scholarly journals Physical activity of secondary and performing arts high school students in relation to physical education assessment

2016 ◽  
Vol 22 ◽  
pp. 70
Author(s):  
Živilė Gadliauskaitė ◽  
Asta Igarienė ◽  
Rita Gruodytė-Račienė
Keyword(s):  
Physical Activity ◽  
High School ◽  
High School Students ◽  
High Schools ◽  
Physical Education ◽  
Performing Arts ◽  
Assessment System ◽  
School Students ◽  
Education Assessment ◽  
Reverse Situation

The aim of this study was to assess whether the way of evaluation in Physical Education (PE) classes (i.e. by a mark or being credited as ‘pass’ or ‘fail’) is associated with physical activity (PA) of high school students, and whether there are differences if students are of secondary or performing arts high school. The study involved 486 students of 9–12th grades from three secondary and three performing arts high schools in one of the biggest cities of Lithuania. Analyzing secondary high school students’ PA, estimated by modified International PA Questionnaire, in relation to assessment system in PE, statistically significant (p<0.01) differences were found only in vigorous PA (VPA), i.e. students, who are assessed by marks in PE, are involved in VPA more frequently than those who are being rated ‘pass’ or ‘fail’. A reverse situation was observed in performing arts high school students: more students, who are being rated ‘pass’ or ‘fail’ in PE, are involved in vigorous and moderate PA more frequently comparing to students who are assessed by a mark. We may conclude that the assessment mode in PE classes may influence PA of schoolchildren, but differently for secondary and performing arts high school students.

scholarly journals School-Based and PRECEDE-PROCEED-Model Intervention to Promote Physical Activity in the High School Students: Case Study of Iran

2016 ◽  
Vol 8 (9) ◽  
pp. 271 ◽  
Author(s):  
Baratali Rezapour ◽  
Firoozeh Mostafavi ◽  
Hamid Reza Khalkhali
Keyword(s):  
Physical Activity ◽  
High School ◽  
High School Students ◽  
High Schools ◽  
Positive Impact ◽  
Vigorous Physical Activity ◽  
School Students ◽  
School Based Intervention ◽  
School Based ◽  
Sedentary Life Style

<p><strong>OBJECTIVES:</strong> Students attend sedentary life style and less like vigorous physical activity. This study investigated the effects of School-based intervention<strong> </strong>on increasing physical activity for decreasing obesity among high-school obese and overweight boys, based on the components of PRECEDE PROCEED Model, to participate in median - vigorous physical activity among the first Period of high school boys in the city of Urmia, Iran</p><p><strong>METHODS:</strong> This study was an experimental intervention that conducted at 4 high schools that were divided into 2 groups of intervention (40) and the control (40) male students, schools in junior high schools in Urmia.</p><p><strong>RESULTS:</strong> Three and six months after the intervention, significant differences were found between the experimental and control groups of schools, in the amount of students’ participation in vigorous physical activity (p&lt;0.01).</p><p><strong>CONCLUSIONS:</strong> According to the results, the school-based intervention and components of PRECEDE PROCEED Model had a positive impact on the improvement of physical activity and decrease in physical inactivity among the students.</p>

scholarly journals The Impact of Physical Activity to Physical Fitness and Nutrional Status of Grade X Surabaya Vocational High School

2020 ◽  
Vol 2 (2) ◽  
pp. 590-597
Author(s):  
Galih Prasetyo ◽  
Suroto ◽  
Dwi Cahyo Kartiko
Keyword(s):  
Physical Activity ◽  
High School ◽  
High School Students ◽  
Physical Education ◽  
Physical Fitness ◽  
Design Research ◽  
Control Group ◽  
Vocational High School ◽  
School Students ◽  
The Impact

The purpose of this research is to improve physical fitness which is one of the goals of physical education in Indonesia while also improving the nutritional status of Surabaya vocational high school students. This research uses the treatment of physical activity 3 times a week in 2 months as a task in physical education to improve physical fitness and nutrional status on the sample of this research. Research design uses quasi experimental design with metode non-randomized control group pretest-posttest design. Research data was obtained as follows: data processing result on experiment group show that physical activity to VO2max got significant score based calculating using SPSS of 0,00 and physical activity to nutrional status got sig. of 0,60. Whereas in the control group, physical actifity got sig. of 0.20 to VO2max and sig. to 0.11 on nutrional status. Based on the above analysis it can be concluded that physical activity has a significant effect on physical fitness but physical activity has no significant effect on nutrional status to Surabaya vocational high school students.

scholarly journals Temporal Trends in the Association between Participation in Physical Education and Physical Activity among U.S. High School Students, 2011–2017

