Physical Education Pre-Service Teachers' Understanding, Application, and Development of Critical Thinking

ERIC Educational Resources Information Center

Liu, Jiling; McBride, Ron E.; Xiang, Ping; Scarmardo-Rhodes, Melissa

2018-01-01

To better prepare physical education (PE) teachers, this study explored a group of pre-service teachers' understanding, application, and development of critical thinking (CT) in a capstone methods course. Participants were 12 pre-service teachers from a PE teacher education (PETE) program at a large university in the southwestern United States.…

Body Image, Dieting and Disordered Eating and Activity Practices among Teacher Trainees: Implications for School-Based Health Education and Obesity Prevention Programs

ERIC Educational Resources Information Center

Yager, Zali; O'Dea, Jennifer

2009-01-01

The aim was to investigate and compare body image, body dissatisfaction, dieting, disordered eating, exercise and eating disorders among trainee health education/physical education (H&PE) and non-H&PE teachers. Participants were 502 trainee teachers randomly selected from class groups at three Australian universities who completed the…

Should the Curricular Time Allocated to School Physical Education Be Increased? Insights from Participants in a Follow-up of the Trois-Rivières Study

ERIC Educational Resources Information Center

Larouche, Richard; Laurencelle, Louis; Shephard, Roy J.; Trudeau, François

2015-01-01

In this study, we explored the effects of exposure to an experimental program of daily physical education (PE) during primary school on adult attitudes toward school PE. In 2008, 86 original participants in the Trois-Rivières study (44 women and 42 men aged 44.0 ± 1.2 years) underwent a semistructured interview in which their attitudes toward PE,…

JROTC as a Substitute for PE: Really?

PubMed Central

Lounsbery, Monica A. F.; Holt, Kathryn A.; Monnat, Shannon A.; McKenzie, Thomas L.; Funk, Brian

2014-01-01

Purpose Even though physical education (PE) is an evidence-based strategy for providing and promoting physical activity, alternative programs such as Junior Reserve Officer Training Corps (JROTC) are commonly substituted for PE in many states. The purpose of this study was to compare student physical activity and lesson contexts during high school PE and JROTC sessions. Method SOFIT (System for Observing Fitness Instruction Time) was used to assess PE and JROTC sessions (N=38 each) in 4 high schools that provided both programs. Data were analyzed using t-tests, negative binomial regression, and logistic regression. Results Students engaged in significantly more moderate to vigorous physical activity during PE than JROTC sessions and they were significantly less sedentary. Significant differences between the two program types were also found among lesson contexts. Conclusions PE and JROTC provide substantially different content and contexts and students in them engage in substantially different amounts of moderate to vigorous physical activity. Students in JROTC, and perhaps other alternative programs, are less likely to accrue health-supporting physical activity and engage in fewer opportunities to be physically fit and motorically skilled. Policies and practices for providing substitutions for PE should be carefully examined. PMID:25141093

Building a Model PE Curriculum: Education Reform in Action

ERIC Educational Resources Information Center

Moore, John

2012-01-01

The blueprint to build a model physical education (PE) curriculum begins by establishing a sound curricular foundation based on a lesson plan template that incorporates clear and concise program goals, the alignment of lessons to state or national content standards, and the collection, analysis and use of objective assessment data that informs…

Stress Management in Physical Education Class: An Experiential Approach to Improve Coping Skills and Reduce Stress Perceptions in Adolescents

ERIC Educational Resources Information Center

Lang, Christin; Feldmeth, Anna Karina; Brand, Serge; Holsboer-Trachsler, Edith; Pühse, Uwe; Gerber, Markus

2016-01-01

In most physical education (PE) syllabuses, promoting life skills constitutes an important educational objective. The aim of this study was to implement a coping training program (EPHECT) within regular PE and to evaluate its effects on coping and stress among vocational students. Eight classes from a vocational school were selected for study;…

PEP Up Your PE Program: Writing and Implementing a PEP Grant

ERIC Educational Resources Information Center

McCollum, Starla; Elliott, Steven M.; Burke, Michelle M.; Civalier, Aimee; Pruitt, Wayne; Palmer, Scott

2005-01-01

Physical Education for Progress grants, otherwise known as PEP grants, are part of the Carol M. White Physical Education Program administered by the federal government. PEP grants are available to local educational agencies and community-based organizations to initiate, expand, or improve physical education programs, including after-school…

Teaching the Emergency Department Patient Experience: Needs Assessment from the CORD-EM Task Force.

PubMed

London, Kory S; Druck, Jeffrey; Silver, Matthew; Finefrock, Douglas

2017-01-01

Since the creation of Hospital Consumer Assessment of Healthcare Providers and Systems (HCAHPS) patient satisfaction (PS) scores, patient experience (PE) has become a metric that can profoundly affect the fiscal balance of hospital systems, reputation of entire departments and welfare of individual physicians. While government and hospital mandates demonstrate the prominence of PE as a quality measure, no such mandate exists for its education. The objective of this study was to determine the education and evaluation landscape for PE in categorical emergency medicine (EM) residencies. This was a prospective survey analysis of the Council of Emergency Medicine Residency Directors (CORD) membership. Program directors (PDs), assistant PDs and core faculty who are part of the CORD listserv were sent an email link to a brief, anonymous electronic survey. Respondents were asked their position in the residency, the name of their department, and questions regarding the presence and types of PS evaluative data and PE education they provide. We obtained 168 responses from 139 individual residencies, representing 72% of all categorical EM residencies. This survey found that only 27% of responding residencies provide PS data to their residents. Of those programs, 61% offer simulation scores, 39% provide third-party attending data on cases with resident participation, 37% provide third-party acquired data specifically about residents and 37% provide internally acquired quantitative data. Only 35% of residencies reported having any organized PE curricula. Of the programs that provide an organized PE curriculum, most offer multiple modalities; 96% provide didactic lectures, 49% small group sessions, 47% simulation sessions and 27% specifically use standardized patient encounters in their simulation sessions. The majority of categorical EM residencies do not provide either PS data or any organized PE curriculum. Those that do use a heterogeneous set of data collection modalities and educational techniques. American Osteopathic Association and Accreditation Council for Graduate Medical Education residencies show no significant differences in their resident PS data provision or formal curricula. Further work is needed to improve education given the high stakes of PS scores in the emergency physician's career.

Correlates of State Enactment of Elementary School Physical Education Laws

PubMed Central

Monnat, Shannon M.; Lounsbery, Monica A.F.; Smith, Nicole J.

2014-01-01

Objective To describe variation in U.S. state elementary school physical education (PE) policies and to assess associations between state PE policy enactment and education funding, academic achievement, sociodemographic disadvantage, and political characteristics. Methods U.S. state laws regarding school PE time, staffing, curriculum, fitness assessment, and moderate-to-vigorous physical activity (MVPA) in 2012 were classified as strong/specific, weak/nonspecific, or none based on codified law ratings within the Classification of Laws Associated with School Students (C.L.A.S.S.). Laws were merged with state-level data from multiple sources. Logistic regression was used to determine associations between state characteristics and PE laws (N=51). Results Laws with specific PE and MVPA time requirements and evidence-based curriculum standards were more likely in states with low academic performance and in states with sociodemographically disadvantaged populations. School day length was positively associated with enacting a PE curriculum that referenced evidence-based standards. School funding and political characteristics were not associated with PE laws. Conclusions Limited time and high-stakes testing requirements force schools to prioritize academic programs, posing barriers to state passage of specific PE laws. To facilitate PE policy enactment, it may be necessary to provide evidence of how PE policies can be implemented within existing time and staffing structures. PMID:25230368

Correlates of state enactment of elementary school physical education laws.

PubMed

Monnat, Shannon M; Lounsbery, Monica A F; Smith, Nicole J

2014-12-01

To describe variation in U.S. state elementary school physical education (PE) policies and to assess associations between state PE policy enactment and education funding, academic achievement, sociodemographic disadvantage, and political characteristics. U.S. state laws regarding school PE time, staffing, curriculum, fitness assessment, and moderate-to-vigorous physical activity (MVPA) in 2012 were classified as strong/specific, weak/nonspecific, or none based on codified law ratings within the Classification of Laws Associated with School Students (C.L.A.S.S.). Laws were merged with state-level data from multiple sources. Logistic regression was used to determine associations between state characteristics and PE laws (N=51). Laws with specific PE and MVPA time requirements and evidence-based curriculum standards were more likely in states with low academic performance and in states with sociodemographically disadvantaged populations. School day length was positively associated with enacting a PE curriculum that referenced evidence-based standards. School funding and political characteristics were not associated with PE laws. Limited time and high-stake testing requirements force schools to prioritize academic programs, posing barriers to state passage of specific PE laws. To facilitate PE policy enactment, it may be necessary to provide evidence on how PE policies can be implemented within existing time and staffing structures. Copyright © 2014 Elsevier Inc. All rights reserved.

Physical education resources, class management, and student physical activity levels: a structure-process-outcome approach to evaluating physical education effectiveness.

PubMed

Bevans, Katherine B; Fitzpatrick, Leslie-Anne; Sanchez, Betty M; Riley, Anne W; Forrest, Christopher

2010-12-01

This study was conducted to empirically evaluate specific human, curricular, and material resources that maximize student opportunities for physical activity during physical education (PE) class time. A structure-process-outcome model was proposed to identify the resources that influence the frequency of PE and intensity of physical activity during PE. The proportion of class time devoted to management was evaluated as a potential mediator of the relations between resource availability and student activity levels. Data for this cross-sectional study were collected from interviews conducted with 46 physical educators and the systematic observation of 184 PE sessions in 34 schools. Regression analyses were conducted to test for the main effects of resource availability and the mediating role of class management. Students who attended schools with a low student-to-physical educator ratio had more PE time and engaged in higher levels of physical activity during class time. Access to adequate PE equipment and facilities was positively associated with student activity levels. The availability of a greater number of physical educators per student was found to impact student activity levels by reducing the amount of session time devoted to class management. The identification of structure and process predictors of student activity levels in PE will support the allocation of resources and encourage instructional practices that best support increased student activity levels in the most cost-effective way possible. Implications for PE policies and programs are discussed. © 2010, American School Health Association.

CSPAP Professional Preparation: Takeaways from Pioneering Physical Education Teacher Education Programs

ERIC Educational Resources Information Center

Carson, Russell L.; Castelli, Darla M.; Kulinna, Pamela Hodges

2017-01-01

As comprehensive school physical activity program (CSPAP) professional development becomes increasingly available to current K-12 physical education teachers, this special feature shifts attention to the preparation of future PE teachers and teacher educators for CSPAP. The purpose of this concluding article is to summarize the undergraduate- and…

A clinical trial comparing the effect of peer education and orientation program on the anxiety levels of pre-CABG surgery patients.

PubMed

Esmaeili, R; Jannati, Y; Ghafari, R; Charati, J Y; Jelodar, H N

2015-01-01

Background and Objectives: One of the main treatment methods of coronary artery disease is coronary artery bypass graft (CABG) surgery. The anxiety level in patients undergoing this surgery is relatively very high. Thus, reducing anxiety in these patients is an important step toward wellness. This study aimed to compare the effects of peer education (PE) and orientation program (OP) on the anxiety levels of patients before CABG surgery. Material and Methods: This randomized controlled trial was conducted in 2014 at the Mazandaran Heart Center on three groups of 50 persons each: PE, OP, and control (Cl). The anxiety levels of patients in each group were measured one day and one hour before the surgery. All groups received routine education. In addition, the PE group received PE and the OP group received OP. Two questionnaires were used to collect the demographics and the clinical data; and Spielberg state anxiety questionnaire was used to measure the anxiety level. Data from descriptive statistics, chi-square, ANOVA, ANCOVA, Bonferroni, and Fisher exact test were analyzed in SPSS v20 software. Findings: The mean anxiety score before surgery was not significantly different in the three groups (P=0.955). However, after the intervention at 1 h before surgery, the mean anxiety level in the PE and OP group was lower than in the Cl group (P=0.000). However, the mean anxiety score between PE and OP groups showed no significant difference (P=0.051). Conclusion: Both PE and OP group reduced the anxiety naturally developed in a patient before surgery. Although the influence of the PE group was greater in reducing anxiety, the use of this technique in clinical practices required further studies.

Perceptions of the Impact of a PEP Grant on Elementary Physical Education Programs in One School District

ERIC Educational Resources Information Center

Elliott, Steven; McCollum, Starla; Colquitt, Gavin; Pritchard, Tony

2013-01-01

A school district received a Physical Education for Progress grant (PEP). PEP grants are part of the Carol M. White Program and are administered by the U.S. Department of Education. These grants are available to local educational agencies to initiate, expand, or improve physical education (PE) programs. The purpose of this study was to determine…

Educating Students for a Lifetime of Physical Activity: Enhancing Mindfulness, Motivation, and Meaning.

PubMed

Ennis, Catherine D

2017-09-01

For many years, pedagogical scholars and physical education (PE) teachers have worked to enhance effective teaching and learning environments. Yet for some children, youth, and young adults, many of the benefits associated with a physically active lifestyle remain elusive. Enhancing programming and performance to meet physical activity goals may require moving programs beyond "effective." It will require teachers and program leaders to focus programmatic attention on strategies to actually increase students' out-of-class physical activity behavior. Transformative PE provides physical activity content within a nurturing and motivating environment that can change students' lives. It focuses on PE students' role in cognitive decision making, self-motivation, and their search for personal meaning that can add connection and relevance to physical activities. In this SHAPE America - Society of Health and Physical Educators Research Quarterly for Exercise and Sport Lecture, I have synthesized the research on these topics to emphasize useful findings applicable to teachers' everyday planning and teaching. Using sport, physical activity, dance, and adventure activities as the means to an end for personal and social growth, we can meet our commitment to effective standards-based education while preparing students for a lifetime of physical activity.

A Comprehensive Physical Education Program for the Severely Physically Handicapped.

ERIC Educational Resources Information Center

DeBell, James

Described is an adaptive comprehensive physical education (PE) program (funded by Title III in 1968) for 48 severly physically handicapped senior high school students in Rochester, New York. Program aims are given to be providing a diversified program of developmental activities in a friendly environment to increase the physical, social, and…

Fun, influence and competence-a mixed methods study of prerequisites for high school students' participation in physical education.

PubMed

Abildsnes, Eirik; Rohde, Gudrun; Berntsen, Sveinung; Stea, Tonje H

2017-03-10

Many adolescents do not reach the recommended levels of physical activity (PA), and students attending vocational studies are less committed to take part in physical education (PE) than other students. The purpose of the present study was twofold: 1) to examine differences in physical activity, diet, smoking habits, sleep and screen time among Norwegian vocational high school students who selected either a PE model focusing on PA skills, technique and improvement of physical performance ("Sports enjoyment") or more on health, play and having fun when participating in PE lessons ("Motion enjoyment"), and 2) to explore the students' experiences with PE programs. In this mixed methods study 181 out of 220 invited students (82%) comprising 141 (78%) girls and 40 (22%) boys attending vocational studies of Restaurant and Food Processing (24%), Design, Arts and Crafts (27%) or Healthcare, Childhood and Youth Development (49%) were recruited for participation in the new PE program. PA level, sedentary time and sleep were objectively recorded using the SenseWear Armband Mini. A self-report questionnaire was used to assess dietary habits, smoking and snuffing habits, use of alcohol, screen use and active transportation. Four focus group interviews with 23 students (12 boys) were conducted to explore how the students experienced the new PE program. Students attending "Motion enjoyment" accrued less steps/day compared to the "Sports enjoyment" group (6661 (5514, 7808) vs.9167 (7945, 10390) steps/day) and reported higher screen use (mean, 3.1; 95% CI, 2.8, 3.5) vs. 2.4 (2.0, 2.9) hours/day). Compared to those attending "Sports enjoyment", a higher number of students attending "Motion enjoyment" reported an irregular meal pattern (adjusted odds ratio, 5.40; 95% confidence interval (CI), 2.28, 12.78), and being a current smoker (12.22 (1.62, 107.95)). The students participating in the focus group interviews emphasized the importance of having competent and engaging teachers, being able to influence the content of the PE program themselves, and that PE classes should include a variety of fun activities. Students selecting "Motion enjoyment" accrued less steps/day and reported overall more unhealthy lifestyle habits, including higher screen time, a more irregular meal pattern and a higher number were current smokers, compared to those selecting "Sports enjoyment". Program evaluation revealed that both groups of students valued competent PE teachers and having influence on the content of the PE program.

The Association of State Law to Physical Education Time Allocation in US Public Schools

PubMed Central

Oh, April; Chriqui, Jamie F.; Mâsse, Louise C.; Atienza, Audie A.; Nebeling, Linda; Agurs-Collins, Tanya; Moser, Richard P.; Dodd, Kevin W.

2012-01-01

Objectives. We examined whether public schools in states with specific and stringent physical education (PE) laws, as assessed by the Physical Education–Related State Policy Classification System (PERSPCS), available on the Classification of Laws Associated with School Students (C.L.A.S.S.) Web site, reported more weekly PE time in the most recent School Health Policies and Programs Survey (SHPPS). Methods. Schools (n = 410) were grouped by their state’s PERSPCS time requirement scores (none, nonspecific requirement, or specific requirement). Average weekly school-level PE was calculated using the SHPPS-reported PE minutes. Weighted analyses determined if PE minutes/week differed by PERSPCS group. Results. Schools in states with specific requirement laws averaged over 27 and 60 more PE minutes/week at the elementary and middle school levels, respectively, compared with schools within states with nonspecific laws and over 40 and 60 more PE minutes per week, respectively, compared with elementary and middle schools in states with no laws. High school results were nonsignificant. Conclusions. Public health guidelines recommend at least 60 minutes of daily physical activity for children, and PE may further this goal. Strong codified law with specific time requirements for PE may be an important tool contributing toward adequate PE time and daily physical activity recommendations. PMID:22594746

Internet-based virtual classroom and educational management software enhance students' didactic and clinical experiences in perfusion education programs.

PubMed

Riley, Jeffrey B; Austin, Jon W; Holt, David W; Searles, Bruce E; Darling, Edward M

2004-09-01

A challenge faced by many university-based perfusion education (PE) programs is the need for student clinical rotations at hospital locations that are geographically disparate from the main educational campus. The problem has been addressed through the employment of distance-learning environments. The purpose of this educational study is to evaluate the effectiveness of this teaching model as it is applied to PE. Web-based virtual classroom (VC) environments and educational management system (EMS) software were implemented independently and as adjuncts to live, interactive Internet-based audio/video transmission from classroom to classroom in multiple university-based PE programs. These Internet environments have been used in a variety of ways including: 1) forum for communication between the university faculty, students, and preceptors at clinical sites, 2) didactic lectures from expert clinicians to students assigned to distant clinical sites, 3) small group problem-based-learning modules designed to enhance students analytical skills, and 4) conversion of traditional face-to-face lectures to asynchronous learning modules. Hypotheses and measures of student and faculty satisfaction, clinical experience, and learning outcomes are proposed, and some early student feedback was collected. For curricula that emphasize both didactic and clinical education, the use of Internet-based VC and EMS software provides significant advancements over traditional models. Recognized advantages include: 1) improved communications between the college faculty and the students and clinical preceptors, 2) enhanced access to a national network of clinical experts in specialized techniques, 3) expanded opportunity for student distant clinical rotations with continued didactic course work, and 4) improved continuity and consistency of clinical experiences between students through implementation of asynchronous learning modules. Students recognize the learning efficiency of on-line information presentation but still prefer the traditional face-to-face classroom environment. Traditional paradigms impose limitations that are rooted in dependence upon the students and instructors being physically located in the same place at the same time. These represents significant impediments for PE programs that use geographically separate clinical sites to provide clinical experience. Historically this has led to a disintegration of the presentation of theory, and a reduction in the quantity or quality of clinical experience opportunities. New PE models help to eliminate limitations and improve the quality of education especially in the face of economic challenges. Perfusion education students and faculty will have to work together to find computer-based offerings that are equivalent to traditional classroom methods.

Three Physical Education Programs' Adaptive Approaches to Change: "How Can I Spin that so It Works for Me?"

ERIC Educational Resources Information Center

Patton, Kevin; Griffin, Linda L.

2008-01-01

This study examined five of 12 physical education teachers participating in the Assessment Initiative for Middle School Physical Education (AIMS-PE), a reform-based teacher development project designed to help teachers examine and reframe their assessment practices and to design and implement curricular programs that encourage active teaching and…

Self-Reported Barriers to Quality Physical Education by Physical Education Specialists in Texas

ERIC Educational Resources Information Center

Barroso, Cristina S.; McCullum-Gomez, Christine; Hoelscher, Deanna M.; Kelder, Steven H.; Murray, Nancy G.

2005-01-01

School-based programs offer an efficient means of promoting the health of a large number of children. The Coordinated Approach to Child Health (CATCH) program was designed to decrease risk factors for chronic disease in elementary school children and includes separate coordinated interventions for child nutrition services, physical education (PE),…

Physical Education Teacher Education (PETE) in Canada

ERIC Educational Resources Information Center

Melnychuk, Nancy; Robinson, Daniel; Lu, Chunlei; Chorney, David; Randall, Lynn

2011-01-01

The purpose of this study was to identify physical education (PE) teacher educators and examine physical education teacher education (PETE) programs presently offered at undergraduate degree-granting Canadian universities. The investigation was conceptualized by issues related to the dislodging of PETE from a central to a marginal role in higher…

Bike Skills Training in PE Is Fun, Keeps Kids Safe

ERIC Educational Resources Information Center

Wallace, Judi Lawson; Sutton, Nancy P.

2015-01-01

Incorporating bike skills into the elementary- and middle-school physical education curriculum encourages students to be physically active in a fun way while also learning bike safety skills. Winston-Salem's (NC) Safe Routes to School program demonstrates how collaboration with the public schools' health and physical education program can…

Children's Perceptions of a District-Wide Physical Education Program

ERIC Educational Resources Information Center

Prusak, Keven A.; Davis, Tirza; Pennington, Todd R.; Wilkinson, Carol

2014-01-01

Couched in attitude theory, this follow-up study examines children-voiced perceptions of "enjoyment" and "usefulness" toward a "district mandated" elementary physical education (PE) program. Attitudes of 277 5th and 6th grade males and females from four representative schools from within a district were assessed in a…

The Hispanic Experience in Physical Education Programs and Departments

ERIC Educational Resources Information Center

Hodge, Samuel R.; Cervantes, Carlos M.; Vigo-Valentin, Alexander N.; Canabal-Torres, Maria Y.; Ortiz-Castillo, Esther M.

2012-01-01

The purpose of this article is to discuss challenges and identify strategies to increase the representation of Hispanic faculty in the academy, particularly Physical Education (PE) programs and departments at doctorate-granting universities. Recommendations to increase the presence and improve the experiences of Hispanic faculty are provided.…

Roles and strategies of state organizations related to school-based physical education and physical activity policies.

PubMed

Cradock, Angie L; Barrett, Jessica L; Carnoske, Cheryl; Chriqui, Jamie F; Evenson, Kelly R; Gustat, Jeanette; Healy, Isobel B; Heinrich, Katie M; Lemon, Stephenie C; Tompkins, Nancy Oʼhara; Reed, Hannah L; Zieff, Susan G

2013-01-01

School-based physical education (PE) and physical activity (PA) policies can improve PA levels of students and promote health. Studies of policy implementation, communication, monitoring, enforcement, and evaluation are lacking. To describe how states implement, communicate, monitor, enforce, and evaluate key school-based PE and PA policies, researchers interviewed 24 key informants from state-level organizations in 9 states, including representatives from state departments of health and education, state boards of education, and advocacy/professional organizations. These states educate 27% of the US student population. Key informants described their organizations' roles in addressing 14 school-based PE and PA state laws and regulations identified by the Bridging the Gap research program and the National Cancer Institute's Classification of Laws Associated with School Students (C.L.A.S.S.) system. On average, states had 4 of 14 school-based PE and PA laws and regulations, and more than one-half of respondents reported different policies in practice besides the "on the books" laws. Respondents more often reported roles implementing and communicating policies compared with monitoring, enforcing, and evaluating them. Implementation and communication strategies used included training, technical assistance, and written communication of policy to local education agency administrators and teachers. State-level organizations have varying roles in addressing school-based PE and PA policies. Opportunities exist to focus state-level efforts on compliance with existing laws and regulations and evaluation of their impact.

Evolution of Physical Education Undergraduate Majors in Higher Education in China

ERIC Educational Resources Information Center

Jiahong, Wang; Xiang, Ping; Dazhi, Zhang; Liu, Weidong; Gao, Xiaofeng

2017-01-01

Physical education (PE) undergraduate programs in higher education in China have evolved over the last 100 years. As a result, a comprehensive system of physical education undergraduate majors in higher education has been established in today's colleges/universities in China. The large number of students who have completed a physical education…

In-Depth Analysis of a Teacher's Experience Implementing Sport Education in an After-School Context

ERIC Educational Resources Information Center

Wahl-Alexander, Zachary; Schwamberger, Ben; Neels, Darren

2017-01-01

The Comprehensive School Physical Activity Program approach has been suggested to provide students with additional opportunities for physical activity (PA) outside of traditional physical education (PE). Although research suggests that this program is successful at increasing children's levels of PA, research on implementing pedagogical models to…

Attention Deficit Hyperactivity Disorder (ADHD)

MedlinePlus

... effective alternatives or additions to medication treatment. One study comparing a parent education (PE) program with a multi-component intervention (MCI) found that problem behavior decreased among the children in both programs and their social skills improved ...

Patient education with or without manual therapy compared to a control group in patients with osteoarthritis of the hip. A proof-of-principle three-arm parallel group randomized clinical trial.

