accredited virtual schools. The purpose of this inquiry was to examine differences in high school students' perceptions and experiences in traditional versus online PE and health-related courses. This cross-sectional study utilized mixed methods through survey distribution. Participants included 506 students from traditional F2F high school health and PE classes and 355 students finishing an online course from an accredited online academy. The online education setting was found to be statistically significantly more favorable for students in terms of the feedback and responsiveness of the teacher, understanding and interest of the content and perceived positive health changes during the course. However, the qualitative findings on student perceptions were relatively consistent between both the online and F2F classes. The results indicate that students' positive perceptions in an online high school class may equal or surpass those in a traditional F2F format. Increasingly, youth are exhibiting enhanced capacity for online-based coursework. Physical education classes have traditionally been F2F, but warrant further consideration as an online platform.

Аналіз особливостей виховання фізичних якостей здобувачів базової середньої освіти

The article deals with the peculiarities of physical education of primary school students in basic secondary education, aimed at comprehensive and harmonious development of the individual, enhancing the adaptive capacity of the organism, preparing the functional systems of the organism to the conditions of specific motive or professional activity. The purpose of the article is to analyze the scientific and methodological literature on the problem of research. The article highlights the problem of values being healthy, the health problem of schoolchildren is now one of the most urgent, because public health is an important indicator of the preservation and development of the human potential of any country. From this it follows that the success of education of physical qualities in schoolchildren is connected with the purposeful formation of their interest, need, positive motivation on the basis of creating the image of "I" where the first place is the value of human physicality. The term Kinesthesia is described in detail, namely, the science of human movements as a consequence of the complex interaction of elements of a multilayered object, which is a body, with the external environment. And in this process great role is given to the muscular system and physical qualities of the person. For many centuries, it has been the impression in the educational system of the younger generation that the education of the individual must be subordinated to a specific goal. The highest goal of education is the comprehensive harmonious development of the individual. This is due to the essence of man as the most perfect creation of nature and society. Each socio-economic formation, within the perspective of its progressive movement, puts forward specific tasks to educate the younger generation. But one way or another, these goals are aimed at achieving a strategic goal – comprehensive harmonious education. Comprehensive education involves the formation of certain qualities in a person in accordance with the requirements of moral, mental, physical, labor and aesthetic education, and harmony is the basis of harmonization, combination, unity of these qualities, their complementarity and enrichment in the spiritual and physical nature of man. This ideal of a civilized society has been in operation for many centuries, beginning with the Athenian system of education, where the ideas of harmonious upbringing on the basis of kalokagatiya, which combined the harmony of the physical and spiritual, internal and external, were defined. At the present stage of formation of Ukraine, the question arose of the development of its statehood and sovereignty, which requires a system of national education as a purposeful, systematic process with the aim of affirming in the mind of every citizen of the country national values, ideals, norms of moral behavior, ethnic cultural linguistic unity, traditional linguistic unity, traditional customs of the people.

Physical activity and fitness levels of Physical Education and Sports teacher Department students during the graduation

This study aimed to compare physical activity and fitness of physical education and sports teacher department students and investigate the relationship between physical parameters and academic success. Twenty-five (12 male and 12 female) students volunteered to participate in this study. Sportive background and higher education examination points, shuttle run test scores, and academic success pieces of information of students were taken from the personal folder with the permission of faculty administration. Body composition measured via bioelectric impedance method, shuttle run test performed. Self-admitted international physical activity questionary (long form) was performed. Sportive background and higher education examination points, physical activity levels, and academic success have founded similar within both sexes. However, aerobic capacity results decreased when compared to the entrance of the college with graduation in both male and female students. Also, there was a correlation between VO2max change percentage and academic success. Requirements of physical education and sports department cannot maintain until graduation. These results indicate that there is not an impact of physical tests to graduation quantities of the physical education teacher. However, the relationship between VO2max change percentage and academic success is important indicator that active playing sports and physical activity may be beneficial. To grow up better and more quantitative physical education teachers, future studies require to investigate current physical test which performed the entrance of physical education and sports teacher education and querying that do physical tests a good method to attain requested goals.

A Community Bundle to Lower School-Aged Obesity Rates in a Small Midwestern City

Background: Multi-component interventions in large communities such as Philadelphia can effectively lower childhood obesity rates. It is less clear whether this type of intervention can be successful in smaller communities with more limited resources. Norwood, Ohio is a small Midwestern city with a population of 19,207. In 2010, Ohio passed a school health law requiring Body Mass Index (BMI) screening of students in kindergarten and grades 3, 5 and 9 along with restrictions on competitive foods and vending machine products and a physical education requirement of 30 min per day. In 2014, Norwood implemented a multi-component childhood obesity prevention and treatment bundle of interventions. Our objective was to describe the effects if this bundle on childhood overweight/obesity (OW/OB) rates. We hypothesized that implementation of the bundle would lower the prevalence of OW/OB in Norwood school children. Methods: In 2012, the Healthy Kids Ohio Act was fully implemented in the Norwood City School District (NCSD). In 2014 a comprehensive bundle was implemented that included: 1. A student gardening program; 2. Supplementation of fresh produce to a local food pantry and a family shelter; 3. A farmers market; 4. A health newsletter; 5. Incentives in the school cafeterias to promote healthy food selection; 6. A 100-mile walking club; 7. “Cook for America” (a “cooked from scratch” intervention for school cafeterias); 8. A school-based obesity treatment clinic; Results: The OW/OB rate in the NCSD was 43% at the time of the Bundle implementation in 2014 and 37% in 2016 (p = 0.029). Conclusions: A childhood OW/OB prevention bundle can be implemented in a small city and is associated with a favorable change in BMI.

Systems Thinking and Simulation Modeling to Inform Childhood Obesity Policy and Practice.

In 2007, 31.7% of Georgia adolescents in grades 9-12 were overweight or obese. Understanding the impact of policies and interventions on obesity prevalence among young people can help determine statewide public health and policy strategies. This article describes a systems model, originally launched in 2008 and updated in 2014, that simulates the impact of policy interventions on the prevalence of childhood obesity in Georgia through 2034. In 2008, using information from peer-reviewed reports and quantitative estimates by experts in childhood obesity, physical activity, nutrition, and health economics and policy, a group of legislators, legislative staff members, and experts trained in systems thinking and system dynamics modeling constructed a model simulating the impact of policy interventions on the prevalence of childhood obesity in Georgia through 2034. Use of the 2008 model contributed to passage of a bill requiring annual fitness testing of schoolchildren and stricter enforcement of physical education requirements. We updated the model in 2014. With no policy change, the updated model projects that the prevalence of obesity among children and adolescents aged ≤18 in Georgia would hold at 18% from 2014 through 2034. Mandating daily school physical education (which would reduce prevalence to 12%) and integrating moderate to vigorous physical activity into elementary classrooms (which would reduce prevalence to 10%) would have the largest projected impact. Enacting all policies simultaneously would lower the prevalence of childhood obesity from 18% to 3%. Systems thinking, especially with simulation models, facilitates understanding of complex health policy problems. Using a simulation model to educate legislators, educators, and health experts about the policies that have the greatest short- and long-term impact should encourage strategic investment in low-cost, high-return policies.