School Physical Education Programs Research Articles

Ten Tips for Designing Effective Physical Education Programs in Schools

One of the aims of physical education and the lesson content is to maintain lifelong personal and societal relevance. However, to achieve this goal, schools must develop and advocate for effective physical education programs. This article offers 10 whole-school strategies for designing and implementing an effective physical education program.

The Effects of Integrated Proprioception Development Strategies in Increasing the Psycho-Neuro-Motor Level of Children

This research aims to evaluate the improvement of proprioception capacity in 24 male subjects, aged 10 years, by applying an intervention strategy and proposing a specific competence within the physical education school program for the 4th grade in Romania. An experimental group (EG, n=12) underwent an ameliorative intervention for 14 weeks, having two lessons per week, while a control group (CG, n=12) followed the usual football training program at the club sport. Both EG and CG subjects were evaluated, under similar conditions, using four tests: Body Sway, Flamingo, March in place – MIP and Circle, using scientific equipment OptoJump Next and GYko Microgate. The statistical analysis compared the results of the two groups, using the Kolmogorov Smirnov test to verify the normality of the distributions, and to verify the significance of the statistical differences, the Independent T-test and the Mann Whitney U-test were used. The results revealed statistically significant differences in three of the four applied tests, confirming the general efficiency of the experimental program. These findings support the possibility of optimizing the contents of the school physical education program to support the development of proprioception and body awareness in primary school children. The use of high-tech equipment, such as GyKo Microgate and OptoJump Next, can provide standardized data on neural processing of sensory information, thus contributing to a more accurate and efficient approach to school physical education.

Зміни у фізичній підготовленості учнів ліцею спортивного профілю

The article examines the indicators of motor abilities of 10th-grade pupils of the sport’s professional college lyceum. The number of respondents was 210 people, the average age of the representatives was 15.46 years. The aim of the study is to determine the level of physical fitness of 10th-grade lyceum pupils and to investigate its dynamics over three years. Research methods and organization. The research was conducted during 2020-2022 on the basis of the Kharkiv Professional College of Sports Lyceum. In order to analyze the level of development of basic motor skills, standard tests of the school physical education program were chosen to determine indicators of speed abilities, agility, strength, power speed abilities and endurance. One-dimensional statistical analysis according to the Student’s t-test was chosen to prove the regularities discovered in the process of research and hypothesis testing. Results. The results of the study showed that the average statistical indicators of physical fitness of 10th-grade students of the Kharkiv Professional College of Sports Lyceum of the 2020-2022 sets are better than the data available in the scientific and methodological periodicals of peers who study in common schools. The average results of the sports lyceum pupils in 60 meters running range from 8.5 to 8.4 s; the results of the 4x9 m shuttle run exercise are within 9.1-9.2 s; pull-up on a high bar 8.2-8.8 times, long jump are in the range from 219 to 222 cm; running 1500 m within 5.29-5.36 min. The results of the exercises correspond to a high level of competence for representatives of this age. Statistical analysis of the obtained data showed that pupils of the 2022 control group compared to representatives of 2020 demonstrated worse results in exercises designed to determine indicators of speed, agility and endurance (p<0.05); indicators of strength and speed-power abilities do not have statistically significant differences. Conclusion. Systematic purposeful sports engagements and an increased level of physical activity allows to ensure a high level of competence in performing standard motor tests. However, during the three years of the study, the indicators of speed, agility and endurance of sports lyceum pupils statistically decreased.

Preliminary Program Evaluation of Pocket PE 3-5™, A User-Friendly Digital Application for Teacher Skills Training and Physical Education Activities for Third- to Fifth-Grade Elementary Students.

In the United States, many classroom teachers also teach physical education (PE). However, there is a dearth of evidence- and standard-based PE programs designed to support classroom teachers to deliver PE effectively in schools. The purpose of this study was to establish proof-of-concept for the Pocket PE 3-5 digital app in school settings with 10 third- to fifth-grade classroom teachers. We assessed fidelity of program implementation, measured via observations of PE quality. Students used wrist-worn heart rate monitors during Pocket PE 3-5 lessons to measure time spent in moderate to vigorous physical activity. Program feasibility was primarily assessed through teacher-reported surveys of usability, satisfaction, and acceptability and exit interviews. Mean PE observation scores were 18.6 (SD = 1.5) on a scale of 5 to 20. On average, students spent 56.7% (SD = 13.1%) of class time engaging in moderate to vigorous physical activity. Mean survey scores, reported on a 5-point scale, were 4.5 (SD = 0.6) for acceptability, 4.8 (SD = 0.4) for usability, and 4.7 (SD = 0.7) for satisfaction. Teachers liked how easy the app was to use but mentioned some technological challenges. This program evaluation study established the proof-of-concept for the Pocket PE 3-5 elementary school PE program.

