scholarly journals Changes of attitudes towards inclusion in the physical education after experiencing the educational programme Paralympic school day

e-Pedagogium ◽  
2021 ◽  
Vol 21 (2) ◽  
pp. 33-45
Author(s):  
Jakub Řičica ◽  
Ladislav Baloun ◽  
Ondřej Ješina ◽  
Ilona Pavlová ◽  
Martin Kudláček
Keyword(s):  
Physical Education ◽  
Educational Programme ◽  
School Day ◽  
Attitudes Towards Inclusion

scholarly journals Reinforce Health-related Education Early in School: Results of a Randomized Trial in Portugal

2003 ◽  
Vol 9 (2) ◽  
pp. 54-57
Author(s):  
Guoyong WANG ◽  
Beatriz PEREIRA
Keyword(s):  
Physical Education ◽  
Well Being ◽  
Future Health ◽  
Educational Benefits ◽  
Increase Risk ◽  
School Day ◽  
Related Quality ◽  
Health Related ◽  
Watching Tv

LANGUAGE NOTE | Document text in English; abstract also in Chinese.The purpose of this study is to investigate the health-related quality of life of school children in Portugal. We used FITNESS GRAM (health-related fitness test) and questionnaire to investigate a random sample of 193 children aged 10-16 years from one public school in Portugal. Survey showed: (1) Most students tested were unable to meet all the minimum standard of the 6 tests in FITNESS GRAM to be considered physically fit and educational benefits; (2) Nearly a quarter of the students are either overweight or at risk of becoming overweight; (3) More than 70% of them do not participate in exercise on regular basis. A quarter of the girl students don't do any exercise after physical education; (4) Most of them watching TV everyday and nearly half of them more than 2 hours per school day. These damaging behaviors among the school-aged students can increase risk for health problems both now and in the future easily. Survey showed that health education in middle school in Portugal need to be improved, also the curriculum of physical education in school in Portugal need to be emphasized more on health-related physical activity rather than on competitive sports or skill-related program. School is often considered to be an ideal place to promote health. It is desirable to reinforce health-relate education early in school, and it would yield twice the result with half the effort for shaping nation's future health and social well-being.本文旨在調查葡萄牙中學生的與健康有關的生活質量情況，作者使用了 FITNESSGRAM 健康有關的身體素質測試專案組和問卷，隨機對193名年齡在10至16歲之間的葡萄牙在校中學生進行了測試和調查。結果顯示：許多學生(80%以上)沒有能全部通過 FITNESSGRAM 中所有六項被認為是達到健康和取得敎育成效所必須的最低標準；近四分之一的學生超重或有肥胖症；超過70%以上的學生不經常參加鍛煉，四分之一的女生在學校體育課後從不鍛煉。相反，所有學生基本上都天天看電視，一半學生每天看電視2小時以上。我們注意到在學生身上的這些不健康習慣都會增加學生現在和今後健康問題的風險。調查顯示在葡萄牙中學的健康敎育有待提高，學校體育課也更需要加強與健康有關的活動而不應該過分強調競技體育和技巧專案。學校是普遍被認為推進健康的好場所，儘早在學校裏加強與健康有關的敎育，這會對國民未來的健康和社會的美好都能起到事半功倍的效果。

Moderate to Vigorous Physical Activity During Physical Education, Recess, and Class Time Among Elementary School Children in Qatar

2020 ◽  
Vol 39 (1) ◽  
pp. 1-8
Author(s):  
Lena Zimmo ◽  
Fuad Almudahka ◽  
Izzeldin Ibrahim ◽  
Mohamed G. Al-kuwari ◽  
Abdulaziz Farooq
Keyword(s):  
Physical Activity ◽  
Elementary School ◽  
Physical Education ◽  
School Children ◽  
Elementary School Children ◽  
Vigorous Physical Activity ◽  
Cross Sectional ◽  
Class Time ◽  
School Based ◽  
School Day

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.

scholarly journals Reimagining professional competence in physical education

2013 ◽  
Vol 19 (4) ◽  
pp. 662-672 ◽  
Author(s):  
Catherine D. Ennis
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Professional Competence ◽  
Physical Education Teachers ◽  
Physical Educators ◽  
Physically Active ◽  
Staff Members ◽  
School Wellness ◽  
School Day ◽  
Academic School

Physical educators have critical roles to play in assisting communities and schools to increase physical activity for all citizens. They can assist classroom teachers in increasing physical activity in the academic school day and can serve as school wellness directors to increase the amount of physical activity students and school staff members receive during the day. Additionally, physical educators can implement innovative approaches to physical education curricula to enhance students' opportunities to be active and to learn concepts to assist them to be physically active now and for a lifetime. When implementing evidence-based approaches to physical education, teachers need to teach the curriculum coherently and with fidelity. New programs such as Science, PE, & Me! and the Science of Healthful Living provide opportunities for students to examine the effects of exercise on their bodies in a physically active, learning-oriented approach to physical education.

