School-based Physical Education Research Articles

Research trends in aerobic gymnastics in school settings: A bibliometric analysis

This study presents a bibliometric analysis of 5335 articles published between 2013 and 2023, aimed at exploring the research landscape of aerobic gymnastics in school settings. The study aims to identify key research categories, publication trends, and geographic distribution of publications. A bibliometric analysis was conducted using data from the Dimensions database, focusing on peer-reviewed journal articles, conference papers, and scholarly outputs related to aerobic gymnastics in school-based physical education. The analysis reveals a multidisciplinary approach, with key research categories including education, health sciences, and public health. Publication trends indicate a significant increase in publications, particularly during the COVID-19 pandemic, demonstrating a growing interest in aerobic gymnastics as a flexible physical activity adaptable to various contexts, including remote learning. The United States, the United Kingdom, and Australia lead in publication productivity, while countries like Indonesia exhibit lower productivity, suggesting a need for increased research efforts and collaborations. The sources with the highest number of citations offer insights into the relationship between physical activity and health outcomes in relation to aerobic gymnastics. An analysis of co-authorship highlights the key researchers and collaborations that have made significant contributions to the field. This study emphasizes the importance of ongoing research and collaboration to gain a better understanding of the benefits and challenges of implementing aerobic gymnastics programs in schools. Suggestions for future research include longitudinal, comparative, intervention, and qualitative studies to enhance our understanding of the impact of aerobic gymnastics on education, health, and society.

Evaluating the Feasibility of the Education, Movement, and Understanding (EMU) Program: A Primary School-Based Physical Education Program Integrating Indigenous Games Alongside Numeracy and Literacy Skills

Purpose: The aim of this study was to develop, implement, and evaluate a 16-lesson integrated physical education program focusing on Indigenous games: Education, Movement, and Understanding (EMU). Method: The study aligned with current physical education, English, and mathematics syllabi and involved 105 children (9–12 years) from two primary schools (Awabakal Country, Australia; 2020). Children participated in sixteen 45–60 min EMU lessons over 8 weeks, with feasibility and preliminary efficacy outcomes assessed via mixed methods. Results: EMU was delivered successfully by the research team, with excellent student and teacher evaluations (M = 4.36–5.0 across 20 items). Improvements resulted for children’s cardiorespiratory fitness (d = 0.37, p = .001), enjoyment of sport (d = 0.27, p = .024), physical self-perceptions (d = 0.27, p = .043), and academic achievement (spelling d = 0.91, addition d = 0.40, subtraction d = 0.53, and division d = 0.68). No significant changes in well-being or multiplication scores resulted. Conclusion: Our results provide support for the feasibility and preliminary efficacy of EMU as a beneficial and enjoyable integrated primary school physical education program.

‘it’s about bringing people together’: one middle school physical education teacher’s attempt at deploying character education

ABSTRACT Background Despite the field’s rich history and relationship with the concept of character education, to date, there would appear to be no in-depth empirical case studies that describe in pedagogical terms, how a physical educator can cultivate character through a school-based physical education setting. Purpose The purpose of this investigation, therefore, was to describe how one teacher deployed character education in the context of middle school physical education. Method An in-depth case study design was used to study how Joseph, a first-year teacher located in the Mid-South region of the United States attempted to cultivate character through physical education. Data were collected using eight interpretive techniques (formal and informal interviews, observations and field notes, film of teaching, critical incident reports, documents, and artifacts) and analyzed using thematic analysis. Data trustworthiness and reliability of the data analysis were established using four techniques. Findings Joseph deployed a ‘thematic approach’ to teaching character education. The organizational structure, methods, and content used to inform this approach were identified. The factors acting to support Joseph’s character-related pedagogies of affect included school support and teacher autonomy. Components undermining Joseph’s efforts were factors outside of his control. Conclusion This case study provides one in-depth insight into how a school-based physical educator attempted to cultivate character in the context of physical education. It would appear that Joseph’s experience deploying character education was overwhelmingly positive and that more factors acted to compliment his efforts as opposed to undermine it. To that end, much more in-depth empirical research utilizing philosophically informed interpretations of character formation are needed if we are to continue to use this terminology within the language of physical education.