Development of physical qualities of high school students in the football section of the school sports club

Introduction. According to the World Study of School Physical Education, sports games, gymnastics and athletics make up almost 80% of physical education curricula in primary and secondary schools. Possibilities of using certain types of sports games, for example, football, in the physical education of high school students are not sufficiently considered. The study aims to determine the effective methodology for developing the physical qualities of high school students in the football section of the school sports club. Materials and methods of research. 20 students aged 16 took part in the experiment. The research work was carried out at the Secondary School of the Betty-Mokhk village of Nozhai-Yurtovsky district, the Chechen Republic (Russian Federation). A sectional group was formed from the students of the experimental group (10 people), which, in addition to the school physical education program, additionally played football at the school sports club. The total volume of the educational and training program was 144 hours. Methods of mathematical statistic were the arithmetic mean and Student's t-test. Research results. The experimental methodology was developed in the form of an educational and training program for football based on a standard sports training program for football players aged 15-17 by the Russian Football Union and recommended for football sports training organizations in the Russian Federation. During the experiment, testing was carried out according to the standards included in the All-Russian Physical Culture and Sports Complex ‘Ready for Labor and Defense’ to identify the level of physical fitness of students. Comparative analysis and mathematical processing of the experiment results showed statistically significant changes in indicators of agility (t = 3.9; p < 0.01), speed (t = 2.3; p < 0.05), endurance (t = 2.9; p < 0.05), strength (t = 3.8; p < 0.01), and flexibility (t = 3.3; p < 0.01). Conclusion. The data obtained demonstrate the positive dynamics of the methodology for a sportsoriented approach through football in sectional classes within the school’s sports club. This proves the effectiveness of the chosen method, namely increasing the volume of physical activity through sectional work in the school sports club, taking into account the interests of students in physical education and sports activities.

The Role of Physical Education Within the National Physical Activity Plan

The Education Sector of the recently updated National Physical Activity Plan (NPAP, 2023) was developed to assist schools, early care and education centers, and colleges and universities to establish policies and provide programmatic opportunities to support all students in adopting physically active lifestyles. The 2023 Education Sector strategies target K-12 education, preschool and early childhood education, as well as college and university contexts to develop and advocate for strong policies that promote physical education and physical activity for all students. Successful implementation of the Education Sector strategies has the potential to support high-quality program delivery. Specific to school physical education programs, the strategies’ adoption has the capacity for a broad, lifelong impact. This article presents an overview of the Education Sector strategies and their related tactics, along with objectives specific for K-12 school physical education programming.

Comparison of the Impact of Body Percussion Exercises on Executive and Balance Performance in Intellectually Disabled and Healthy Girls of Ramhormoz City

Objective: The purpose of the present study was to compare the effects of body percussion exercises on the executive and balance performance of children with intellectual disabilities and their healthy counterparts. Methods and Materials: The statistical population included healthy children and those with intellectual disabilities from Ramhormoz city, from which 20 healthy children (10 experimental, 10 control) and 20 children with intellectual disabilities (10 experimental, 10 control) aged 9 to 11 years were selected to participate in this research through pre-test and post-test evaluations using the Continuous Performance Test (sustained attention), Stroop Color and Word Test (response inhibition), Stork Stand (static balance), and Heel-Toe Walking (dynamic balance). The experimental groups (both healthy and with disabilities) received the selected body percussion intervention program in 45-minute group sessions twice a week for 8 weeks; however, the control groups (both healthy and with disabilities) engaged in usual school activities. Data analysis was performed using covariance analysis at the significance level of p ≤ 0.05. Results: The results showed that the effect of body percussion exercises on sustained attention (p = 0.001), response inhibition (p = 0.001), and static and dynamic balance (p = 0.001) was significant, and participants in the experimental groups performed better than those in the control groups (p = 0.001). Conclusions: Based on the findings, it seems that body percussion exercises are a beneficial intervention for improving motor and cognitive skills in both healthy children and those with intellectual disabilities; therefore, it is recommended that these exercises be used in physical education programs in schools and rehabilitation centers.