PubMed

Poulsen, E; Hartvigsen, J; Christensen, H W; Roos, E M; Vach, W; Overgaard, S

2013-10-01

To investigate the effectiveness of a patient education (PE) program with or without the added effect of manual therapy (MT) compared to a minimal control intervention (MCI). In a single-center university hospital setting, a total of 118 patients with clinical and radiographic unilateral hip osteoarthritis (OA) from primary care were randomized into one of three groups: PE, PE plus MT or MCI. The PE was taught by a physiotherapist involving five sessions. The MT was delivered by a chiropractor involving 12 sessions and the MCI included a home stretching program. Primary outcome was self-reported pain severity on an 11-box numeric rating scale (NRS) immediately following a 6-week intervention period. Patients were followed for 1 year. Primary analysis included 111 patients (94%). In the combined group (PE + MT), a clinically relevant reduction in pain severity compared to the MCI of 1.90 points (95% confidence interval (CI) 0.9-2.9) was achieved. Effect size (Cohen's d) for the PE + MT minus the MCI was 0.92 (95% CI 0.41-1.42). Number needed to treat for PE + MT was 3 (95% CI 2-7). No difference was found between the PE and MCI groups, with mean difference 0.0 (95% CI -1.0 to 1.0). At 12 months, not including patients receiving hip surgery the statistically significant difference favoring PE + MT was maintained. For primary care patients with OA of the hip, a combined intervention of MT and PE was more effective than a MCI. PE alone was not superior to the MCI. clinicaltrials.govNCT01039337. Copyright © 2013 Osteoarthritis Research Society International. Published by Elsevier Ltd. All rights reserved.

A provincial study of opportunities for school-based physical activity in secondary schools.

PubMed

Dwyer, John J M; Allison, Kenneth R; LeMoine, Karen N; Adlaf, Edward M; Goodman, Jack; Faulkner, Guy E J; Lysy, Daria C

2006-07-01

Adolescents spend considerable time at school and thus it is important to understand their opportunities for school-based physical activity. This study surveyed Ontario secondary schools to identify the range of structured opportunities and their engagement by students. A questionnaire was mailed to key informants in 600 randomly selected secondary schools in Ontario, for which 474 respondents (79%) returned completed questionnaires. Curriculum-based physical education (PE) classes in grade nine were reported to be offered in all schools and these classes in grades 10, 11 and 12 were offered in almost all schools. Student enrollment in PE decreased from grades 9 to 12 (97.9%, 49.6%, 43.3% and 35.9%, respectively). Respondents reported that funding, timetable, facilities and resources made it somewhat difficult to implement the health and physical education curriculum in their schools. About two-thirds (65.5%) of the schools had an intramural program and 15.0% of students participated in it, whereas 97.2% of the schools had an inter-school sports program and 25.0% of students participated in it. Supervision issues made it difficult to provide intramural programs and funding made it difficult to provide inter-school sports programs. Although provision of physical activity opportunities in Ontario appears satisfactory, actual engagement by students is low. The results suggest that strategies to increase student participation in PE, intramural programs, and inter-school sports programs need further consideration.

Girls' Experiences in Physical Education: Competition, Evaluation, & Degradation

ERIC Educational Resources Information Center

van Daalen, Cheryl

2005-01-01

School nurses are often asked to participate in the health component of many physical education (PE) programs in schools. With this opportunity comes an ability to invite a model of physical education that enables physical, mental, and relational health. A pilot study was initiated to explore why girls' enrollment in physical education was…

Systemic Success in Physical Education: The East Valley Phenomenon

ERIC Educational Resources Information Center

Prusak, Keven A.; Pennington, Todd; Graser, Susan Vincent; Beighle, Aaron; Morgan, Charles F.

2010-01-01

Siedentop and Locke (1997) proposed three critical elements that must exist in our profession to make a difference and achieve systemic success in physical education (SSPE): (a) quality PE in the schools, (b) effective physical education teacher education (PETE)programs, and (c) a working relationship between the two. Using Cuban's (1992)…

Relationships between high-stakes clinical skills exam scores and program director global competency ratings of first-year pediatric residents

PubMed Central

Langenau, Erik E.; Pugliano, Gina; Roberts, William L.

2011-01-01

Background Responding to mandates from the Accreditation Council for Graduate Medical Education (ACGME) and American Osteopathic Association (AOA), residency programs have developed competency-based assessment tools. One such tool is the American College of Osteopathic Pediatricians (ACOP) program directors’ annual report. High-stakes clinical skills licensing examinations, such as the Comprehensive Osteopathic Medical Licensing Examination Level 2-Performance Evaluation (COMLEX-USA Level 2-PE), also assess competency in several clinical domains. Objective The purpose of this study is to investigate the relationships between program director competency ratings of first-year osteopathic residents in pediatrics and COMLEX-USA Level 2-PE scores from 2005 to 2009. Methods The sample included all 94 pediatric first-year residents who took COMLEX-USA Level 2-PE and whose training was reviewed by the ACOP for approval of training between 2005 and 2009. Program director competency ratings and COMLEX-USA Level 2-PE scores (domain and component) were merged and analyzed for relationships. Results Biomedical/biomechanical domain scores were positively correlated with overall program director competency ratings. Humanistic domain scores were not significantly correlated with overall program director competency ratings, but did show moderate correlation with ratings for interpersonal and communication skills. The six ACGME or seven AOA competencies assessed empirically by the ACOP program directors’ annual report could not be recovered by principal component analysis; instead, three factors were identified, accounting for 86% of the variance between competency ratings. Discussion A few significant correlations were noted between COMLEX-USA Level 2-PE scores and program director competency ratings. Exploring relationships between different clinical skills assessments is inherently difficult because of the heterogeneity of tools used and overlap of constructs within the AOA and ACGME core competencies. PMID:21927550

Overview of the Hungarian National Youth Fitness Study

PubMed Central

Csányi, Tamás; Finn, Kevin J.; Welk, Gregory J.; Zhu, Weimo; Karsai, István; Ihász, Ferenc; Vass, Zoltán; Molnár, László

2015-01-01

The 2012 Public Act on Education in Hungary made daily physical education (PE) a mandatory part of the school day starting in the 2012–2013 school year. This directive was linked to a significant reorganization of the Hungarian education system including a new National Core Curriculum that regulates the objectives and contents of PE. The Hungarian School Sport Federation (HSSF) recognized the opportunity and created the Strategic Actions for Health-Enhancing Physical Education or Testnevelés az Egészségfejlesztésben Stratégiai Intézkedések (TESI) project. Physical fitness assessments have been a traditional part of the Hungarian PE program; however, the TESI plan called for the use of a new health-related battery and assessment system to usher in a new era of fitness education in the country. The HSSF enlisted the Cooper Institute to assist in building an infrastructure for full deployment of a national student fitness assessment program based on the FITNESSGRAM® in Hungarian schools. The result is a new software-supported test battery, namely the Hungarian National Student Fitness Test (NETFIT), which uses health-related, criterion-referenced youth fitness standards. The NETFIT system now serves as a compulsory fitness assessment for all Hungarian schools. This article details the development process for the test battery and summarizes the aims and methods of the Hungarian National Youth Fitness Study. PMID:26054954

Fitness, Friendship, and Fun: University Sponsored Community PE Program

ERIC Educational Resources Information Center

Stanley, Wendi Wilcox; De Marco, George Mario Paul; Laubach, Lloyd L.; Daprano, Corinne M.

2006-01-01

The purpose of this article is to describe that program, called Fitness, Friendship, and Fun. It is only one of a series of community based, physical education service learning programs. These programs are sponsored by the University of Dayton Health and Sport Science Department in collaboration with a neighboring professional development school,…

How a Climbing Wall Became Part of a NEW Physical Education Program

ERIC Educational Resources Information Center

Cook, Gordon; Boyan, Al; Mendelsohn, Alice; Green, Alison; Woolvett, Colleen

2007-01-01

The introduction of a NEW physical education (PE) program at Ancaster Senior Public School had, at its root, the desire to make physical activity an inclusive domain for both athletic students and those not so inclined. With the growing concerns over the rapid and consistent rise in childhood obesity rates it was evident that the current model of…

NEEMA: a school-based diabetes risk prevention program designed for African-American children.

PubMed Central

Shaw-Perry, Mary; Horner, Charlotte; Treviño, Roberto P.; Sosa, Erica T.; Hernandez, Irene; Bhardwaj, Abhishek

2007-01-01

OBJECTIVE: To conduct formative assessment and preliminary biological impact of a school-based diabetes risk prevention program for African-American children during a 14-week study. METHODS: NEEMA is a school-based diabetes prevention program tailored for African-American children. The NEEMA is implemented via four social networks-classroom (Health and Physical Education Class), after school (Health Club), home (Family Fun Fair) and school cafeteria (Food Service Program). Formative assessment data were collected through semistructured interviews with physical education (PE) teachers and a pre-to-post design was used to measure biological impact. Fasting capillary glucose, height, weight, body mass index, percent body fat and fitness data were collected from a sample of 58 fourth-grade students. The six elementary schools had > 40% African-American enrollment and were located in low-income neighborhoods. RESULTS: Face-to-face interview data revealed diabetes, obesity and food insufficiency as major health concerns among PE teachers. Teachers also cited large classes and short PE periods as major challenges for implementing the program. From baseline to follow-up, fitness laps increased from 16.40 (SD = 9.98) to 23.72 (SD = 14.79) (p < 0.000), fasting capillary glucose decreased from 89.17 mg/dl (SD = 10.05) to 83.50 mg/dl (SD = 11.26) (p < 0.000), and percent body fat decreased from 27.26 (SD=12.89) to 26.68 (SD = 11.67) (p < 0.537). CONCLUSION: The NEEMA pilot study provided teacher feedback useful for revising the NEEMA health curricula and positive preliminary impact of the NEEMA PE class on children's fitness and blood glucose levels. PMID:17444425

The physiatrists' crucial role in the development and implementation of a longitudinal musculoskeletal physical examination curriculum in a medical school.

PubMed

Newcomer, Karen L; Laskowski, Edward R; Grande, Joseph P; Dyrbye, Liselotte N

2013-01-01

The musculoskeletal physical examination (MSK PE) is a critical clinical skill that should be mastered by all medical students. The authors believe that physiatrists should have a crucial role in undergraduate musculoskeletal education. This article outlines the successful integration of an MSK PE curriculum taught by physiatrists into the first 2 yrs of medical school. During year 1, a basic MSK PE is taught concomitantly with the human anatomy course and focuses on anatomical correlation with physical examination maneuvers. In year 2, the MSK PE is taught concomitantly with the musculoskeletal didactic block. Special musculoskeletal tests, basic neurologic evaluation, and case correlation are also added to expand on the examination skills learned in the first year. At the end of the second year and before beginning third-year clinical rotations, students take a practical test to demonstrate their competency in the MSK PE. The authors believe that an important component of their MSK PE educational sessions is a low student-to-instructor ratio (4:1), with ample hands-on supervision of physical examination skills practice. Residents in the Department of Physical Medicine and Rehabilitation assist with the teaching. With their intensive training and clinical experience in musculoskeletal medicine, physiatric staff and residents are ideal faculty for teaching the MSK PE. The authors are hopeful that this article encourages other physiatrists to construct similar programs aimed to develop MSK PE skills in medical students.

Outcomes of a four-year specialist-taught physical education program on physical activity: a cluster randomized controlled trial, the LOOK study.

PubMed

Telford, Rohan M; Olive, Lisa S; Cochrane, Thomas; Davey, Rachel; Telford, Richard D

2016-06-08

The objective of this study was to investigate the effect of a 4-year specialist-taught Physical Education (PE) program on physical activity (PA) among primary school children. A 4-year cluster randomised controlled trial was conducted in children (initially aged 8 years) from 29 primary schools (13 Intervention, 16 Control). Intervention students (N = 457) received 2 × 45 min PE lessons per week from specialist-trained PE teachers (68 lessons per year, 272 lessons over 4 years). Control group students (N = 396) received usual practice PE from generalist classroom teachers. PA during PE lessons was examined using the System for Observing Fitness Instruction Time (SOFIT). Pedometers (steps/day) were worn for 7 days each year, and accelerometers were worn concurrently in the final two years to assess moderate to vigorous (MVPA) and sedentary activity. Linear and generalized mixed models were used to determine differences in Intervention and Control student PA and the proportion of students meeting PA guidelines. The intervention increased SOFIT-observed student MVPA during PE lessons by 6.5 mins (16.7 v 10.2, p < 0.001). Within intervention schools, participants increased their whole-day step counts (boys = 449 [CI,140 to 756]; girls = 424 [CI,222 to 626]) and minutes of MVPA (boys = 8.0 [CI,6.8 to 9.2]; girls = 3.5 [CI,1.7 to 5.4]) on PE days. However, compared to the Control group the Intervention did not: increase habitual steps/day or MVPA when averaged over 7 days; elicit greater improvements in these measures over time; or increase the odds of meeting step/day or MVPA recommendations. At age 11 years Intervention group boys were 20 mins less sedentary per day (380 [CI,369 to 391] vs 360 [CI,350 to 369]) and this effect was sustained at age 12 years. Well-designed specialist-taught PE can improve student PA during PE lessons. However for PE to be a significant contributor to improving habitual PA in pre-adolescent children, daily classes are likely to be required, and even this would need to be supplemented with a wider multicomponent strategy. Our finding of a reduction in sedentary time among Intervention boys warrants further investigation into the potential role PE could play in influencing sedentary behaviour.

Integrating Advocacy into Teacher Education Programming

ERIC Educational Resources Information Center

Richards, K. Andrew R.; Aros, Emily; Ostrander, Anna

2015-01-01

It is critical that preservice teachers (PSTs) in PE learn strategies to help them advocate for the importance of their subject in and around school settings. This article describes curricular and extracurricular activities that teacher educators can draw upon in preparing PSTs to advocate for their subject.

Standard operating procedures in the disorders of orgasm and ejaculation.

PubMed

McMahon, Chris G; Jannini, Emmanuele; Waldinger, Marcel; Rowland, David

2013-01-01

Ejaculatory/orgasmic disorders are common male sexual dysfunctions and include premature ejaculation (PE), inhibited ejaculation, anejaculation, retrograde ejaculation, and anorgasmia. To provide recommendations and guidelines of the current state-of-the-art knowledge for management of ejaculation/orgasmic disorders in men as standard operating procedures (SOPs) for the treating health care professional. The International Society of Sexual Medicine Standards Committee assembled over 30 multidisciplinary experts to establish SOPs for various male and female sexual medicine topics. The SOP for the management of disorders of orgasm and ejaculation represents the opinion of four experts from four countries developed in a process over a 2-year period. Expert opinion was based on grading of evidence-based medical literature, limited expert opinion, widespread internal committee discussion, public presentation, and debate. PE management is largely dependent upon etiology. Lifelong PE is best managed with PE pharmacotherapy (selective serotonin reuptake inhibitors and/or topical anesthetics). The management of acquired PE is etiology specific and may include erectile dysfunction (ED) pharmacotherapy in men with comorbid ED. All men seeking treatment for PE should receive basic psychosexual education. Graded behavioral therapy is indicated when psychogenic or relationship factors are present and is often best combined with PE pharmacotherapy in an integrated treatment program. Delayed ejaculation, anejaculation, and/or anorgasmia may have a biogenic and/or psychogenic etiology. Men with age-related penile hypoanesthesia should be educated, reassured, and instructed in revised sexual techniques which maximize arousal. Retrograde ejaculation is managed by education, patient reassurance, and pharmacotherapy. Additional research is required to further the understanding of the disorders of ejaculation and orgasm. © 2012 International Society for Sexual Medicine.

Physical Education and Female Participation: A Case Study of Teachers' Perspectives and Strategies

ERIC Educational Resources Information Center

Murphy, Brooke; Dionigi, Rylee A.; Litchfield, Chelsea

2014-01-01

We argue that gender issues in physical education (PE) remain in some schools, despite advances in PE research and curricula aimed at engaging females in PE. We interviewed five Australian PE teachers (1 male and 4 females) at a co-educational, regional high school about the factors affecting female participation in PE and the strategies they used…

Elementary Classroom Teachers and Physical Education: Change in Teacher-Related Factors during Pre-Service Teacher Education

ERIC Educational Resources Information Center

Fletcher, Tim; Mandigo, James; Kosnik, Clare

2013-01-01

Background: In many contexts, elementary physical education (PE) classes are taught by the classroom teacher rather than by a PE specialist. Elementary classroom teachers often cite negative attitudes resulting from experiences as school pupils and inadequate pre-service PE teacher education as barriers to teaching a quality PE programme. Purpose:…

A Newly Revised Master's Degree in Physical Education and Physical Activity Leadership at the University of Northern Colorado

ERIC Educational Resources Information Center

Dauenhauer, Brian; Krause, Jennifer; Douglas, Scott; Smith, Mark; Stellino, Megan Babkes

2017-01-01

In response to calls on physical education teacher education (PETE) programs to better prepare teachers for a broadened role in school-based physical activity promotion, the University of Northern Colorado has recently established a Master of Arts in teaching physical education and physical activity leadership (MAT PE-PAL) degree. The…

Support for Physical Education as a Core Subject in Urban Elementary Schools.

PubMed

Castillo, Jacqueline C; Clark, B Ruth; Butler, Carling E; Racette, Susan B

2015-11-01

Physical inactivity and childhood obesity are prevalent in American children, with increased vulnerability in minority, low-resource populations. The aim of this study was to quantify the impact of physical education (PE) on in-school physical activity quantity and intensity in urban minority children attending public elementary schools. This observational study included elementary children (N=212; mean age, 9.9 years; 81.7% black) in Grades 2-5 attending urban public schools with high eligibility for the National School Lunch Program. In-school physical activity was quantified during 4 school weeks across 4 months (January-April 2012) using Omron HJ-151 accelerometer-pedometers. Fitness was assessed with the 20-meter Progressive Aerobic Cardiovascular Endurance Run. Data were analyzed in 2013 using generalized estimating equations to determine the influence of PE and sex on total in-school steps and moderate to vigorous physical activity (MVPA) steps. Based on 3,379 observation days (mean, 15.9 school days/student), students achieved higher in-school physical activity on days with PE (4,979 steps) than on days without PE (3,683 steps, p<0.0001). Likewise, MVPA steps were greater on days with PE than on days without PE (p<0.0001). Boys were more active than girls, but both accumulated more steps on days with PE. Low aerobic fitness was observed in 29.0% of students and overweight/obesity in 31.1%. PE significantly increases total in-school and MVPA steps in urban minority elementary children. PE as a core subject can provide opportunities for urban, minority public school children in low-resource areas to achieve age-appropriate physical activity and fitness goals. Copyright © 2015 American Journal of Preventive Medicine. Published by Elsevier Inc. All rights reserved.

Viewpoint: suggestions for a shift in teaching clinical skills to medical students: the reflective clinical examination.

PubMed

Benbassat, Jochanan; Baumal, Reuben; Heyman, Samuel N; Brezis, Mayer

2005-12-01

How medical students are taught physical examination (PE) skills appears to have changed little since the 1950s. Textbooks are organized according to organ systems and describe methods of eliciting and recording history and PE data using a routine format. In many medical schools, the preclinical teaching programs for clinical examination skills similarly emphasize an orderly collection of data. Teaching students to use diagnostic reasoning is postponed until students have learned history-taking and PE skills. The authors propose three modifications to this educational approach. First, rather than performing the clinical examination using a routine format, students should be encouraged to form diagnostic hypotheses early on while listening to the patient's narrative, and conduct the subsequent search for history and PE data in a reflective way in order to confirm or refute these hypotheses. Second, the authors propose that interviewing patients and conducting the PE be taught by one-on-one tutoring until students achieve mastery. Last, they suggest that the PE be guided not only by students' diagnostic hypotheses, but also by patients' expectations. These modifications are consistent with current trends in medical education that encourage a reflective practice and problem-based learning (PBL), and they also introduce medical students to the precepts of clinical reasoning. The authors suggest that challenging students to seek specific physical findings may increase the likelihood of detecting findings when they are present, and may transform patient interviewing and conducting the PE from routine activities into intellectually exciting experiences.

A national survey to explore the willingness of Japanese standardized patients to participate in teaching physical examination skills to undergraduate medical students.

PubMed

Abe, Keiko; Suzuki, Tomio; Fujisaki, Kazuhiki; Ban, Nobutaro

2009-07-01

Standardized patients (SPs) are an increasingly prevalent resource in medical education and evaluation. There is a variety of clinical skills training programs including courses designed to teach and assess communication skills as well as physical examination (PE) skills. In Japan, SPs have contributed enormously to help medical students improve their communication skills. However, there are few SPs who participate in physical examination training and the use of SPs for physical examination is rarely considered as a useful educational resource. The purpose is to explore SPs' perceptions about participating in PE training. A 27-item questionnaire was used to survey 532 SPs in Japan. The response rate was 62% (n = 332). The ratio of females to males was 4:1. SPs perceived PE training using SPs was effective in teaching students physical examination. Eighty percent of SPs were willing to have PE of head, arms, and legs. Twenty-five percent were willing to have PE on their chest, back, and abdomen. Willingness varied by gender and age. SPs perceived that including SPs in physical examination was valuable. Males or people over 50 years old are more willing to participate than females or people under 50. Reluctance to participate in PE may decrease through experience or improved knowledge of PE training and by beginning with examination of head, neck, and legs, then gradually moving to chest, back, and abdomen.

Frequency and Type of Reinstruction Strategies Used by Paraprofessionals and Licensed Teachers in Elementary Physical Education Settings

ERIC Educational Resources Information Center

Hall, Amber M.; Larson, Jessyka; Heinemann, Angela; Brusseau, Timothy A.

2015-01-01

Unqualified paraprofessionals are teaching many elementary physical education (PE) programs around the United States. These teachers have neither the experience nor the education to provide quality instruction to students. Few researchers have identified the essential nature of teacher feedback in teaching motor skills, and it has been…

Positive Youth Development through Physical Activity: Opportunities for Physical Educators

ERIC Educational Resources Information Center

Hemphill, Michael A.

2014-01-01

As physical educators continue to advocate for school-based PE, they should also consider ways to extend their work into community settings in an effort to ensure that all kids have an opportunity to develop physical literacy. This article describes how positive youth development programs can provide an opportunity for physical educators to engage…

78 FR 15800 - 30-Day Notice of Proposed Information Collection: Exchange Student Survey

Federal Register 2010, 2011, 2012, 2013, 2014

2013-03-12

... Collection. Originating Office: Educational and Cultural Affairs (ECA/ PE/C/PY). Form Number: SV2012-0007... automated collection techniques or other forms of information technology. Please note that comments... provisions of the Mutual Educational and Cultural Exchange Act, as amended, and the Exchange Visitor Program...

High School Student Can Be Turned On to P.E.

ERIC Educational Resources Information Center

Donovan, John; Monti, Bill

1978-01-01

The Physical Education program at San Rafael High School seeks to boost students' sense of identity and self worth by abolishing rigid rules and dress codes and allowing students to choose from elective courses. The school administration has made commitments to the program and student enrollment is increasing. (SJL)

GCSE Physical Education and the Embodiment of Gender

ERIC Educational Resources Information Center

Velija, Philippa; Kumar, Gavin

2009-01-01

Research within the area of the sociology of physical education (PE) recognises that it is a subject which reinforces dominant ideologies about gender. The gendered nature of PE appears to continue into General Certificate of Secondary Education (GCSE) examinable PE, as the proportion of boys being examined in GCSE PE compared to girls is nearly…

"We Should Assess the Students in More Authentic Situations": Swedish PE Teacher Educators' Views of the Meaning of Movement Skills for Future PE Teachers

ERIC Educational Resources Information Center

Backman, Erik; Pearson, Phil

2016-01-01

The question of what knowledge a student of Physical Education (PE) needs to develop during PE teacher education (PETE) was recently discussed. One form of knowledge is the movement practices that students must meet during their education. Given the limited time, a delicate matter is whether to prioritize movement knowledge and consider it as…

A cluster randomized controlled trial of strategies to increase adolescents' physical activity and motivation in physical education: results of the Motivating Active Learning in Physical Education (MALP) trial.

PubMed

Lonsdale, Chris; Rosenkranz, Richard R; Sanders, Taren; Peralta, Louisa R; Bennie, Andrew; Jackson, Ben; Taylor, Ian M; Lubans, David R

2013-11-01

Physical education (PE) programs aim to promote physical activity (PA) and reach most school-aged youth. However, PA levels within PE lessons are often low. In this cluster-randomized controlled trial, we examined the effects of three self-determination theory-based motivational strategies on PA and sedentary behavior, as well as their hypothesized antecedents during PE lessons. Data were collected in Sydney, Australia (October-December 2011). After baseline testing, teachers (n=16) and their classes (n=288 students; M=13.6 years, 50.4% male) were randomly assigned to one of four teaching strategy conditions: (1) explaining relevance; (2) providing choice; (3) complete free choice; or (4) usual practice. Teachers then delivered the assigned strategy. Primary outcomes were accelerometer-assessed PA and student motivation during lessons. Secondary outcomes included sedentary behavior, perceptions of teachers' support and psychological needs satisfaction. The 'free choice' intervention increased PA (p<.05). 'Providing choice' and 'free choice' interventions decreased sedentary behavior (p<.05). The interventions did not influence motivation, but students' autonomy increased during both choice-based interventions (p<.05). Promoting choice can produce short-term increases in PA and decreases in sedentary behavior, as well as increased perceived autonomy during PE lessons. © 2013.

