Implementation of physical education policies in elementary and middle schools in Mexico

Author(s):  
Armando G.-Olvera ◽  
Selene Pacheco-Miranda ◽  
Emanuel Orozco Núñez ◽  
Nicolás Aguilar-Farias ◽  
Iván López Fernández ◽  
...  

Summary School-based physical education (PE) is part of a whole-of-school approach to promote physical activity and its benefits for health. However, there are important gaps between the design and implementation of PE policies. This study aimed to describe the implementation fidelity and feasibility of school-based PE policies in Mexico. Data on implementation fidelity and feasibility was collected using semi-structured interviews (n = 17) and focus groups (n = 11) with high- (n = 7) and local-level (n = 122) stakeholders. We conducted a qualitative and triangulation content analysis. Feedback sessions were carried out with some participants. Barriers for implementation fidelity and feasibility of PE policies included inconsistencies in the time allocated to PE across schools and regions in the country; inconsistencies between teachers’ planning of PE classes and the actual class; a wide diversity of professional profiles among PE teachers; a limited number of PE professors, materials and facilities. To address these situations, some PE teachers were able to modify lesson plans and to design PE materials made from recycled materials. In conclusion, the current way in which school-based PE policies are being implemented in Mexico hinder PE from playing a major role in promoting physical activity among children and adolescents.

Author(s):  
Karel Frömel ◽  
Jana Vašíčková ◽  
Krzysztof Skalik ◽  
Zbyněk Svozil ◽  
Dorota Groffik ◽  
...  

The current social, health, and educational changes in society require an adequate response in school-based physical activity (PA), including physical education (PE) lessons. The objective of this study was to identify the real average step counts of Czech and Polish adolescents during PE lessons, and propose recommendations for improving PE programs. This research was carried out in 143 Czech and 99 Polish schools. In the research, a total of 4911 adolescents aged 12–18 years were analyzed as part of teaching practice and 1827 in the context of habitual school practice. Steps were monitored using pedometers. The average step count per PE lesson was 2390 in Czech and Polish boys, while girls achieved 1851 steps. In both countries, boys were subject to greater physical strain in PE lessons compared to girls, both in teaching practice (F(4088,3) = 154.49, p < 0.001, ηp2 = 0.102) and school practice (F(1552,3) = 70.66, p < 0.001, ηp2 = 0.103). Therefore, the priority in PE lessons is to increase the amount of PA for girls, achieve the objectives of PE during PA, and use wearables to improve awareness of PA and improve physical literacy, as well as to support hybrid and online PE as a complement to traditional PE.


Author(s):  
Žiga KOTNIK ◽  
Dalibor STANIMIROVIĆ

"Policy processes are complex systems and require an in-depth and comprehensive analysis. Especially, factors that affect public policy design and implementation, as two important stages of the public policy cycle, have not been sufficiently explored. The aim of the paper is to analyze the relationship between two critical factors that influence the design and implementation of public policies in the case of Slovenia, namely strategic factors and normative factors, and offer a basis for comparison with similar countries. Based on twenty-two structured interviews with prominent public policy experts in Slovenia and content analysis of the responses, the findings reveal that, although strategic factors are identified by the interviewees as the most critical, the role of normative factors is also important and should not be underestimated. For various reasons, in practice, normative factors often turn out to be crucial."


Blood ◽  
2014 ◽  
Vol 124 (21) ◽  
pp. 4099-4099 ◽  
Author(s):  
Osarhiemen A. Omwanghe ◽  
Soyang Kwon ◽  
Devin S. Muntz ◽  
Simone Montgomery ◽  
Opeyemi Kemiki ◽  
...  

