Students In Physical Education Classes Research Articles

Performance stability in simultaneous tasks of pedalling and reaction time.

The purpose of the study was to examine the within-subject variability in heart rate, pedal rate, choice reaction time, and error rate during simultaneous tasks of cycling and reaction time. Students in physical education classes exercised a 10-min. submaximal cycloergometer test at a relative power output corresponding to 60% of their own maximal aerobic power, in a replication procedure. Concomitantly, the subjects performed a 2-choice reaction time task from Min. 3 of the exercise bout. No significant differences (p > .05) were found between the individual means in the tests for the diverse parameters. The total intraindividual variability averaged 1.3% for heart rate, 2.2% for pedal rate, and 13.3% for choice reaction time. Because wide within-subject variability was observed (from 7.7 to 16.7%), the reliability of choice reaction time was low. These data suggest that it is necessary to quantify more accurately the intraindividual differences of reaction time measures for the interpretation of exercise-changes in cognitive functioning.

Scores of fatigue complaints in high school students in physical education classes.

This study was undertaken to give scientific basis in introducing exercise into our daily lives. Fatigue scores, the Flicker value, the counter value, grip strength and counting steps were analyzed in 109 female high school students before and after physical education classes during the third school period. These female students were chosen because of their lower fatigue scores, particularly before lunch time. Fatigue scores were obtained in tumbling exercises, softball, badminton, team handball, basketball and a 2.2-km distance run during 50-min classes. Step-counting activities were the lowest in tumbling with 640 steps, and the highest in the 2.2-km distance run with 2,580 steps. In all activities except the distance run, fatigue scores decreased, and the Flicker value and the counter value increased after exercise. Grip strength decreased only in softball and the distance run. In the distance run, all measurements of the tests showed tendencies toward fatigue. However, with lighter exercises, the fatigue scores decreased by 1,760 steps; also, the Flicker value and the counter value showed improvement of physical function. Therefore, it is suggested that exercise having around 1,760 steps, corresponding to approximately 35 steps/min, might be the upper limit of physical load at which fatigue symptoms increase in a physical education class. Physical activities in the physical education classes showed two types of effects: recreational effects and training effects.

Relationships between Perceived Learning Environment and Intrinsic Motivation in Middle School Physical Education

In this article, a study focusing on the perceptions and motivations of middle school students in physical education classes is described. The Physical Education Learning Environment Scale (PELES) was developed to measure student perceptions of learning environment, or class climate, in physical education on dimensions of perceived challenge, perceived threat to sense of self, perceived competitiveness, and perceived control. The PELES was administered, together with the Intrinsic Motivation Inventory (IMI) to a sample (N = 622) of middle school students. Exploratory factor analyses provided evidence of adequate construct validity for the PELES, following elimination of the perceived control subscale. Multiple regression analyses indicated that perceived threat and perceived challenge predicted intrinsic motivation for both males and females. These findings are discussed in terms of their implications for practicing teachers and for future research.

The Effects of Student's Attitude toward Physical Education Classes on Academic Learning Time

The purpose of this study was to analyze the effects of the student's attitude toward physical education classes on Academic Learning Time. The subjects were 51 (17 in each group) students in physical education classes, in which subject matters were team sports instructed by 6 physical education teachers at a junior high school and a senior high school in the same campus.Main findings are as follows.1) The results of ALT-PE were affected by the student's attitude toward physical education classes. The high attitude level of students tends to increase the rate of “ALT of motor activity” and “ALT of motor activity in main task”. However the low attitude level of students tends to decrease the rate of them.2) On the game situation, the student's attitude toward physical education classes affected the results of ALT-PE. High attitude level of students tends to increase the rates of “Engaged Motor Response” and “ALT of motor activity in main task”, and it tends to decrease the rate of “Waiting in Not Engaged”, On the other hand, the low attitude level of students tends to decrease the rates of “Engaged Motor Response” and “ALT of motor activity in main task”, and it tends to increase the rate of “Waiting in Not Engaged”. On the practice situation, the student's attitude toward physical education classes didn't affect them.