Excess Body Weight and Physical Education: Opportunities Are at Hand

Childhood overweight and obesity concerns continue to frame much of the discussion about physical activity in schools and school-based physical education. There are multiple factors impacting childhood obesity rates. Genetics, ethnicity, guardian education level, health-care access, food costs, cultural beliefs, policy, and energy-balance inequalities have all played a role in the current state of childhood overweight and obesity. Since schools are an ideal place to interact with children and adolescents of all body compositions, multiple researchers have attempted to design, implement, and evaluate school-based physical activity interventions. Many of the interventions have produced significant results. Overweight and obesity is not physical education’s problem, but it does present an opportunity for physical education to grow as an academic discipline as new interventions and curricula are developed and disseminated. This article focused on the large-scale, school-based, physical activity interventions that needs to be designed, implemented, and evaluated using rigorous standards and policymaker and educational community support.

A Systematic Review Investigating the Effects of Implementing Game-Based Approaches in School-Based Physical Education Among Primary School Children

Purpose: To evaluate the effectiveness of game-based approaches on game performance, fundamental movement skills, health-related indicators, and physical activity outcomes among children (5–12 years) when delivered in the primary physical education school setting. Method: A systematic search of six electronic databases without date limitation was conducted on June 11, 2021. Results: Among included studies (N = 17), positive outcomes were found for children’s game performance, fundamental movement skills, physical and mental health, and/or physical activity. Game-based approaches intervention success appears to be related to the contents of teacher training, especially the inclusion of a theory-based syllabus, mentoring, and reflection sessions. Conclusions: The findings of this review confirm that hybrid sport education-invasion games interventions delivered in primary schools are beneficial for improving a range of student outcomes. To improve physical self-perception, intrinsic motivation, well-being, physiological, and potential psychological outcomes for children, it is necessary to explore more game-based approaches’ longitudinal and intervention research with high quality.

School-based physical education, physical activity and sports provision: A concept mapping framework for evaluation.

Physical education, physical activity and sports provision are important factors in whole school health promotion, however, a standardised evaluation framework to evaluate the contribution of these components is lacking. A framework that accounts for the distinct structures and associated factors, that impact upon provision would facilitate a more coherent evaluation. A concept mapping methodology, involving the generation of factors relevant to school physical education, physical activity and sports provision and their subsequent thematic and numeric rating and sorting was utilised. Concept mapping effectively gathers, integrates, and visually and numerically represents the composite thinking of a group of relevant and expert stakeholders around a complex social phenomenon. Following a review of the extant literature and synthesis among 20 expert stakeholders, a list of 95 factor statements relevant to school physical education, physical activity and sports provision were developed. Each factor statement was rated and sorted by 197 multi-disciplinary participants. An eight-cluster framework that demonstrated good validity (stress value: 0.266), was derived from the data based on: 1. Partnerships and Pupil Centered Physical Education; 2. Physical Activity and Sports; 3. School Demographics; 4. Equipment, Facilities and Budget; 5. Extra Costs; 6. Curriculum and Policy; 7. School Management and 8. Timetable. Statements within the cluster on school management received the highest mean importance and modifiability ratings while statements within the cluster on school demographics received the lowest mean importance and modifiability ratings. Eight overarching structures which account for school physical education, physical activity and sports provision have been identified. Within each of these, structures and overall factors of greatest importance and modifiability have been illuminated. Findings stemming from this rigorous methodology, provide the foundation for the development of a national provision evaluation index to inform both school-level and national policy and actions. It is recommended the current methodology is replicated in other nations to gain corresponding insights.

Physical Activity and Academic Performance in School-Age Children: A Systematic Review

This brief review aims to empirically summarize the expansive and ever-growing literature about the impact of physical activity interventions on cognitive function and academic performance. To better understand these relationships, this overview included research from different physical activity settings, such as school-based physical education, classroom-based physical activity and extracurricular physical activity. Given the findings adduced from the literature on this field, it could be argued that physical activity produces important changes in the brain, which mediate enhancements in cognitive performance as well as academic achievement. Therefore, the aim of this work is to analyze how physical activity may provide different pathways to improve cognitive health and academic performance among school-age children.

