School Physical Education Classes Research Articles

PE Ninja Warrior: Designing an American Ninja Warrior Unit for Physical Education

Regular participation in physical activity during childhood and adolescence is critical to the development of healthy habits that will continue into adulthood. Research suggests that children who lead sedentary lives are more likely to continue those habits later in life. A key goal of physical education (PE) is to educate students on the importance of being physically active, as well as improve fitness levels. Recent literature suggests that school PE classes do more on this front. This has prompted the need for creative approaches in the PE classroom. PE Ninja Warrior is an example of a creative method that aims to meet the needs of today's youth. Based on the popular television show and trend, American Ninja Warrior, this article will highlight the implementation of such a program in PE, as well as identify and explain challenge course ideas.

School and community physical activity characteristics and moderate-to-vigorous physical activity among Chinese school-aged children: A multilevel path model analysis

PurposeThe purpose of this study was to examine the association between school and community physical activity (PA) characteristics and levels of moderate-to-vigorous physical activity (MVPA) among Chinese school children. MethodsData were obtained from the 2016 Physical Activity and Fitness in China—The Youth Study project. Participants were 80,928 school children (Grades 4–12; 39,747 boys, 41,181 girls; mean age = 13 years) and 935 physical education (PE) teachers who completed a study survey. Independent variables included both school-related factors (school-level PA support, availability of and access to PA facilities, and the duration of school PE classes) and community-related factors (the frequency of sports events, sports training opportunities, availability of sports clubs and organizations, and access to PA facilities). The dependent variable was the children's self-reported participation in MVPA. The data were analyzed, in 2017, via multilevel modeling. ResultsPA support from school administrators was the only school-level factor significantly related to children's participation in MVPA. Children's perceptions of the frequency of community-sponsored sports events, availability of sports clubs and organizations, and convenient access to PA facilities were associated with a high level of MVPA participation. In regard to residency in urban and rural areas, children attending urban schools who perceived high availability of PA facilities were associated with a low level of participation in MVPA. ConclusionSchool support for PA and community PA resources are associated with MVPA among Chinese school children. School PA facilities appear underutilized among urban schools as evidenced by low levels of MVPA among school children.

중학교 체육수업에서 인식한 체육수업행동과 기대-가치 및 사회성숙도의 관계

중학교 체육수업에서 인식한 체육수업행동과 기대-가치 및 사회성숙도의 관계

Exploring the Pleasure Factors and Inhibitory Factors of Middle School Physical Education Classes

Exploring the Pleasure Factors and Inhibitory Factors of Middle School Physical Education Classes

EXERGAMES NA EDUCAÇÃO FÍSICA: UMA REVISÃO SISTEMÁTICA

O objetivo deste estudo foi analisar a produção acadêmica sobre a utilização dos exergames nas aulas de Educação Física Escolar. Utilizou-se uma revisão sistemática qualitativa para a obtenção dos artigos selecionados. Foram encontrados treze trabalhos indexados nas bases de dados Medline, Lilacs, Scielo e DOAJ. Constatou-se que os exergames são uma alternativa viável para o campo educacional e podem auxiliar no processo de ensino-aprendizagem. Além disso, quando aliados a atividades em ambiente real podem motivar os alunos e aumentar o nível de atividade física. Entretanto, observamos limitações metodológicas que comprometem a validade dos achados apresentados. Reforçamos a necessidade de mais pesquisas que busquem avaliar criticamente as potencialidades pedagógicas de tais equipamentos na Educação Física Escolar.

Physical fitness and obesity levels during an academic year followed by summer holidays: an issue of insufficient time for physical activity.

Today, available time for physical activity has been continuously decreasing, whilst, school-time physical education (PE) classes appear to be the only real option for many adolescents to engage in physical activity and exercise. The aim of the present study was to investigate fitness and health related parameters over one academic year, and after the summer holidays for adolescents who do not engage in out-of-school physical activities. Participants were 153 students (age: 15-17 years; boys n = 86) who exercised only during PE (2 × 45-min periods per week). Body fat, flexibility, handgrip strength, squat jump, 30 m sprint and cardiorespiratory fitness were examined at the beginning and end of a school year, and after the ensuing summer holidays. The boys improved handgrip and flexibility, but no other significant improvement was observed over the school year in any of the examined physical fitness parameters, or obesity indices. Instead, the girls' cardiorespiratory fitness decreased over the summer holidays. It seems that exercising only twice a week during school PE classes is insufficient to induce significant improvements in physical fitness, body composition and health parameters.