Facility provision in elementary schools: Correlates with physical education, recess, and obesity

PubMed Central

Fernandes, Meenakshi; Sturm, Roland

2009-01-01

Objectives The objectives were to: (1) document correlations among facility provision (availability and adequacy) in elementary schools, child sociodemographic factors, and school characteristics nationwide; and (2) investigate whether facility provision is associated with physical education (PE) time, recess time, and obesity trajectory. Methods The analytic sample included 8935 fifth graders from the Early Childhood Longitudinal Survey Kindergarten Cohort. School teachers and administrators were surveyed about facility provision, PE, and recess time in April 2004. Multivariate linear and logistic regressions that accounted for the nesting of children within schools were used. Results Children from disadvantaged backgrounds were more likely to attend a school with worse gymnasium and playground provision. Gymnasium availability was associated with an additional 8.3 min overall and at least an additional 25 min of PE per week for schools in humid climate zones. These figures represent 10.8 and 32.5%, respectively, of the average time spent in PE. No significant findings were obtained for gymnasium and playground adequacy in relation to PE and recess time, and facility provision in relation to obesity trajectory. Conclusions Poor facility provision is a potential barrier for school physical activity programs and facility provision is lower in schools that most need them: urban, high minority, and high enrollment schools. PMID:19850074

What Can Physical Educators Learn from Coaches?

ERIC Educational Resources Information Center

Jefferies, Stephen C.

2005-01-01

Nearly 20 year ago, Daryl Siedentop wrote that in good high school physical education programs, PE teachers rarely coached. His point was not that coaching developed bad teaching habits, but rather that it was difficult to successfully combine both jobs. The planning and preparation needed to effectively teach or successfully coach takes time.…

Educating Students for a Lifetime of Physical Activity: Enhancing Mindfulness, Motivation, and Meaning

ERIC Educational Resources Information Center

Ennis, Catherine D.

2017-01-01

For many years, pedagogical scholars and physical education (PE) teachers have worked to enhance effective teaching and learning environments. Yet for some children, youth, and young adults, many of the benefits associated with a physically active lifestyle remain elusive. Enhancing programming and performance to meet physical activity goals may…

The Primary Schoolteacher and Physical Education: A Review of Research and Implications for Irish Physical Education

ERIC Educational Resources Information Center

Fletcher, Tim; Mandigo, James

2012-01-01

This article reviews research on primary physical education (PE). In primary schools around the world PE is taught by the classroom teacher rather than by a PE specialist. Most classroom teachers feel poorly prepared to teach PE programmes that are meaningful to pupils and provide the types of experiences that lead to lifelong participation. This…

Peer education as a strategy for reducing internalized stigma among depressed older adults.

PubMed

Conner, Kyaien O; McKinnon, Symone A; Ward, Christine J; Reynolds, Charles F; Brown, Charlotte

2015-06-01

This article examines the mechanisms through which peer educator (PE) intervention targets and reduces internalized stigma. There is substantial evidence that internalized stigma negatively impacts the lives of those suffering with mental health concerns, and has been identified as 1 of the most significant barriers to seeking professional mental health services. There has been a push toward identifying interventions and programs that effectively reduce and mitigate the impact of internalized stigma. Research suggests that contact with other individuals who share a stigmatized condition may be a promising approach to targeting and reducing internalized stigma. However, there is a dearth of research that has identified the mechanism through which this contact impacts internalized stigma. Study participants (n = 19) completed a 3-month PE intervention. Each participant was matched with an older adult with a history of depression currently in recovery who provided psychoeducation, social support, and motivational interviewing. Participants completed a demographic questionnaire, public stigma (PDD), and internalized stigma (Internalized Stigma of Mental Illness, ISMI) scales pre- and post-PE intervention. They further participated in a brief semistructured qualitative interview to attain in-depth information about their perceptions of stigma and of working with a PE. Overall, internalized stigma scores were significantly reduced after participating in the PE intervention. In addition, participants identified 4 mechanisms through which contact with their PE impacted their stigmatized beliefs: age related concerns, shared understanding, improved mental health literacy, and mutual support. This study suggests that PE is a potentially valuable approach toward reducing internalized stigma among older adults with depression. (c) 2015 APA, all rights reserved).

Researching Sport Education Appreciatively

ERIC Educational Resources Information Center

Pill, Shane; Hastie, Peter

2016-01-01

In order to plan and enact appropriate learning environments in physical education (PE) teachers are increasingly directed to models based practice. The Sport Education model is one of these models for PE curriculum and teaching design that informs the content and pedagogical direction of sport teaching in PE. Despite Sport Education being well…

Physical examination education in graduate medical education--a systematic review of the literature.

PubMed

Mookherjee, Somnath; Pheatt, Lara; Ranji, Sumant R; Chou, Calvin L

2013-08-01

There is widespread recognition that physical examination (PE) should be taught in Graduate Medical Education (GME), but little is known regarding how to best teach PE to residents. Deliberate practice fosters expertise in other fields, but its utility in teaching PE is unknown. We systematically reviewed the literature to determine the effectiveness of methods to teach PE in GME, with attention to usage of deliberate practice. We searched PubMed, ERIC, and EMBASE for English language studies regarding PE education in GME published between January 1951 and December 2012. Seven eligibility criteria were applied to studies of PE education: (1) English language; (2) subjects in GME; (3) description of study population; (4) description of intervention; (5) assessment of efficacy; (6) inclusion of control group; and (7) report of data analysis. We extracted data regarding study quality, type of PE, study population, curricular features, use of deliberate practice, outcomes and assessment methods. Tabulated summaries of studies were reviewed for narrative synthesis. Fourteen studies met inclusion criteria. The mean Medical Education Research Study Quality Instrument (MERSQI) score was 9.0 out of 18. Most studies (n = 8) included internal medicine residents. Half of the studies used resident interaction with a human examinee as the primary means of teaching PE. Three studies "definitely" and four studies "possibly" used deliberate practice; all but one of these studies demonstrated improved educational outcomes. We used a non-validated deliberate practice assessment. Given the heterogeneity of assessment modalities, we did not perform a meta-analysis. No single strategy for teaching PE in GME is clearly superior to another. Following the principles of deliberate practice and interaction with human examinees may be beneficial in teaching PE; controlled studies including these educational features should be performed to investigate these exploratory findings.

Policy challenges in the fight against childhood obesity: low adherence in San Diego area schools to the California Education Code regulating physical education.

PubMed

Consiglieri, G; Leon-Chi, L; Newfield, R S

2013-01-01

Assess the adherence to the Physical Education (PE) requirements per California Education Code in San Diego area schools. Surveys were administered anonymously to children and adolescents capable of physical activity, visiting a specialty clinic at Rady Children's Hospital San Diego. The main questions asked were their gender, grade, PE classes per week, and time spent doing PE. 324 surveys were filled, with 36 charter-school students not having to abide by state code excluded. We report on 288 students (59% females), mostly Hispanic (43%) or Caucasian (34%). In grades 1-6, 66.7% reported under the 200 min per 10 school days required by the PE code. Only 20.7% had daily PE. Average PE days/week was 2.6. In grades 7-12, 42.2% had reported under the 400 min per 10 school days required. Daily PE was noted in 47.8%. Average PE days/week was 3.4. Almost 17% had no PE, more so in the final two grades of high school (45.7%). There is low adherence to the California Physical Education mandate in the San Diego area, contributing to poor fitness and obesity. Lack of adequate PE is most evident in grades 1-6 and grades 11-12. Better resources, awareness, and enforcement are crucial.

Effects of Daily Physical Education on Physical Fitness and Weight Status in Middle School Adolescents

ERIC Educational Resources Information Center

Erfle, Stephen E.; Gamble, Abigail

2014-01-01

Background: In 2009, the Pennsylvania Department of Health developed the Active Schools Program (ASP) which required 30?minutes of daily physical education (PE) in middle schools to reduce childhood obesity. This investigation evaluated the ASP effects on physical fitness and weight status in middle school adolescents throughout 1 academic year.…

In-Service Physical Educators' Experiences of Online Adapted Physical Education Endorsement Courses.

PubMed

Sato, Takahiro; Haegele, Justin A; Foot, Rachel

2017-04-01

The purpose of this study was to investigate in-service physical education (PE) teachers' experiences during online adapted physical education (APE) graduate courses. Based on andragogy theory (adult learning theory) we employed a descriptive qualitative methodology using an explanatory case study design. The participants (6 female and 3 male) were in-service PE teachers enrolled in an online graduate APE endorsement program. Data collection included journal reflection reports and face-to-face interviews. A constant comparative method was used to interpret the data. Three interrelated themes emerged from the participants' narratives. The first theme, instructor communication, exposes the advantages and disadvantages the participants perceived regarding communication while enrolled in the online APE graduate courses. The second theme, bulletin board discussion experiences, described participants' perceptions of the use of the bulletin board discussion forum. Lastly, the final theme, assessment experiences, described how the participants learned knowledge and skills through online courses related to assessment and evaluation.

"Friluftsliv": A Contribution to Equity and Democracy in Swedish Physical Education? An Analysis of Codes in Swedish Physical Education Curricula

ERIC Educational Resources Information Center

Backman, Erik

2011-01-01

During the last decade, expanding research investigating the school subject Physical Education (PE) indicates a promotion of inequalities regarding which children benefit from PE teaching. Outdoor education and its Scandinavian equivalent "friluftsliv," is a part of the PE curriculum in many countries, and these practices have been…

Relations among Basic Psychological Needs, PE-Motivation and Fundamental Movement Skills in 9-12-Year-Old Boys and Girls in Physical Education

ERIC Educational Resources Information Center

van Aart, I.; Hartman, E.; Elferink-Gemser, M.; Mombarg, R.; Visscher, C.

2017-01-01

Background: Many children aged 9-12 appear to have low levels of fundamental movement skills (FMS). Physical education (PE) is important because PE-teachers can teach children a variety of FMS and can influence PE-motivation. However, declined levels of PE-motivation are reported in the final grades of elementary school. Therefore, more insight in…

Pedagogies for Inclusion of Junior Primary Students with Disabilities in PE

ERIC Educational Resources Information Center

Overton, Hannah; Wrench, Alison; Garrett, Robyne

2017-01-01

Background: Laws and legislation have prompted movement from special education towards inclusive education, whereby students with disabilities are included in mainstream physical education (PE) classes. It is widely acknowledged that including students with disabilities in PE presents significant challenges in relation to meeting the diverse needs…

State and district policy influences on district-wide elementary and middle school physical education practices.

PubMed

Chriqui, Jamie F; Eyler, Amy; Carnoske, Cheryl; Slater, Sandy

2013-01-01

To examine the influence of state laws and district policies on district-wide elementary school and middle school practices related to physical education (PE) time and the percentage of moderate-to-vigorous physical activity (MVPA) time during PE. Multivariate, cross-sectional analysis of state laws, district wellness and PE policies, and district PE practices for school year 2010-2011 controlling for district-level urbanicity, region, size, race/ethnicity of students, and socioeconomic status and clustered on state. One hundred ninety-five public school districts located in 42 states. District-level PE coordinators for the included districts who responded to an online survey. Minutes and days of PE per week and percent time spent in MVPA during PE time. District PE coordinators reported significantly less PE time than national standards-82.9 and 189.6 minutes at the elementary school and middle school levels, respectively. Physical education was provided an average of 2.5 and 3.7 days per week, respectively; and the percentage of MVPA time in PE was 64.4% and 65.7%, respectively. At the elementary school level, districts in either states with laws governing PE time or in a state and district with a law/policy reported significantly more days of PE (0.63 and 0.67 additional days, respectively), and districts in states with PE time laws reported 18 more minutes of PE per week. At the middle school level, state laws were associated with 0.73 more days of PE per week. Neither state laws nor district policies were positively associated with percent MVPA time in PE. State laws and district policies can influence district-level PE practices-particularly those governing the frequency and duration of PE-although opportunities exist to strengthen PE-related laws, policies, and practices.

Making the Case for Developing New PE-for-Health Pedagogies

ERIC Educational Resources Information Center

Armour, Kathleen; Harris, Jo

2013-01-01

This article argues for a new direction in research on health education within physical education (PE). Governments are increasingly looking to schools as a convenient form of public health investment. PE is implicated in health because of its core focus on physical activity, but there is little evidence to suggest that PE improves health…

Work Ability of Finnish Physical Education Teachers

ERIC Educational Resources Information Center

Mäkelä, Kasper; Hirvensalo, Mirja

2015-01-01

In the physical education (PE) teachers' profession, physical tasks comprise a large part of the job. PE teachers identify their health as good, and they are satisfied with their job. Nevertheless, the work ability of PE teachers may be decreasing. Purpose: The purpose of this article was to explore the work ability of Finnish PE teachers. What…

Determinants of PE Teachers Career Intentions

ERIC Educational Resources Information Center

Mäkelä, Kasper; Hirvensalo, Mirja; Whipp, Peter R.

2015-01-01

One of the cause's célèbre in the field of education has been teacher attrition; Physical education (PE) is no different. Some PE teachers are leaving the profession because they encounter stress and dissatisfaction in their profession. The purpose of this study is to determine the aspects that keep PE teachers happy and remaining in the…

Impact of a Pedometer-Based Goal-Setting Intervention on Children's Motivation, Motor Competence, and Physical Activity in Physical Education

ERIC Educational Resources Information Center

Gu, Xiangli; Chen, Yu-Lin; Jackson, Allen W.; Zhang, Tao

2018-01-01

Background: School physical education (PE) programs provide a prime environment for interventions that attempt to develop school-aged children's motor competence and overall physical fitness, while also stimulating competence motivation to engage in physical activity during childhood. It is generally recognized that a pedometer-based intervention…

Yoga Improves Academic Performance in Urban High School Students Compared to Physical Education: A Randomized Controlled Trial

ERIC Educational Resources Information Center

Hagins, Marshall; Rundle, Andrew

2016-01-01

Yoga programs within schools have become more widespread but research regarding the potential effect on academic achievement remains limited. This study cluster-randomized 112 students within a single New York City public high school to participate in either school-based yoga or physical education (PE) for an entire academic year. The primary…

The Influence of a State Mandated Induction Assistance Program on the Socialization of a Beginning Physical Education Teacher

ERIC Educational Resources Information Center

Richards, K. Andrew; Templin, Thomas J.

2011-01-01

Using occupational socialization theory, this investigation describes the socialization of Janet, an induction phase physical education (PE) teacher. Special attention was given to the forms of induction assistance Janet was exposed to during her first two years at Liberty Middle School. Data were collected through seven interviews with Janet and…

Emotional Connections and Caring: Ethical Teachers of Physical Education

ERIC Educational Resources Information Center

Wrench, Alison; Garrett, Robyne

2015-01-01

The field of physical education (PE), as it exists in teacher education, is dynamic as ways of preparing teachers to meet the needs of young people in contemporary times change. Such endeavours are underpinned by concerns about school-based PE, the alienation of students from PE, and responsibility for producing healthy students. Concerns also…

P.E. for Preschoolers: The Right Way.

ERIC Educational Resources Information Center

Gabbard, Carl

1995-01-01

Play and well-designed motor activities may be ideal media to facilitate young children's learning. Last year, the Council on Physical Education for Children produced a position statement contrasting developmentally appropriate and inappropriate practices in 25 program components, including curriculum, teaching strategies, motor skills…

Individual and Instructional Determinants of Student Engagement in Physical Education

PubMed Central

Bevans, Katherine; Fitzpatrick, Leslie-Anne; Sanchez, Betty; Forrest, Christopher B.

2012-01-01

This study was conducted to identify student characteristics and instructional factors that impact student engagement in physical education (PE). Data were derived from the systematic observation of 124 sessions taught by 31 physical educators and the administration of health and PE engagement questionnaires to 2,018 students in grades 5–8. Physical activity was directly affected by student engagement and perceived competence in PE and indirectly affected by students’ body image through its association with PE engagement. Multilevel analyses revealed that the proportion of class time devoted to game play was negatively associated with student engagement in PE. Although less frequently used during PE sessions, skill practice was positively associated with student engagement and inactive instruction was negatively associated with student engagement. These effects were particularly pronounced among students with poor competence beliefs. Implications for PE instructional practice and future research are presented. PMID:22844176

Public Disclosure to Improve Physical Education in an Urban School District: Results from a 2-year Quasi-Experimental Study

ERIC Educational Resources Information Center

Thompson, Hannah R.; Vittinghoff, Eric; Linchey, Jennifer K.; Madsen, Kristine A.

2015-01-01

Background: Many elementary schools have policies requiring a minimum amount of physical education (PE). However, few schools comply with local/state PE policy and little is known about how to improve adherence. We evaluated changes in PE among fifth-grade classes, following participatory action research efforts to improve PE quantity and policy…

An Exploration of One Girl's Experiences in Elective Physical Education: Why Does She Continue?

ERIC Educational Resources Information Center

Gruno, Jennifer; Gibbons, Sandra

2016-01-01

Participation in high school Physical Education (PE) contributes to the overall health of adolescents. However, many girls discontinue enrollment in PE as soon as the mandatory credits are met. Tailored PE courses designed to meet the needs and interests of girls may motivate them to continue participating in PE. This case study explored one…

Rationale, design and methods of the HEALTHY study physical education intervention component.

PubMed

McMurray, R G; Bassin, S; Jago, R; Bruecker, S; Moe, E L; Murray, T; Mazzuto, S L; Volpe, S L

2009-08-01

The HEALTHY primary prevention trial was designed to reduce risk factors for type 2 diabetes in middle school students. Middle schools at seven centers across the United States participated in the 3-year study. Half of them were randomized to receive a multi-component intervention. The intervention integrated nutrition, physical education (PE) and behavior changes with a communications strategy of promotional and educational materials and activities. The PE intervention component was developed over a series of pilot studies to maximize student participation and the time (in minutes) spent in moderate-to-vigorous physical activity (MVPA), while meeting state-mandated PE guidelines. The goal of the PE intervention component was to achieve > or =150 min of MVPA in PE classes every 10 school days with the expectation that it would provide a direct effect on adiposity and insulin resistance, subsequently reducing the risk of type 2 diabetes in youth. The PE intervention component curriculum used standard lesson plans to provide a comprehensive approach to middle school PE. Equipment and PE teacher assistants were provided for each school. An expert in PE at each center trained the PE teachers and assistants, monitored delivery of the intervention and provided ongoing feedback and guidance.

Rationale, design and methods of the HEALTHY study physical education intervention component

PubMed Central

McMurray, RG; Bassin, S; Jago, R; Bruecker, S; Moe, EL; Murray, T; Mazzuto, SL; Volpe, SL

2009-01-01

The HEALTHY primary prevention trial was designed to reduce risk factors for type 2 diabetes in middle school students. Middle schools at seven centers across the United States participated in the 3-year study. Half of them were randomized to receive a multi-component intervention. The intervention integrated nutrition, physical education (PE) and behavior changes with a communications strategy of promotional and educational materials and activities. The PE intervention component was developed over a series of pilot studies to maximize student participation and the time (in minutes) spent in moderate-to-vigorous physical activity (MVPA), while meeting state-mandated PE guidelines. The goal of the PE intervention component was to achieve ≥150 min of MVPA in PE classes every 10 school days with the expectation that it would provide a direct effect on adiposity and insulin resistance, subsequently reducing the risk of type 2 diabetes in youth. The PE intervention component curriculum used standard lesson plans to provide a comprehensive approach to middle school PE. Equipment and PE teacher assistants were provided for each school. An expert in PE at each center trained the PE teachers and assistants, monitored delivery of the intervention and provided ongoing feedback and guidance. PMID:19623187

An Experimental Assessment of Physical Educators' Expectations and Attitudes: The Importance of Student Weight and Gender

ERIC Educational Resources Information Center

Peterson, Jamie Lee; Puhl, Rebecca M.; Luedicke, Joerg

2012-01-01

Background: At school, physical education (PE) teachers and coaches may be key supports for physical activity. Unfortunately, PE teachers may endorse negative stereotypes and attitudes toward overweight youth. These biases may influence the amount of instruction physical educators provide to students and their participation in PE or other physical…

Research on Preservice Physical Education Teachers' and Preservice Elementary Teachers' Physical Education Identities: A Systematic Review

ERIC Educational Resources Information Center

Keating, Xiaofen D.; Shangguan, Rulan; Zhou, Ke; Fan, Yao; Liu, Jingwen; Harrison, Louis

2017-01-01

The purposes of this project were to conduct an overall review of research on preservice physical education (PE) teacher (referred to preservice PE teachers as preservice specialist) and/or preservice elementary teacher (referred to preservice elementary teachers as preservice generalist) PE identities and to identify any new trends in research on…

Perceived Social-Ecological Barriers of Generalist Pre-Service Teachers towards Teaching Physical Education: Findings from the GET-PE Study

ERIC Educational Resources Information Center

Hyndman, Brendon P.

2017-01-01

Identifying and understanding the perceptions of pre-service teachers (PSTs) is vital to informing teaching practices. The purpose of the "Generalist Entry into Teaching Physical Education" (GET-PE) study was to investigate Australian generalist PSTs' perceptions of the barriers to teaching physical education (PE) classes. A…

Authentic Assessment in Physical Education: A Case Study of Game Sense Pedagogy

ERIC Educational Resources Information Center

Georgakis, Steve; Wilson, Rachel; Evans, John Robert

2015-01-01

The use and promotion of the term authentic assessment (AA) in the literature and among physical education (PE) practitioners is widespread. However, the meaning and application of this concept are misunderstood, in education generally, in its application to PE, and in its application to specific pedagogical approaches within PE, such as Game…

A controlled intervention to promote a healthy body image, reduce eating disorder risk and prevent excessive exercise among trainee health education and physical education teachers.

PubMed

Yager, Zali; O'Dea, Jennifer

2010-10-01

This study examined the impact of two interventions on body image, eating disorder risk and excessive exercise among 170 (65% female) trainee health education and physical education (HE&PE) teachers of mean (standard deviation) age 21.6 (2.3) who were considered an 'at-risk' population for poor body image and eating disorders. In the first year of the study, the control group cohort (n = 49 females, 20 males) received the regular didactic health education curriculum; in the second year of the study, the Intervention 1 cohort (n = 31 females, 21 males) received a self-esteem and media literacy health education program and in the third year of the study, the Intervention 2 cohort (n = 30 females, 19 males) received a combined self-esteem, media literacy and dissonance program using online and computer-based activities. Intervention 2 produced the best results, with males improving significantly in self-esteem, body image and drive for muscularity. Intervention 2 females improved significantly on Eating Disorders Inventory Drive for Thinness, Eating Disorder Examination and excessive exercise. The improvements were consistent at 6-month follow-up for females. It is feasible to promote body image, reduce body dissatisfaction and reduce excessive exercise among trainee HE&PE teachers via a health education curriculum.

Self-determined motivation and students' physical activity during structured physical education lessons and free choice periods.

PubMed

Lonsdale, Chris; Sabiston, Catherine M; Raedeke, Thomas D; Ha, Amy S C; Sum, Raymond K W

2009-01-01

Various organizations have suggested that physical education (PE) should play a central role in increasing adolescents' physical activity (PA) levels. The purpose of this study was to examine relationships between students' self-determined motivation and their PA behavior during a structured PE lesson led by their teacher and a free-choice period in which they were not required to be active. 528 Hong Kong students (mean age=15.78 years) participated in this study in April and May 2007. Situational Motivation Scale scores were used to form high and low self-determined motivation groups. Students wore a pedometer during a 20-minute structured basketball lesson and a 20-minute free choice period, during which they did not receive instruction. ANOVA revealed that self-determined motivation and PE class environments which provided students opportunities to make choices were related to greater PA. Furthermore, the difference in PA between the high and low self-determined groups was greater in the free-choice condition than the structured lesson, suggesting that self-determined motivation is especially important when students are not supervised. Findings indicated that promoting self-determined motivation may be an effective means of ensuring that PE programs are able to increase PA levels, foster self-initiated PA behaviors, and enhance adolescents' health.

Memories of Physical Education

ERIC Educational Resources Information Center

Sidwell, Amy M.; Walls, Richard T.

2014-01-01

The purpose of this investigation was to explore college students' autobiographical memories of physical education (PE). Questionnaires were distributed to students enrolled in undergraduate Introduction to PE and Introduction to Communications courses. The 261 participants wrote about memories of PE. These students recalled events from Grades…

The Pill Not Taken: Revisiting Physical Education Teacher Effectiveness in a Public Health Context

ERIC Educational Resources Information Center

McKenzie, Thomas L.; Lounsbery, Monica A. F.

2014-01-01

In "Physical Education Teacher Effectiveness in a Public Health Context," we took a broad view of physical education (PE) teacher effectiveness that included public health need and support for PE. Public health officials have been consistent and fervent in their support of PE, and for more than two decades, they have called on schools to…

Mapping Physical Education Teachers' Professional Learning and Impacts on Pupil Learning in a Community of Practice in South Korea

ERIC Educational Resources Information Center

Yoon, Keejoon; Armour, Kathleen M.

2017-01-01

Background: A new national physical education (PE) curriculum has been developed in South Korea and PE teachers have been challenged to deliver new transferable educational outcomes in character development through PE. In one geographical area, in order to support teachers to make required changes, a Communities of Practice (CoP) approach to…

Physical Education Teachers' Perceptions about the Effectiveness and Acceptability of Strategies Used to Increase Relevance and Choice for Students in Physical Education Classes

ERIC Educational Resources Information Center

Bennie, Andrew; Peralta, Louisa; Gibbons, Sandra; Lubans, David; Rosenkranz, Richard

2017-01-01

School physical education (PE) aims to develop students' knowledge and skills for lifelong participation in physical activity (PA). Unfortunately, many PE teachers report that motivating students is a significant challenge. The purpose of this study was to explore PE teacher perceptions about the effectiveness and acceptability of three…

Images of the Body: The Greek Physical Education Curriculum since the Second World War

ERIC Educational Resources Information Center

Foteinos, Dimitris

2012-01-01

Between the years 1950 and 1974 there was a conservative view regarding physical education (PE) and the perception of the body in Greek PE curricula. PE was seen as an ideological means of legitimising political dominance. Before the Athens Olympic games of 2004, educational authorities were assigned the duty of promoting the Olympic spirit in…

Effect of Physical Education Teachers' Computer Literacy on Technology Use in Physical Education

ERIC Educational Resources Information Center

Kretschmann, Rolf

2015-01-01

Teachers' computer literacy has been identified as a factor that determines their technology use in class. The aim of this study was to investigate the relationship between physical education (PE) teachers' computer literacy and their technology use in PE. The study group consisted of 57 high school level in-service PE teachers. A survey was used…

Challenging Our Assumptions: The Role of Popular Education in Promoting Health. Proceedings of the Annual Health Promotion Workshop (5th, Toronto, Ontario, Canada, September 25, 1986 and October 9, 1986).