The Effect of Primary School-Based Physical Education Programs: A Systematic Review of Randomized Controlled Trials.

The present article aimed to systematically summarize primary school-based intervention programs and their effects evaluated through randomized-controlled trial design. A systematic review of relevant articles was carried out using 4 electronic databases. From a total of 193 studies initially found, 30 were included in the qualitative synthesis. Main results: (1)Intensive interval training or jump/strength exercises may positively influence physical fitness, promoting challenging task, psychological needs, and guided styles to a greater extent; (2)Games that demand more cognitive function seem more beneficial than those based on repetitive aerobic exertion to improve fundamental motor skills; (3)The jumping/strength exercises may cause benefits in bone area and bone mineral density, while flexibility and balance may reduce the risk of muscle injury; and (4)Programming a greater dose of moderate-to-vigorous physical activity seems to be related to positive effects in core executive function and academic performance. Additionally, providing information and involving the social environment may enhance the positive effects.

PETE Leaders’ Perspectives on Curriculum Reform for School-based Physical Education in the United States: Standards or Standardization

PETE Leaders’ Perspectives on Curriculum Reform for School-based Physical Education in the United States: Standards or Standardization

현행 표준기반 학습에 관한 미 체육 교사와 교사 교육자들의 인식 탐색

The purpose of this study was to examine physical education (PE) teachers’ and teacher educators’ perceptions on the current practice of standards-based learning in the United States. In total, twenty-six individuals were purposefully selected to participate in in-depth interviews that were inductively and deductively analyzed and tested. Themes indicated the physical educators have strong convictions to the broad PE standards allowing for local flexibility and teacher autonomy while they were also concerned that the standards produced a number of disparate school PE programs across states. Participants acknowledged that many teachers have limited knowledge about PE standards and a lack of capacities to incorporate the endorsed standards into the actual curriculum used in PE programs. The profession of PE must provide more explicit and specific guidelines for standards-based learning in order to sustain security and reliability as a relevant subject within school cultures. Further, Standards-based reform would have to be initiated in mutual cooperation with diverse scholarly/administrative groups and local entities to promote quality school-based PE programs.

A teacher professional development programme to enhance students' critical health literacy through school-based health and physical education programmes.

Health literacy is a critical asset for adolescents to develop given its positive impact on health outcomes. The few studies that have targeted teacher knowledge and attitudes show that teachers themselves find it difficult to: navigate the multi-modal nature of health information; critically evaluate the different modes and texts; and apply health-related information in a variety of contexts. This research study aimed to address this issue through developing and implementing a teacher professional development (PD) programme for three Australian secondary schools and nine Health and Physical Education (HPE) teachers to improve health literacy, particularly critical health literacy, content and pedagogies embedded in current HPE programmes. Fifteen HPE programmes were analysed using Nutbeam's health literacy hierarchy and the Australian Curriculum: HPE outcomes and content, with this analysis informing a personalized PD programme. To evaluate how teachers experienced the personalized PD programme, interviews conducted at the completion of the PD programme were analysed using Braun and Clarke's thematic approach. According to the teachers, the PD had improved their knowledge and understanding of the three levels of HL, including how to implement it into their practice. The personalized nature was a key strength of the PD programme as it allowed for changes to be made in a time-efficient manner, a known challenge for teachers. Teachers recommended the provision of additional resources that foster students' critical health literacy levels and an additional session to ensure sustainable changes in planning and teaching practices.

PE teachers’ perceived expertise and professional development requirements in the delivery of muscular fitness activity: PE Teacher EmPOWERment Survey