2020 ◽  
Vol 17 (7) ◽  
pp. 2357 ◽  
Author(s):  
Seungho Ryu ◽  
Paul Loprinzi ◽  
Heontae Kim ◽  
Minsoo Kang
Keyword(s):  
Physical Activity ◽  
High School ◽  
High School Students ◽  
Physical Education ◽  
Temporal Trends ◽  
Physical Activity Guideline ◽  
Activity Levels ◽  
School Students ◽  
Physically Active ◽  
Education Participation

The purpose of this study was to assess trends in physical education and physical activity among U.S. high school students from 2011 to 2017, respectively, and to evaluate temporal trends in the relationship between physical education class participation and physical activity levels. Data from a total of 51,616 high school students who participated in the Youth Risk Behavior Surveillance System (YRBSS) from 2011 to 2017 were analyzed for this study. Physical education was measured as follows: In an average week when you are in school, on how many days do you go to physical education classes? Physical activity was measured as follows: During the past 7 days, on how many days were you physically active for a total of at least 60 min per day? Meeting physical activity guideline was defined as engaging in 7 days per week of at least 60 min per day. Across the 2011–2017 YRBSS, there were no linear (p = 0.44)/quadratic trends (p = 0.37) in physical education and linear (p = 0.27)/quadratic trends (p = 0.25) in physical activity, respectively. Regarding the trends in the association between physical education and physical activity, there were no statistically significant linear (unstandardized regression coefficient (b) = 0.013, p = 0.43) or quadratic (p = 0.75) trends; however, at the sample level, there was a slight increase in the odds ratio effect sizes from 2011 to 2017 (ES = 1.80–1.98). The pooled association between physical education participation and physical activity was statistically significant, OR = 1.88, 95% CI = 1.75–2.03, p < 0.001. That is, on average across the four YRBSS cycles, students who participated in physical education had 1.88 times higher odds of meeting physical activity guideline when compared to students who did not participate in physical education. The trends of physical education and physical activity did not change between 2011 and 2017. Overall, we observed a significant relationship between participation in physical education and physical activity. There was a non-significant yet stable trend of association between participation in physical education and physical activity over time.

Free-Living Pedometer Step Counts of High School Students

2004 ◽  
Vol 16 (1) ◽  
pp. 44-53 ◽  
Author(s):  
Bridgette E. Wilde ◽  
Charles B. Corbin ◽  
Guy C. Le Masurier
Keyword(s):  
Physical Activity ◽  
High School ◽  
High School Students ◽  
Physical Education ◽  
Moderate Activity ◽  
Activity Levels ◽  
School Students ◽  
Free Living ◽  
Steps Per Day ◽  
Activity Recommendations

The purpose of this study was to examine the pedometer-measured physical activity levels of high school students (Grades 9–12). Comparisons were made between sexes, among grades, among groups based on level of participation in sport and physical education, and among groups based on levels of self-reported physical activity (based on questions from the National Youth Risk Behavior Surveillance System). Participants wore sealed pedometers for 4 consecutive school days. Results indicated no differences among days of monitoring but did show significant differences in mean steps per day between sexes, among grades, and among activity levels. Males took more steps per day than females did, and 10th graders took more steps than 12th graders did. Teens involved in sport and physical education took more steps than did those not involved. Teens who reported meeting both moderate and vigorous activity recommendations were most active, followed by teens meeting recommendations for moderate activity.

scholarly journals Etapas de cambio en la práctica de actividad física de tiempo libre en estudiantes de secundaria de Victoria de Durango, México. (Change stages to practice of physical activity within free time in high school students of Victoria of Durango, Mexico)

Retos ◽  
2018 ◽  
pp. 196-200
Author(s):  
Jesús José Gallegos-Sánchez ◽  
Francisco Ruiz-Juan ◽  
Mario Alberto Villarreal-Angeles ◽  
Jorge Isabel Zamarripa Rivera
Keyword(s):  
Physical Activity ◽  
High School ◽  
High School Students ◽  
High Schools ◽  
Stages Of Change ◽  
Health Benefits ◽  
Free Time ◽  
School Students ◽  
Educational Models ◽  
Cross Sectional

