scholarly journals Promoting Health-Related Cardiorespiratory Fitness in Physical Education: The Role of Class Intensity and Habitual Physical Activity

2020 ◽  
Vol 17 (18) ◽  
pp. 6852
Author(s):  
Miguel Peralta ◽  
Diana A. Santos ◽  
Duarte Henriques-Neto ◽  
Gerson Ferrari ◽  
Hugo Sarmento ◽  
...  
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Cardiorespiratory Fitness ◽  
Longitudinal Design ◽  
Habitual Physical Activity ◽  
Positive Role ◽  
Organized Sports ◽  
School Year ◽  
Health Related

Physical education (PE) has the potential to promote health-related fitness, however, its contribution is still not clear. The aim of this study was to assess whether students’ health-related cardiorespiratory fitness (CRF) improved from the beginning to the end of the school year, and to examine the role of PE class intensity and habitual physical activity (PA) in promoting students’ CRF. This observational study employed a longitudinal design. Participants were 212 7th and 8th grade students (105 boys), mean age 12.9 years old, followed during one school year, from September 2017 to June 2018. The Progressive Aerobic Cardiovascular Endurance Run (PACER) was used to assess CRF at baseline and follow-up. PA was measured using accelerometers. PE class intensity was assessed using the System for Observing Fitness Instruction Time. Findings indicated that from the beginning to the end of the school year, a greater percentage of participants were in the CRF healthy fitness zone (73.1% to 79.7%, p = 0.022). Among boys, participating in organized sports (B = 4.61, 95% confidence interval [CI]: 0.33, 8.88) and the percentage of PE time being very active (B = 0.90, 95% CI: 0.44, 1.35) were positively associated with the change in PACER laps. Among girls, daily vigorous PA (B = 0.38, 95% CI: 0.15, 0.60) and participating in organized sports (B = 4.10, 95% CI: 0.93, 7.27) were also positively associated with PACER change, while being overweight or obese (B = −5.11, 95% CI: −8.28, −1.93) was negatively associated. In conclusion, PE was demonstrated to have a positive role in the promotion of CRF, especially among boys, while for girls, habitual PA seems to have a greater contribution. Nevertheless, results and conclusions should be considered carefully, taking into account study limitations, such as the non-direct measures of PE class intensity, CRF, and school setting.

Promoting Health-Related Cardiorespiratory Fitness in Physical Education: The Role of Lesson Context and Teacher Behavior in an Observational Longitudinal Study

2021 ◽  
pp. 1-7
Author(s):  
Miguel Peralta ◽  
Élvio Rúbio Gouveia ◽  
Gerson Ferrari ◽  
Ricardo Catunda ◽  
Duarte Heriques-Neto ◽  
...  
Keyword(s):  
Physical Education ◽  
Cardiorespiratory Fitness ◽  
Teacher Behavior ◽  
Linear Regression Models ◽  
School Year ◽  
Instruction Time ◽  
Cardiovascular Endurance ◽  
Health Related ◽  
Lesson Content ◽  
Lesson Context

Purpose: Physical education (PE) is an important context for promoting health-related cardiorespiratory fitness (CRF) in youth. Within PE, the lesson context and teacher behavior may be relevant for the promotion CRF; however, evidence is scarce. Therefore, the purpose of this study was to assess whether students’ CRF improvement in a school year was explained by PE lesson context and teacher behavior. Method: A 1-year observational one-group pretest/posttest study, including 212 students, was conducted. The Progressive Aerobic Cardiovascular Endurance Run (PACER) was used to assess CRF. The PE lesson context and teacher behavior were assessed using the System for Observing Fitness Instruction Time. Multivariate linear regression models were performed to examine the effect of time spent in each category of lesson content and teacher behavior on the change in PACER laps from the beginning to the end of the school year. Results: Lesson time spent in gameplay (boys: B = −0.24, 95% confidence interval [CI] [−0.45, −0.02]; girls: B = −0.17, 95% CI [−0.29, −0.04]), time spent by teachers in instruction tasks (boys: B = 0.38, 95% CI [0.17, 0.60]; girls: B = 0.33, 95% CI [0.17, 0.48]), and promoting fitness (girls: B = 1.40, 95% CI [0.60, 2.20]) were associated to PACER improvement. Lesson time spent in general content (boys: B = −0.24, 95% CI [−0.45, −0.02]; girls: B = −0.17, 95% CI [−0.29, −0.04]) and time spent by teachers in management tasks (boys: B = −0.42, 95% CI [−0.70, −0.15]; girls: B = −0.46, 95% CI [−0.63, −0.28]) were negatively associated to PACER. Discussion/Conclusion: Promoting CRF in PE can be achieved by providing active class contexts, such as gameplay, reducing management time, and promoting in-class and out-of-class fitness.