ERIC Educational Resources Information Center

Farlow, D'arcy, Ed.

This document reports on a health promotion divisional workshop on popular education (PE) that was conducted to teach health promoters/educators to use PE methodology to analyze their educational work and role as health promoters and to learn to apply PE methodology during the health promotion activities. Information on the history and…

76 FR 14712 - Bureau of Educational and Cultural Affairs (ECA) Request for Grant Proposals: Global Connections...

Federal Register 2010, 2011, 2012, 2013, 2014

2011-03-17

... to coordinate program activities with Post and ECA, keeping all involved parties informed of program... include one extra copy of the completed SF-424 form and place it in an envelope addressed to ``ECA/EX/PM..., ECA-IIP/EX/PM, Ref.: ECA/PE/C/PY-11- 32, SA-5, Floor 4, Department of State, 2200 C Street, NW...

The Mothers and Toddlers Program, an attachment-based parenting intervention for substance using women: Post-treatment results from a randomized clinical pilot

PubMed Central

Suchman, Nancy E.; DeCoste, Cindy; Castiglioni, Nicole; McMahon, Thomas J.; Rounsaville, Bruce; Mayes, Linda

2010-01-01

This is a report of post-treatment findings from a completed randomized pilot study testing the preliminary efficacy of The Mothers and Toddlers Program (MTP), a 12 week attachment-based individual parenting therapy for mothers enrolled in substance abuse treatment and caring for children ages birth to 36 months. Forty-seven mothers were randomized to MTP versus the Parent Education Program (PE) – a comparison intervention providing individual case management and child guidance brochures. At post-treatment, MTP mothers demonstrated better reflective functioning in the Parent Development Interview, representational coherence and sensitivity, and caregiving behavior than PE mothers. Partial support was also found for proposed mechanisms of change in the MTP model. Together, preliminary findings suggest that attachment-based interventions may be more effective than traditional parent training for enhancing relationships between substance using women and their young children. PMID:20730641

Effective Teaching in Physical Education: Slovenian Perspective

ERIC Educational Resources Information Center

Pišot, Rado; Plevnik, Matej; Štemberger, Vesna

2014-01-01

Regular quality physical education (PE) contributes to the harmonized biopsychosocial development of a young person--to relaxation, neutralization of negative effects of sedentary hours, and other unhealthy habits/behaviors. The evaluation approach to PE effectiveness provides important information to PE teachers and also to students. However,…

"A Clear and Obvious "Ability" to "Perform Physical Activity"": Revisiting Physical Education Teachers' Perceptions of Talent in PE and Sport

ERIC Educational Resources Information Center

Croston, Amanda

2013-01-01

Background: This paper examines physical education (PE) teachers' perceptions of talent in PE and sport within the context of English policy, where the process of identifying talent has been formalised and supported through specific resources (YST 2009). English policy has merged educational and sporting targets, which has resulted in a shift in…

Patient engagement and patient-centred care in the management of advanced chronic kidney disease and chronic kidney failure.

PubMed

Bear, Robert Allan; Stockie, Suzanne

2014-01-01

The purpose of this article is to review the current status of patient-centred care (PCC) and patient engagement (PE) in the management of patients with advanced chronic kidney disease (CKD) and end-stage renal disease (ESRD), to identify some of the barriers that exist to the achievement of PCC and PE, and to describe how these barriers can be overcome. The review is based on the professional experience of one of the authors (RB) as a Nephrologist and health care consultant, on the MBA thesis of one of the authors (SS) and on a review of pertinent internet-based information and published literature. Evidence exists that, currently, the care of patients with advanced CKD and ESRD is not fully patient-centred or fully supportive of PE. A number of barriers exist, including: conflict with other priorities; lack of training and fear of change; the unequal balance of power between patients and providers; physician culture and behaviour; the fee-for-service model of physician compensation; slow implementation of electronic health records; and, fear of accountability. These barriers can be overcome by committed leadership and the development of an information-based implementation plan. Established Renal Agencies in Canada appear interested in facilitating this work by collaborating in the development of a toolkit of recommended educational resources and preferred implementation practices for use by ESRD Programs. A limitation of this review is the absence of a substantial pre-existing literature on this topic. Receiving care that is patient-centred and that promotes PE benefits patients with serious chronic diseases such as advanced CKD and ESRD. Considerable work is required by ESRD Programs to ensure that such care is provided. Canadian Renal Agencies can play an important role by ensuring that ESRD Programs have access to essential educational material and proven implementation approaches and that implementation successes are celebrated. In this area, enabling policies are required, as are clinical research studies focusing on the measurement of outcomes.

Patient education among nurses: bringing evidence into clinical applicability in Iran.

PubMed

Karimi Moonaghi, Hossein; Emami Zeydi, Amir; Mirhaghi, Amir

2016-04-01

The aim of this study was to present a comprehensive review of the literatures describing barriers and facilitators of patient education (PE) perceived by Iranian nurses in order to explain clinical applicability of patient education. Review of the literature was undertaken using the international databases including PubMed/Medline, Scopus, ScienceDirect, as well as Google Scholar. Also, Persian electronic databases such as Magiran, SID and IranMedex were searched. Electronic databases were searched up from conception to September 2014 using search terms: "patient education", " patients education", "patient teaching", "patient training", "nurse", " nurses", " nursing", " and "Iran". Only studies were included that were related to barriers and facilitators of PE among Iranian nurses. Twenty-seven studies were included. The main influential barriers were categorized into three major areas: 1) Nurse-related factors: nursing shortage 2) Administration-related factors: unsupportive organizational culture, and 3) Patient-related factors: low compliance. The most perceived facilitators were recognized as "increasing, selecting and training special nurses for providing PE" and "providing PE courses for nurses and appropriate facilities for PE". Iranian nurses encounter barriers in PE, and the most frequently encountered barriers were related to administration factors. These findings have implications for administrators and managers in health settings. In order to promote PE among nurses, administrators should create a supportive environment and use effective strategies to smooth the progress of PE by nurses in their practice in order to ensure optimal outcomes for patients.

Physical Education Teachers' Content Knowledge of Movement Capability

ERIC Educational Resources Information Center

Nyberg, Gunn; Larsson, Hakan

2017-01-01

The purpose of this article is to explore physical education (PE) teachers' content knowledge of the emerging concept movement capability. Interviews with eight PE teachers were conducted, partly using a stimulated recall technique which involved watching and commenting on video recorded PE lessons. A phenomenographic analysis was used to outline…

Career Intentions of Australian Physical Education Teachers

ERIC Educational Resources Information Center

Mäkelä, Kasper; Whipp, Peter R.

2015-01-01

The purpose of this study was to investigate Australian physical education (PE) teachers' career intentions and factors influencing their intentions. A sample (N = 234) of Western Australian PE teachers responded to a questionnaire determining PE teachers' work and the primary motivators for intention to leave the profession. Half (51.3%) of the…

Identifying state-level policy and provision domains for physical education and physical activity in high school

PubMed Central

2013-01-01

Background It is important to quickly and efficiently identify policies that are effective at changing behavior; therefore, we must be able to quantify and evaluate the effect of those policies and of changes to those policies. The purpose of this study was to develop state-level physical education (PE) and physical activity (PA) policy domain scores at the high-school level. Policy domain scores were developed with a focus on measuring policy change. Methods Exploratory factor analysis was used to group items from the state-level School Health Policies and Programs Study (SHPPS) into policy domains. Items that related to PA or PE at the High School level were identified from the 7 SHPPS health program surveys. Data from 2000 and 2006 were used in the factor analysis. RESULTS: From the 98 items identified, 17 policy domains were extracted. Average policy domain change scores were positive for 12 policy domains, with the largest increases for “Discouraging PA as Punishment”, “Collaboration”, and “Staff Development Opportunities”. On average, states increased scores in 4.94 ± 2.76 policy domains, decreased in 3.53 ± 2.03, and had no change in 7.69 ± 2.09 policy domains. Significant correlations were found between several policy domain scores. Conclusions Quantifying policy change and its impact is integral to the policy making and revision process. Our results build on previous research offering a way to examine changes in state-level policies related to PE and PA of high-school students and the faculty and staff who serve them. This work provides methods for combining state-level policies relevant to PE or PA in youth for studies of their impact. PMID:23815860

Physical education, obesity, and academic achievement: a 2-year longitudinal investigation of Australian elementary school children.

PubMed

Telford, Richard D; Cunningham, Ross B; Fitzgerald, Robert; Olive, Lisa S; Prosser, Laurence; Jiang, Xiaoli; Telford, Rohan M

2012-02-01

We determined whether physical education (PE) taught by specialists contributed to academic development and prevention of obesity in elementary school children. Our 2-year longitudinal study involved 620 boys and girls initially in grade 3 in Australia, all receiving 150 minutes per week of PE. One group (specialist-taught PE; n = 312) included 90 minutes per week of PE from visiting specialists; the other (common-practice PE; n = 308) received all PE from generalist classroom teachers. Measurements included percentage of body fat (measured by dual-emission x-ray absorptiometry) and writing, numeracy, and reading proficiency (by government tests). Compared with common-practice PE, specialist-taught PE was associated with a smaller increase in age-related percentage of body fat (P = .02). Specialist-taught PE was also associated with greater improvements in numeracy (P < .03) and writing (P = .13) scores. There was no evidence of a reading effect. The attenuated age-related increases in percentage of body fat and enhanced numeracy development among elementary school children receiving PE from specialists provides support for the role of PE in both preventive medicine and academic development.

Implicit anti-fat bias in physical educators: physical attributes, ideology and socialization.

PubMed

O'Brien, K S; Hunter, J A; Banks, M

2007-02-01

To investigate the implicit and explicit prejudice of physical education (PE) students before, and following extensive professional training, and to examine the relationship of anti-fat prejudice to relevant psychosocial predictors. Implicit and explicit anti-fat prejudice of year one and three PE students (cross-sectional sample) were assessed and compared to a similarly matched (age, body mass index (BMI), education) sample of psychology students. Three hundred and forty-four university students, 180 PE students, 164 psychology students (67% female, mean age 20 years, BMI: mean 23.18 kg/m(2)). Measures of implicit and explicit anti-fat prejudice were administered to PE and psychology students in either their second week, or near completion of their third year, of university study. Physical identity, body esteem and social dominance orientation (SDO) were assessed in order to establish their relationship with anti-fat bias. PE students displayed higher levels of implicit anti-fat bias than psychology students, and other health professionals. Additionally, year three PE students displayed higher levels of implicit anti-fat attitudes than year one PE students. The higher implicit anti-fat biases exhibited by year three PE students were associated with SDO, and lower body esteem. Physical educators, and particularly those more socialized in the PE environment, display strong negative prejudice toward obese individuals that is greater than that displayed by other groups. These prejudices appear to be supported by an over-investment in physical attributes, and ideological beliefs.

What Is the PE Password? Incorporating Vocabulary in Your Elementary PE Program

ERIC Educational Resources Information Center

Robelee, Margaret E.

2016-01-01

This article describes a novel program for third through fifth grade called "What is the PE Password?" that teaches vocabulary words and concepts without sacrificing activity time in order to support Common Core learning.

Longitudinal Changes and Predictors of Adolescents' Enjoyment in Physical Education

ERIC Educational Resources Information Center

Lagestad, Pål

2017-01-01

Longitudinal studies on adolescents' enjoyment in physical education (PE) are lacking. This study examined students' self-reported enjoyment and predictors of enjoyment in PE in school among students from age 14 to 19, using questionnaires and interviews. From the results, enjoyment in PE increases among girls during high school, while students…

School Principals' Perceptions of and Expectations for Physical Education

ERIC Educational Resources Information Center

George, Meredith L.; Curtner-Smith, Matthew D.

2017-01-01

The purposes of this study were to (a) examine 19 school principals' perceptions of and expectations for physical education (PE) and (b) describe the factors influencing school principals' perceptions of and expectations for PE. We collected data using an electronic survey that included questions on (a) the goals of PE, (b) pedagogies and…

Physical Activity during Physical Education Lessons: A Qualitative Investigation of Australian PE Teacher Perceptions

ERIC Educational Resources Information Center

Bennie, Andrew; Langan, Edel

2015-01-01

School physical education (PE) experiences play a critical role in adolescents' physical activity (PA) levels. Teachers are crucial to students' initial experiences in PA; however, limited research has explored teachers' perspectives about PA during PE using in-depth qualitative research techniques. We conducted interviews with 25 current…

Benefits of Multi-Sports Physical Education in the Elementary School Context

ERIC Educational Resources Information Center

Pesce, Caterina; Faigenbaum, Avery; Crova, Claudia; Marchetti, Rosalba; Bellucci, Mario

2013-01-01

Objective: In many countries, physical education (PE) is taught by classroom teachers (generalists) during the formative years of elementary school. The purpose of this study was to evaluate the physical and psychological outcomes of multi-sports PE taught by qualified PE teachers (specialists) and how they contribute to children's physical and…

Perceptions of Hong Kong Physical Education Teachers on the Inclusion of Students with Disabilities

ERIC Educational Resources Information Center

Qi, Jing; Wang, Lijuan; Ha, Amy

2017-01-01

Based on Lev Vygotsky's social constructivism theory, this study examined the perceptions of Hong Kong physical education (PE) teachers regarding the inclusion of students with disabilities in general PE programmes. Eight secondary PE teachers (female = 5, male = 3) were recruited for individual semi-structured interviews. Data gathered from the…

Perception of Competence in Middle School Physical Education: Instrument Development and Validation

ERIC Educational Resources Information Center

Scrabis-Fletcher, Kristin; Silverman, Stephen

2010-01-01

Perception of Competence (POC) has been studied extensively in physical activity (PA) research with similar instruments adapted for physical education (PE) research. Such instruments do not account for the unique PE learning environment. Therefore, an instrument was developed and the scores validated to measure POC in middle school PE. A…

Association between state physical education (PE) requirements and PE participation, physical activity, and body mass index change.

PubMed

Taber, Daniel R; Chriqui, Jamie F; Perna, Frank M; Powell, Lisa M; Slater, Sandy J; Chaloupka, Frank J

2013-11-01

To determine if state physical education (PE) laws are associated with student physical education attendance and physical activity (PA), and whether physical education and competitive food laws, in conjunction, are associated with lower BMI change. State laws regarding physical education time requirements and competitive foods in 2003 and 2006 were classified as strong, weak, or none, based on codified law ratings obtained from the Classification of Laws Associated with School Students. Laws were linked to student data on PE attendance and physical activity (8th grade, Spring 2007) and BMI change (5th-8th grade, 2004-2007), obtained from the Early Childhood Longitudinal Study (n=5510 students in 40 states). Girls reported 0.31 more days of activity (95% CI: 0.02, 0.61) and were more likely to attend physical education ≥ 3 days/week (74.1% versus 52.1%, difference=22.0, 95% CI: 2.1, 42.0) if they resided in states with strong physical education laws compared to no physical education laws. Weak physical education laws had modest associations with PE and activity, and there was no evidence that weak laws reduce BMI gain regardless of competitive food laws. Strong physical education laws with specific time requirements may increase physical education attendance and activity in girls. There is insufficient evidence that physical education laws reduce student weight gain. © 2013.

Prevalence and factor association of premature ejaculation among adult Asian males with lower urinary tract symptoms

PubMed Central

Silangcruz, Jan Michael A.; Chua, Michael E.; Morales, Marcelino L.

2015-01-01

Purpose To determine the prevalence of premature ejaculation (PE) among adult Asian males presented with lower urinary tract symptoms (LUTS) and characterize its association with other clinical factors. Methods A cross-sectional study was conducted at a tertiary medical center to determine the prevalence of PE among adult male participants with LUTS during the Annual National Prostate Health Awareness Day. Basic demographic data of the participants were collected. All participants were assessed for the presence and severity of LUTS using the International Prostate Symptom Score (IPSS), and for the presence of PE using the PE diagnostic tool. Digital rectal examination was performed by urologists to obtain prostate size. LUTS was further categorized into severity, storage symptoms (frequency, urgency, and nocturia), and voiding symptoms (weak stream, intermittency, straining, and incomplete emptying) to determine their association with PE. Data were analyzed by comparing the participants with PE (PE diagnostic tool score ≥11) versus those without PE, using the independent t test for continuous data, Mann–Whitney U test for ordinal data, and Chi-square test for nominal data. The statistical significance was set at P < 0.05. Results A total of 101 male participants with a mean ± standard deviation age of 60.75 ± 10.32 years were included. Among the participants, 33% had moderate LUTS, and 7% severe LUTS. The most common LUTS was nocturia (33%). The overall prevalence of PE was 27%. There was no significant difference among participants with PE versus those without PE in terms of age, marital status, prostate size, or total IPSS score. However, significant difference between groups was noted on the level of education (Mann–Whitney U, z = −1.993, P = 0.046) where high educational status was noted among participants with PE. Likewise, participants with PE were noted to have more prominent weak stream (Mann–Whitney U, z = −2.126, P = 0.033). Conclusions Among the participants consulted with LUTS, 27% have concomitant PE. Educational status seems to have an impact in the self-reporting of PE, which may be due to a higher awareness of participants with higher educational attainment. A significant association between PE and weak stream that was not related to prostate size suggests a neuropathologic association. PMID:26157771

Prevalence and factor association of premature ejaculation among adult Asian males with lower urinary tract symptoms.

PubMed

Silangcruz, Jan Michael A; Chua, Michael E; Morales, Marcelino L

2015-06-01

To determine the prevalence of premature ejaculation (PE) among adult Asian males presented with lower urinary tract symptoms (LUTS) and characterize its association with other clinical factors. A cross-sectional study was conducted at a tertiary medical center to determine the prevalence of PE among adult male participants with LUTS during the Annual National Prostate Health Awareness Day. Basic demographic data of the participants were collected. All participants were assessed for the presence and severity of LUTS using the International Prostate Symptom Score (IPSS), and for the presence of PE using the PE diagnostic tool. Digital rectal examination was performed by urologists to obtain prostate size. LUTS was further categorized into severity, storage symptoms (frequency, urgency, and nocturia), and voiding symptoms (weak stream, intermittency, straining, and incomplete emptying) to determine their association with PE. Data were analyzed by comparing the participants with PE (PE diagnostic tool score ≥11) versus those without PE, using the independent t test for continuous data, Mann-Whitney U test for ordinal data, and Chi-square test for nominal data. The statistical significance was set at P < 0.05. A total of 101 male participants with a mean ± standard deviation age of 60.75 ± 10.32 years were included. Among the participants, 33% had moderate LUTS, and 7% severe LUTS. The most common LUTS was nocturia (33%). The overall prevalence of PE was 27%. There was no significant difference among participants with PE versus those without PE in terms of age, marital status, prostate size, or total IPSS score. However, significant difference between groups was noted on the level of education (Mann-Whitney U, z = -1.993, P = 0.046) where high educational status was noted among participants with PE. Likewise, participants with PE were noted to have more prominent weak stream (Mann-Whitney U, z = -2.126, P = 0.033). Among the participants consulted with LUTS, 27% have concomitant PE. Educational status seems to have an impact in the self-reporting of PE, which may be due to a higher awareness of participants with higher educational attainment. A significant association between PE and weak stream that was not related to prostate size suggests a neuropathologic association.

Disorders of orgasm and ejaculation in men.

PubMed

Rowland, David; McMahon, Chris G; Abdo, Carmita; Chen, Juza; Jannini, Emmanuele; Waldinger, Marcel D; Ahn, Tai Young

2010-04-01

Ejaculatory/orgasmic disorders are common male sexual dysfunctions, and include premature ejaculation (PE), inhibited ejaculation, anejaculation, retrograde ejaculation, and anorgasmia. To provide recommendations and guidelines concerning current state-of-the-art knowledge for management of ejaculation/orgasmic disorders in men. An international consultation in collaboration with the major urology and sexual medicine associations assembled over 200 multidisciplinary experts from 60 countries into 25 committees. Committee members established specific objectives and scopes for various male and female sexual medicine topics. The recommendations concerning state-of-the-art knowledge of disorders of orgasm and ejaculation represent the opinion of seven experts from seven countries developed in a process over a 2-year period. Expert opinion was based on grading of evidence-based medical literature, widespread internal committee discussion, public presentation and debate. Premature ejaculation management is largely dependent upon etiology. Lifelong PE is best managed with PE pharmacotherapy (selective serotonin re-uptake inhibitor [SSRI] and/or topical anesthetics). The management of acquired PE is etiology specific and may include erectile dysfunction (ED) pharmacotherapy in men with comorbid ED. Behavioral therapy is indicated when psychogenic or relationship factors are present and is often best combined with PE pharmacotherapy in an integrated treatment program. Retrograde ejaculation is managed by education, patient reassurance, pharmacotherapy, or bladder neck reconstruction. Delayed ejaculation, anejaculation, and/or anorgasmia may have a biogenic and/or psychogenic atiology. Men with age-related penile hypoanesthesia should be educated, reassured, and instructed in revised sexual techniques which maximize arousal. Additional research is required to further the understanding of the disorders of ejaculation and orgasm.

Public disclosure to improve physical education in an urban school district: results from a 2-year quasi-experimental study

PubMed Central

Vittinghoff, Eric; Linchey, Jennifer K.; Madsen, Kristine A.

2015-01-01

BACKGROUND Many elementary schools have policies requiring a minimum amount of physical education (PE). However, few schools comply with local/state PE policy and little is known about how to improve adherence. We evaluated changes in PE among 5th-grade classes, following participatory action research efforts to improve PE quantity and policy compliance that focused on publically disclosing PE data. METHODS Data were collected at 20 San Francisco public elementary schools in the spring of 2011 and 2013. PE schedules were collected and PE classes were directly observed (2011, N = 30 teachers; 2013, N = 33 teachers). Data on the proportion of schools meeting state PE mandates in 2011 were shared within the school district and disclosed to the general public in 2012. RESULTS From 2011 to 2013, PE increased by 11 minutes/week based on teachers’ schedules (95% CI: 3.0, 19.6) and by 14 minutes/week (95% CI: 1.9, 26.0) based on observations. The proportion of schools meeting the state PE mandate increased from 20% to 30% (p = .27). CONCLUSIONS Positive changes in PE were seen over a 2-year period following the public disclosure of data that highlighted poor PE policy compliance. Public disclosure could be a method for ensuring greater PE policy adherence. PMID:26201757

Public Disclosure to Improve Physical Education in an Urban School District: Results From a 2-Year Quasi-Experimental Study.

PubMed

Thompson, Hannah R; Vittinghoff, Eric; Linchey, Jennifer K; Madsen, Kristine A

2015-09-01

Many elementary schools have policies requiring a minimum amount of physical education (PE). However, few schools comply with local/state PE policy and little is known about how to improve adherence. We evaluated changes in PE among fifth-grade classes, following participatory action research efforts to improve PE quantity and policy compliance that focused on publically disclosing PE data. Data were collected in 20 San Francisco public elementary schools in spring 2011 and 2013. PE schedules were collected and PE classes were directly observed (2011, N = 30 teachers; 2013, N = 33 teachers). Data on the proportion of schools meeting state PE mandates in 2011 were shared within the school district and disclosed to the general public in 2012. From 2011 to 2013, PE increased by 11 minutes/week based on teachers' schedules (95% CI: 3.0, 19.6) and by 14 minutes/week (95% CI: 1.9, 26.0) based on observations. The proportion of schools meeting the state PE mandate increased from 20% to 30% (p = .27). Positive changes in PE were seen over a 2-year period following the public disclosure of data that highlighted poor PE policy compliance. Public disclosure could be a method for ensuring greater PE policy adherence. © 2015, American School Health Association.

Effects of daily physical education on physical fitness and weight status in middle school adolescents.

PubMed

Erfle, Stephen E; Gamble, Abigail

2015-01-01

In 2009, the Pennsylvania Department of Health developed the Active Schools Program (ASP) which required 30 minutes of daily physical education (PE) in middle schools to reduce childhood obesity. This investigation evaluated the ASP effects on physical fitness and weight status in middle school adolescents throughout 1 academic year. A quasi-experimental design was used to recruit middle schools into an intervention group (N = 30) or control group (N = 9). Physical fitness outcomes had larger intervention effects than weight status outcomes. These effects were most profound among at-risk students. Multiple linear regression analysis provided a best-guess effect of daily PE on body mass index (BMI) percentile of -1.2, 95% confidence interval (CI) (-1.9, -0.5) for at-risk females and -0.8, 95% CI (-1.5, -0.1) for at-risk males. Much of this benefit is attributable to the differential increase in physical fitness achieved by students with the benefit of having daily PE. Thirty minutes of daily PE can be considered a scientific approach to ameliorate health outcomes in at-risk middle school adolescents, particularly among females. Improvements on BMI percentile among at-risk youth are presaged by greater improvements in physical fitness. This investigation supports a school-based approach aimed to improve behavioral risk factors as a means to reduce childhood obesity. © 2014, American School Health Association.

