scholarly journals Determination of Physical Activity and Physical Fitness Levels of Turkish and Immigrant Secondary School Students

2021 ◽  
Vol 13 (3) ◽  
pp. 396-404
Author(s):  
İlkay EROĞLU ◽  
Hüseyin ÜNLÜ
Keyword(s):  
Physical Activity ◽  
Secondary School ◽  
Physical Fitness ◽  
Secondary School Students ◽  
School Students ◽  
Fitness Levels

scholarly journals Análisis de la condición física, tipo de actividad física realizada y rendimiento académico en estudiantes de educación secundaria (Analysis of physical fitness, type of physical activity and academic performance in secondary school students)

Retos ◽  
2016 ◽  
pp. 64-69
Author(s):  
Pablo Valdes ◽  
Javier Yanci Irigoyen
Keyword(s):  
Physical Activity ◽  
Academic Performance ◽  
Secondary School ◽  
Physical Fitness ◽  
Secondary School Students ◽  
Arithmetic Mean ◽  
School Students ◽  
Fitness Tests ◽  
Academic Records ◽  
Physical Tests

El objetivo principal de este estudio fue analizar las diferencias en la condición física, los hábitos de práctica de actividad física y el expediente académico de alumnos/as de 4º curso de Educación Secundaria Obligatoria en función del sexo y del tipo de actividad física practicada. En esta investigación participaron 156 alumnos/as (15.34 ± .58 años, 1.69 ± .09 cm, 58.97 ± 9.36 kg, 20.51 ± 2.10 kg/m2), 79 de sexo masculino (MASC) y 77 de sexo femenino (FEM). La condición física de los participantes se evaluó a partir de una batería de test físicos. La tipología de la AF fue analizada a través de las respuestas a distintos cuestionarios sobre los hábitos de práctica de actividad física en adolescentes (Enkid, Fitnessgram, Pace o el PAQ-A). El rendimiento académico (RA) se valoró mediante la media aritmética de las calificaciones del expediente académico de los alumnos/as desde su entrada al instituto. Los resultados obtenidos en nuestro estudio muestran que las chicas y los alumnos/as que practican actividad física extraescolar no competitiva (AF-NoCOMP) obtienen peores niveles (p < .05) de condición física en todas las cualidades excepto flexibilidad, pero mayores niveles de RA que los alumnos/as que practicaban AF competitiva (AF-COMP). Por el contrario, los chicos y los alumnos/as que practican AFCOMP tenían mejor condición física pero un menor RA. En conclusión, se observa de forma general que los chicos y los alumnos/as que realizan actividad física de carácter competitivo realizan una mayor frecuencia de AF por la tarde, obtienen mejores resultados en los test de condición física, pero sus niveles de RA son menores. Abstract.  The aim of this study is to analyse the differences between physical fitness, the practise of physical activity (PA) and the academic performance (AP) of students of 4th grade of Secondary School. These differences are analysed as a function of gender and PA. 156 students took part in this study (15.34 ± .58 age, 1.69 ± .09 cm, 58.97 ± 9.36 kg, 20.51 ± 2.10 kg/m2), 56 male and 77 female. The participants’ physical fitness was evaluated by means of physical tests. PA was analyzed using different questionnaires (Enkid, Fitnessgram, Pace, or PAQ-A) assessing the teenagers’ physical activity habits. AP was evaluated using the arithmetic mean from the students’ high school academic records. The results of this study showed that girls and students who practise non-competitive PA have worse levels (p < .05) of physical fitness in every component analysed except flexibility, but their AP is higher. On the other hand, boys and students who practise competitive PA have better physical fitness and worse AP. To sum up, boys and students who participate in competitive PA show generally a higher frequency of PA practice during the afternoon. Furthermore, they obtain better results in physical fitness tests, even though their AP is worse.

scholarly journals Physical Activity and Mental Toughness as Antecedents of Academic Burnout among School Students: A Latent Profile Approach

2019 ◽  
Vol 16 (11) ◽  
pp. 2024 ◽  
Author(s):  
Peggy Cheung ◽  
Chunxiao Li
Keyword(s):  
Physical Activity ◽  
Secondary School ◽  
Secondary School Students ◽  
Mental Toughness ◽  
School Students ◽  
Academic Burnout ◽  
Latent Profile Analyses ◽  
Current Survey ◽  
Potential Risk Factors ◽  
Latent Profile