Students’ Perspectives of Social and Emotional Learning in a High School Physical Education Program

Purpose: This study aimed to explore students’ perspectives and experiences of social and emotional learning (SEL) during physical education high school classes. Method: Using a case study design, focus group and individual interviews were implemented with 42 students. Based on the Collaborative for Academic, Social, and Emotional Learning’s SEL framework, deductive and inductive qualitative data analysis was conducted. The trustworthiness of this study was enhanced through peer debriefing process with various strategies. Result: Four themes were generated from the data analysis: Think about it more in depth, You can say how you feel, Care and support, and Different levels of buy-in. Discussion/Conclusion: Students’ SEL experiences in this study were overall aligned with the Collaborative for Academic, Social, and Emotional Learning’s SEL competencies and framework. This study suggests that more research is needed to better understand students’ SEL experiences holistically.

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.

Parents Knowledge of Appropriate Teaching Practices in Elementary School Physical Education Programs

Having parental support in a child’s education is very important. Parents are, and can be, a valuable force when it comes to their child’s education. The purpose of this study was to investigate parent’s knowledge of appropriate practices in their child’s elementary physical education classes. The data were obtained by surveying 311 parents. Parents were asked to complete a 40-statement survey dealing with appropriate practices in elementary physical education. The data showed that parents tended to correctly identify appropriate practices in their child’s elementary physical education class. Yet, from the 40 survey statements, six statements were incorrectly answered by a majority of parents. It is hoped, if parents are more educated regarding their child’s physical education experience, then there is a greater chance they will be more willing to support, or continue to support, elementary physical education in their child’s education.

Muscle Strength and Joint Range of Motion of the Spine and Lower Extremities in Female Prepubertal Elite Rhythmic and Artistic Gymnasts.

The purpose of this study was to investigate and compare the passive joint range of motion (PROM) and muscle strength in prepubertal rhythmic gymnasts (RGs), artistic gymnasts (AGs), and a control group (CG) of the same age. A total of 54 prepubertal girls were divided into three groups: 18 RGs (age 11.14 ± 0.7, height 142.6 ± 5.81, and body mass 31.2 ± 3.63); 18 AGs (age 11.27 ± 0.99, height 139.6 ± 5.85, and body mass 31.7 ± 3.21), and 18 school girls who are defined as CG (age 10.55 ± 0.42, height 145.33 ± 6.95, and body mass 42.1 ± 8.21) participated in the study. All athletes were elites and participated in national competitions. The CG participated only in their school physical education program. Isokinetic peak torques were measured using an isokinetic dynamometer (Cybex II) at 60, 180, and 300°·sec-1. Body mass index was greater in the CG compared to RGs and AGs (p < 0.001). PROM in cervical extension in RG was significantly higher compared to the AG and CG (p < 0.001). The athlete groups, RG and AG, showed significantly greater PROM in knee flexion (p < 0.001), hip flexion (p < 0.001), and hip abduction (p < 0.05) compared to CG. PROM in hip flexion was different between the left and right leg in RGs. The relative muscle strength of the quadriceps in the RG and AG was significantly greater compared to CG (p < 0.001 and p < 0.01 respectively). Gymnastics training in prepubertal ages can improve neuromuscular function and increase the relative muscle strength. Therefore, it is essential to note that when evaluating children within the developmental ages, especially those involved in sports, the type of muscle strength to be assessed should be specified.

Exploring the evolution of physical education and school health research: A bibliometric analysis

Physical education and school health have received more attention in recent years due to the growing concern over sedentary lifestyles and the rising prevalence of obesity and other health problems among children and adolescents. As a result, there has been an increase in the study on this topic, making it crucial to assess publishing trends and identify critical areas of concentration. This study aimed to map the school physical education and health literature between 2013 and 2022. VOSviewer was used to analyse 1,427 article documents. This study indicated that 2019 was the peak year for publications, with 183 documents. This result signifies increased interest and investment in this field’s study. This publication’s rise implies that researchers, institutions, and funding agencies prioritise physical education and school health research to encourage healthy lifestyles and prevent chronic diseases in children and adolescents. The subject area “Medicine” was the most focused on physical education and school health studies, with 1,229 documents. The BMC Public Health journal published the most articles, with 165 documents. Lubans, D.R., from the University of Newcastle, Australia, was the most prolific author with 32 documents. The keyword “physical activity” was the most used in cluster 1, with 450 occurrences and a total link strength of 678. This study’s results guide the most recent references in physical education and school health to guide future research appropriately. Future research may investigate using technology and digital media to encourage physical activity and healthy lives. In addition, future research may identify methods for incorporating school health and physical education programmes.