El propósito del estudio fue analizar las etapas de cambio ante la práctica de actividad física en el tiempo libre en estudiantes de educación secundaria de la Ciudad de Victoria de Durango, México. El marco teórico empleado fue el Modelo Transteórico. Se diseñó un estudio cuantitativo, observacional-descriptivo de corte transversal. La muestra fue 1112 estudiantes de secundaria, edades entre los 12 y 15 años (M= 13.52; ±.92); el 52.6% fueron chicas y 47.4% chicos; 37.2% de primer curso, 33.9% segundo, 28.9% de tercero; 69% de turno matutino y 31% vespertino; el 25.5% inscritos en de secundarias Generales Federales, 36.6% Técnicas Federales y 37.9% Estatales; 15.5% en secundarias con índice de marginación urbana alto, 29% medio, 12.2% bajo y 43.4% muy bajo. Se administró el cuestionario de etapas de cambio hacia la práctica del ejercicio físico. El análisis de datos fue realizado por medio de estadística descriptiva y prueba de Chi2. Los principales resultados advierten que la mayoría de los estudiantes(60.4%) están en etapas de cambio poco activas o inactivas (no ofrecen beneficios a la salud); los chicos son más activos (51.7%)que las chicas (29.1%); los estudiantes más activos son los de secundarias Federales Generales así como los de primer curso; cuando el índice de Marginación Urbana bajael porcentaje de estudiantes en etapas más activas o con beneficios para la salud aumenta. Concluyendo que es importante considerar las etapas de cambio de comportamiento para planificar estrategias de modelos educativos. The purpose of the study was to analyze the change stages to practice of physical activity within free time in high school students of the City of Victoria of Durango, México. The theoretical framework used was the trans-theoretical model. It was designed a quantitative, observational-descriptive cross-sectional study. The sample was 1112 high school students, with ages between 12 and 15 years (M = 13.52; ± .92), (52.6% girls and 47.4% boys, 37.2% first, 33.9% second and 28.9% of third deggre 69% morning shift and 31% evening shift, 25.5% Federal General High Schools, 36.6% Federal Techniques and 37.9% Local, 15.5% high urban marginalization index, 29% medium level, 12.2% low and 43.4% very low. The questionnaire of stages of change towards the practice of physical exercise was administered. The data analysis was performed by means of descriptive statistics and proof of Chi2. The main results the majority of students (60.4%) are established in non-active or inactive stages of change that do not offer any health benefits; boys are more active (51.7%) than girls (29.1%); the students of the Federal General High Schools are the most active, as well as those in the first year; In relation to the IMU, as it improves, the percentages of students increases with more active stages or with health benefits. Concluding It is important to consider the stages of behavior change to plan strategies for educational models.

scholarly journals STUDI PERILAKU CHEATING SISWA MADRASAH DAN SEKOLAH ISLAM KETIKA UJIAN NASIONAL

2017 ◽  
Vol 11 (2) ◽  
pp. 331 ◽  
Author(s):  
Kusaeri Kusaeri
Keyword(s):  
High School ◽  
High School Students ◽  
High Schools ◽  
Catholic High Schools ◽  
School Students ◽  
Islamic School ◽  
Catholic High School ◽  
Education Assessment ◽  
National Examination ◽  
Cheating Behavior

<p><em>THE STUDY OF MADRASA AND ISLAMIC SCHOOL STUDENTS’ CHEATING BEHAVIOR IN NATIONAL EXAMINATION. This study describes the cheating occurred in Madrasah/Islamic High Schools in East Java. It is based on the achievement of UN and IIUN 2015. It used descriptive approach. The data were presented in narrative, percentage, tables, graphs, and charts. Data were obtained from Center of Education Assessment, Balitbang Kemendikbud. East Java was chosen because it is province with highest number (1,117) from 6.608 Madrasah/Islamic High Schools in Indonesia. The data were analysed using encoding, recording, diagraming, and statistical calculations. Cheating index was determined using the Pair Wise and Cumulative Method. The results show that 5.26% of  Madrasah/Islamic High School students reached the graduation criteria (UN score above 55) with IIUN more than 70. Contrastly, 40% of Christian/Catholic High Schools students obtained UN score above 55 with IIUN more than 70. These results illustrate the cheating among Madrasah/Islamic High School students in East Java is higher than Christian/Catholic High School students.</em></p>

Impact of State Laws Governing Physical Education on Attendance Among US High School Students, 2003 to 2017

2019 ◽  
Vol 33 (8) ◽  
pp. 1144-1151 ◽  
Author(s):  
Ruopeng An ◽  
Mengmeng Ji ◽  
Caitlin Clarke ◽  
Chenghua Guan
Keyword(s):  
Physical Activity ◽  
High School ◽  
High School Students ◽  
Physical Education ◽  
Negative Binomial ◽  
School Students ◽  
Cross Sectional ◽  
State Laws ◽  
Individual Level ◽  
Class Attendance