Background: The purpose of the current survey-based study was to identify patterns of academic burnout and their antecedents among secondary school students. Methods: Secondary school students (n = 1209) completed a survey measuring academic burnout, physical activity, and mental toughness. Results: Using latent profile analyses, three burnout profiles were identified: a “moderately engaged group” (n = 699; 57.8%), a “burnout group” (n = 389; 32.2%), and a “well-functioning group” (n = 121; 10.0%). Group comparisons revealed that the “well-functioning group” reported significantly higher levels of physical activity and mental toughness than the other two groups. Conclusions: These findings suggest that lack of physical activity and mental toughness are potential risk factors for academic burnout. These findings may inform the development of intervention programs for academic burnout.

scholarly journals Teaching Games for Understanding Intervention to Promote Physical Activity among Secondary School Students

2018 ◽  
Vol 2018 ◽  
pp. 1-11 ◽  
Author(s):  
Min Wang ◽  
Lijuan Wang
Keyword(s):  
Physical Activity ◽  
Secondary School ◽  
Secondary School Students ◽  
Vigorous Physical Activity ◽  
Physical Activities ◽  
Intervention Period ◽  
School Students ◽  
Intervention Phase ◽  
Teaching Games For Understanding ◽  
Class Time

Objectives. This study investigated the effectiveness of Teaching Games for Understanding (TGfU) intervention on the moderate-to-vigorous physical activity (MVPA) levels of students from Grades 9 and 10. Methods. A total of 118 students from four classes (two TGfU groups and two technique groups) participated in this study. Accelerometers were used to measure the MVPA time of students, and formal interviews were conducted to identify the factors that contributed to the MVPA level of students in TGfU classes. Results. The results reveal that the TGfU [t (1, 57) = - 11.622, p <.001, and d =.841] and technical [t (1, 61) = -4.232, p <.001, and d =.236] group exhibited significantly improved MVPA levels in intervention phase. During the intervention period, the MVPA time of the TGfU group (M = 20.26, SD = 3.74) was significantly longer than that of the technique group [M = 17.62, SD = 3.37, t (1, 118) = 4.023, p < .001, and d = .35]. Moreover, in the TGfU classes, boys (M=21.476, SD =.719) spent significantly more time engaging in MVPA than girls (M = 19.135, SD = .645) [F (1, 57) = 5.807, p = .019, and η2= .09]. However, no significant differences were determined between the MVPA levels of high- and low-skilled students. Data gathered through interviews suggested that the nature of the games, the small-sided team, and the freedom and enjoyment experienced by the students through games may explain the high MVPA levels observed in the TGfU classes. Conclusion. TGfU intervention can potentially be used to promote physical activities and attain the recommended MVPA time in PE classes (50% class time).

scholarly journals Physical Activity Stage of Change and Its Related Factors in Secondary School Students of Sarableh City: A Perspective from Iran

2018 ◽  
Vol 6 (8) ◽  
pp. 1517-1521 ◽  
Author(s):  
Ali Saeidi ◽  
Amin Mirzaei ◽  
Behzad Mahaki ◽  
Asadollah Jalali ◽  
Mohsen Jalilian
Keyword(s):  
Physical Activity ◽  
Secondary School ◽  
Transtheoretical Model ◽  
Self Efficacy ◽  
Secondary School Students ◽  
Pearson Correlation ◽  
Stage Of Change ◽  
School Students ◽  
Related Factors ◽  
One Way Anova

BACKGROUND: Physical activity is highly beneficial to health. These benefits are so important and indispensable for adolescents.AIM: The aim of this study was to investigate the Physical activity stage of change and its related factors in the male secondary School students of Sarableh city.MATERIAL AND METHODS: In a cross-sectional study, 261 male secondary School students possessing the eligibility criteria were selected using the simple random sampling technique. After giving their informed consent, the students filled the stage of change questionnaire and the structures of the transtheoretical model in a self-reporting manner. Using SPSS.21, the data were analysed through One-way ANOVA and Pearson correlation test with a 0.05 level of significance.RESULTS: The mean age of the students was 16.16±0.89 years. According to the stage of change, 26.8 per cent (n = 70) were in preaction stages (precontemplation, contemplation, and preparation) and 73.2 per cent (n = 191) were in action and maintenance stages. The one-way ANOVA revealed that awareness is raising, self-reevaluation, counter conditioning and reinforcing management differed significantly across stages (P < 0.05). However, this difference is not significant for other cognitive and behavioural processes (P > 0.05). According to the findings, increase in the self-efficacy, pros and decrease in cons was found by students' progress in the Physical activity stage of change (P < 0.05).CONCLUSION: Self-efficacy and processes of change are warranted when designing Physical activity stage interventions in the adolescents.

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