Muscular fitness (MF) is an important modifiable factor to improve overall health. Schools offer a unique opportunity to deliver MF activity during physical education (PE) and develop competence to engage in various activities across the life course. However, the implementation of school-based MF activity may be impaired by some teachers reporting a lack of expertise and low confidence in the delivery of MF activity. Understanding teachers’ thoughts and perceptions regarding the delivery of MF in schools may help guide future research and policy to support MF delivery in UK schools. Following ethical approval, a survey of secondary school PE teachers across the UK was distributed via Twitter. Survey responses were analysed and reported descriptively and thematically. Completed surveys were returned by 194 teachers (61.9% male) from England, Scotland, Wales, and Northern Ireland. Relative to less experienced teachers, those with at least five years’ service were 2.2 times more likely to have completed continued professional development (CPD) in MF activity (OR = 2.16; ß = 0.77; 95% CI: 1.25-3.74; p < 0.01), and 1.8 times more likely to use assessments of MF to inform PE programme decision-making (OR = 1.83; ß = 0.60; 95% CI: 1.18-2.82; p < 0.01). Despite the promising contribution school-based PE may have to developing MF, we report a poor understanding of MF activity amongst UK-based PE teachers. CPD is warranted to deliver successful MF interventions in a school setting.

Utilizing the Framework of Life Skills Development to Promote Social–Emotional Learning in Elementary Physical Education

The purpose of this article is to demonstrate how elementary physical education (PE) teachers can incorporate social emotional learning (SEL) and life skills into their teaching. Within school-based PE, the ability to foster SEL competencies has been the traditional focus. However, even with the recognized differences between youth sport and PE, the application of life skills holds much merit within PE settings, due, in part, to the fundamental philosophies that underpin PE.

Effects of Coordinative Exercise on Sustained Attention and Perceptual Discrimination in Elementary School Physical Education

ABSTRACTPurpose: This study examined the effects of coordinative exercise on children’s sustained attention and perceptual discrimination in a school-based physical education (SBPE) setting. Methods: Seventy-three children received an intervention of moderate-to-vigorous intensity coordinative exercise, and 75 children participated in a moderate-to-vigorous intensity physical activity as part of a regular physical education class. Two neuropsychological tests of executive function (EF) were used to assess attention and perceptual discrimination functions before and after each treatment. Results: The results found that coordinative exercise significantly improved the performances on sustained attention and perceptual discrimination, as evidenced by enhanced response accuracy and improved speed of responding. Specifically, higher progressions in task performance were seen following coordinative exercise relative to regular physical activity. Conclusion: These findings suggest that coordinative exercise could enable more robust improvements in sustained attention and perceptual discrimination among children. Overall, we conclude that structured coordinative exercise, implemented in SBPE settings, may be a promising alternative to promote children’s cognitive abilities.

표준화된 체육교과 교육과정 개발의 난제 고찰 : 미국의 교육환경을 중심으로

This article explores sociocultural and education-structural factors that have exerted significant limits on national curriculum reform for school physical education (PE) in the United States (U.S.). Based on prior research and discourses, three primary education-contextual issues that circumscribe extensive curriculum reform were found: socioeconomic and cultural disparities in student population, the longstanding tradition of multiple-layered governance structure, and an deeply held conviction about an idiosyncratic/localized curricular approach among educational professionals. An overly rigid national curriculum has the potential to prompt diverse ideological issues such as inequitable learning opportunities, a hegemony of knowledge, and the reproduction of divisions among groups of students. It would seem to be advisable for extensive curricular reform for school-based PE to be initiated voluntarily at the state or local level to reduce any potential resistance or anti-sentiment from lower level government entities. PE curriculum must be socioculturally responsive, locally flexible, and aligned with the needs and interests of individual students.

Presenting a New Framework to Improve Engagement in Physical Activity Programs for Children and Adolescents With Social, Emotional, and Behavioral Disabilities.