Relationships between Teacher Expectations and Academic Learning Time in Sixth Grade Physical Education Basketball Classes

This study examined the relationship between teachers’ expectations of performance and the academic learning time (ALT) of elementary students in physical education classes. Six teachers from different schools were asked to rank-order their students according to expected levels of performance in physical education. Thirty-six students, one boy and one girl from the high, middle, and low expectancy groups of each class, were chosen for observation in three basketball lessons to determine ALT–PE. Using ANOVA, a significant difference was found between level of teacher expectation and academic learning time of students. High expectancy students had significantly higher ALT–PE measures than middle expectancy students, who in turn had higher ALT–PE measures than low expectancy students. Significant differences in ALT–PE were also evident across the three basketball lessons observed. No significant difference was found between student gender and ALT–PE. These results suggest that a relationship does exist between teacher expectations and academic learning time in physical education.

Rugby in physical education: from teacher training to intereschool festivals

The school is an important environment for the development of physical and sports activity. Thus, in order to deconstruct the polarization of school sport, rugby emerges as an alternative to Physical Education (PE) classes. The aim of this article was to describe the process of insertion of rugby in the school environment in the city of Pelotas/RS. This case study originates from the extension project developed to insert rugby in the Pelotas-RS schools. Between the years 2015 and 2017, 102 teachers participated in the project, reaching around 9,600 students in PE classes and 995 students in the festivals. In addition, most of the teachers looked for the modality as a new alternative of content and hoped to be able to learn and to reproduce the content. Finally, rugby was inserted into the teaching plans of teachers and viewed positively as an alternative to PE classes

A Study on Attitudes toward Physical Education Courses

The present study was designed (a) to develop an instrument using factor analysis based on data from 600 boys and girls, to assess group attraction among junior high school students in physical education classes, and (b) to examine, in the following way, the relation between attitudes toward physical education courses (assessed by the Kobayashi Physical Education Inventory) and group attraction. The contigency testing was done on the results of questionnaires administered to the students of 94 physical education classes in some junior high schools.The results obtained were as follows:1) In the factor analysis of the group-attraction questionnaire, the first factor suggested that students chose colleagues primarily on the basis of the way the colleagues accomplished tasks, and the second factor indicated that students also made such choices on the basis of friendliness of the colleagues.2) To make a model on which to generate a criterion for judging group attraction, we calculated indexes based on the results of the group-attraction questionnaire. The mean plus or minus 0.5 standrd deviation of each index, determined from the 94 classes, provided an “intermediate” range for classifying the relative value of a given index. If the value of an index exceeds this range, it is considered “high”, and if the value of that index is below the corresponding intermediate range, it is considered “low”.3) Based on the relative rankings of the various indexes, group attraction could be classified into six degrees.4) In examining the relation between group attraction and attitudes toward physical education courses, we found that “high” group attraction was associated with high attitude scores, but low group attraction was not so clearly associated with low attitude scores. Instead, an “unbalance” in group attraction, that is, choice of colleagues on the basis of the way the colleagues accomplish tasks rather than on friendliness of the colleagues, or vice versa, was more clearly associated with low attitude scores.5) We suggested that the attitude scores increased higher by progress in group attraction.