Abstract Background Sickle cell disease (SCD) and its complications have a major impact on physical functioning in affected children and adolescents. However, little is known about habitual physical activity patterns and exercise routines in this population. The aims of this study were to evaluate the amount of time spent in moderate (MPA) or vigorous (VPA) physical activity, examine participation in school-based physical education or organized sports, and explore factors that influence physical activity or exercise habits in children and adolescents with SCD. Methods A58-question, self-administered survey was given to a cross-sectional group of children with SCD (all genotypes) in grades 6 through 12 followed in the Comprehensive Sickle Cell Programs at Ann & Robert H. Lurie Children’s Hospital of Chicago and the University of Illinois at Chicago. Children on hydroxyurea therapy and chronic transfusions were included. The survey included 2 sections: 1) questions adapted from the National Health and Nutrition Examination Survey (NHANES) Physical Activity Questionnaire and 2) supplemental questions addressing participation in school-based physical education and organized sports; disease severity and impact on physical activity; and attitudes about physical activity and exercise. We performed standard descriptive analyses and bivariate analysis using Pearson’s chi-square or Student’s t-test for independent samples for comparison of categorical and continuous data, respectively. Responses from NHANES questions were compared to age, sex and race matched data collected from the 2009-2010 NHANES survey. Results A total of 88 surveys have been collected to date. Among respondents with SCD, 59% were between 11 and 15 years old, 51% were male, 66% had hemoglobin SS disease, 44% were on hydroxyurea and 19% were on chronic transfusions. Data were compared to extracted data from 1362 NHANES participants weighted to adjust for differences in distributions in age, sex and race between groups. The proportion of children with SCD who reported at least 10 minutes of VPA in a typical week (66 vs. 65%, p = 0.91) and their frequency of VPA (2.8 vs. 2.5 days per week, p = 0.44) did not differ from that of children from the NHANES cohort. However, a higher proportion of children with SCD reported MPA (67 vs. 42%, p < 0.001) with a frequency (2.3 vs. 1.4 days per week, p < 0.001) that was significantly higher than that reported in NHANES. The duration of VPA or MPA on a typical day also differed significantly between groups. Compared to children from NHANES, fewer children with SCD reported spending more than 60 minutes in VPA or MPA on a typical day. Overall, only 13% of children with SCD met US physical activity guidelines recommending at least 60 minutes of physical activity every day. Of those children with SCD surveyed, 47% reported participating in school-based sports teams or physical activity clubs and 74% reported participating in physical education when offered at their school. Finally, we examined those variables that were associated with physical activity and participation in organized sports or physical education in children with SCD. Children 11 to 15 years old, when compared to children greater than 15 years old, were more likely to report 60 min of physical activity on more than 2 days per week (73 vs. 27%, p < 0.05). However, neither age nor sex affected participation in organized sports or physical education. We found that physical activity and participation in organized sports or physical education were not significantly affected by respondent beliefs regarding the impact of SCD on enjoyment of those activities. Sickle cell genotype, hydroxyurea use, chronic transfusions, and parental and personal attitudes toward physical activity also had no influence on participation in physical activity, organized sports or physical education in children with SCD. Conclusions When compared to matched peers in the NHANES study, children with SCD participate in comparable levels of VPA and even exceed their peers in levels of MPA. Participation in school-based organized sports and physical education was also common in children with SCD despite the previously reported impact of SCD on physical functioning in this population. Further studies are needed to determine the safety and potential health benefits of regular exercise and athletic participation in this population. Disclosures No relevant conflicts of interest to declare.


2016 ◽  
Vol 38 (4) ◽  
pp. 381-395 ◽  
Author(s):  
Simon J. Sebire ◽  
Mark J. Edwards ◽  
Kenneth R. Fox ◽  
Ben Davies ◽  
Kathryn Banfield ◽  
...  

The implementation, fidelity, and receipt of a self-determination-theory-based after-school physical activity intervention (Action 3:30) delivered by teaching assistants (TAs) was examined using a mixed-methods process evaluation. Physical activity motivation and need satisfaction were reported by 539 participants at baseline, the end of intervention, and 4-month follow-up. Pupil- and TA-reported autonomy-support and teaching efficacy were collected alongside interviews with 18 TAs and focus groups with 60 participants. Among intervention boys there were small increases in identified, introjected, and external motivation and no differences in need satisfaction. Among girls, intrinsic and identified motivation and autonomy and relatedness were lower in the intervention group. Qualitative evidence for fidelity was moderate, and boys reported greater need satisfaction than girls. TAs provided greater structure than involvement or autonomy-support and felt least efficacious when facing school-based challenges. The findings highlight the refinements needed to enhance theoretical fidelity and intervention effectiveness for boys and girls.