At the Crossroads: How Physical Education Can Succeed in a Public Health Paradigm

ERIC Educational Resources Information Center

Palmer, Stephen E.; Behrens, Timothy K.

2017-01-01

Physical education (PE) can make meaningful contributions to public health by directly providing moderate to vigorous physical activity (PA) opportunities for school-aged youth. Quality PE aims to contribute indirectly to PA beyond the school day. Unfortunately, insufficient evidence exists regarding the impact of PE on lifelong PA. This has led…

The Influence of Body Mass Index on Long-Term Fitness from Physical Education in Adolescent Girls

ERIC Educational Resources Information Center

Camhi, Sarah M.; Phillips, Jennie; Young, Deborah R.

2011-01-01

Background: Physical education (PE) can improve physical fitness; however, little research has evaluated PE's long-term influence. The purpose is to determine PE's longitudinal effects on fitness in a group of adolescent girls and to determine whether body mass index (BMI) status influenced any potential effects. Methods: Participants were…

Muslim Girls' Experiences in Physical Education in Norway: What Role Does Religiosity Play?

ERIC Educational Resources Information Center

Walseth, Kristin

2015-01-01

Recent years have seen an increase in scholarly attention to minority pupils and their experience of physical education (PE). UK research identifies specific challenges related to Muslim pupils' participation in PE. In Norway, little research has been undertaken on Muslim pupils' experiences in PE, something this paper hopes to redress in part. In…

Examination of Trends and Evidence-Based Elements in State Physical Education Legislation: A Content Analysis

ERIC Educational Resources Information Center

Eyler, Amy A.; Brownson, Ross C.; Aytur, Semra A.; Cradock, Angie L.; Doescher, Mark; Evenson, Kelly R.; Kerr, Jacqueline; Maddock, Jay; Pluto, Delores L.; Steinman, Lesley; Tompkins, Nancy O'Hara; Troped, Philip; Schmid, Thomas L.

2010-01-01

Objectives: To develop a comprehensive inventory of state physical education (PE) legislation, examine trends in bill introduction, and compare bill factors. Methods: State PE legislation from January 2001 to July 2007 was identified using a legislative database. Analysis included components of evidence-based school PE from the Community Guide and…

Exploring Teaching Practices in Physical Education with Culturally Diverse Classes: A Cross-Cultural Study

ERIC Educational Resources Information Center

Dagkas, Symeon

2007-01-01

This is a cross-cultural comparative study that sets out to explore teachers' knowledge, understanding and practices of the teaching of Physical Education (PE) to students from different cultural backgrounds. More specifically, it explores key issues in the teaching of PE to Muslim students. Thirteen PE teachers, six from England and seven from…

Exploring Principals' Physical Education Perceptions and Views from Elementary and Middle Schools of Shanghai

ERIC Educational Resources Information Center

Zeng, Howard Z.; Wang, Xiaozan

2015-01-01

This study examined the status of principals' physical education (PE) perceptions, the differences between gender and school-levels of these principals' PE perceptions; and what they have to say about the opportunities, challenges and solutions on their school PE. Participants were 92 principals (37 Males, 55 Females) from 12 different school…

Teachers' Self-Efficacy, Achievement Goals, Attitudes and Intentions to Implement the New Greek Physical Education Curriculum

ERIC Educational Resources Information Center

Gorozidis, Georgios; Papaioannou, Athanasios

2011-01-01

The network of relations between Physical Education (PE) teachers' self-efficacy, goal orientations, attitudes, intentions and behaviours concerning the implementation of a new PE curriculum was examined. Participants were 290 Greek junior high school PE teachers. Two years after the introduction of the new curriculum, participants responded to…

Teachers' Behavior and Pupils' Achievement Motivation as Determinants of Intended Helping Behavior in Physical Education

ERIC Educational Resources Information Center

Kokkonen, Juha A.; Kokkonen, Marja T.; Telama, Risto K.; Liukkonen, Jarmo O.

2013-01-01

The present two-wave longitudinal study examined the extent to which physical education (PE) teachers' democratic and socially supportive behavior, pupils' goal orientations, and the perceived motivational climate in PE explained differences in pupils' intended helping behavior by gender in PE classes. The results of 105 boys and 109 girls based…

What Controls the Teaching of "Friluftsliv"? Analysing a Pedagogic Discourse within Swedish Physical Education

ERIC Educational Resources Information Center

Backman, Erik

2011-01-01

Research indicates that outdoor teaching practices within a physical education (PE) context are controlled by several factors with the potential to weaken or strengthen PE teachers' communication of pedagogic messages. Drawing on 12 qualitative interviews with PE teachers in compulsory schools in Sweden, the findings in this study suggest that…

Physical Education, Obesity, and Academic Achievement: A 2-Year Longitudinal Investigation of Australian Elementary School Children

PubMed Central

Cunningham, Ross B.; Fitzgerald, Robert; Olive, Lisa S.; Prosser, Laurence; Jiang, Xiaoli; Telford, Rohan M.

2012-01-01

Objectives. We determined whether physical education (PE) taught by specialists contributed to academic development and prevention of obesity in elementary school children. Methods. Our 2-year longitudinal study involved 620 boys and girls initially in grade 3 in Australia, all receiving 150 minutes per week of PE. One group (specialist-taught PE; n = 312) included 90 minutes per week of PE from visiting specialists; the other (common-practice PE; n = 308) received all PE from generalist classroom teachers. Measurements included percentage of body fat (measured by dual-emission x-ray absorptiometry) and writing, numeracy, and reading proficiency (by government tests). Results. Compared with common-practice PE, specialist-taught PE was associated with a smaller increase in age-related percentage of body fat (P = .02). Specialist-taught PE was also associated with greater improvements in numeracy (P < .03) and writing (P = .13) scores. There was no evidence of a reading effect. Conclusions. The attenuated age-related increases in percentage of body fat and enhanced numeracy development among elementary school children receiving PE from specialists provides support for the role of PE in both preventive medicine and academic development. PMID:21940922

Physical Education in Primary Schools: Classroom Teachers' Perceptions of Benefits and Outcomes

ERIC Educational Resources Information Center

Morgan, Philip J.; Hansen, Vibeke

2008-01-01

Objective: The aim of the current study was to examine the perceptions of classroom teachers regarding the benefits and outcomes of their PE programs. Design: Cross-sectional. Setting: Thirty eight randomly selected primary schools in New South Wales (NSW), Australia. Method: A mixed-mode methodology was utilized, incorporating semi-structured…

Which Do Students Prefer to Evaluate Their Essays: Peers or Computer Program

ERIC Educational Resources Information Center

Lai, Yi-hsiu

2010-01-01

The purpose of this study was to investigate problems and potentials of new technologies in English writing education. The effectiveness of automated writing evaluation (AWE) ("MY Access") and of peer evaluation (PE) was compared. Twenty-two English as a foreign language (EFL) learners in Taiwan participated in this study. They submitted…

Outdoor Education in an Urban Environment.

ERIC Educational Resources Information Center

Beedie, Paul

In 1995 the streamlined British national curriculum defined outdoor education as "outdoor and adventurous activities" (OAA) and placed it within the physical education (PE) curriculum. However, many PE teachers lack a knowledge of outdoor education and, when faced with limitations in time, resources, facilities, and expertise, may choose…

"Physical Education", "Health and Physical Education", "Physical Literacy" and "Health Literacy": Global Nomenclature Confusion

ERIC Educational Resources Information Center

Lynch, Timothy; Soukup, Gregory J.

2016-01-01

The title "physical education" (PE) is the traditional taxonomy used to represent the education discipline. Health and physical education (HPE) is regarded to be an all-encompassing health-dimensional title that has been recently embraced by various education systems around the world. Hence, it can be argued that PE and HPE are often…

Empowering children with special educational needs to speak up: experiences of inclusive physical education.

PubMed

Coates, Janine; Vickerman, Philip

2010-01-01

The inclusion of children with special educational needs (SEN) has risen up the political agenda since the return of the Labour Government in 1997. This has seen increasing numbers of children with SEN being educated within mainstream schools. This study examines the perspectives of children with SEN attending both mainstream and special schools in relation to their experiences of physical education (PE). Findings demonstrate that children with SEN in both mainstream and special schools enjoy PE, although issues were raised in mainstream schools regarding bullying and the appropriateness of activities in PE lessons. The findings show how children offered suggestions about how to improve PE and make it more beneficial. The findings identify how children are empowered through consultation, and are aware of their needs and abilities. As such it is evident that schools and those supporting inclusive physical activity for children with SEN must use consultation as a tool for empowering pupils as a means of providing them with choices while gaining a rich insight into their lived experiences of PE.

Reflective Practice in Physical Education and Physical Education Teacher Education: A Review of the Literature since 1995

ERIC Educational Resources Information Center

Standal, Oyvind F.; Moe, Vegard F.

2013-01-01

Reflection and reflective practice are key concepts in the educational literature as well as in research on physical education (PE) and physical education teacher education (PETE). The purpose of this article is to review the current empirical knowledge base for reflection and reflective practice in PE and PETE from 1995 to 2011. The review…

Lessons Learned: A Strategic Alliance to Improve Elementary Physical Education in an Urban School District.

PubMed

Thompson, Hannah R; Haguewood, Robin; Tantoco, Nicole; Madsen, Kristine A

2015-01-01

Physical education (PE) can help to achieve important public health goals, but is often under-prioritized and lacking in schools. To detail the actions, impact, and successes of a strategic alliance formed by three collaborating organizations to improve PE in a large California school district. Semistructured interviews with alliance members, principals, and teachers in 20 elementary schools, 3 years after the alliance formation. Interviewees reported district-level increases in priority and funding for PE and attributed improvements to the alliance's collection and dissemination of local data on the status of PE. Common goals, trust, and open communication within the alliance were seen as critical to the alliance's success. However, changes in district- or school-level accountability measures for PE were not reported. This strategic alliance succeeded in promoting district-level priority and funding for PE. Ongoing alliance work will focus on increasing accountability measures for PE, which may take longer to implement.

The relation between student motivation and student grades in physical education: A 3-year investigation.

PubMed

Barkoukis, V; Taylor, I; Chanal, J; Ntoumanis, N

2014-10-01

Enhancing students' academic engagement is the key element of the educational process; hence, research in this area has focused on understanding the mechanisms that can lead to increased academic engagement. The present study investigated the relation between motivation and grades in physical education (PE) employing a 3-year longitudinal design. Three hundred fifty-four Greek high school students participated in the study. Students completed measures of motivation to participate in PE on six occasions; namely, at the start and the end of the school year in the first, second, and third year of junior high school. Students' PE grades were also recorded at these time points. The results of the multilevel growth models indicated that students' PE grades increased over the 3 years and students had better PE grades at the end of each year than at the beginning of the subsequent year. In general, students and classes with higher levels of controlling motivation achieved lower PE grades, whereas higher levels of autonomous motivation were associated with higher PE grades. These findings provide new insight on the associations between class- and individual-level motivation with objectively assessed achievement in PE. © 2014 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

The Changing Value of Vigorous Activity and the Paradox of Utilising Exercise as Punishment in Physical Education

ERIC Educational Resources Information Center

Aasland, Erik; Walseth, Kristin; Engelsrud, Gunn

2017-01-01

Background: Previous research on physical education (PE) teaching practice indicates that an exercise physiology discourse has assumed a dominant position within the field. Research shows that PE teachers are likely to emphasise physical fitness training in their teaching, and PE teachers seem to appreciate pupils who show high levels of physical…

Enrollment in Physical Education Is Associated with Health-Related Behavior among High School Students

ERIC Educational Resources Information Center

Tassitano, Rafael M.; Barros, Mauro V. G.; Tenorio, Maria C. M.; Bezerra, Jorge; Florindo, Alex A.; Reis, Rodrigo S.

2010-01-01

Background: Physical education (PE) plays a critical role in the healthy development of youth; however, the influence of PE classes in helping to provide students with health-related behavior patterns is not clear. This study aims to analyze whether participation in PE classes is associated with health-related behavior among high school students.…

Ecological Correlates of Spanish Adolescents' Physical Activity during Physical Education Classes

ERIC Educational Resources Information Center

Molina-García, Javier; Queralt, Ana; Estevan, Isaac; Sallis, James F.

2016-01-01

The public health benefit of school physical education (PE) depends in large part on physical activity (PA) provided during class. According to the literature, PE has a valuable role in public health, and PA levels during PE classes depend on a wide range of factors. The main objective of this study, based on ecological models of behaviour, was to…

The Game within the Game: Girls' Underperforming Position in Physical Education

ERIC Educational Resources Information Center

Fagrell, Birgitta; Larsson, Hakan; Redelius, Karin

2012-01-01

Since 1980 the Swedish compulsory school curriculum has stipulated that Physical Education (PE) should be taught co-ed and schools are legally required to promote gender equality. The latest evaluation of PE in Sweden shows that more boys than girls ranked the subject highly and that they had a higher level of activity during the PE lessons.…

An Examination of Physical Education Teachers' Perceptions of Utilizing Contemporary Music in the Classroom Environment: A Qualitative Approach

ERIC Educational Resources Information Center

Barney, David C.; Pleban, Francis T.

2018-01-01

Objectives: To provide further information regarding physical education (PE) teachers' perceptions of incorporating music in PE lessons and to evaluate the influence of music on the classroom environment using a qualitative approach. Method: Electronic survey interviews were conducted with 26 veteran PE instructors (10 male, 16 female), from 7…

Physical Education Increases Daily Moderate to Vigorous Physical Activity and Reduces Sedentary Time

ERIC Educational Resources Information Center

Mooses, Kerli; Pihu, Maret; Riso, Eva-Maria; Hannus, Aave; Kaasik, Priit; Kull, Merike

2017-01-01

Background: Physical activity (PA) is important to mental and physical health. Physical education (PE) lessons have the potential to increase daily moderate to vigorous PA (MVPA) and reduce sedentary time (SED). We measured MVPA and SED in primary school PE, determined the contribution of PE to daily MVPA and SED, and compared PA on days with and…

The Predicament of Primary Physical Education: A Consequence of "Insufficient" ITT and "Ineffective" CPD?

ERIC Educational Resources Information Center

Harris, Jo; Cale, Lorraine; Musson, Hayley

2012-01-01

Background: Research on primary physical education (PE) in England and other countries has shown that it is an aspect of the curriculum that has suffered from sparse initial teacher training (ITT). As a consequence of "insufficient" time spent on PE in ITT (PE-ITT), primary teachers often have low levels of confidence and competence with…

Studies of Physical Education in the United States Using SOFIT: A Review

ERIC Educational Resources Information Center

McKenzie, Thomas L.; Smith, Nicole J.

2017-01-01

Purpose: An objective database for physical education (PE) is important for policy and practice decisions, and the System for Observing Fitness Instruction Time (SOFIT) has been identified as an appropriate surveillance tool for PE across the nation. The purpose of this review was to assess peer-reviewed studies using SOFIT to study K-12 PE in…

The potential and reality of physical education in controlling overweight and obesity.

PubMed

Kahan, David; McKenzie, Thomas L

2015-04-01

Although preventing youth overweight and obesity is a public health priority, quality physical education (PE) is marginalized in practice. In May 2014, we estimated energy expenditure (EE; derived from PE frequency, duration, and intensity; mean student mass; and class size) from national recommendations and data from the 19 US states with PE duration guidelines, under 3 scenarios: potential (quality PE, defined as 50% moderate-to-vigorous physical activity [MVPA]), reality (MVPA = 35%), and classroom instruction only. Students in schools following nationally recommended PE standards from grades 1 through 10 could expend from 35 000 to 90 000 more kilocalories than students who received classroom instruction instead. PE's potential for increasing student EE will only be realized with stronger school policies and increased accountability.

The Potential and Reality of Physical Education in Controlling Overweight and Obesity

PubMed Central

McKenzie, Thomas L.

2015-01-01

Although preventing youth overweight and obesity is a public health priority, quality physical education (PE) is marginalized in practice. In May 2014, we estimated energy expenditure (EE; derived from PE frequency, duration, and intensity; mean student mass; and class size) from national recommendations and data from the 19 US states with PE duration guidelines, under 3 scenarios: potential (quality PE, defined as 50% moderate-to-vigorous physical activity [MVPA]), reality (MVPA = 35%), and classroom instruction only. Students in schools following nationally recommended PE standards from grades 1 through 10 could expend from 35 000 to 90 000 more kilocalories than students who received classroom instruction instead. PE's potential for increasing student EE will only be realized with stronger school policies and increased accountability. PMID:25713972

The effects of formalized and trained non-reciprocal peer teaching on psychosocial, behavioral, pedagogical, and motor learning outcomes in physical education.

PubMed

Whipp, Peter R; Jackson, Ben; Dimmock, James A; Soh, Jenny

2015-01-01

Peer teaching is recognized as a powerful instructional method; however, there is a paucity of studies that have evaluated the outcomes experienced by peer-teachers and their student recipients in the context of trained, non-reciprocal, high school physical education (PE). Accordingly, the effectiveness of a formalized and trained non-reciprocal peer teaching (T-PT) program upon psychosocial, behavioral, pedagogical, and student learning outcomes within high school PE classes was investigated. Students from eight intact classes (106 males, 94 females, Mage = 12.46, SD = 0.59) were randomly assigned to either a T-PT intervention group (taught by a volunteer peer-teacher who was trained in line with a tactical games approach) or untrained group (U-PT; where volunteer peer-teachers received no formal training, but did receive guidance on the game concepts to teach). Data were collected over 10 lessons in a 5-week soccer unit. Mixed-model ANOVAs/MANOVAs revealed that, in comparison to U-PT, the T-PT program significantly enhanced in-game performance actions and academic learning time among student recipients. Those in the T-PT also provided greater levels of feedback and structured learning time, as well as reporting more positive feelings about peer teaching and fewer perceived barriers to accessing learning outcomes. These findings show that non-reciprocal peer-teachers who receive formalized support through training and tactical games approach-based teaching resources can enhance behavioral, pedagogical, and motor performance outcomes in PE.

The effects of formalized and trained non-reciprocal peer teaching on psychosocial, behavioral, pedagogical, and motor learning outcomes in physical education

PubMed Central

Whipp, Peter R.; Jackson, Ben; Dimmock, James A.; Soh, Jenny

2015-01-01

Peer teaching is recognized as a powerful instructional method; however, there is a paucity of studies that have evaluated the outcomes experienced by peer-teachers and their student recipients in the context of trained, non-reciprocal, high school physical education (PE). Accordingly, the effectiveness of a formalized and trained non-reciprocal peer teaching (T-PT) program upon psychosocial, behavioral, pedagogical, and student learning outcomes within high school PE classes was investigated. Students from eight intact classes (106 males, 94 females, Mage = 12.46, SD = 0.59) were randomly assigned to either a T-PT intervention group (taught by a volunteer peer-teacher who was trained in line with a tactical games approach) or untrained group (U-PT; where volunteer peer-teachers received no formal training, but did receive guidance on the game concepts to teach). Data were collected over 10 lessons in a 5-week soccer unit. Mixed-model ANOVAs/MANOVAs revealed that, in comparison to U-PT, the T-PT program significantly enhanced in-game performance actions and academic learning time among student recipients. Those in the T-PT also provided greater levels of feedback and structured learning time, as well as reporting more positive feelings about peer teaching and fewer perceived barriers to accessing learning outcomes. These findings show that non-reciprocal peer-teachers who receive formalized support through training and tactical games approach-based teaching resources can enhance behavioral, pedagogical, and motor performance outcomes in PE. PMID:25741309

Contesting Discourses about Physical Education: A Critical Discourse Analysis of 20 Textbooks Used in Physical Education Teacher Education in Denmark

ERIC Educational Resources Information Center

Svendsen, Annemari Munk; Svendsen, Jesper Tinggaard

2017-01-01

This article investigates and problematises how contesting discourses about Physical Education (PE) as a school subject are immersed within textbooks used in Physical Education Teacher Education (PETE) in Denmark. The paper considers PETE textbooks as powerful documents that construct and maintain discourses about PE, and at the same time as…

But I like PE: factors associated with enjoyment of physical education class in middle school girls.

PubMed

Barr-Anderson, Daheia J; Neumark-Sztainer, Dianne; Schmitz, Kathryn H; Ward, Dianne S; Conway, Terry L; Pratt, Charlotte; Baggett, Chris D; Lytle, Leslie; Pate, Russell R

2008-03-01

The current study examined associations between physical education (PE) class enjoyment and sociodemographic, personal, and perceived school environment factors among early adolescent girls. Participants included 1,511 sixth-grade girls who completed baseline assessments for the Trial of Activity in Adolescent Girls, with 50% indicating they enjoyed PE class a lot. Variables positively associated with PE class enjoyment included physical activity level, perceived benefits of physical activity, self-efficacy for leisure time physical activity, and perceived school climate for girls' physical activity as influenced by teachers, while body mass index was inversely associated with PE class enjoyment. After adjusting for all variables in the model, PE class enjoyment was significantly greater in Blacks than in Whites. In model testing, with mutual adjustment for all variables, self-efficacy was the strongest correlate of PE class enjoyment, followed by perceived benefits, race/ethnicity, and teachers' support for girls' physical activity, as compared to boys, at school. The overall model explained 11% of the variance in PE class enjoyment. Findings suggest that efforts to enhance girls' self-efficacy and perceived benefits and to provide a supportive PE class environment that promotes gender equality can potentially increase PE class enjoyment among young girls.

An Examination of the Relationship between Coaching and Teaching.

ERIC Educational Resources Information Center

Drewe, Sheryle Bergmann

2000-01-01

Examines the relationship between coaching and teaching, noting differences between education and training, education and competition, and physical education (PE) and sport. The paper distinguishes between knowledge and skill and theory and practice and concludes that though there is more to sport than education, and more to PE than sport,…

Physical Education, Sport and Recreation: A Triad Pedagogy of Hope

ERIC Educational Resources Information Center

van Deventer, K. J.

2011-01-01

Bloch (2009, 58), a previous advocate of Outcomes-based Education (OBE), states that "schooling in SA" is a national disaster. Quality holistic education that includes Physical Education (PE) and school sport should be the focal point of progress in developing countries. However, PE is worldwide in a political crisis and the situation is…

Initial Validation of the Physical Education Marginalization and Isolation Survey (PE-MAIS)

ERIC Educational Resources Information Center

Gaudreault, Karen Lux; Richards, K. Andrew R.; Mays Woods, Amelia

2017-01-01

Qualitative research conducted through occupational socialization theory has documented that physical educators feel marginalized and isolated in schools. We sought to propose and provide initial evidence of validity and reliability for the Physical Education Marginalization and Isolation Survey (PE-MAIS). Physical educators (n = 420) completed an…

[Education in our time: competency or aptitude? The case for medicine. Part II].

PubMed

Viniegra-Velázquez, Leonardo

Part II is focused on participatory education (PE), a distinctive way to understand and practice education in contrast to passive education. The core of PE is to develop everyone's own cognitive potentialities frequently mutilated, neglected or ignored. Epistemological and experiential basis of PE are defined: the concept of incisive and creative criticism, the idea of knowledge as each person's own construct and life experience as the main focus of reflection and cognition. The PE aims towards individuals with unprecedented cognitive and creative faculties, capable of approaching a more inclusive and hospitable world. The last part criticizes the fact that medical education has remained among the passive education paradigm. The key role of cognitive aptitudes, both methodological and practical (clinical aptitude), in the progress of medical education and practice is emphasized. As a conclusion, the knowhow of education is discussed, aiming towards a better world away from human and planetary degradation. Copyright © 2017 Hospital Infantil de México Federico Gómez. Publicado por Masson Doyma México S.A. All rights reserved.

Young People's Views on the Nature and Purposes of Physical Education: A Sociological Analysis

ERIC Educational Resources Information Center

Smith, Andy; Parr, Michael

2007-01-01

Amid the long-standing debate about the nature and purposes of physical education (PE) in schools, comparatively little research has examined the ways in which PE is viewed by young people themselves. This study set out, therefore, to explore young people's views on the nature and purposes of PE from a sociological perspective in the belief that a…

The Effects of Trained Peer Tutors on the Physical Education of Children Who Are Visually Impaired

ERIC Educational Resources Information Center

Wiskochil, Brian; Lieberman, Lauren J.; Houston-Wilson, Cathy; Petersen, Susan

2007-01-01

This study examined the effect of trained peer tutors on the academic learning time-physical education (ALT-PE) scores of children with visual impairments. It found a mean increase of 20.8% for ALT-PE and increases in ALT-PE scores for closed and open skills and that trained peer tutors were more effective than were untrained peer tutors.

Physical Education and Academic Achievement--Literature Review 1997-2015

ERIC Educational Resources Information Center

Zach, Sima; Shoval, Ella; Lidor, Ronnie

2017-01-01

The purpose of this review was to organize the results of studies conducted during the last 18 years into a body of knowledge concerning the link between physical education (PE) and academic achievement (AA). Such knowledge may help in clarifying the role of PE in the schools, whose main focus is on improving the AA of the children. The term PE is…

An Examination of Self-Presentational Concern of Turkish Adolescents: An Example of Physical Education Setting

ERIC Educational Resources Information Center

Koca, Canan; Asci, Hulya F.

2006-01-01

The purpose of this study was to examine self-presentational concern of Turkish adolescents with regard to the gender composition of physical education (PE) class and also to investigate the attitude toward PE and PE class preferences of Turkish adolescents based on this concern. A total of 1,807 eighth-grade students (936 females and 871 males)…

Three frameworks to predict physical activity behavior in middle school inclusive physical education: a multilevel analysis.