Children and adolescents with psychiatric and neurodevelopmental diagnoses such as anxiety, depression, autism, and attention-deficit/hyperactivity disorder (ADHD) face enormous health disparities, and the prevalence of these disorders is increasing. Social, emotional, and behavioral disabilities (SEBD) often co-occur with each other and are associated with unique barriers to engaging in free-living physical activity (PA), community-based exercise and sports programming, and school-based physical education. Some examples of these barriers include the significantly depleted parental reserve capacity associated with SEBD in children, child dysregulation, and previous negative experiences with PA programming and/or exclusion. Importantly, most SEBD are “invisible,” so these parents and children may face more stigma, have less support, and fewer inclusive programming opportunities than are typically available for children with physical or intellectual disabilities. Children’s challenging behavioral characteristics are not visibly attributable to a medical or physical condition, and thus are not often viewed empathetically, and cannot easily be managed in the context of programming. Existing research into PA engagement barriers and facilitators shows significant gaps in existing health behavior change (HBC) theories and implementation frameworks that result in a failure to address unique needs of youth with SEBD and their parents. Addressing these gaps necessitates the creation of a simple but comprehensive framework that can better guide the development and implementation of engaging, effective, and scalable PA programming for these youth and their families. Therefore, the aim of this article is to: (1) summarize existing research into SEBD-related child and parent-level barriers and facilitators of PA evidence-based program engagement; (2) review the application of the most commonly used HBC and disability health theories used in the development of evidence-based PA programs, and implementation science frameworks used in adaptation and dissemination efforts; (3) review the SEBD-related gaps that may negatively affect engagement; and (4) describe the new Pediatric Physical Activity Engagement for Invisible Social, Emotional, and Behavioral Disabilities (PAID) Framework, a comprehensive adapted PA intervention development and implementation adaptation framework that we created specifically for youth with SEBD and their parents.

Physical Education and Physical Activity Promotion: Lifestyle Sports as Meaningful Experiences

The value of embracing a physically active lifestyle has been well documented in recent times. However, despite this knowledge, physical activity levels in many western societies remain worryingly low in both adult and youth populations. Habit formation in youth is a key indicator of engagement in physical activity as an adult; therefore, maximising opportunities to develop motivation in young people is vitally important to increase the likelihood of maintaining physical activity habits as an adult. A key factor for the development of motivation is school-based physical education. This review considers the current landscape of physical education as a vehicle for physical activity promotion, and suggests that a change of approach that moves away from physical education focusing solely on sport techniques is long overdue. A culturally relevant curriculum that includes lifestyle sports, with a focus on mastery and enjoyment through a meaningful experiences approach, is proposed as a viable update to current practice.

Social-ecological and biographical perspectives of principals’ involvement in comprehensive school physical activity programs: a person-centered analysis

ABSTRACT Background The World Health Organization recommends a whole-of-school approach to promoting youth physical activity (PA) and there are several examples of this approach internationally. In the United States, the comprehensive school PA program (CSPAP) model serves as the national framework for school-based physical education (PE) and PA. Part of the implementation support structure for a CSPAP is staff involvement. Although there is a growing body of research that examines the CSPAP-related involvement of school staff, few studies have focused on school principals. Principal involvement is critical to the success of school-based PA programming. Investigating principals’ CSPAP involvement is a necessary step toward maximizing efforts to leverage CSPAP implementation. This study drew upon social-ecological and biographical perspectives and used a person-centered analytic approach to investigate principals’ CSPAP involvement. Purpose Building on recent research using a variable-centered approach to examine school principals’ CSPAP involvement in the U.S., the purpose of this study was to examine distinct profiles among these same principals in terms of their CSPAP involvement, social-ecological based perceptions of CSPAPs, and satisfaction with personal experiences in K-12 PE. Methods Stratified random sampling was used to recruit a national sample of 2941 public school principals in the U.S. for participation in an electronic survey that measured CSPAP involvement, social-ecological perceptions (intrapersonal, interpersonal, and environmental), PE satisfaction, and several demographic, background, and school context variables. A total of 291 principals completed the survey. Only data from respondents who indicated their school has a CSPAP (N = 198) were used for this study. Data analysis involved principal component analysis and latent profile analysis. Results All PE satisfaction items were found to be good measures with factor loadings ranging from .879 to .962 and a Cronbach’s alpha coefficient of .932 (previous research provided validity and reliability evidence for the CSPAP involvement and social-ecological measures contained in the survey.) The optimal latent profile model included four profiles, which were labeled Average (average scores for all three social-ecological factors), Above Average (above average scores for all three social-ecological factors), Below Average (below average scores for all three social-ecological factors), and Low-Interpersonal (high scores for the intrapersonal and environmental factors and low scores on the interpersonal factor). Latent profiles did not vary significantly on any measured demographic, background, or school context variables. The Kruskal–Wallis test yielded significant differences across the four latent profiles on both PE satisfaction (H (3) = 24.527, p < .001) and CSPAP involvement (H (3) = 34.469, p < .001). Conclusion This study supports the idea that there are distinct groups of principals, based on intrapersonal, interpersonal, and environmental perceptions regarding CSPAP implementation. Additionally, PE satisfaction was an important predictor of latent class membership, which in turn predicted principals’ CSPAP involvement. Future interventions to increase principals’ CSPAP involvement can incorporate the results of this study to design tailored professional trainings that target appropriate levels of social-ecological influence. Further, even though previous experiences with PE cannot be changed, helping principals understand the value of quality PE programs to whole-child learning and development may be worth exploring as a strategy to bolster CSPAP implementation efforts.