Initial Outcomes of a Participatory-Based, Competency-Building Approach to Increasing Physical Education Teachers’ Physical Activity Promotion and Students’ Physical Activity: A Pilot Study

2017 ◽  
Vol 45 (3) ◽  
pp. 359-370 ◽  
Author(s):  
R. Glenn Weaver ◽  
Collin A. Webster ◽  
Michael W. Beets ◽  
Keith Brazendale ◽  
Jessica Chandler ◽  
...  
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Confidence Interval ◽  
Mixed Model ◽  
Teacher Practices ◽  
Vigorous Physical Activity ◽  
Physical Activity Promotion ◽  
Outcome Data ◽  
Activity Promotion ◽  
School Day

This study examined the initial effects of a participatory-based, competency-/skill-building professional development workshop for physical education (PE) teachers on the use of physical activity (PA) promotion practices (e.g., eliminating lines, small-sided games) and students’ moderate-to-vigorous physical activity (MVPA). A total of 823 students (52.8% boys) wore accelerometers at baseline (fall 2015) and outcome (spring 2016) on PE and non-PE days. The System for Observing Fitness Instruction Time+ measured changes in PA promotion practices. Teachers ( n = 9) attended a 90-minute workshop prior to outcome data collection. Mixed-model linear regressions estimated changes in teacher practices and students’ MVPA. Three of the nine targeted PA promotion practices changed in the desired direction (i.e., p < .05; increased motor content and lessons taught outdoors, reduced activities with lines), with three more teacher practices trending in the desired direction (i.e., reduced management time and activities with elimination, increased small-sided games). During PE, boys and girls increased MVPA by 2.0 (95% confidence interval [1.1, 3.0]), and 1.3 (95% confidence interval [0.5-2.0]) minutes, respectively. However, there were no statistically significant changes in boys’ or girls’ MVPA during the school day. Greater implementation of promotion practices by the PE teachers was associated with boys’, but not girls’, MVPA during PE. Girls in high- and low-implementing teachers’ lessons experienced increases in MVPA, suggesting that even small changes in PA promotion practices can increase girls’ MVPA during PE. Overall, the workshops were effective at increasing teachers’ PA promotion and students’ MVPA in PE. Other school-based strategies that complement and extend efforts targeting PE are recommended to increase children’s total daily PA.

The challenge of low physical activity during the school day: at recess, lunch and in physical education

2010 ◽  
Vol 45 (10) ◽  
pp. 813-819 ◽  
Author(s):  
L. Nettlefold ◽  
H. A. McKay ◽  
D. E. R. Warburton ◽  
K. A. McGuire ◽  
S. S. D. Bredin ◽  
...  
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
School Day

scholarly journals Improvements in Physical Activity Levels after the Implementation of an Active-Break-Model-Based Program in a Primary School

2020 ◽  
Vol 12 (9) ◽  
pp. 3592
Author(s):  
Julián A. Muñoz-Parreño ◽  
Noelia Belando-Pedreño ◽  
Gema Torres-Luque ◽  
Alfonso Valero-Valenzuela
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Primary School ◽  
Total Activity ◽  
Primary School Children ◽  
Fifth Grade ◽  
Activity Levels ◽  
Model Based ◽  
Physical Activity Levels ◽  
School Day

The aim of this study was to analyze changes in the physical activity levels in students after implementing an active break (AB)-model-based program during the school day. Forty-four fifth-grade primary school children (24 boys, 20 girls, with a mean age = 10.44 ± 0.45) participated in a 17 week program. After intervention, there was an increase in moderate and vigorous total activity during physical education lessons, non-physical education lessons, and recesses. Intervention programs to encourage physical activity and decrease sedentary time are recommended.

scholarly journals Children’s Perceived and Actual Physical Activity Levels within the Elementary School Setting

2021 ◽  
Vol 18 (7) ◽  
pp. 3485
Author(s):  
Kristy Howells ◽  
Tara Coppinger
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Repeated Measures ◽  
School Setting ◽  
Activity Levels ◽  
Whole School ◽  
Physical Activity Levels ◽  
School Day ◽  
Children’S Physical Activity ◽  
Three Factor

To date, little research has longitudinally examined young children’s physical activity (PA) during school hours, nor questioned children’s perceptions of their own PA behaviours. This study investigated 20 children’s actual physical activity levels (APA) and their perceived physical activity levels (PPA) (10 infants, mean age 6.6 years; 10 juniors, mean age 9.5 years). APA was evaluated using accelerometers across 36 whole school days (371 min per day); 18 days included Physical Education (PE) lessons and 18 did not. A repeated-measures three-factor ANOVA analysed: type of day; age phase; parts of the day and sex. PPA was collected by an interactive handset and an adapted version of the PA Questionnaire for Children (PAQ-C). Participants undertook 10 more minutes of moderate to vigorous PA (MVPA) on PE days (53 ± 19 min) compared to non-PE days (43 ± 15 min) (F = 92.32, p < 0.05) and only junior boys reached daily MVPA recommendations (60 ± 13 min) on PE days. Juniors over-estimated, and infants under-estimated, their APA levels. Educators need more support to teach and embed different PA intensities into the school day to enable children to better understand the health benefits associated with varying the intensity of their PA during school hours.