A Longitudinal Study of Children’s Enjoyment of Physical Education

2003 ◽  
Vol 15 (2) ◽  
pp. 170-178 ◽  
Author(s):  
Judith J. Prochaska ◽  
James F. Sallis ◽  
Donald J. Slymen ◽  
Thomas L. McKenzie
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Elementary School Students ◽  
Generalized Estimating Equations ◽  
Sixth Grade ◽  
Older Children ◽  
School Students ◽  
Sports Teams ◽  
Organized Sports ◽  
Health Related

One mission of physical education (PE) is the promotion of enjoyable physical activity participation. PE enjoyment of 414 elementary school students (51% male, 77% Caucasian) was examined in a 3-year prospective study. Analyzed using Generalized Estimating Equations, PE enjoyment decreased significantly from the fourth to sixth grade (p < .001) and was lower among girls (p < .001) and students not in organized sports (p < .005). Ethnicity and body mass index were not significant predictors of PE enjoyment. Girls, older children, and those not on sports teams are especially dependent on PE as the setting for accruing health-related physical activity, and strategies are needed to enhance their PE enjoyment.

scholarly journals NON-FORMAL PHYSICAL EDUCATION OF CHILDREN: INCREASE FACTOR OF PHYSICAL ACTIVITY AND PHYSICAL FITNESS

2016 ◽  
Vol 3 (102) ◽  
pp. 44-51
Author(s):  
Asta Šarkauskienė ◽  
Sigita Derkintienė ◽  
Šarūnas Paplauskas
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Physical Fitness ◽  
Cardiorespiratory Fitness ◽  
Muscular Strength ◽  
Physical Activities ◽  
Upper Body ◽  
Fitness Tests ◽  
Health Related ◽  
Children’S Physical Activity

Background. Studies on physical activity, which is positively associated with physical fitness, reveal that children’s activity is not sufficient (BHFNC, 2010; Chen, Zheng, Yi, & Yao, 2014; Currie et al., 2012), and their physical fitness deteriorates (Volbekienė & Kavaliauskas, 2002; Мирошниченко & Астраханцев, 2005; Синявский, Власов, & Сергеев, 2009). Non-formal physical education (NFPE) is one of the means to increase children’s physical activity and physical fitness. The aim of this study was to determine the influence of NFPE on the physical fitness of 6th grade pupils. Methods. The research was conducted in May, 2013; 356 six-graders (48.0% of girls) from four Klaipėda city comprehensive schools participated in the research. As many as 56.5% of children (48.3% of girls) participated in NFPE in school and out of school. The participants completed five physical fitness tests. Results. Independent t test revealed that the results of boys who attended the NFPE group of cardiorespiratory fitness, t(180) = −2.093, p = .038; upper body muscular strength and endurance, t(182) = 2.413, p = .017; abdominal muscular strength and endurance, t(186) = 3.282, p = .001; explosive leg power, t(183) = 1.967, p = .049, and girls’ results of abdominal muscular strength and endurance, t(172) = 2.687, p = .008 were significantly higher than those in the NFPE non attended group. Conclusion. Non-formal physical education is a meaningful educational form for increasing children’s, particularly boys’, health related physical fitness; therefore it is purposeful to encourage children to participate in physical activities in school and after classes.

Longitudinal perspective of autonomy support on habitual physical activity of adolescents

2021 ◽  
pp. 174795412110501
Author(s):  
Juan Antonio Moreno-Murcia ◽  
Jaime Ramis-Claver ◽  
Lorena Ruiz-González ◽  
Filipe Rodrigues ◽  
Elisa Huéscar Hernández
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Autonomy Support ◽  
Longitudinal Design ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Habitual Physical Activity ◽  
High Rate ◽  
Academic Context ◽  
Support Autonomy

The evidence collected in the area of physical education indicates the need to continue to delve into the relationships and models that satisfy the basic psychological needs of the students and their consequences, in order to promote a high rate of physical activity. The aim of this study was to test the relationship between autonomy support, basic psychological needs and self-determined motivation with respect to enjoyment, intention towards practice and habitual physical activity. A sample of 717 students, aged between 13 and 19 years old was used. A longitudinal design was carried out with two measurement time points. The results indicated positive relationships for all model variables between the two measurement times. The results obtained are discussed with respect to the use of an interpersonal style to support autonomy in the academic context of physical education classes for the promotion of greater commitment and adherence to physical activity.

scholarly journals Children’s Weight Gain and Cardiovascular Fitness Loss over the Summer

2018 ◽  
Vol 15 (12) ◽  
pp. 2770 ◽  
Author(s):  
Timothy Brusseau ◽  
Ryan Burns
Keyword(s):  
Physical Activity ◽  
Physical Activity Intervention ◽  
Cardiovascular Fitness ◽  
The Body ◽  
School Year ◽  
School Based ◽  
Health Related ◽  
Physical Activity Programming ◽  
The Impact ◽  
Health Related Fitness