PubMed

Jin, Jooyeon; Yun, Joonkoo

2013-07-01

The purpose of this study was to examine three frameworks, (a) process-product, (b) student mediation, and (c) classroom ecology, to understand physical activity (PA) behavior of adolescents with and without disabilities in middle school inclusive physical education (PE). A total of 13 physical educators teaching inclusive PE and their 503 students, including 22 students with different disabilities, participated in this study. A series of multilevel regression analyses indicated that physical educators' teaching behavior and students' implementation intentions play important roles in promoting the students' PA in middle school inclusive PE settings when gender, disability, lesson content, instructional model, and class location are considered simultaneously. The findings suggest that the ecological framework should be considered to effectively promote PA of adolescents with and without disabilities in middle school PE classes.

Meaningful Experiences in PE for All Students: An Activist Research Approach

ERIC Educational Resources Information Center

Walseth, Kristin; Engebretsen, Berit; Elvebakk, Lisbeth

2018-01-01

Background and purpose: The research literature in physical education (PE) is placing a growing focus on the need for research that can illuminate not only the challenges PE faces but also how we can develop PE to meet the needs of all students. The activist approach aims to study future possibilities in PE, and the goal is for all young people…

"Reflective Co-Education" or Male-Oriented Physical Education? Teachers' Views about Activities in Co-Educational PE Classes at German Secondary Schools

ERIC Educational Resources Information Center

Kastrup, Valerie; Kleindienst-Cachay, Christa

2016-01-01

As much as the principle of co-education may appear to make sense in physical education (PE) lessons, trends in its development have emerged over the past years, especially in secondary schools, which were certainly not intended by the pedagogical programme of "reflective co-education", which stands for respect for equality…

Heart Rate Responses of High School Students Participating in Surfing Physical Education.

PubMed

Bravo, Michelle M; Cummins, Kevin M; Nessler, Jeff A; Newcomer, Sean C

2016-06-01

Despite the nation's rising epidemic of childhood obesity and diabetes, schools struggle to promote physical activities that help reduce risks for cardiovascular disease. Emerging data suggest that adopting novel activities into physical education (PE) curriculum may serve as an effective strategy for increasing physical activity in children. The purpose of this investigation was to characterize activity in the water and heart rates (HRs) of high school students participating in surf PE courses. Twenty-four male (n = 20) and female (n = 4) high school students (mean age = 16.7 ± 1.0 years) who were enrolled in surf PE courses at 2 high schools participated in this investigation. Daily measurements of surfing durations, average HR, and maximum HR were made on the students with HR monitors (PolarFT1) over an 8-week period. In addition, HR and activity in the water was evaluated during a single session in a subset of students (n = 11) using a HR monitor (PolarRCX5) and a video camera (Canon HD). Activity and HR were synchronized and evaluated in 5-second intervals during data analyses. The average duration that PE students participated in surfing during class was 61.7 ± 1.0 minutes. Stationary, paddling, wave riding, and miscellaneous activities comprised 42.7 ± 9.5, 36.7 ± 7.9, 2.9 ± 1.4, and 17.8 ± 11.4 percent of the surf session, respectively. The average and maximum HRs during these activities were 131.1 ± 0.9 and 177.2 ± 1.0 b·min, respectively. These data suggest that high school students participating in surf PE attained HRs and durations that are consistent with recommendations with cardiovascular fitness and health. In the future, PE programs should consider incorporating other action sports into their curriculum to enhance cardiovascular health.

Dispatching function calls across accelerator devices

DOEpatents

Jacob, Arpith C.; Sallenave, Olivier H.

2017-01-10

In one embodiment, a computer-implemented method for dispatching a function call includes receiving, at a supervisor processing element (PE) and from an origin PE, an identifier of a target device, a stack frame of the origin PE, and an address of a function called from the origin PE. The supervisor PE allocates a target PE of the target device. The supervisor PE copies the stack frame of the origin PE to a new stack frame on a call stack of the target PE. The supervisor PE instructs the target PE to execute the function. The supervisor PE receives a notification that execution of the function is complete. The supervisor PE copies the stack frame of the target PE to the stack frame of the origin PE. The supervisor PE releases the target PE of the target device. The supervisor PE instructs the origin PE to resume execution of the program.

Dispatching function calls across accelerator devices

DOE Office of Scientific and Technical Information (OSTI.GOV)

Jacob, Arpith C.; Sallenave, Olivier H.

In one embodiment, a computer-implemented method for dispatching a function call includes receiving, at a supervisor processing element (PE) and from an origin PE, an identifier of a target device, a stack frame of the origin PE, and an address of a function called from the origin PE. The supervisor PE allocates a target PE of the target device. The supervisor PE copies the stack frame of the origin PE to a new stack frame on a call stack of the target PE. The supervisor PE instructs the target PE to execute the function. The supervisor PE receives a notificationmore » that execution of the function is complete. The supervisor PE copies the stack frame of the target PE to the stack frame of the origin PE. The supervisor PE releases the target PE of the target device. The supervisor PE instructs the origin PE to resume execution of the program.« less

What Should a Physical Education Teacher Know? An Analysis of Learning Outcomes for Future Physical Education Teachers in Sweden

ERIC Educational Resources Information Center

Backman, Erik; Larsson, Håkan

2016-01-01

Background: Research indicates that physical education teacher education (PETE) has only limited impact on how physical education (PE) is taught in schools. In this paper, our starting point is that the difficulties of challenging the dominating subject traditions in PE could be due to difficulties of challenging certain epistemological…

The "Near-Peer" Approach to Teaching Musculoskeletal Physical Examination Skills Benefits Residents and Medical Students.

PubMed

Rosenberg, Casandra J; Nanos, Katherine N; Newcomer, Karen L

2017-03-01

The musculoskeletal physical examination (MSK PE) is an essential part of medical student training, and it is best taught in a hands-on, longitudinal fashion. A barrier to this approach is faculty instructor availability. "Near-peer" teaching refers to physicians-in-training teaching their junior colleagues. It is unknown whether near-peer teaching is effective in teaching this important physical examination skill. To investigate attitudes of medical students and physical medicine and rehabilitation (PM&R) residents regarding near-peer teaching in an MSK PE curriculum. Qualitative, anonymous paper and online surveys. Tertiary academic center with a medical school and PM&R training program. Ninety-nine second- and third-year medical students and 13 PM&R residents in their third or fourth postgraduate year. Attitudes of second- and third-year medical students were measured immediately after their MSK PE course. Resident attitudes were measured in a single cross-sectional sample. Student attitudes were assessed via a questionnaire with 5-point Likert scales and a free-text comment section. The resident questionnaire included a combination of multiple-choice questions, rankings, free-text responses, and Likert scales. All 99 students completed the questionnaire. The majority of students (n = 79 [80%]) reported that resident involvement as hands-on instructors of examination skills was "very useful," and 87 (88%) indicated that resident-led small discussion groups were "very helpful" or "somewhat helpful." Fifty-seven of 99 students (58%) reported that the resident-facilitated course was "much better" than courses without resident involvement. Twelve of 13 eligible residents completed the survey, and of those, 8 found teaching "very helpful" to their MSK knowledge, and 11 became "somewhat" or "much more confident" in clinical examination skills. Our study supports educational benefits to medical students and resident instructors in our MSK PE program. We recommend including near-peer teaching in medical student education, particularly for hands-on skills; we also recommend providing opportunities for PM&R residents to participate in formal near-peer education. Not applicable. Copyright © 2017 American Academy of Physical Medicine and Rehabilitation. Published by Elsevier Inc. All rights reserved.

Reliability and Validity of the Physical Education Activities Scale

ERIC Educational Resources Information Center

Thomason, Diane L.; Feng, Du

2016-01-01

Background: Measuring adolescent perceptions of physical education (PE) activities is necessary in understanding determinants of school PE activity participation. This study assessed reliability and validity of the Physical Education Activities Scale (PEAS), a 41-item visual analog scale measuring high school adolescent perceptions of school PE…

Prediction of enjoyment in school physical education.

PubMed

Gråstén, Arto; Jaakkola, Timo; Liukkonen, Jarmo; Watt, Anthony; Yli-Piipari, Sami

2012-01-01

The specific aim of this study was to examine whether motivational climate, perceived physical competence, and exercise motivation predict enjoyment in school physical education within the same sample of adolescents across three years of secondary school. A sample of 639 students (girls = 296, boys = 343) aged between 13- to 15-years at the commencement of the study completed the Intrinsic Motivation Climate in Physical Education Questionnaire, Physical Self-Perception Profile, Physical Education Motivation Scale, and Physical Education Enjoyment Scale. Results derived from path analyses indicated that task-involving motivational climate predicted enjoyment in physical education via perceived physical competence and intrinsic motivation in both girls and boys. In particular, these results supported previous findings of Vallerand et. al (1997) with the self-determination theory and the achievement goal theory. Ego-involving climate was not a significant predictor either in girls or boys. The current results provide continuing support for the investigation of Vallerand's model in the physical education setting, and highlight that motivational climate is an area that requires further evaluation as a contributing factor in the improvement of physical education teaching. A better understanding of the role of motivational climate may assist efforts to promote children's and adolescents' perceived physical competence, intrinsic motivation, and enjoyment in the school physical education setting. Key pointsThe findings of the current study support existing suggestions of Vallerand's (1997) model in which social factors mediated by a psychological mediator, and exercise motivation are related to positive consequences in the PE context.Task-involving motivational climate predicted PE enjoyment via perceived physical competence and intrinsic motivation with both girls and boys. Task-involving motivational climate in PE lessons at Grade 7 had a strong association with PE enjoyment via perceived physical competence and intrinsic motivation at Grade 9 for both girls and boys.Ego-involving climate did not fit either the data for the girls or boys, as PE lessons based on ego-involving motivational climate did not significantly influence on the level of PE enjoyment.The results of the current study and previous practical findings support task-involving teaching methods to promote adolescent's PE enjoyment through secondary school years. School PE could be most effective if based on task-involving motivational climate, in which the main objective is increasing students' perceived physical competence, intrinsic motivation, and enjoyment.

Do Small Rural High Schools Differ from Larger Schools in Relation to Absentee Rates in Physical Education?

ERIC Educational Resources Information Center

Lagestad, Pal; Ranes, Vebjorn; Welde, Boye

2015-01-01

The aims of the study were twofold: (a) to investigate how school size affects absentee rates in physical education (PE) and (b) to examine the experiences of students and teachers at a small rural high school in relation to attendance in PE at their school. The absentee rates in PE among all students (N = 6928 students) in a county in Norway were…

Testing the Participatory Education Evaluation Concept in a National Context

ERIC Educational Resources Information Center

Pietilainen, Ville

2012-01-01

The article focuses on the realisation of participatory evaluation (PE) in national educational evaluation activity. The realisation of PE is examined by adapting the Daigneault and Jacob model (2009; originally Cousins & Whitmore, 1998) to five national-level educational evaluations carried out in Finland. According to the chosen frame of…

Developing Quality Physical Education through Student Assessments

ERIC Educational Resources Information Center

Fisette, Jennifer L.; Placek, Judith H.; Avery, Marybell; Dyson, Ben; Fox, Connie; Franck, Marian; Graber, Kim; Rink, Judith; Zhu, Weimo

2009-01-01

The National Association of Sport and Physical Education (NASPE) is committed to providing teachers with the support and guiding principles for implementing valid assessments. Its goal is for physical educators to utilize PE Metrics to measure student learning based on the national standards. The first PE Metrics text provides teachers with…

Making a Difference? Education and "Ability" in Physical Education

ERIC Educational Resources Information Center

Evans, John

2004-01-01

This paper brings a speculative, sociological perspective to the nature of "ability" in physical education (PE) and asks why this aspect of embodiment, with notable exceptions, has received so little critical attention in the professional discourse of PE and associated research in recent years. It is suggested that thinking about…

Gender, perceived competence and the enjoyment of physical education in children: a longitudinal examination.

PubMed

Cairney, John; Kwan, Matthew Yw; Velduizen, Scott; Hay, John; Bray, Steven R; Faught, Brent E

2012-03-06

The current study examined associations between gender, perceived athletic competence, and enjoyment of physical education (PE) class over time in a cohort of children enrolled in grade four (ages 9 or 10) at baseline (n = 2262). We assessed each student 5 times over a period of 2 years. We used mixed effects modeling to examine change over time in enjoyment of PE. Enjoyment of PE declined among girls but remained constant among boys. Higher levels of perceived competence were associated with higher PE enjoyment. A 3-way interaction between gender, competence, and time revealed that PE enjoyment was lowest and declined most markedly among girls with low perceived athletic competence. Among boys with low competence, enjoyment remained at a consistently low level. Our results indicate that lower perceived athletic competence is associated with low enjoyment of PE, and, among girls, with declining enjoyment. Findings suggest that interventions in a PE context that target perceived competence should be considered in future work.

Energy expenditure estimates during school physical education: Potential vs. reality?

PubMed

Kahan, David; McKenzie, Thomas L

2017-02-01

Schools are salient locations for addressing the high prevalence of overweight and obesity. Most US states require some physical education (PE) and the energy expended during PE has potential to positively affect energy balance. We previously used 2012 data to examine state policies for PE to calculate estimated student energy expenditure (EEE) under potential (i.e., recommendations followed) and existing conditions. Since then, data have been updated on both state policies and the conduct of PE. Based on updated data, we used PE frequency, duration, and intensity, student mass, and class size to calculate EEE for the delivery of PE under (a) national professional recommendations, (b) 2016 state policies, and (c) school-reported conditions. Although increased from four years ago, only 22 states currently have policies mandating specific PE minutes. EEE over 10years shows the enormous impact PE could have on energy balance. For the average recommended-size PE class, resultant annual EEE based on professional recommendations for min/week far exceeded those based on average state (n=22) policy for min/week by 44.5% for elementary, 62.7% for middle, and 59.5% for high schools. Since 2012 more states adopted policies for PE minutes than dropped them, however, EEE over 10years showed a net loss of 1200kcal/student. With no overall recent improvements in state PE policy and professional recommendations currently not being met, PE remains an underutilized public health resource for EEE. Strong policies, coupled with enhanced accountability of PE teachers and administrators, are needed to ensure PE exists in schools. Copyright © 2016 Elsevier Inc. All rights reserved.

But I Like PE: Factors Associated With Enjoyment of Physical Education Class in Middle School Girls

PubMed Central

Barr-Anderson, Daheia J.; Neumark-Sztainer, Dianne; Schmitz, Kathryn H.; Ward, Dianne S.; Conway, Terry L.; Pratt, Charlotte; Baggett, Chris D.; Lytle, Leslie; Pate, Russell R.

2008-01-01

The current study examined associations between physical education (PE) class enjoyment and sociodemographic, personal, and perceived school environment factors among early adolescent girls. Participants included 1,511 sixth-grade girls who completed baseline assessments for the Trial of Activity in Adolescent Girls, with 50% indicating they enjoyed PE class a lot. Variables positively associated with PE class enjoyment included physical activity level, perceived benefits of physical activity, self-efficacy for leisure time physical activity, and perceived school climate for girls' physical activity as influenced by teachers, while body mass index was inversely associated with PE class enjoyment. After adjusting for all variables in the model, PE class enjoyment was significantly greater in Blacks than in Whites. In model testing, with mutual adjustment for all variables, self-efficacy was the strongest correlate of PE class enjoyment, followed by perceived benefits, race/ethnicity, and teacher's support for girls' physical activity, as compared to boys, at school. The overall model explained 11% of the variance in PE class enjoyment. Findings suggest that efforts to enhance girls' self-efficacy and perceived benefits and to provide a supportive PE class environment that promotes gender equality can potentially increase PE class enjoyment among young girls. PMID:18431947

Does physical education influence eye-hand coordination? The Lifestyles of our Kids intervention study.

PubMed

Wicks, L J; Telford, R M; Cunningham, R B; Semple, S J; Telford, R D

2017-12-01

In Australian government-funded primary schools, the responsibility for physical education (PE) falls mainly on general classroom teachers, many of whom possess limited PE training. This study sought to examine the impact of specialist-taught PE on eye-hand coordination (EHC) development. In this 4-year cluster-randomized intervention, participants were 187 boys and 172 girls initially in grade 2 in 29 primary schools, where no school employed university-trained specialist PE teachers. In 13 (intervention) schools, specialist PE teachers conducted 268 PE classes (two 45-minute sessions/wk) from grade 2 to grade 6. The intervention was based on traditional PE educational objectives, including fundamental motor skills, but did not specifically focus on EHC. The remaining 16 (control) schools continued with common-practice PE taught by general classroom teachers (30-60 min/wk). EHC was measured by a ball throw and wall-rebound catch test and recorded at ages 8, 10, and 12 (SD 0.3) at ends of grades 2, 4, and 6, respectively. There was steady yearly improvement of EHC in both groups, but no evidence of any intervention effect in boys (P=.88) or girls (P=.20). The introduction of specialist-taught PE during 4 years of primary school did not influence EHC development. Considering evidence that classroom teachers make little contribution to PE in this jurisdiction, together with the steady progression of EHC over the 4 years, other influences such as organized sport, after-school activities, natural development, and parental instruction are conceivably more influential factors in EHC development during primary school years. © 2016 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

Preparation Strategies of Osteopathic Medical Students for the COMLEX-USA Level 2-PE.

PubMed

Sandella, Jeanne M; Peters, Alex; Smith, Larissa L; Gimpel, John R

2016-04-01

Since 2002, osteopathic medical schools have made curricular changes to further enhance the clinical skills of their students, to prepare them for residency training, and to pass the Comprehensive Osteopathic Medical Licensing Examination-USA Level 2-Performance Evaluation (COMLEX-USA Level 2-PE). To report how students at osteopathic medical schools prepare for the COMLEX-USA Level 2-PE, and to investigate the effect of these techniques on examination performance. A standardized survey was given to students before the beginning of their examination to assess the preparation of osteopathic medical students for the COMLEX-USA Level 2-PE, such as coursework, orientation materials, and standardized patient (SP) encounters. Surveys that were completed by first-time test takers during the 2013-2014 and 2014-2015 test cycles were included in this study. Of 9120 surveys administered, 8733 were completed, achieving a response rate of 95.8%. Of those 8733 respondents, 8706 students (99.7%) reported having SP encounters during the first and second year of medical school, and 7379 (84%) reported having at least 1 SP encounter in years 3 and 4. Of 8733 students, 6079 (70%) reported receiving feedback from an osteopathic physician on their SP encounters, and 6049 (69%) and 6253 (72%) reported having viewed the COMLEX-USA Level 2-PE orientation video online and having read the examination's orientation guide, respectively. The largest difference in preparation between students who passed the COMLEX-USA Level 2-PE and students who did not was a prerequisite SP examination at their school, with 5574 students (68.9%) who passed reporting having participated compared with 364 students (56.5%) who failed. None of the differences in clinical skills training and test preparation was associated with statistically significant differences in pass or fail status. Osteopathic medical students use a variety of methods to enhance their clinical skills in preparation for the COMLEX-USA Level 2-PE, with universal use of SP programs since the COMLEX-USA Level 2-PE was implemented in 2004. Educators should continue to foster ways to develop students' clinical skills that reflect new advances in education and assessment to ensure that future osteopathic physicians can demonstrate competency in fundamental clinical skills before beginning postgraduate training.

Exergames "As a Teacher" of Movement Education: Exploring Knowing in Moving When Playing Dance Games in Physical Education

ERIC Educational Resources Information Center

Nyberg, Gunn; Meckbach, Jane

2017-01-01

Background: A fundamental dimension of school physical education (PE) is arguably movement and movement activities. However, there is a lack of discussion in the context of PE regarding what can be called the capability to move in terms of coordinative abilities, body consciousness and educing bodily senses. Purpose: This article explores and…

Physically Fit or Physically Literate? How Children with Special Educational Needs Understand Physical Education

ERIC Educational Resources Information Center

Coates, Janine

2011-01-01

The role of physical literacy within physical education (PE) has become a widely debated topic in recent years. Its role in educating children about physicality through embodiment, skill acquisition and reading the environment is argued to be of great benefit to children. However, whether children understand the role of PE in the development of…

The Influences on Teaching Perspectives of Australian Physical Education Teacher Education Students: The First-Year Influences on Teaching Perspectives Exploratory (FIT-PE) Study

ERIC Educational Resources Information Center

Hyndman, Brendon P.; Pill, Shane

2016-01-01

There has been a paucity of literature investigating the teaching beliefs and intentions of Australian physical education teacher education (PETE) students that enter teacher training. The First-year Influences on Teaching Perspectives Exploratory (FIT-PE) study explores the teaching perspectives of first year PETE students; including teaching…

Physical Education Teachers' Career-Long Professional Learning: Getting Personal

ERIC Educational Resources Information Center

Makopoulou, Kyriaki; Armour, Kathleen M.

2011-01-01

The aim of this study was to build upon previous PE-CPD (Physical Education Continuing Professional Development) research by exploring Greek case study physical education (PE) teachers' engagement in professional learning. It is argued that in the contemporary European context, where the teaching profession is viewed as central to achieving wider…

Collaboration between Special and Physical Education: The Benefits of a Healthy Lifestyle for All Students

ERIC Educational Resources Information Center

Klein, Emily; Hollingshead, Aleksandra

2015-01-01

Physical education (PE) has holistic benefits for all students, including those with disabilities, as it supports the development of three critical learning areas: cognitive, psychomotor, and affective ("Adapted Physical Education," 2012; Bailey, 2006; Burgeson, 2004). PE is potentially the main source of physical activity and the…

Utilizing Educational Theoretical Models to Support Effective Physical Education Pedagogy

ERIC Educational Resources Information Center

Usher, Wayne; Edwards, Allan; de Meyrick, Bianca

2015-01-01

Physical education (PE) pedagogy has traditionally been viewed as drillstyle teaching. Whilst this traditional pedagogical approach provides exposure to various skills, used within a school-based PE and sporting context, it does not demonstrate a student's competence associated with their ability to apply these skills in complex game situations.…

The Physical Education and School Sport Environment Inventory: Preliminary Validation and Reliability

ERIC Educational Resources Information Center

Fairclough, Stuart J.; Hilland, Toni A.; Vinson, Don; Stratton, Gareth

2012-01-01

The study purpose was to assess preliminary validity and reliability of the Physical Education and School Sport Environment Inventory (PESSEI), which was designed to audit physical education (PE) and school sport spaces and resources. PE teachers from eight English secondary schools completed the PESSEI. Criterion validity was assessed by…

Physical Education, Sociology, and Sociology of Sport: Points of Intersection.

ERIC Educational Resources Information Center

Sage, George H.

1997-01-01

Examines the rise of sociology and physical education (PE), discussing linkages that initially existed and the separation that transpired between them. Also examines connections between social theory and PE before the sociology of sport was formally developed. Details the rise of sociology of sport, highlighting roles of physical educators. (SM)

Individual and Instructional Determinants of Student Engagement in Physical Education

ERIC Educational Resources Information Center

Bevans, Katherine; Fitzpatrick, Leslie-Anne; Sanchez, Betty; Forrest, Christopher B.

2010-01-01

This study was conducted to identify student characteristics and instructional factors that impact student engagement in physical education (PE). Data were derived from the systematic observation of 124 sessions taught by 31 physical educators and the administration of health and PE engagement questionnaires to 2,018 students in grades 5-8.…

Affective Learning Profiles in Compulsory High School Physical Education: An Instructional Communication Perspective

ERIC Educational Resources Information Center

Webster, Collin A.; Mindrila, Diana; Weaver, Glenn

2013-01-01

Affective learning is a major focus of the national K-12 physical education (PE) content standards (National Association for Sport and Physical Education [NASPE, 2004]). Understanding how students might fit into different affective learning subgroups would help extend affective learning theory in PE and suggest possible intervention strategies for…

Physical Education Cultures in Sweden: Fitness, Sports, Dancing … Learning?

ERIC Educational Resources Information Center

Larsson, Håkan; Karlefors, Inger

2015-01-01

In a significant article from 1993, Crum describes the purpose of physical education (PE) as a "planned introduction into movement culture". In broad terms, this purpose is tantamount to the stated purpose of Swedish PE in national steering documents. Crum contends, however, that physical educators do not prioritise learning, which is…

Homophobia in physical education and sport: the role of physical/sporting identity and attributes, authoritarian aggression, and social dominance orientation.

PubMed

O'Brien, Kerry S; Shovelton, Heather; Latner, Janet D

2013-01-01

We examined levels of, and reasons for, anti-gay and anti-lesbian prejudice (homophobia) in pre-service physical education (PE) and non-physical education (non-PE) university students. Participants (N = 409; 66% female; N = 199 pre-service physical educators) completed questionnaires assessing anti-gay and lesbian prejudice, authoritarianism, social dominance orientation (SDO), physical/athletic identity and self-concept, and physical attributes. ANCOVAs revealed that PE students had higher levels of anti-gay (p = .004) and lesbian prejudice than non-PE students (p = .008), respectively. Males reported greater anti-gay prejudice (p < .001), but not anti-lesbian prejudice, than females. Authoritarian aggression was positively associated with greater anti-gay (β = .49) and lesbian prejudice (β = .37) among male participants. Among females, higher authoritarian aggression and SDO was associated with greater anti-gay (β = .34 and β = .25, respectively) and lesbian (β = .26 and β = .16, respectively) prejudice. The physical identity-related constructs of athletic self-concept (β = .-15) and perceived upper body strength (β = .39) were associated with anti-gay attitudes among male participants. Physical attractiveness (β = -.29) and upper body strength (β = .29) were also associated with male participants' anti-lesbian prejudice. Regression analyses showed that the differences between PE and non-PE students in anti-gay and lesbian prejudice were largely mediated by authoritarianism and SDO. The present study is the first to examine the relationship between investment in physical/sporting identity and attributes and anti-gay and lesbian prejudice in PE/sport participants. In the present sample, anti-gay and lesbian prejudice was greater in pre-service PE students than non-PE students, but these differences appear to be explained by differences in conservative ideological traits. Additionally, physical identity and athletic attributes based around masculine ideals also appear to contribute to this prejudice in males.