Associação entre estrutura da escola com a atividade física na aula de educação física e no recreio

DOI: http://dx.doi.org/10.5007/1980-0037.2017v19n2p164 The aim of this study was to verify the association between the characteristics of the school structure and the physical activity of students in the physical education class and school recess. This is an association study with quantitative approach. The random sample is composed of 176 schoolchildren (71 boys and 105 girls) from 10 schools of the city of Passo Fundo-RS, Brazil. Physical activity was evaluated with a pedometer, after which the average number of steps in the physical education class and school recess was calculated. The characteristics of the school structure were evaluated by direct observation, with the audit tool in the school. Data were analyzed using descriptive statistics, independent t-test and generalized linear regression. The mean number of steps among boys was higher when compared to girls in the physical education class (t=3.478, p<0.001, d cohen=0.62) and in the school recess (t=2.537, p<0.01; d cohen=0.45). The number of steps in physical education class was not associated with the characteristics of the school structure. In the school recess, an inverse association was found, where boys enrolled in schools with regular quality structure performed on average 208.04 (95%CI=16.44/399.65; p=0.03) steps when compared to boys enrolled in schools with good quality structure. Schools that have bigger and/or better structure do not necessarily influence adolescents in the practice of physical activity in school recess and physical education classes.

Sociodemographic, biological, and psychosocial correlates of light- and moderate-to-vigorous-intensity physical activity during school time, recesses, and physical education classes

BackgroundIdentifying factors associated with physical activity (PA) is useful in planning interventions and policies. The aim of this study was to identify sociodemographic, biological, and psychosocial factors associated with PA performed in school settings. MethodsData collected for the present study included gender, age, socioeconomic status, body fat percentage, aerobic fitness, self-efficacy, attitudes, peer and parental support, and perception of school environment. Dependent variables were light-intensity PA (LPA) and moderate-to-vigorous-intensity PA (MVPA) performed during school time, recesses, and physical education (PE) classes. Multiple regression analyses were performed. ResultsParticipating adolescents (n = 567, 53% female, 12.9 ± 5.3 years) spent 5% of school time in MVPA and 27% in LPA, 15% of recesses in MVPA and 44% in LPA, and 16% of PE classes in MVPA and 41% in LPA. Boys engaged in more MVPA in all categories. Age was inversely related with MVPA and LPA in all periods, whereas body fat percentage was inversely related with MVPA in school time and PE classes. Attitude was inversely related with MVPA in all periods and with LPA in recesses. Considering PA to be good and enjoyable was positively associated with MVPA in school time. ConclusionAdolescents spent little time in PA during school. Future interventions should implement enjoyable activities at school.

A Case Study on Elementary School Physical Education Classes Applying Flipped Classroom Connected with Jigsaw Cooperative Learning

A Case Study on Elementary School Physical Education Classes Applying Flipped Classroom Connected with Jigsaw Cooperative Learning

Time Segment Specific Physical Activity During School Hours In Six- Nine- And 15-year-olds

It is recommended that youth spend ≥60 min/d in physical activity (PA) of moderate-to-vigorous intensity (MVPA). Because the vast majority of children attend school, this environment can provide an ideal arena for PA promotion and it has been argued that schools should provide opportunities to accumulate ≥30 min/d of MVPA (i.e., ≥50% of recommended daily minimum). However, the current knowledge of MVPA accumulated during school is limited by small sample sizes, short duration of observation and inaccurate segmentation of periods during the school day. PURPOSE: To examine time segment specific MVPA during school hours, using accurately segmented accelerometer data collected over a full school week in a representative, population-based sample of 6-, 9-, and 15-year-olds attending a diverse sample of schools. METHODS: We used accelerometer data (ActiGraph GT1M/GT3X+) from a sub-sample of the PA among Norwegian Children Study. Participants attended 34 different schools (82 classes) that provided class schedules describing the exact start and end time of the school day, recess periods and physical education (PE) classes. To classify time segment specific MVPA, we summed all 10 sec epochs within the different time segments containing >333 activity counts (vertical axis). We applied random effects linear regression models, accounting for the clustered nature of the data. RESULTS: Among 6- (n=166), 9- (n=296) and 15-year-olds (n=323), 57%, 35% and 9% accumulated ≥30 min of MPVA per school day, respectively. Boys accumulated significantly more MVPA than girls during school hours, recess and PE (adjusted for wear time (WT) and month, p≤0.011). We found an inverse association between age and school hour MVPA (p<0.001), whereas the association was inverted and J-shaped with age (adjusted for WT, month and sex, p<0.001) for recess MVPA. We found no association between age and MVPA during PE (p≥0.154). Onclusion: Low proportions of 6-, 9- and 15-year-olds accumulated ≥30 min of MVPA during school hours, and girls accumulated less MVPA than boys throughout the school hours in all age groups. Our results indicate that self-organised MVPA (recess), but not teacher organized MVPA (PE), declines with age. This suggest that schools should provide opportunities for structured PA during recess, especially for adolescents and girls.