Purpose: This study assessed the influence of state laws governing physical education (PE) on weekly PE class attendance among US high school students. Design: Cross-sectional. Setting: 2003 to 2017 US national Youth Risk Behavior Survey (YRBS). Participants: A total of 533 468 high school students. Measures: Data on state laws governing PE came from National Cancer Institute’s Classification of Laws Associated with School Students (CLASS). Eight distinct state PE policies were scored, with higher scores denoting stronger laws. Analysis: Individual-level YRBS data were merged with CLASS data based on students’ residential state and survey year. State fixed-effect negative binomial regressions were performed, adjusting for individual-level characteristics and YRBS survey design. Results: A 1-score increase in state laws governing PE class time, staffing for PE, joint use agreement for physical activity, assessment of health-related fitness, and PE curriculum was associated with an increase in weekly PE attendance by 0.30, 0.28, 0.22, 0.20, and 0.13 days ( P < .001), respectively. In contrast, a 1-score increase in state laws governing moderate-to-vigorous-intensity physical activity time in PE, PE proficiency, and recess time was associated with a reduction in weekly PE attendance by 0.25, 0.15, and 0.09 days ( P < .001), respectively. The effects of most state PE policies on PE class attendance were larger among girls than boys. Conclusion: State PE policies differentially impacted US high school students’ PE class attendance, with larger effects on female students.

Shifting and Narrowing Masculinity Hierarchies in Physical Education: Status Matters

2014 ◽  
Vol 33 (3) ◽  
pp. 342-362 ◽  
Author(s):  
Amy Tischler ◽  
Nate McCaughtry
Keyword(s):  
Physical Activity ◽  
High School ◽  
High School Students ◽  
Physical Education ◽  
Study Data ◽  
School Students ◽  
Education Status ◽  
Male High School ◽  
Past Experiences ◽  
Member Checks

The purpose of this study was to examine boys’ perceptions of masculinity hierarchies in adventure physical education in relation to past experiences in sport-based physical education and their evolving views about physical activity in their lives. Theoretical principles of masculinity guided this study. Data were collected with 55 male high school students through 84 formal interviews, 200 e-mail interviews, and 135 ninety-minute class observations over 15 weeks. Data were analyzed using constant comparison with frequent member checks to facilitate trustworthiness. Three main findings emerged. First, boys described masculinity hierarchies in many past sport-based physical education classes as static and well-pronounced, which for many negatively impacted their perceptions of and engagement with physical activity. Second, boys described masculinity hierarchies in adventure physical education at Apex High School as shifting and narrowing, which stood in stark contrast to the inequitable status differentials in many sport-based physical education classes. Third, shifting and narrowing masculinity hierarchies resulted in significant positive outcomes for boys, most notably enhancing their orientations toward physical activity. Findings from this study suggest that physical education settings that produce shifting and narrowing masculinity hierarchies can enhance boys’ perceptions of and engagement with physical activity both in and out of school.

scholarly journals Gender Differences in Quality of Life and Physical Activity of High School Students

2019 ◽  
Vol 59 (2) ◽  
pp. 96-110
Author(s):  
Jaroslav Broďáni ◽  
Natália Kováčová ◽  
Monika Czaková
Keyword(s):  
Quality Of Life ◽  
Physical Activity ◽  
High School ◽  
Gender Differences ◽  
High School Students ◽  
High Schools ◽  
Well Being ◽  
Positive Interactions ◽  
School Students

Summary This article demonstrates the gender differences between the physical activity (PA), the joy of physical activity (PACES) and quality of life areas of boys and girls from high schools with different sports level and in the different ages. In this survey participated 630 boys and 672 girls from high schools in the age from 16 to 19 years. The quality of life is measured by the SQUALA survey, joy of the movement by the PACES survey, and the level of physical activity per week in hours by PAQ survey. The level of sports performance is defined by levels (occasional, active and registered sportsman). The data are presented by descriptive characteristics (n, M, SD) and the significance of differences and the relations are measure by non-parametric methods (W, rs). Differences in the PA, PACES, SQUALA levels at the group of boys and girls in the different age and sports level are rare. Different load of physical activity relates to sport level. It was not proven that with the increasing sports level, the joy of the physical activity also rises. The interactions between indicators of PA, PACES, and SQUALA in boys and girls in the different age and sports level were proven sporadically with a predominance of negative correlations. In most cases, the positive interactions of PA with PACES and areas of physical well-being was not proven. The higher appearance of positive correlations of PA with areas of SQUALA prevails in 18-years old girls. Boys show the higher number of interactions of PACES with areas of SQUALA. The joy of the movement positively correlates with spiritual well-being in groups of 18-19 years old boys, which perform physical activities in all sports levels. The gender differences between monitored indicators show that the gender factor is very important in this study. The age and sport level factor contributed significantly in the differentiated results of high school boys and girls.

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