scholarly journals A Qualitative Study of Interviewer-Administered Physical Activity Recalls by Children

2013 ◽  
Vol 10 (6) ◽  
pp. 833-849 ◽  
Author(s):  
Dawn K. Wilson ◽  
Suzanne Domel Baxter ◽  
Caroline Guinn ◽  
Russell R. Pate ◽  
Kerry McIver
Keyword(s):  
Physical Activity ◽  
South Carolina ◽  
Free Recall ◽  
Physical Education ◽  
Qualitative Study ◽  
Retention Interval ◽  
Fifth Grade ◽  
Cognitive Interviews ◽  
School Day ◽  
Retention Intervals

Background:Qualitative methods were used to better understand how to obtain interviewer-administered recalls of physical activity from children.Methods:Subjects were 24 third- and fifth-grade children from 1 school in Columbia, South Carolina. Cognitive interviews targeted different retention intervals (about the same or previous school day). Round 1’s protocols used an open format and had 4 phases (obtain free recall, review free recall, obtain details, review details). Round 2’s protocols used a chronological format and had 3 phases (obtain free recall, obtain details, review details). Trained coders identified discrepancies across interview phases in children’s recalls of physical activity at physical education (PE) and recess. Based on the school’s schedule, children’s reports of PE and recess were classified as omissions (scheduled but unreported) or intrusions (unscheduled but reported).Results:Across interview phases, there were numerous discrepancies for Round 1 (regardless of grade, sex, or retention interval) but few discrepancies for Round 2. For Rounds 1 and 2, respectively, 0% and 0% of children omitted PE, while 33% and 0% intruded PE; 44% and 56% of children omitted recess, while 33% and 0% intruded recess.Conclusions:Results provide important information for facilitating interviewer-administered recalls of physical activity with elementary-age children.

scholarly journals General Attitudes of Middle School Students Towards Physical Education

2012 ◽  
Vol 18 (2) ◽  
pp. 24-32
Author(s):  
David BARNEY ◽  
Robert Christenson
Keyword(s):  
Middle School ◽  
Physical Education ◽  
Middle School Students ◽  
The United States ◽  
Physical Education Class ◽  
School Students ◽  
Education Class ◽  
Positive Attitudes ◽  
School Day ◽  
Students Attitudes

LANGUAGE NOTE | Document text in English; abstract also in Chinese. Attitudes are formed by beliefs and experiences a person has had in their life (Silverman & Subramanian, 1999). This principle applies to middle school students’ attitudes in physical education. The purpose of this study was to determine middle school students’ attitudes towards physical education. For this study 227 middle school students in the Midwest of the United States were surveyed, then 28 students were interviewed regarding the attitudes towards physical education. It was found that middle school students tend to have positive attitudes towards physical education more specifically, the student felt that physical education is important their education and that the activities they participate in are fun and the physical education class is an important aspect of a students’ school day. 態度是由個人生活的信念和經驗所形成的(Silverman和Subramanian, 1999)。這一原則適用於初中學生的對體育課的態度。本研究的目的是要確定中學生對體育課的態度。本研究有227名中學生參與，在美國中西部地區進行調查，然後28名學生再進行面訪對體育的態度。結果發現，中學生往往對體育課有積極的態度，學生認為體育是重要的教育，參加活動感覺很有趣，體育課是學生的一個重要學習天。

A Multi-Case Study of Teacher Planning in Physical Education

1984 ◽  
Vol 4 (1) ◽  
pp. 39-49 ◽  
Author(s):  
Judith H. Placek
Keyword(s):  
Physical Education ◽  
Data Collection ◽  
Physical Education Teachers ◽  
Teacher Planning ◽  
Instructional Behaviors ◽  
Descriptive Account ◽  
School Day ◽  
Collection Data ◽  
Participant Observer

The purpose of this study was to examine how four physical education teachers planned lessons. The multi-case approach provided a naturalistic, descriptive account of planning at two levels: daily and yearly plans. Two general research questions guided this study: How do the subjects plan for class in terms of time, setting, and so forth? What factors influence their planning patterns? Four teachers were observed over an intensive 2-week period for data collection. Data consisted of observations, interviews, and excerpts from documents and records. The researcher assumed the role of participant-observer and remained in the school for the entire school day during the data collection. The results indicated that the four teachers did not use the classical ends/means model for planning but instead employed informal planning habits that typically focused on daily activities, not coherent efforts to match objectives with content. This pattern does not necessarily produce disorganized classes, however, as the researcher described the teachers as having positive in-class instructional behaviors. It is suggested that the teachers did in fact plan for classes, however briefly or informally.

Sign in / Sign up

Export Citation Format

Share Document