ETHNOPEDAGOGICAL COMPONENT OF PHYSICAL TRAINING OF SCHOOLCHILDREN

Introduction. The publication is devoted to the problem of the use of ethnopedagogical technologies in physical training of school students. The aim of the research is to describe a new approach to the organization of physical education of school students considering regional specifics of physical development of children and teenagers, climatic conditions of places of their accommodation and national peculiarities of pupils. Methodology and research methods. The pedagogical experiment has become the main method of the research presented in article. Somatometric and functional measurements of physical parameters of school students and the indexes characterizing their physical development were taken at the beginning and the end of the experiment, taking into account the standard technique and the requirements of Scientific Research Institute of Anthropology of Moscow State University. The following indexes were calculated: Pignet’s index that defines proportionality of development and strength of a constitution; vital and power indexes. The efficiency of the ethnopedagogical technologies included in the program of physical training came to light by means of the quantitative and qualitative analysis of the obtained experimental data. Reliability of distinctions between indicators in experimental and control groups of examinees was estimated by nonparametric methods on use of criterion of Mann – Whitney. Results and scientific novelty. The inclusion of elements of the Buryat national sports into the program of variable school physical education classes at schools of Baikal region is proved. The program of a school course of physical training which is based on use of ethnopedagogical technologies is developed. Positive results of physical development of school students when using an author’s technique are received. Practical significance. The offered innovative program expands a training material on physical culture at school and can be used in other educational institutions of the region and our country in general.

중학교 체육수업에서의 교수행동 지각과 학습목표 및 지속의 관계

중학교 체육수업에서의 교수행동 지각과 학습목표 및 지속의 관계

Children`s lifestyle behaviors in relation to anthropometric indices: a family practice study.

IntroductionObesity prevention in children represents one of the main concerns in primary care. In order to develop into a healthy adult, the child has to follow a healthy lifestyle in all aspects: nutritional, behavioral, physical and recreational. Our main goal was to identify which habits may influence the children’s somatic development.MethodOur study, performed in a family practice, consisted in a questionnaire regarding physical activity, diet and use of electronic devices.After obtaining the parent’s and child’s informed consent to participate in our cross-sectional study, 98 consecutive children aged 5–15 years, examined in the family practice, were enlisted. After collecting the answers, weight, height, waist circumference, wrist circumference, subscapular skinfold thickness were measured and body mass index was calculated.ResultsThe analysis of the relationship between the anthropometric data showed a significant difference between girls and boys only in respect of the wrist circumference. The groups performing daily household activities had a significantly increased weight, BMI, abdominal and wrist circumference. Participation in physical education classes in school was associated significantly only with the wrist circumference. Frequent change of the option for extracurricular sport showed a significant difference in weight, waist circumference, and wrist in favor of the group that practiced many sports. Fast food diet and the type of alimentary habits of the family (home cooked, pre-cooked, or ordered food) showed differences between medians of the anthropometric indices with higher values for those eating more frequently fast food or ordered food, yet without reaching statistical significance.ConclusionBoth girls and boys, in the presence of an unhealthy lifestyle (lack of recreational and educational physical activity, food habits, inappropriate time spent in front of a screen) had unfavorable adiposity indices.

The Relationship among High School Physical Education Class Satisfaction, School Life Stress, and School Violence Tendency

The Relationship among High School Physical Education Class Satisfaction, School Life Stress, and School Violence Tendency

Study of the Transfer and Maintenance of the Effects of the TPSR Model in Junior High School Physical Education Classes*

Study of the Transfer and Maintenance of the Effects of the TPSR Model in Junior High School Physical Education Classes*

Exploring play in school recess and physical education classes

The purpose of this study was to explore children’s play during recess and in physical education (PE) classes from the perspective of Huizinga’s theory of play. Specifically, this study investigated how primary school PE teachers used the concept of play, how it was understood by student participants, and how the participants engaged in the different phases of play during recess. Two groups of Year 3 children from two different schools participated in the study. Observations and unstructured group and individual interviews were used to collect data. The results reveal that PE teachers used the concept of play to propose activities, therefore employing play as a pedagogical tool. Participants engaged in some short breaks during the different parts of the PE class, during which they engaged in a ludic mode of play. Finally, the players communicated with each other in different ways while playing in a ludic mode during recess, using verbal and non-verbal communication and a combination of both. The results suggest that PE teachers need to determine which approaches to play are more appropriate to use in their classes.