2016 ◽  
Vol 25 (3-4) ◽  
pp. 135-158 ◽  
Author(s):  
Emilie Belley-Ranger ◽  
Hélène Carbonneau ◽  
Romain Roult ◽  
Isabelle Brunet ◽  
Marie-Michèle Duquette ◽  
...  

AbstractBecause youth with disabilities participate less in physical activity than young people without disabilities and that schools play an important role in adopting a healthy lifestyle, it is important to deepen our understanding of the elements that foster participation of young people with disabilities in physical activity. The objective of this research is twofold: 1) establish the determinants of participation of youth with disabilities in physical education according to practitioners and 2) document the effects of an initiation and competition program for youth with disabilities on their physical activity. The collection of data using semi-structured interviews was conducted in two phases. The first, among teachers and school-based practitioners (n = 18), aimed to understand their experiences relating to the adoption of healthy lifestyles among their students with disabilities. As for the second, practitioners (n = 12) were interviewed during organized adapted sporting events. Analysis of the interviews shows two categories of determinants, namely determinants relating to school (winning conditions of the environment, the importance of extracurricular activities, and obstacles) as well as determinants relating to the professional competence of teachers (the role of teachers, collaboration between professionals, the benefits of sport and physical activity and obstacles encountered).


Author(s):  
Roberto Pippi ◽  
Livia Buratta ◽  
Alessandro Germani ◽  
Carmine Giuseppe Fanelli ◽  
Claudia Mazzeschi

There is evidence that promoting physical activity programs and decreasing sedentary behavior is a potential strategy for improving health-outcomes, peer relationships and social/emotional well-being in at-risk youth. The World Health Organization recommends enhancing physical education and school-based programs with multi-component and evidence-based assessment methodology. In Umbria (Italy) an uncontrolled pilot study project referred to as “Improving Umbrian kids’ healthy lifestyle” was implemented as a systemic school-based intervention directed at 6-year-old primary school children. The intervention applied a consolidated assessment methodology developed by the C.U.R.I.A.Mo. and Eurobis projects that inserted two hours per week of physical education activity into the school curriculum, structured and supervised by specialists with Exercise and Sport Science degrees, for eight months (from October to June) of the school year. We measured anthropometric values (BMI, waist circumference, waist-to-height ratio index) with objective tools. Moreover, we evaluated physical performance variables (speed, strength, and flexibility) using standard tests. Additionally, self-report measures (measured physical activity during the week, sedentary habits, and psychological well-being) were assessed using validated questionnaires. We observed a significant decrease in waist to height ratio, and improvements in physical performance values and self-report questionnaire measures. Our study suggests that the promotion of physical activity in the school setting is likely to result in physically, mentally, and psycho-socially healthier primary-school-age children.


2020 ◽  
Vol 39 (1) ◽  
pp. 1-8
Author(s):  
Lena Zimmo ◽  
Fuad Almudahka ◽  
Izzeldin Ibrahim ◽  
Mohamed G. Al-kuwari ◽  
Abdulaziz Farooq

Purpose: Schools provide opportunities for children to accumulate recommended daily moderate to vigorous physical activity (MVPA). This study aimed to determine physical activity (PA) across the school day among elementary school children in Qatar. Methods: This cross-sectional study recruited 181 Grade 1 (5.8 ± 0.4 years) and Grade 4 (9.0 ± 0.5 years) children. Participants wore wrist-based accelerometers for 5 days to assess school-based PA. MVPA during physical education, recess, and class time were compared across sex, grade, and body mass index using general linear models. Results: Only 39.0% of this cohort met the recommended 30 min of MVPA during school hours. Fewer girls (23.2%) than boys (58.1%) achieved the school-based PA guidelines (p < .001). The children engaged in 19.0 ± 12.3%, 19.3 ± 8.6%, and 6.2 ± 3.4% of the designated physical education, recess, and class time in MVPA, respectively. Conclusion: Elementary school children in Qatar engage in inadequate MVPA during the school day, especially girls. Enhancing PA opportunities during physical education and recess is crucial.


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