The purpose of this study was to examine the impact of summer breaks on the body composition and cardiovascular fitness of elementary school children who participated in a multi-year school-based physical activity intervention. Participants were 404 children who had their height and weight measured and completed the Progressive Aerobic Cardiovascular Endurance Run (PACER) during physical education classes at the beginning and end of the school year for three consecutive years. To examine the effects of time on health-related fitness data, general linear mixed effects models were employed. The results indicate that there was a trend toward an increase in body mass index (BMI) after the summer of 2015 (p = 0.958), and a significant increase in BMI after the summer of 2016 compared to time point 1 (p < 0.001). For PACER laps, there were trends toward decreases in PACER laps after the summers of 2015 (p = 0.515) and 2016 (p = 0.073). Summer breaks tended to attenuate the BMI and PACER lap improvements that were observed during the intervention. While school-based physical activity programming has had some successes in improving health-related fitness markers, the loss of these improvements over the summer is of concern to both practitioners and researchers. It is clear that additional efforts are needed to limit obesogenic behaviors during the summer months.

scholarly journals Una unidad didáctica intermitente de acondicionamiento físico solo mejora los niveles de capacidad cardiorrespiratoria de los estudiantes con un perfil no saludable de condición física (An intermittent physical fitness teaching unit only improves cardior

Retos ◽  
2019 ◽  
pp. 8-15
Author(s):  
Santiago Guijarro-Romero ◽  
Daniel Mayorga-Vega ◽  
Carolina Casado-Robles ◽  
Jesús Viciana
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Physical Fitness ◽  
Cardiorespiratory Fitness ◽  
Control Group ◽  
Activity Levels ◽  
Physical Activity Levels ◽  
Before And After ◽  
Teaching Unit ◽  
Experimental Group

El objetivo del presente estudio fue comparar el efecto de una unidad didáctica intermitente de acondicionamiento físico en Educación Física sobre los niveles de actividad física y capacidad cardiorrespiratoria entre estudiantes con un perfil saludable/no saludable de capacidad cardiorrespiratoria. Ochenta estudiantes de 2º-3º curso de Educación Secundaria fueron asignados aleatoriamente al grupo control y grupo experimental. El grupo experimental, dividido en perfiles saludable/no saludable, realizó una unidad didáctica intermitente de acondicionamiento físico para mejorar la capacidad cardiorrespiratoria. El grupo control trabajó un contenido diferente durante el mismo tiempo y con la misma frecuencia, pero sin hacer hincapié en la mejora de la capacidad cardiorrespiratoria. Antes y después de la intervención, la capacidad cardiorrespiratoria se evaluó objetivamente mediante el test de ida y vuelta de 20 metros. Los niveles de actividad física fueron medidos objetivamente a través de un pulsómetro durante las clases de Educación Física. Ambos perfiles tuvieron mayores niveles de actividad física durante las clases de Educación Física que el grupo control (p < .001). Sin embargo, solo los estudiantes con un perfil no saludable mejoraron significativamente sus niveles de capacidad cardiorrespiratoria tras la unidad didáctica (p < .01). Aunque una unidad didáctica intermitente de acondicionamiento físico parece tener un efecto similar en los niveles de actividad física de todos los perfiles de capacidad cardiorrespiratoria de los estudiantes, solo mejora la capacidad cardiorrespiratoria de los estudiantes con un perfil no saludable. Abstract. The purpose of the present study was to compare the effect of a Physical Education-based physical fitness intermittent teaching unit on physical activity levels and cardiorespiratory fitness among students with healthy/unhealthy cardiorespiratory fitness profile. Eighty students from 2º-3º grades of Secondary Education were randomly assigned to the control group and experimental group. The experimental group, divided into healthy/unhealthy profiles, performed a physical fitness intermittent teaching unit to improve the cardiorespiratory fitness. The control group worked a different content during the same time and with the same frequency, but without emphasizing cardiorespiratory fitness improvement. Before and after the teaching unit, students’ cardiorespiratory fitness was objectively measured by the 20-meter shuttle run test. Participants’ physical activity levels were measured objectively using a heart rate monitor during Physical Education lessons. Students from both profiles had higher physical activity levels during Physical Education lessons than the control group (p < .001). However, only students with an unhealthy cardiorespiratory fitness profile statistically improved their cardiorespiratory fitness levels after the teaching unit (p < .01). Although an intermittent physical fitness teaching unit seems to have similar effect on physical activity levels of students from all cardiorespiratory fitness profiles, it only improves the cardiorespiratory fitness of those with an unhealthy one.

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