The Development of Physical Activity Program based on the Ecologism in Middle School Physical Education Class and the Exploration of Its Educational Meaning

본 연구는 중학교 체육수업에서의 생태주의에 기초한 신체활동 프로그램을 개발하고, 적용하여 교육적 의미를 탐색하는 데 목적을 두었으며, 연구의 목적을 달성하기 위하여 사례연구를 수행하였다. 연구 참여자는 연구자, 프로그램 참여자 Y 여자중학교 1학년 32명과 H 여자중학교 2학년 29명, 전문가 집단의 체육교사 7명을 선정하였고, 자료 수집은 심층면담, 참여 관찰, 프로그램 관련 자료, 학습자 성찰일지, 사진 및 영상 등을 통해 이루어졌으며, 사례기록 분석과 귀납적 범주 분석방법을 통해 자료를 분석하였다. 또한, 삼각 검증법, 동료 간 협의, 구성원 간 검토의 방법을 활용하여 연구의 진실성을 확보하였다. 본 연구의 결과 첫째, ‘생태주의에 기초한 신체활동 프로그램’은 사전 연구 단계, 프로그램 구성 모형 구안 단계, 프로그램 개발단계, 프로그램 검증 단계의 절차를 거쳐 개발되었으며, 1차시 45분씩, 총 10차시로 구성되었다. 둘째, 프로그램 적용을 통해 학습자들은 ‘생태환경’을 단순히 ‘자연’으로 바라보고, 이해하는 관점에서 ‘인간’, ‘공존’, ‘존중’, ‘협력’, ‘위기의 연결성’, ‘배려’ 등으로 바라보고, 이해하는 변화를 나타냈고, 적용 전 신체활동에 대해 부정적인 태도를 보였던 것과 다르게 많은 관심과 흥미를 갖는 긍정적인 변화를 보였다. 동시에 학습자들은 협동학습을 경험하게 되면서 ‘생태’, ‘생태환경’의 의미를 학습자 자신의 지식과 가치로 내면화 시키게 되었다. 학습자들의 변화는 교육적 의미 중 소통, 협동, 배려, 존중, 함께하는 쉼, 즐거움으로 해석할 수 있다.

The ecology of cooperative learning in a high school physical education Pprogramme

The purpose of this study was to describe and interpret the ecology of cooperative learning as an instructional model in two high school physical education classes. One eighth grade (year 9) and one eleventh grade (year 12) class and their teacher were observed during a ten-lesson team handball unit. The following research questions framed the study (a) What were the curricular and organizational characteristics of the handball units? (b) How was the content organized and presented through the instructional tasks? and (c) What were the students' motor responses during the physical education content? A modified version of the task structure observational instrument was used to systematically observe 20 physical education classes (Siedentop, 1994). The ecological analysis demonstrated that both classes had low management time, high engagement time, and a large number of refinements tasks. Students in both classes performed a high number of opportunities to respond in both practice and game situations. Much of the accountability for student performance in managerial and instructional tasks was embedded within the cooperative learning tasks. In addition, the student social system contributed to work in the managerial and instructional task system. Cognitive tasks, which appeared in every lesson, contributed to the students’ understanding of the content and contributed to their selection and implementation of appropriate skills and strategies in the games. Cooperative Learning appears to be a viable instructional model for teaching quality high school physical education.

A School-Based Injury Prevention Program to Reduce Sport Injury Risk and Improve Healthy Outcomes in Youth: A Pilot Cluster-Randomized Controlled Trial.

To examine a school-based high-intensity neuromuscular training (NMT) program in reducing sport injury risk and improving fitness in youth. Students (ages 11-15) (n = 725) in physical education (PE) classes were randomized by school to intervention or control groups. A 12-week high-intensity NMT program (including aerobic, strength, balance, and agility components) was designed to reduce sport injury risk and improve measures of fitness. The control program was a standard of practice warm-up (including running and stretching). A Poisson regression model using an intent-to-treat analysis demonstrated a reduced risk of sport injury: incidence rate ratio (IRR)all injury = 0.30 (95% CI, 0.19-0.49), IRRlower extremity injury = 0.31 (95% CI, 0.19-0.51), IRRankle sprain injury = 0.27 (95% CI, 0.15-0.50), and IRRknee sprain injury = 0.36 (95% CI, 0.13-0.98). A change in waist circumference: -0.99 centimeters (95% CI, -1.84 to -0.14) and an increase in indirect measures of aerobic fitness: 1.28 mL·kg·min (95% CI, 0.66-1.90) in the intervention school compared with the control school also occurred. A NMT program in junior high school PE class was efficacious in reducing sport-related injury and improving measures of adiposity and fitness in the intervention group.

The Structural Relationship among Students" Expectancy-Value, Task Engagement, and Task Persistence in Elementary School Physical Education Class

The Structural Relationship among Students" Expectancy-Value, Task Engagement, and Task Persistence in Elementary School Physical Education Class