A cluster-randomized controlled trial of strategies to increase adolescents' physical activity and motivation during physical education lessons: the Motivating Active Learning in Physical Education (MALP) trial.

PubMed

Rosenkranz, Richard R; Lubans, David R; Peralta, Louisa R; Bennie, Andrew; Sanders, Taren; Lonsdale, Chris

2012-10-01

The physical activity (PA) levels of many children and adolescents in Australia are currently insufficient to promote health benefits. Physical education (PE) programs aim to promote PA and reach nearly all school-aged children, but PA levels within PE lessons are often low. PE teachers may influence children's motivation to be physically active in PE lessons, but little is known about teacher strategies that effectively motivate children to participate in PA, and few intervention studies have examined motivational strategies in PE. The purpose of this study was to compare the effect of three motivational strategies, each based on Self-Determination Theory (SDT), on PA levels, and their hypothesized antecedents, during year 8 PE lessons. This study employed a cluster-randomized controlled trial design. Following a familiarization session, PA levels and hypothesized PA antecedents were measured during a baseline lesson and a post-intervention or control lesson. Teachers (n = 16) and their classes from five secondary schools in Sydney, Australia were randomly assigned into four blocks and instructed to provide one of four 20-min lesson teaching strategy conditions: (1) explaining the relevance of activities; (2) providing choice from PA options selected by the teacher; (3) providing equipment and free choice of activities; or (4) usual practice. The primary outcomes were lesson time spent in moderate-to-vigorous PA, and motivation towards the lesson. Secondary outcomes were perceptions of teacher behavior, psychological needs satisfaction, and lesson time spent in sedentary behavior. PA and sedentary behavior were measured during baseline and post-intervention lessons with waist-mounted Actigraph GT3X accelerometers. Teacher behavior, psychological needs satisfaction, and motivation were assessed via questionnaires at the end of each lesson. Linear mixed-model analyses will be run on all outcomes, with students nested within teachers as a random effect. Study findings will inform the development of effective SDT-based teaching strategy interventions to enhance students' psychological needs satisfaction, motivation, and PA levels. More effective teaching strategies may be identified that are capable of improving adolescents' PA levels, and thereby provide beneficial population health outcomes. This trial is registered with Current Controlled Trials and is traceable as ISRCTN07038258.

A cluster-randomized controlled trial of strategies to increase adolescents’ physical activity and motivation during physical education lessons: the Motivating Active Learning in Physical Education (MALP) trial

PubMed Central

2012-01-01

Background The physical activity (PA) levels of many children and adolescents in Australia are currently insufficient to promote health benefits. Physical education (PE) programs aim to promote PA and reach nearly all school-aged children, but PA levels within PE lessons are often low. PE teachers may influence children’s motivation to be physically active in PE lessons, but little is known about teacher strategies that effectively motivate children to participate in PA, and few intervention studies have examined motivational strategies in PE. The purpose of this study was to compare the effect of three motivational strategies, each based on Self-Determination Theory (SDT), on PA levels, and their hypothesized antecedents, during year 8 PE lessons. Methods/design This study employed a cluster-randomized controlled trial design. Following a familiarization session, PA levels and hypothesized PA antecedents were measured during a baseline lesson and a post-intervention or control lesson. Teachers (n = 16) and their classes from five secondary schools in Sydney, Australia were randomly assigned into four blocks and instructed to provide one of four 20-min lesson teaching strategy conditions: (1) explaining the relevance of activities; (2) providing choice from PA options selected by the teacher; (3) providing equipment and free choice of activities; or (4) usual practice. The primary outcomes were lesson time spent in moderate-to-vigorous PA, and motivation towards the lesson. Secondary outcomes were perceptions of teacher behavior, psychological needs satisfaction, and lesson time spent in sedentary behavior. PA and sedentary behavior were measured during baseline and post-intervention lessons with waist-mounted Actigraph GT3X accelerometers. Teacher behavior, psychological needs satisfaction, and motivation were assessed via questionnaires at the end of each lesson. Linear mixed-model analyses will be run on all outcomes, with students nested within teachers as a random effect. Discussion Study findings will inform the development of effective SDT-based teaching strategy interventions to enhance students’ psychological needs satisfaction, motivation, and PA levels. More effective teaching strategies may be identified that are capable of improving adolescents’ PA levels, and thereby provide beneficial population health outcomes. Trial registration This trial is registered with Current Controlled Trials and is traceable as ISRCTN07038258. PMID:23025261

Attitudes toward and Motivation for PE. Who Collects the Benefits of the Subject?

ERIC Educational Resources Information Center

Säfvenbom, Reidar; Haugen, Tommy; Bulie, Marte

2015-01-01

Background and purpose: Due to attitudinal and motivational aims in the national curriculum, and to lack of research on adolescents' experiences with physical education (PE) in Norway, the purposes of this study were to (1) attain data on attitudes toward PE and self-determined motivation for PE among a representative sample of adolescents (N =…

Process evaluation results from the HEALTHY physical education intervention

PubMed Central

Hall, William J.; Zeveloff, Abigail; Steckler, Allan; Schneider, Margaret; Thompson, Deborah; Pham, Trang; Volpe, Stella L.; Hindes, Katie; Sleigh, Adriana; McMurray, Robert G.

2012-01-01

Process evaluation is an assessment of the implementation of an intervention. A process evaluation component was embedded in the HEALTHY study, a primary prevention trial for Type 2 diabetes implemented over 3 years in 21 middle schools across the United States. The HEALTHY physical education (PE) intervention aimed at maximizing student engagement in moderate-to-vigorous physical activity through delivery of structured lesson plans by PE teachers. Process evaluation data collected via class observations and interventionist interviews assessed fidelity, dose delivered, implementor participation, dose received and barriers. Process evaluation results indicate a high level of fidelity in implementing HEALTHY PE activities and offering 225 min of PE every 10 school days. Concerning dose delivered, students were active for approximately 33 min of class, representing an average of 61% of the class time. Results also indicate that PE teachers were generally engaged in implementing the HEALTHY PE curriculum. Data on dose received showed that students were highly engaged with the PE intervention; however, student misbehavior was the most common barrier observed during classes. Other barriers included teacher disengagement, large classes, limited gym space and poor classroom management. Findings suggest that the PE intervention was generally implemented and received as intended despite several barriers. PMID:22156231

Process evaluation results from the HEALTHY physical education intervention.

PubMed

Hall, William J; Zeveloff, Abigail; Steckler, Allan; Schneider, Margaret; Thompson, Deborah; Pham, Trang; Volpe, Stella L; Hindes, Katie; Sleigh, Adriana; McMurray, Robert G

2012-04-01

Process evaluation is an assessment of the implementation of an intervention. A process evaluation component was embedded in the HEALTHY study, a primary prevention trial for Type 2 diabetes implemented over 3 years in 21 middle schools across the United States. The HEALTHY physical education (PE) intervention aimed at maximizing student engagement in moderate-to-vigorous physical activity through delivery of structured lesson plans by PE teachers. Process evaluation data collected via class observations and interventionist interviews assessed fidelity, dose delivered, implementor participation, dose received and barriers. Process evaluation results indicate a high level of fidelity in implementing HEALTHY PE activities and offering 225 min of PE every 10 school days. Concerning dose delivered, students were active for approximately 33 min of class, representing an average of 61% of the class time. Results also indicate that PE teachers were generally engaged in implementing the HEALTHY PE curriculum. Data on dose received showed that students were highly engaged with the PE intervention; however, student misbehavior was the most common barrier observed during classes. Other barriers included teacher disengagement, large classes, limited gym space and poor classroom management. Findings suggest that the PE intervention was generally implemented and received as intended despite several barriers.

Physical Activity in Physical Education: Are Longer Lessons Better?

PubMed Central

Smith, Nicole J.; Monnat, Shannon M.; Lounsbery, Monica A.F.

2015-01-01

BACKGROUND The purpose of this study was to compare physical activity (PA) outcomes in a sample of high school physical education (PE) lessons from schools that adopted traditional versus modified block schedule formats. METHODS We used the System for Observing Fitness Instruction Time (SOFIT) to conduct observations of 168 high school (HS) PE lessons delivered by 22 PE teachers in 4 schools. We used t-tests and multilevel models were used to explore variability in moderate PA and vigorous PA. RESULTS PA outcomes were significantly different between modified block and traditional schools. Students who attended traditional schools engaged in more vigorous PA in PE lessons. Modified block lessons lost more scheduled lesson time due to poor transition to and from the locker room. PA outcomes were positively associated with fitness and teacher promotion of PA and negatively associated with lost time, class size, management, and knowledge. CONCLUSIONS Though PE proponents widely advocate for more PE minutes, this study showed that greater time scheduled in PE does not necessarily result in more student accrual of MVPA minutes. PMID:25611935

Same-Day Participation in Physical Education and Interscholastic Sports

ERIC Educational Resources Information Center

Velasquez, James R.; Hamilton, Matthew

2012-01-01

A fundamental objective for the physical educator is to provide students with effective, age-appropriate physical education (PE) in a safe environment. The importance of PE must be emphasized in light of the strong association between regular physical activity and health. Currently, 18% of U.S. children ages 6 to 19 are classified as overweight…

Levels on the Playing Field: The Social Construction of Physical "Ability" in the Physical Education Curriculum

ERIC Educational Resources Information Center

Evans, John; Penney, Dawn

2008-01-01

Background: This paper develops an analysis of how "educability" and "physical ability" are socially configured through the practices of physical education (PE) in schools. We pursue this interest as part of a broader project, shared by many in the wider community of social science researchers in PE, to better understand how…

PE Ninja Warrior: Designing an American Ninja Warrior Unit for Physical Education

ERIC Educational Resources Information Center

Bruno, Laura E.; Farrell, Anne

2017-01-01

Regular participation in physical activity during childhood and adolescence is critical to the development of healthy habits that will continue into adulthood. Research suggests that children who lead sedentary lives are more likely to continue those habits later in life. A key goal of physical education (PE) is to educate students on the…

Physical Education Curriculum Reform in China: A Perspective from Physical Education Teachers

ERIC Educational Resources Information Center

Jin, Aijing

2013-01-01

Background: Among the many changes occurring across Chinese society in the early years of the 21st century has been the construction and implementation of a new national curriculum which includes physical education (PE) as one of the main subject areas. Unlike the old PE curriculum with its sports performance-oriented criteria, the new curriculum…

Addressing Educational Reform: Exploring PE Metrics as a System to Measure Student Achievement in Physical Education

ERIC Educational Resources Information Center

Hushman, Glenn; Hushman, Carolyn; Carbonneau, Kira

2015-01-01

The current educational reform movement in the United States is focused on measuring the effectiveness of teachers. One component of teacher effectiveness is student achievement. The effectiveness of using PE Metrics as a measure of student achievement in a physical activity setting with a low socioeconomic, culturally diverse population was…

Overview of the Hungarian National Youth Fitness Study

ERIC Educational Resources Information Center

Csányi, Tamás; Finn, Kevin J.; Welk, Gregory J.; Zhu, Weimo; Karsai, István; Ihász, Ferenc; Vass, Zoltán; Molnár, László

2015-01-01

The 2012 Public Act on Education in Hungary made daily physical education (PE) a mandatory part of the school day starting in the 2012-2013 school year. This directive was linked to a significant reorganization of the Hungarian education system including a new National Core Curriculum that regulates the objectives and contents of PE. The Hungarian…

Physical education or playtime: which is more effective at promoting physical activity in primary school children?

PubMed

Wood, Carly; Hall, Katie

2015-01-20

School physical education (PE) and playtime provide important opportunities for physical activity (PA). However, little research has assessed PA during primary school PE using accelerometry or compared PA during different lesson types. There is also a lack of research comparing PA during PE and playtime, despite suggestions that playtime promotes more PA. The primary aim of this study was to determine which types of PE lesson are most facilitative of PA. The secondary aim was to determine whether children are more active during PE or playtime. Descriptive and fitness data were assessed in 20 children aged 8-9years from a single school. Over eight consecutive weeks PA was assessed during PE lessons, which were classified as either team games or movement activities. At the mid-week of data collection playtime PA was also assessed. PA was assessed using accelerometry and the percentage of time spent in moderate to vigorous PA (MVPA) calculated. Paired t-tests were used to compare MVPA during movement lessons and team games lessons and during PE and playtime. Children spent 9.5% of PE lessons in MVPA and engaged in significantly more MVPA during team games (P < 0.001). MVPA was also significantly higher during PE than playtime (P < 0.01). Children do not engage in sufficient PA during PE, but are most active during team games lessons; whilst PA during playtime is lower than PE. Interventions to increase PA during both PE and playtime are therefore required. PE interventions should target games lessons as they dominate the curriculum, encourage most PA and present the greatest potential for change. Playtime interventions should encourage participation in active games through the provision of playground equipment and markings.

Linking secondary school physical education with community sport and recreation for girls: a process evaluation.

PubMed

Casey, Meghan M; Telford, Amanda; Mooney, Amanda; Harvey, Jack T; Eime, Rochelle M; Payne, Warren R

2014-10-06

The purpose of this study was to undertake a process evaluation to examine the reach, adoption and implementation of a school-community linked physical activity (PA) program for girls aged 12 - 15 years (School Years 7 - 9) using the RE-AIM framework. Various approaches were used to assess 'reach', 'adoption' and implementation: (a) a school environment survey of intervention schools (n = 6); (b) teacher feedback regarding the professional development component (91.1% response rate) and lesson implementation (60.8% response rate); and (c) post-intervention focus group interviews with physical education (PE) teachers (n = 29), students (n = 125), coaches (n = 13) and instructors (n = 8) regarding program experiences. Reach and Adoption: Seven schools (n = 1491 Year 7-9 female student enrolment; 70% adoption rate), five tennis clubs, eight football clubs and five leisure centres participated in the program during 2011. Program design and professional development opportunities (training, resource manual and opportunities to work with coaches and instructors during PE classes) supported implementation and student engagement in PA. However, there was a lack of individual and organisational readiness to adopt program principles. For some deliverers there were deeply embedded ideologies that were not aligned with the Game Sense teaching approach upon which the program was based. Further, cognitive components of the program such as self-management were not widely adopted as other components of the program tended to be prioritised. The program design and resources supported the success of the program, however, some aspects were not implemented as intended, which may have affected the likelihood of achieving further positive outcomes. Barriers to program implementation were identified and should be considered when designing school-community linked interventions. In particular, future programs should seek to assess and adjust for organizational readiness within the study design. For example, shared commitment and abilities of program deliverers to implement the program needs to be determined to support program implementation. ACTRN12614000446662. April 30th 2014.

High School Physical Education Requirements and Youth Body Weight: New Evidence from the YRBS.

PubMed

Sabia, Joseph J; Nguyen, Thanh Tam; Rosenberg, Oren

2017-10-01

Previous research has found that high school physical education (PE) requirements are largely ineffective at reducing youth body weight. However, these studies were forced to rely on cross-state variation in PE requirements to identify their impacts, raising concerns that estimated policy effects may be confounded by state-level unobservables. Using data from the State and National Youth Risk Behavior Surveys and exploiting recent changes in state high school PE laws, we re-examine the effect of PE requirements on body weight. Our estimates show that a one-semester increase in PE requirements is associated with a 10 to 13% increase in minutes per week spent physically active in PE classes, but with no change in net vigorous exercise and little change in youth body weight. We conclude that substitution of in-school for outside-of-school physical activity and small resultant net energy expenditures can explain the absence of body weight effects. Copyright © 2016 John Wiley & Sons, Ltd. Copyright © 2016 John Wiley & Sons, Ltd.

Persons' various experiences of learning processes in patient education for osteoarthritis, a qualitative phenomenographic approach.

PubMed

Larsson, Ingalill; Sundén, Anne; Ekvall Hansson, Eva

2018-03-30

Patient education (PE) is a core treatment of osteoarthritis (OA) with the aim to increase persons' knowledge, self-efficacy, and empowerment. To describe person's various experiences of learning processes in PE for OA. Phenomenography. Semi-structured interviews were performed with the same persons, pre- (11) and post- (9) education. Various experiences on learning processes were found and were described in an outcome space. Achieving knowledge describes self-regulated learning and strongly relates to Control, which describes a high order cognitive learning skill, and minor to Confirm, which describes a cognitive learning skill based on recognition and application. Receiving knowledge describes the expectancy of learning regulated from the educator and strongly relates to Comply, which describes a low-order cognitive learning skill, and minor to Confirm. Different experiences of motivation and learning impact on persons' learning processes which, in turn, influence the persons' capability to accomplish self-efficacy and empowerment. The outcome space may serve as a basis for discussions between healthcare educators involved in PE to better understand what learning implies and to develop PE further.

The researchers have left the building: what contributes to sustaining school-based interventions following the conclusion of formal research support?

PubMed

Friend, Sarah; Flattum, Colleen F; Simpson, Danielle; Nederhoff, Dawn M; Neumark-Sztainer, Dianne

2014-05-01

This study examined the sustainability of New Moves, a school-based program aimed at decreasing weight-related problems in adolescent girls. The National Cancer Institute recognizes New Moves as a research-tested intervention program that produced positive behavioral and psychosocial outcomes. Ten schools participated in the sustainability study. Teachers completed a survey and interview, and research staff observed 1 physical education (PE) class within 2 years of the study's completion. Qualitative data were grouped by themes. Frequencies were calculated using quantitative data. All schools continued all-girls PE classes using New Moves components following the study period. Fewer schools continued the nutrition and social support classroom modules and individual coaching sessions while no schools continued lunch get-togethers. Program components were sustained in both New Moves intervention schools and control schools. Programs are most likely to be sustained if they (1) fit into the current school structure, (2) receive buy-in by teachers, and (3) require minimal additional funds or staff time. Providing control schools with minimal training and intervention resources was sufficient to continue program components if staff perceived the program was important for students' health and compatible within the school's existing infrastructure. © 2014, American School Health Association.

The Productive Effect of Power: (Dis)Pleasurable Bodies Materialising in and through the Discursive Practices of Boys' Physical Education

ERIC Educational Resources Information Center

Gerdin, Göran; Larsson, Håkan

2018-01-01

Background: Pleasure is often a key feature of school physical education (PE) and, indeed, a lot of students find pleasure in and through PE while others do not. However, pleasure is rarely considered to be of educational value in the subject [Pringle, R. (2010). "Finding Pleasure in Physical Education: A Critical Examination of the Educative…

76 FR 78072 - Bureau of Educational and Cultural Affairs (ECA) Request for Grant Proposals (RFGP...

Federal Register 2010, 2011, 2012, 2013, 2014

2011-12-15

... exceed participants by more than a factor of two-to-one. 10. Return Travel Allowance. A return travel... include one extra copy of the completed SF-424 form and place it in an envelope addressed to ``ECA/EX/PM..., Program Management Division, ECA-IIP/EX/PM, Ref.: ECA/PE/C/SU-12-15, SA-5, Floor 4, Department of State...

Self-reported premature ejaculation prevalence and characteristics in Korean young males: community-based data from an internet survey.

PubMed

Son, Hwancheol; Song, Sang Hoon; Kim, Soo Woong; Paick, Jae-Seung

2010-01-01

Premature ejaculation (PE) is suspected to be the most prevalent male sexual complaint, and the prevalence of PE is considerably high also in the younger generation. We investigated the PE prevalence based on the Diagnostic and Statistical Manual of Mental Disorders (4th ed text revision; DSM-IV-TR) definition and the risk factors of PE in Korean young men via Internet survey. Subjects (n = 3980) aged from 20 to 59, who performed sexual intercourse more than once a month during the past 6 months were asked to participate in this study. Participants were asked to complete a questionnaire that consisted of questions on general, medical, and sexual history related to ejaculation. A total of 600 subjects were included in this study. PE prevalence was found to be 18.3%. Prevalences were not significantly different across age groups, after excluding subjects with erectile dysfunction (ED). Educational level, marital status and duration, average income, sexual orientation, smoking, alcohol consumption, and circumcision status showed no difference in the PE and non-PE groups. Partners perceived satisfaction rates were 45.0% in the PE group and 63.9% in the non-PE group. Significant differences were found between the PE and non-PE groups in terms of ED, obesity, and depression prevalence. However, multiple logistic regression analysis revealed that the significant risk factors of PE were age and the frequency of conversations with partners about sexual intercourse. This Internet-based study is limited because participants probably represent a selected population of Internet users with non-representative educational and socioeconomic profiles. This study is the first to report the prevalence of both self-reported PE and PE on the basis of the DSM-IV-TR definition in the Korean population. This study demonstrates that PE in Korea is as prevalent as it is in European countries and the United States.

The Effect of Participation in Professional Development on Perceived Change in Teaching Practice by Minnesota K-12 Physical Education Teachers

ERIC Educational Resources Information Center

Sertich, Sally Krause

2013-01-01

This study used a conceptual framework of professional development theory to identify characteristics of effective learning activities specific to 259 Minnesota K-12 public school physical education and developmental adapted physical education (PE/DAPE) teachers during 2012-2013. Study results confirmed that as PE/DAPE teacher participation in…

Physical Education Resources, Class Management, and Student Physical Activity Levels: A Structure-Process-Outcome Approach to Evaluating Physical Education Effectiveness

ERIC Educational Resources Information Center

Bevans, Katherine B.; Fitzpatrick, Leslie-Anne; Sanchez, Betty M.; Riley, Anne W.; Forrest, Christopher

2010-01-01

Background: This study was conducted to empirically evaluate specific human, curricular, and material resources that maximize student opportunities for physical activity during physical education (PE) class time. A structure-process-outcome model was proposed to identify the resources that influence the frequency of PE and intensity of physical…

Assessing with New Eyes? Assessment for Learning in Norwegian Physical Education

ERIC Educational Resources Information Center

Leirhaug, Petter E.; Annerstedt, Claes

2016-01-01

Background: The latest curriculum reform in Norway is one example of an education reform with a highly emphasised assessment for learning (AfL) agenda. Acknowledging that there is a lack of empirical research on AfL in physical education (PE), and that AfL potentially can have an important role to play in development of PE pedagogy, this paper set…

Exploring Australian Secondary Physical Education Teachers' Understanding of Physical Education in the Context of New Curriculum Familiarisation

ERIC Educational Resources Information Center

Pill, Shane; Stolz, Steven

2017-01-01

This paper explores Australian secondary physical education (PE) teachers' understanding of PE in the context of new curriculum familiarisation. Data was initially collected through online surveys (phase 1), and based on this data, participants were sourced from, and volunteered to be interviewed as part of phase 2 (interviews). The analysis of…

Multimedia Blogging in Physical Education: Effects on Student Knowledge and ICT Self-Efficacy

ERIC Educational Resources Information Center

Papastergiou, Marina; Gerodimos, Vassilis; Antoniou, Panagiotis

2011-01-01

The main idea behind this study was to explore the educational potential of multimedia blogging for academic disciplines such as Physical Education (PE) that are not heavily based on written discourse and where multiple representations are important in learning. A class blog was utilized as a means for PE students to reflect on and showcase their…

The Relationship between Curriculum Time for Physical Education and Literacy and Numeracy Standards in South Australian Primary Schools

ERIC Educational Resources Information Center

Dollman, Jim; Boshoff, Kobie; Dodd, Graham

2006-01-01

There is ongoing debate among educators and in the community about the status of school physical education (PE), particularly in relation to more vocationally-oriented learning areas. Against a backdrop of rising youth obesity, diminishing curriculum time for PE represents a serious public health issue. This study investigated the relationships…

The Impact of Occupational Socialization on Physical Education Pre-Service Teachers' Beliefs about Four Important Curricular Outcomes: A Cross-Sectional Study

ERIC Educational Resources Information Center

Adamakis, Manolis; Zounhia, Katerina

2016-01-01

Most national Physical Education (PE) curriculums worldwide are based on a variety of outcome goals. The most important are physical activity and fitness, self-actualization, motor skill development and social development. Capturing PE Teacher Education pre-service teachers' beliefs toward these outcomes may offer a useful insight into the process…

Experiences and Perceptions of Physical Education

ERIC Educational Resources Information Center

Medcalf, Richard; Marshall, Joe; Hardman, Ken; Visser, John

2011-01-01

This research has studied how children and young people, who are deemed by their school to have social, emotional and behavioural difficulties (SEBD), experience the National Curriculum of Physical Education (PE) in England. Research has previously highlighted the physical, social, affective and cognitive benefits of participation in PE.…

Maternal serum thrombospondin-1 is significantly altered in cases with established preeclampsia.

PubMed

Ulu, İpek; Çekmez, Yasemin; Yıldırım Köpük, Şule; Özer, Nida; Yoğurtçuoğlu, Eser Evrim; Anğın, Pınar; Kıran, Gürkan

2018-02-22

The aim of the study was to investigate whether maternal serum TSP-1 level was associated with PE. In our case control study, 84 pregnant women in the third trimester were included. Forty-one of them were healthy and 43 of them were with the diagnosis of PE. The diagnosis was based on the definitions of the National High Blood Pressure Education Program working Group on High Blood Pressure in Pregnancy. Preeclamptic patients were divided into two subgroups as mild and severe. Blood pressure (BP) of pregnant women were obtained in left-side lying position using a mercury sphygmomanometer after at least 10 minutes of rest. Ten milliliters of venous blood was taken from every pregnant women and dispensed into lithium heparin and serum was obtained. Samples were stored at -80 °C until analyzed. Serum TSP-1 level was measured using enzyme-linked immunosorbent assay (ELISA). All tests were two-tailed and p < .05 was considered to be statistically significant. TSP-1 level was significantly lower in PE group than in controls (p = .003). Platelet counts were similar in two groups (p = .26). TSP-1 levels were significantly lower in severe PE than in mild PE cases. According to the subgroup analysis, TSP-1 level was found significantly lower in severe preeclampsia group compared to control group (p = .015). In light of the association between endothelial dysfunction and preeclampsia, we claim that lower levels of TSP-1 which is released mostly from endothelial cells seem to reflect disease severity in PE. Our study reveals that maternal serum TSP-1 levels decrease in pregnant women presenting with PE and TSP-1 may be a new biomarker for the detection of PE and even severity of it. Further studies especially prospective ones with greater numbers of cases are needed.