A Systematic Review of the Effects of Physical Activity on Specific Academic Skills of School Students

This systematic review examined the effects of distinct physical activity interventions on the academic achievement of school students based on an analysis of four distinct outcomes: mathematics, language, reading, and composite scores. This study was performed in accordance with the PRISMA guidelines and the QUORUM statement. A literature search was conducted using the PubMed-MEDLINE, Scopus, and Web of Science databases. Peer-reviewed studies published in English, Portuguese, and Spanish were considered. A random-effect meta-analysis was employed to determine the effect of interventions on academic performance. The effects between interventions and control groups were expressed as standardized mean differences. Thirty-one studies were included in the meta-analysis based on the inclusion and exclusion criteria. The exercise programs were not capable of significantly improving language, reading skills, and composite scores. Conversely, performance in math tests increased significantly after the interventions compared with the control groups. Regarding the overall effect, a significant improvement in academic achievement was detected after physical activity programs compared with controls. In conclusion, the positive effects of school-based physical education on academic performance are not uniform and may be higher for math skills. The implementation of evidence-based exercise programs in school settings emerges as a promising strategy to increase overall academic achievement in school-aged students.

‘Free but not free-free’: teaching creative aspects of dance in physical education teacher education

ABSTRACT Background There is a global consensus that stimulating and fostering children’s creativity in education is crucial. Addressing creativity has become an imperative in educational policies and in school curricula internationally. School-based physical education (PE), and specifically the teaching area of dance, has been identified as an important pedagogical setting within which to develop creativity. Existing studies have suggested, however, that dance is seldom taught in PE in ways that acknowledge creative aspects of movement learning. Scholars have claimed that teaching pre-arranged dances with predetermined movement outcomes dominate dance teaching in PE. Furthermore, studies have asserted that the overarching regulative principles of PE and PETE that privilege sport skills and physical exercise hinder creative movement learning. Still, dance teaching is frequently seen as part of expressive dance teaching in PE and PETE and is regarded as holding potential in the area of education for creativity. Little scholarly attention has been given to how teacher educators approach creative aspects in dance teaching. Purpose This article aims to create insights into how PETE teacher educators understand and work with creative aspects of dance in their educational practice. Method and theory To address our aim, we investigate how teacher educators describe their teaching of creative aspects of dance. To do this, empirical material was generated through qualitative interviews with PE teacher educators from each of the PETE institutions in Sweden. The theoretical concepts of smooth and striated spaces and experimentation by Gilles Deleuze and Félix Guattari were used to guide the analysis of how the PETE educators described their teaching of creative aspects of dance. Deleuze and Guattari developed a framework that concerned questions of creativity and newness. Despite this conceptual framework having not yet been used in dance education in PE and PETE, their writing fits well when analysing questions of creativity in an educational context. Findings We identified three major themes relating to creativity in the empirical material: (a) creative aspects of expressive dance; (b) challenges that teacher educators face when introducing movement exploration in expressive dance to their students, and; (c) the teacher educators’ pedagogical work with students. Discussion The results of this study show that teaching expressive dance can take teaching in PE and PETE in new directions. The results provide insights into alternative ways of teaching in these educational settings that can counter the dominant ways of teaching dance. Results suggest that teacher educators operate in various striated spaces that are shaped by expectations and conventions. In such spaces, the educators aim to create momentary passages of smoothening that open up for experimentation and the development of students’ creativity. The results also suggest that expressive dance in PE and PETE emphasizes creative movement learning through which students learn to operate within new and unpredictable situations.