Effect of the Standard Classics Exercise to React Quickly in Children Aged 8-9 Years.

The problem of developing children's coordination abilities is relevant and can be solved by using Classical exercises in physical education lessons at school. The study aimed to determine the standard classic exercise's effect on reacting quickly in children aged 8-9. The children in the control group were engaged in the usual school physical education program, and the children from the experimental group additionally performed a traditional exercise classic. All children were engaged in physical education for 40 minutes, 2 times a week; 72 physical education lessons were conducted in each class during the study period. The test "Touch the ball" determined the ability to react quickly. The Student's T-criterion was used in statistical processing. After the end of the pedagogical experiment, the indicators of children in the control group improved by 3.1% (p&gt;0.05); the positive dynamics can be explained by a natural increase in coordination abilities at the age of 8-9 years and the effectiveness of using the standard physical education program in Russian schools. The indicators of children in the experimental group improved by 9.3% (p&lt;0.05). Such results can be explained by the effectiveness of using exercise standard classics in physical education lessons at school. The indicators of reacting quickly will significantly improve if children aged 8-9 also perform standard exercise classics during physical education lessons at school.

Barriers and facilitators to physical activity and further digital exercise intervention among inactive British adolescents in secondary schools: a qualitative study with physical education teachers.

Previous studies indicated that physical education programs in schools were unsuccessful to ameliorate physical activity (PA) behaviors among adolescents. This study investigated PE teachers' perceptions of barriers and facilitators to PA and further digital exercise interventions among inactive British adolescents in secondary schools based on the Capability, Opportunity, Motivation, and Behavior (COM-B) model, the Behavior Change Wheel (BCW), and Theoretical Domains Framework (TDF). A qualitative study was conducted among 156 PE teachers in England. deductive thematic analysis approach was applied to analyze data. A comprehensive perception of PE teachers revealed 21 barriers to PA among inactive adolescents in secondary schools. The study findings show that barriers exist across all categories of the COM-B model in physical opportunity (7), reflective motivation (5), social opportunity (4), psychological capability (4) and physical capability (1). The majority of these barriers were reported in previous studies as being barriers to PA from the perspective of children and adolescents. This shows that the findings are consistent with the views of children and adolescents that participated in these studies. Particular salient barriers for inactive adolescents were reported and greater insight into their experiences was highlighted. The study reported the main sources of behavior, intervention functions, policy functions, and behavior change tools that can be used for future behavior change interventions to support inactive adolescents. The study recommends using its findings to design interventions for inactive adolescents to achieve recommended levels of physical activity (PA). The study's comprehensive approach and evidence-based solutions provide extensive reference points for future intervention design, informing policy and contributing to enhancing support for inactive adolescents. Further development of digital exercise interventions, including conversational artificial intelligence (AI), is suggested to engage adolescents at scale and provide personalized support to overcome multiple barriers to PA.

School Physical Education Program Impact on Psychological Well-Being and Cognitive Ability of Primary School Children

Study purpose. This study aimed to determine the impact of school Physical Education programs on well-being and cognitive ability (CA), as measured by mathematics achievements, in primary school children. Materials and methods. The study participants selected from three schools were 100 girls and 102 boys aged 9–10 years. According to Kliziene et al. (2022), the CA diagnostic test for mathematics in Grade 4 is grounded in Feuerstein and Lewin-Benham’s (2012) dynamic cognitive modality assessment theory, as well as the General Curriculum for Primary Education approved by the Minister of Education and Science of Lithuania (ISAK-2433, 2008). This test designed for learners in Grade 4 encompasses mathematics. The study aimed to assess the level of enthusiastic well-being by examining three primary dimensions: somatic anxiety, personal anxiety, and social anxiety. To measure anxiety, the Revised Children’s Manifest Anxiety Scale (RCMAS) was used, which consists of 37 items, with 28 of them assessing anxiety and the other 9 measuring the child’s defensiveness. In this study, a pre-/post-test experimental methodology was used to avoid any interruption of educational activities, due to the random selection of children in each group. The methodology depended on dynamic exercise, intense repetition of motor skills, differentiation, seating and parking reduction and physical activity distribution in the classroom model. Results. The CA diagnostic test was analyzed in terms of the learners’ levels of achievement (satisfactory, basic, advanced) and cognitive functions. The systematic exploration function was used to achieve systematic, non-impulsive, planned behavior when collecting data or checking information. There was a strong difference between students at the satisfactory and advanced levels in the ability to orient themselves in space and follow directions (score for boys, Post-test 2.53 (0.25) points; for girls, Post-test 2.91 (0.32) points out of a maximum 4 points; p&lt;0.05). After the school PE program, the personality anxiety results decreased for both boys (2.68 ± 0.98 points) and girls (3.41 ± 0.55 points) (F = 4.98, p &lt; 0.05, P = 0.729). Conclusions. Overall, the physical education program implemented in this study was found to have a positive effect on the psychological well-being of 9–10-year-old children, specifically in reducing somatic anxiety, personality anxiety, and social anxiety. Additionally, it was observed that the program led to statistically significant improvements in the children’s cognitive abilities across nine functions, including spatial orientation, sequencing, recognition of relationships and patterns, and information processing.