The Relationship of Massage and Exercise to Mood Enhancement

The purpose of the present investigation was to assess the relationship between exercise, massage, and positive mood enhancement. Subjects were students in physical education classes including swimming, jogging, tennis, and racquetball, with each separate activity comprising a level of the primary independent treatment variable. In addition, subjects from other classes made up a control rest condition and a massage treatment condition resulting in a one-way design. All subjects completed the profile of mood states, state anxiety, and an activation checklist just prior to and immediately after 30 minutes of activity. Instructors in the classes agreed not to schedule any competitions between students but rather just let them play or exercise. Subjects in the control rest condition read or rested for 30 minutes, while in the massage treatment condition a certified massage therapist gave a 30-min Swedish massage. Results indicated that the running and massage conditions consistently produced positive mood enhancement with significant decreases in tension, confusion, fatigue, anxiety, depression, and anger while maintaining high levels of vigor, which is representative of positive mental health. None of the other experimental activity conditions significantly influenced the dependent variables. Practical applications of the use of massage both before and after competition and exercise are discussed, and future directions for research are offered.

School promotion of healthful diet and exercise behavior: an integration of organizational change and social learning theory interventions.

In the Go For Health project, interventions based on organizational change and social learning theory facilitate changes in diet and exercise behavior by elementary school children. Baseline data documented the need for behavior change. Based on chemical analyses, average per meal amounts of total fat and sodium were higher than national recommendations: total fat was 29.3% higher than U.S. Dietary Goals; sodium was 107.4% greater than recommended levels. Observations of students in physical education class revealed children moved through space 50.1% of the time and moved continuously an average of 2.2 minutes per class period. These findings suggest the need for policy and practice changes in the school environment to enable children to engage in more healthful diet and exercise behavior.

Comparison of Academic Learning Time in Physical Education: Students of Specialists and Nonspecialists

The purpose of the study was to compare the academic learning time (ALT) of elementary students in physical education classes taught by specialists with those taught by classroom teachers. Physical education classes of 7 specialists and 13 nonspecialists were observed using the revised ALT-PE instrument. The data revealed close similarities within the large categories of context and learner involvement, although interesting differences appeared within the subcategories. No significant difference was found in measures of ALT-PE. The results indicate that although specialists may select more appropriate learning activities, knowledge of content may not be the most significant variable in organizing for maximized student participation and success.

A Comparison of Bilingual and Monolingual Physical Education Instruction with Elementary School Students

AbstractBilingual or monolingual instruction was provided for 6 weeks to 120 fourth and fifth grade students in physical education classes. Achievement tests in physical education revealed age and sex differences, but the only statistically significant effects of bilingual instruction were an improvement in Spanish vocabulary and a language by instructor interaction. However, anecdotal evidence suggested that other positive changes in the students were also occurring.

AVALIAÇÃO MOTORA DE CRIANÇAS COM TRANSTORNO DO ESPECTRO AUTISTA DE ESCOLA REGULAR E ESCOLA ESPECIAL

O autismo é definido como um transtorno complexo do desenvolvimento que se divide em leve, moderado e severo, tendo sua condição de saúde caracterizada por déficit em três importantes áreas do desenvolvimento: comunicação, socialização e comportamento. Este estudo teve como objetivo verificar o desenvolvimento motor de crianças com TEA (transtorno do espectro do autista), sendo de escola regular e escola especial (APAE). Trata-se de um estudo descritivo e quantitativo. Para avaliação do desenvolvimento motor foi utilizado o teste Körperkoordination Test für Kinder (KTK). Foram avaliados 16 participantes de 8 a 12 anos de ambos os sexos. O teste nos possibilita analisar a coordenação de cada sujeito e verificar qual grupo possui um melhor desempenho. Na análise estatística descritiva e comparativa foi adotada significância p<0,05. Podemos destacar o quociente motor dos alunos da escola especial que 87,5% estão baixos em sua classificação e 12,5% se encontram regular, já na escola regular cerca de 37,5% estão com uma classificação regular e 62,5% dos alunos estão com sua classificação baixa. Diante do estudo podemos verificar um melhor desempenho no grupo escolar em relação ao grupo de escola especial, isso pode se dar ao fato da inclusão desses alunos nas aulas de educação física, porém quando analisamos estatisticamente os grupos não possuíram diferenças significantes.
 Recebido em: 17/06/2019Reformulado em: 30/07/2019Aceito em: 30/07/2019