Implementation of Aerial Acrobatics and Pole Dance as A Variable Segment in the School Physical Education Program

Implementation of Aerial Acrobatics and Pole Dance as A Variable Segment in the School Physical Education Program

Using aerial acrobatics and pylon sports as a variable segment in the school physical education program

Secondary schools offer children a variety of opportunities to develop their physical qualities in physical education classes. Pylon sports and aerial acrobatics are not the last place among the currently popular types of physical activity. In order to apply such directions in schools, it is necessary to learn the point of teachers of professional disciplines. To do this, we decided to conduct a survey among physical education teachers of Ukraine regarding their attitude to classes in their educational institutions in these areas. The obtained results make it possible to identify obstacles and necessary changes in the education system in order to apply the latest approaches in physical education. Therefore, the purpose of our study is to determine the attitude of physical education teachers regarding the use of aerial acrobatics and pylon sports as a variable segment in the school program. Due to the conducted research, we were able to determine that the biggest obstacle to the application of these directions in schools is the lack of the necessary equipment and appropriate professional training of physical education teachers. In order to introduce these areas into the physical education of primary school students, according to the respondents, additional disciplines should be introduced for the training of physical education teachers, halls should be equipped with appropriate professional equipment, and optional classes should be organized in schools for those who wish to engage in these areas.

Assessment of the Impact of School Physical Education Programs on the Posture and Health of Adolescents

Assessment of the Impact of School Physical Education Programs on the Posture and Health of Adolescents

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.

Program Evaluation and Preliminary Efficacy of Fitness and Skill-Based High-Intensity Interval Training in Physical Education

ABSTRACTPrevious school-based high-intensity interval training (HIIT) interventions have focused on the quantity of physical activity (PA) achieved during physical education (PE) rather than students’ PE experiences, including enjoyment. Purpose: To evaluate the feasibility of a fitness- and skill based HIIT intervention guided by the Self Determination Theory. Method: For this pretest-posttest randomized controlled 6-week pilot study, 4–5th grade students (15 boys, 30 girls; age = 10.5 ± 0.9 years) completed a 16–19-minute HIIT circuit (INT); whereas, 22 students (10 boys, 12 girls; age = 10.5 ± 0.9 years) engaged in regular PE (CON). Two-way mixed ANCOVA tests were performed to assess preliminary efficacy. Results: Participants reported favorable program satisfaction (mean 3.6 ± 1.5 out of 5). The physical educator reported a high feasibility survey score (31/35), and themes emerging from a program acceptability interview included positive perceptions of the HIIT program and strategies for future implementation. A large effect size was evident for cardiorespiratory fitness (ηp2 = 0.26), as VO2peak increased in INT from 53.6 ± 6.1 to 56.9 ± 7.3 ml/kg/min and decreased in CON (53.9 ± 7.0 to 52.4 ± 10.4 ml/kg/min). Students in INT exhibited greater amounts of moderate-to-vigorous PA and vigorous PA during PE versus CON, based on accelerometer data (23.4 ± 5.0 vs. 15.7 ± 4.7 min/hr, ηp2 = 0.45; 4.5 ± 2.6 vs. 2.3 ± 1.3 min/hr; ηp2 = 0.27, respectively). Conclusions: Findings support the feasibility of this fitness- and skill-based HIIT program and may be a valuable addition to elementary school PE programs.