Effect of Autonomy Support on Self-Determined Motivation in Elementary Physical Education

PubMed Central

Chang, Yu-Kai; Chen, Senlin; Tu, Kun-Wei; Chi, Li-Kang

2016-01-01

Using the quasi-experimental design, this study examined the effect of autonomy support on self-determined motivation in elementary school physical education (PE) students. One hundred and twenty six participants were assigned to either the autonomy support group (n = 61) or the control group (n = 65) for a six-week intervention period. Perceived teacher autonomy, perceived autonomy in PE, and self-determined motivation in PE were pre- and post-tested using validated questionnaires. Significant increases in perceived teacher autonomy and perceived autonomy in PE were observed in the autonomy support group, but not in the control group. Intrinsic motivation was higher in the autonomy support group than that in the control group. From an experimental perspective, these findings suggest that the autonomy support was successfully manipulated in the PE classes, which in turn increased the students’ perceived autonomy and intrinsic motivation. Key points The SDT is a relevant theoretical framework for elementary school physical education. Using the quasi-experimental research design, this study is one of the earlies studies supporting that elementary school PE teachers can manipulate the instructional context using the SDT to increase students’ perceived autonomy and intrinsic motivation. Increasing students’ perceived autonomy may not lead to significant changes in other SDT constructs (i.e., amotivation, external regulation, introjected regulation, and identified regulation). PMID:27803624

[THE COMPARISON BETWEEN FOOD HABITS AND PHYSICAL CONDITION AMONG PHYSICAL EDUCATION AND OTHER UNDERGRADUATE STUDENTS].

PubMed

Valdes-Badilla, Pablo; Godoy-Cumillaf, Andrés; Herrera-Valenzuela, Tomás; Durán-Agüero, Samuel

2015-08-01

college students show a great susceptibility to acquire inadequate habits during their university studies, which they could maintain along their life. compare the dietary habits and physical fitness among physical education students and other university careers at the same university and campus. the sample included 343 students, mainly men (70%), 212 students from the career of Physical Education (PE) and 131 students of other careers (OC) of the Universidad Autónoma de Chile, Temuco campus. A validated survey about eating habits and physical fitness tests were applied to each student. in comparison with the students from other careers, the men of PE have a lower frequency of consumption of dairy, vegetables, alcohol (p < 0.05) and women of PE have higher frequency of consumption of homemade food, biscuits and sweet snacks (p < 0.05). Regarding the physical fitness, PE students obtained the best performance as was expected. no major differences were observed among the eating habits of students PE and OC from the same university, while physical fitness is consistent with the greater stimulus that the PE students receive in their academic training, which would serve as a excuse to consume more sugary drinks, junk food, cookies and sweet snacks. Copyright AULA MEDICA EDICIONES 2014. Published by AULA MEDICA. All rights reserved.

Should I stay or should I go? Physical education teachers' career intentions.

PubMed

Mäkelä, Kasper; Hirvensalo, Mirja; Whipp, Peter R

2014-06-01

This study investigated Finnish physical education (PE) teachers' intentions to leave the profession and the reasons behind them. A large sample (N = 808) of PE teachers who graduated between 1980 and 2008 (432 women, 376 men) answered a modified job satisfaction and teacher follow-up questionnaire that elicited career perceptions, intentions, and current work duties. In this sample, 26% of the respondents were contemplating leaving their jobs as PE teachers and an additional 13% were actually in the process of transferring from PE teaching but planned to remain in school teaching. To determine the reasons for considering leaving the PE teaching profession, principal axis factoring with direct oblimin rotation was performed on the 35 items of the questionnaire. These factors were labeled as status of the PE teaching profession, pupils, working conditions, colleagues, expertise, workload, administration, and stress. The most influential factors were poor facilities, poor equipment, and isolation from the peers. Additional factors included working conditions, low status of the PE teachers, and workload. For women, workload and stress were more significant reasons for leaving the profession than they were for men (p = .010-.040, d = 0.34-0.43). PE teachers in the age group of 40 to 44 years old constituted the largest group who were considering leaving the profession. Thirty-nine percent of the PE teachers considered leaving the profession. Even though PE teachers face a variety of challenges in their work, the majority intend to remain in the teaching profession. Improved resourcing and collegial support could potentially reduce PE teachers' intention to leave.

Pupils’ and teachers’ experiences of school-based physical education: a qualitative study

PubMed Central

Lewis, Kiara

2014-01-01

Objectives To explore pupils’ and teachers’ experiences of physical education (PE). Study design A qualitative investigation employing semistructured interviews. Self Determination Theory was used as a guiding theory and Template Analysis was used to analyse the data. Setting A secondary school in the North East of England. Participants 14 pupils (aged 13 and 14, boys and girls) with a range of self-perceived competencies regarding PE and four PE teachers of the pupils (3 male, 1 female). Primary and secondary outcomes (1) Attitudes and perceptions of PE pupils regarding their experiences of compulsory school PE lessons. (2) PE teachers’ experiences of teaching PE. Results Key results from pupils and teachers suggest pupils enjoy participation in PE when they feel competent, in control and supported by others. Feeling competent depended on (1) the activity within PE and (2) the pupils perceived physical capabilities/aptitude. Feeling in control related to (1) having a choice of activities, (2) being able to set exertion levels and (3) control over clothes worn while taking part. Relationships within pupil groups and between pupils and teachers were perceived as important. Teachers could positively influence their pupils’ enjoyment by understanding and supporting their personal goals, as opposed to dictating and controlling what they did and for how long, and by promoting a non-threatening atmosphere between pupils. Conclusions Rising obesity levels and concerns over the fitness of children and young people has returned the focus of PE to its potential as a vehicle for promoting health. This study suggests schools and PE teachers in particular can positively influence the PE experience of both boys and girls by providing more choice of activities and letting pupils make their own decisions based on their personal needs. PMID:25227625

The present and future use of physician extenders in general surgery training programs: one response to the 80-hour work week.

PubMed

Pezzi, Christopher; Leibrandt, Thomas; Suryadevara, Sree; Heller, Janice K; Hurley-Martonik, Donna; Kukora, John S

2009-04-01

The aim of this study was to assess the use of physician extenders (PEs) in general surgery residency programs. We surveyed the program directors in surgery for the number of chief residents, PEs on general surgery services, PE duties, whether PEs were hired in response to Accreditation Council for Graduate Medical Education work-hour restrictions, plans to hire additional PEs, and program type. Data were analyzed using the Student's t-test; p values are two-tailed and considered significant if <0.05. There were 163 programs (65%) that responded, (87 university, 70 nonuniversity, and 6 military programs), with a total of 689 graduating chief residents per year. One hundred sixty programs use 840 PEs (median, 3.5 PEs per program; mean, 5.3 PEs per program, 2 PEs per chief resident). One hundred twenty-seven programs (79%) use at least 1 PE (range 1 to 50 PEs); 93 programs (57%) hired 513 (61%) PEs in response to work-hour restrictions. Before 2003, the mean number of PEs per program was 2.0; after 2003, there were 5.3 per program (p=0.0001). Most common uses of PEs included taking histories and physicals (84%), seeing consults (58%), first-assisting (52%), and seeing patients in the emergency department (47%). Forty-seven of 162 (29%) programs plan to hire more PEs in the next 3 years, 76 programs (47%) would like to, but are unsure of funding; 23 programs (14%) are not planning to increase the total, and 16 programs (10%) are unsure. With available funding, 431 additional PEs may be hired in the next 3 years, for a total of 1,271 PEs in 163 programs, or an average of 7.8 PEs per program and 1.8 PEs per chief resident. PEs have been hired in large numbers to assist on general surgery teaching services, with most hired in response to Accreditation Council for Graduate Medical Education work-hour restrictions, and most of their duties are intended to aid resident education. Almost 80% of programs currently use PEs; 76% would like to hire more. Currently 1.2 PEs are used per graduating chief resident; this could increase to 1.8 PEs per chief resident in the next 3 years.

A Shared Secret

ERIC Educational Resources Information Center

Lyngstad, Idar

2014-01-01

This article is based on an interview with a Norwegian physical education (PE) teacher on the social contact she had with pupils when teaching them PE. The article examines a two-dimensional aspect of a teaching situation relating to swimming instruction in PE, especially focusing on pupils' positive experiences of learning to swim and the…

Effect of Autonomy Support on Self-Determined Motivation in Elementary Physical Education.

PubMed

Chang, Yu-Kai; Chen, Senlin; Tu, Kun-Wei; Chi, Li-Kang

2016-09-01

Using the quasi-experimental design, this study examined the effect of autonomy support on self-determined motivation in elementary school physical education (PE) students. One hundred and twenty six participants were assigned to either the autonomy support group (n = 61) or the control group (n = 65) for a six-week intervention period. Perceived teacher autonomy, perceived autonomy in PE, and self-determined motivation in PE were pre- and post-tested using validated questionnaires. Significant increases in perceived teacher autonomy and perceived autonomy in PE were observed in the autonomy support group, but not in the control group. Intrinsic motivation was higher in the autonomy support group than that in the control group. From an experimental perspective, these findings suggest that the autonomy support was successfully manipulated in the PE classes, which in turn increased the students' perceived autonomy and intrinsic motivation.

Practical Epistemologies in Physical Education Practice

ERIC Educational Resources Information Center

Quennerstedt, Mikael

2013-01-01

With a point of departure in a transactional understanding of epistemology, the purpose of this paper is to explore practical epistemologies in physical education (PE) by investigating how knowledge is produced and reproduced in students' and teachers' actions in PE practices posted as clips on the user-generated video-sharing website…

Negotiating Masculine Hegemony: Female Physical Educators in an All-Boys' School

ERIC Educational Resources Information Center

Mooney, Amanda; Hickey, Chris

2012-01-01

School physical education (PE) and sport are commonly regarded as sites where dominant or hegemonic masculinities cultivate, often at the expense of individuals who embody different gendered identities. In all-boys' PE settings, curriculum content frequently orientates around competitive and traditionally masculine team sports wherein teaching…

Examining South Korea's Elementary Physical Education Performance Assessment Using Assessment Literacy Perspectives

ERIC Educational Resources Information Center

Park, Yongnam

2017-01-01

This study examines the issues pertaining to South Korea's elementary physical education (PE) performance assessment, using an assessment literacy (Hay & Penney, 2013) perspective to propose future directions. Eight elementary teachers currently teaching PE were selected as participants. Data were collected through semi-structured in-depth…

Japanese Physical Education Teachers' Beliefs about Teaching Students with Disabilities

ERIC Educational Resources Information Center

Sato, Takahiro; Hodge, Samuel R.; Murata, Nathan M.; Maeda, Julienne K.

2007-01-01

The purpose of this study was to describe Japanese physical education (PE) teachers' beliefs about teaching students with disabilities in integrated classes. Participants were five Japanese PE teachers (one women and four men). The research was descriptive and qualitative, using an interviewing method. Data were gathered in interviews, analysed…

How compatible are participatory ergonomics programs with occupational health and safety management systems?

PubMed

Yazdani, Amin; Neumann, W Patrick; Imbeau, Daniel; Bigelow, Philip; Pagell, Mark; Theberge, Nancy; Hilbrecht, Margo; Wells, Richard

2015-03-01

Musculoskeletal disorders (MSD) are a major cause of pain, disability, and costs. Prevention of MSD at work is frequently described in terms of implementing an ergonomics program, often a participatory ergonomics (PE) program. Most other workplace injury prevention activities take place under the umbrella of a formal or informal occupational health and safety management system (OHSMS). This study assesses the similarities and differences between OHSMS and PE as such knowledge could help improve MSD prevention activities. Methods Using the internationally recognized Occupational Health and Safety Assessment Series (OHSAS 18001), 21 OHSMS elements were extracted. In order to define PE operationally, we identified the 20 most frequently cited papers on PE and extracted content relevant to each of the OHSAS 18001 elements. The PE literature provided a substantial amount of detail on five elements: (i) hazard identification, risk assessment and determining controls; (ii) resources, roles, responsibility, accountability, and authority; (iii) competence, training and awareness; (iv) participation and consultation; and (v) performance measurement and monitoring. However, of the 21 OHSAS elements, the PE literature was silent on 8 and provided few details on 8 others. The PE literature did not speak to many elements described in OHSMS and even when it did, the language used was often different. This may negatively affect the effectiveness and sustainability of PE initiatives within organizations. It is expected that paying attention to the approaches and language used in management system frameworks could make prevention of MSD activities more effective and sustainable.

Value Orientations of Student Physical Education Teachers Learning to Teach on School-Based Initial Teacher Education Courses in England

ERIC Educational Resources Information Center

Capel, Susan

2016-01-01

There has been considerable interest in the socialisation of (student) physical education (PE) teachers, the beliefs and values developed as a result of this socialisation and the impact of these on teachers' learning, behaviours and practices and the curriculum. Many studies looking at the beliefs and values of PE teachers have used the values…

Physical Education Lesson Content and Teacher Style and Elementary Students' Motivation and Physical Activity Levels

ERIC Educational Resources Information Center

Erwin, Heather E.; Stellino, Megan Babkes; Beets, Michael W.; Beighle, Aaron; Johnson, Christine E.

2013-01-01

Obesity levels among American children are increasing at an alarming rate, due in part to a lack of regular physical activity (PA). Physical education (PE) is one way to facilitate student PA. The overarching PA goal for physical educators is 50% PA for students. Self-determination theory suggests that PA levels in PE and a variety of other…

"You Are Just an Idiot for Not Doing Any Physical Activity Right Now": Pre-Service Health and Physical Education Teachers' Constructions of Fatness

ERIC Educational Resources Information Center

Varea, Valeria; Underwood, Mair

2016-01-01

Research among former Physical Education (PE) school students has demonstrated how fat phobia in PE classes is oppressive and makes it extremely difficult for most students to develop positive subjectivities. This study explores how a group of pre-service Health and Physical Education (HPE) specialist teachers from an Australian university…

Bridging the Gap -- But Mind You Don't Fall. Primary Physical Education Teachers' Perceptions of the Transition Process to Secondary School

ERIC Educational Resources Information Center

Rainer, Paul; Cropley, Brendan

2015-01-01

Currently there is a large variation in the quality of children's experiences, both across and within primary schools and concerns regarding the quality of physical education (PE) teaching. Significantly, a failure to engage children at this critical time in appropriate high quality PE provision, prior to the transition to secondary education, is…

Changes in physical activity levels, lesson context, and teacher interaction during physical education in culturally and linguistically diverse Australian schools.

PubMed

Dudley, Dean A; Okely, Anthony D; Pearson, Philip; Cotton, Wayne G; Caputi, Peter

2012-09-18

Recent data show that only 15% of Australian adolescents participate in adequate amounts of physical activity (PA) and those students from Asian and Middle-Eastern backgrounds in Grades 6-12 are significantly less active than their English-speaking background peers. Schools have recently been recognised as the most widely used and cost-effective setting for promoting PA among youth and one domain within schools where PA can occur regularly for all youth, regardless of cultural background or socio-economic status, is during physical education (PE). This study describes changes in physical activity (PA), lesson context and teacher interaction in physical education over the first two years in culturally and linguistically diverse secondary schools. Grade 7 PE classes in six schools were randomly observed using systematic direct observation (n = 81) and then followed up over the same period (n = 51) twelve months later. There was no significant decline in moderate-to-vigorous physical activity (MVPA) during PE (MD = -4.8%; p = .777), but a significant decline and medium negative effect in time spent in vigorous physical activity (VPA) (MD = -7.9%; p = .009) during PE was observed. Significant declines and large negative effects over time in percentage of PE time spent in management (MD = -8.8%; p < .001) and the number of observations where teachers promoted PA (MD = -20.7%; p < .001). The decline of VPA and teacher promotion of PA in culturally and linguistically diverse schools is of concern. Given the declines in VPA and the increases in time spent in game play, further research is needed to ascertain whether PE instruction could be improved by focussing on skill instruction and fitness in a games-based PE instruction model. Further research for increasing teacher promotion of PA during PE is needed.

Attitudes toward physical education and class preferences of Turkish adolescents in terms of school gender composition.

PubMed

Koca, Canan; Aşçi, F Hülya; Demirhan, Giyasettin

2005-01-01

The purpose of this study was to examine attitudes toward physical education (PE and PE class preferences of high school Turkish students in terms of school gender composition; 213 girls and 249 boys from coeducational public schools, and 196 girls and 210 boys from single-sex vocational schools participated in the study. The Attitudes Toward Physical Education Scale was administered and the results of 2 x 2 (Gender x School Type) ANOVA indicated that students in coeducational schools in general, and boys had more favorable attitudes. Additionally, chi-square analysis demonstrated significant differences in PE class preferences between students from single-sex and coeducational schools and between girls and boys.

Comprehensive Assessment of the Psychological Burden for Students in Physical Education Classes in Chinese Universities.

PubMed

Wei, Xuemei; Liu, Zhen

2018-05-15

BACKGROUND Physical education (PE) is part of the curriculum in Chinese universities. The psychological burden, or anxiety levels, for students in PE classes, can result from several factors, including teaching content, teaching environment, and the organization of the teaching methods. The aim of this study was to assess the psychological burden on students in PE classes in Chinese universities. MATERIAL AND METHODS The study included 400 students (200 men and 200 women) from a Chinese university, who participated in PE classes. The distribution of the levels of psychological burden associated with PE was assessed using subjective measurements and a fuzzy comprehensive evaluation method that to provide an integrated framework combining the results of judgments made at multiple stages of the evaluation process. RESULTS Of the 400 study participants who attended PE classes, 61.5% of male students and 47.5% of female students coped well or very well when dealing with the perceived psychological burden; 33.5% of male students and 42.5% of female students reported a medium level of psychological burden. Few students reported a high level of psychological burden associated with PE classes. The average psychological burden in female students was greater than for male students who participated in PE classes. CONCLUSIONS The combination of subjective measurement of the psychological burden associated with PE classes by university students in China, combined with a fuzzy comprehensive evaluation method showed that female university students might require more support than male students to overcome any psychological burden associated with PE classes.

[The role of physical education teachers to support overweight and obese pupils].

PubMed

Jodkowska, Maria; Oblacińska, Anna; Tabak, Izabela; Radiukiewicz, Katarzyna

2010-01-01

School-based physical education (PE) is often proposed as a strategy for obesity prevention and treatment. Thus the role of PE teachers is crucial on this field. The purpose of this study was to investigate the perception of PE teachers towards overweight and obese pupils aged 13-15 years, especially psychosomatic problems and support for obese adolescents in realisation of physical activity programme. A random sample of 185 PE teachers from 112 lower secondary schools in Poland were surveyed regarding their perception of pupils obesity and their support for obese adolescents. PE teachers observed many negative features among obese pupils: Two thirds of teachers (67% male and 74% teachers with work experience 6-10 years) observed decreased physical fitness and exercise capacity in this group of pupils. Body-related barriers in obese pupils and anxiety caused by weight related peer teasing were observed by respectively 30% and 20% teachers more often women teachers and teachers with shorter work experience. PE teachers were engaged in activities to support obese pupils: 90% of them assessed obese pupils by personal development, 70% conducted counseling and 20% cooperated with obese pupils' parents. Two third of teachers reported successes in their work with obese pupils. Their difficulties were connected with body-related barriers in pupils (24%), and aversion to exercise and physical efforts and location of PE lessons at school (9-16%). 1. The PE teachers can play an important role in preventing and combating obesity in pupils. 2. PE teachers should be motivated to organize interesting PE lessons, school sport and competitions for both normal and overweight pupils.

What Is "Effective" CPD for Contemporary Physical Education Teachers? A Deweyan Framework

ERIC Educational Resources Information Center

Armour, Kathleen; Quennerstedt, Mikael; Chambers, Fiona; Makopoulou, Kyriaki

2017-01-01

It is widely argued that continuing professional development (CPD) for physical education (PE) teachers is important, yet questions remain about "effective" CPD. We consider these questions afresh from a Deweyan perspective. An overview of the CPD/PE-CPD literature reveals conflicting positions on teachers as learners. Considering the…

Learning in Physical Education: A Self-Determination Theory Perspective

ERIC Educational Resources Information Center

Sun, Haichun; Li, Weidong; Shen, Bo

2017-01-01

The purpose of this study was to review the literature relevant to learning in physical education (PE) according to the self-determination theory (SDT). In this literature review, we first provide an overview of SDT. Second, we discuss students' SDT-related motivational profiles in PE. Third, we illustrate the relationships among students'…

But I like PE: Factors Associated with Enjoyment of Physical Education Class in Middle School Girls

ERIC Educational Resources Information Center

Barr-Anderson, Daheia J.; Neumark-Sztainer, Dianne; Schmitz, Kathryn H.; Ward, Dianne S.; Conway, Terry L.; Pratt, Charlotte; Baggett, Chris D.; Lytle, Leslie; Pate, Russell R.

2008-01-01

The current study examined associations between physical education (PE) class enjoyment and sociodemographic, personal, and perceived school environment factors among early adolescent girls. Participants included 1,511 sixth-grade girls who completed baseline assessments for the Trial of Activity in Adolescent Girls, with 50% indicating they…

Gendering Processes in the Field of Physical Education

ERIC Educational Resources Information Center

Berg, Paivi; Lahelma, Elina

2010-01-01

In Finnish secondary schools, girls and boys are taught physical education (PE) in separate groups. A male teacher normally teaches the boys and a female teacher teaches the girls. Focusing on PE teachers' comments in two different ethnographic studies of seventh graders (13-14-year-olds), we examine the processes that reproduce or challenge the…

Teaching Personal and Social Responsibility to Juniors through Physical Education

ERIC Educational Resources Information Center

Severinsen, Graeme

2014-01-01

The teaching personal and social responsibility (TPSR) in physical education (PE) has a research base dating back some years. There is significant literature pertaining to senior students, the underserved, problem youth in America, teaching responsibility in gym settings, and through PE and in special projects. At the fore-front of this literature…

Killer Jobs: The Dark Side of Being a Physical Education Teacher

ERIC Educational Resources Information Center

Finn, Dale; Ammon, Robin; Mahoney, Kimberly; Fried, Gil; Al Arkoubi, Khadija

2015-01-01

The profession of teaching physical education (PE) involves a variety of risks. Most PE teachers or future teachers are aware of the risks associated with their students becoming injured. Sport law classes often discuss negligence, risk management, proper supervision, suitable equipment, appropriate instruction, proper matching of opponents, etc.…

Student Physical Education Teachers' Well-Being: Contribution of Basic Psychological Needs

ERIC Educational Resources Information Center

Ciyin, Gülten; Erturan-Ilker, Gökçe

2014-01-01

This study adopted Self-Determination Theory tenets and aimed to explore whether student physical education (PE) teachers' satisfaction of the three basic psychological needs independently predicts well-being. 267 Turkish student PE teachers were recruited for the study. Two stepwise multiple regression analysis was performed in which each outcome…

Professional Development Activities and Support among Physical Education Teachers in the United States

ERIC Educational Resources Information Center

Cardina, Catherine E.; DeNysschen, Carol

2018-01-01

Purpose: This study described professional development (PD) among public school physical education (PE) teachers and compared PE teachers to teachers of other subjects. Method: Data were collected from a nationally representative sample of public school teachers in the United States. Descriptive statistics were used to describe teachers' support…

Occupational Socialization of Sport Pedagogy Faculty: Two German Case Studies

ERIC Educational Resources Information Center

Merrem, Anne M.; Curtner-Smith, Matthew D.

2018-01-01

Purpose: The purpose of this study was to describe the influence of occupational socialization on the perspectives and practices of two female German sport pedagogy faculty members, Heidi and Lisa, regarding physical education (PE) and PE teacher education (PETE). Method: The main data sources were six formal interviews. Supplementary data were…

Teaching Perspectives of Chinese Teachers: Compatibility with the Goals of the Physical Education Curriculum

ERIC Educational Resources Information Center

Wang, Lijuan; Ha, Amy Sau-ching; Wen, Xu

2014-01-01

This research primarily aimed to examine the compatibility of teaching perspectives of teachers with the Physical Education (PE) curriculum in China. The Teaching Perspective Inventory (Pratt, 1998) was used to collect data from 272 PE teachers. Descriptive statistics, MANOVAs, and correlational procedures were used for quantitative data analysis.…

Empowering Teachers to Implement Innovative Content in Physical Education through Continuous Professional Development

ERIC Educational Resources Information Center

Braga, Luciana; Jones, Emily; Bulger, Sean; Elliott, Eloise

2017-01-01

The purpose of this study was to examine teacher perceptions regarding their experiences in a research-informed continuous professional development (CPD) initiative and its influence on their professional readiness to implement innovative content in physical education (PE). Participants included four PE teachers who engaged in a series of hands-on…

Teachers' Professional Learning in a European Learning Society: The Case of Physical Education

ERIC Educational Resources Information Center

Makopoulou, Kyriaki; Armour, Kathleen

2011-01-01

Background: In the contemporary "knowledge-driven" European society, the quality and relevance of Continuing Professional Development (CPD) for teachers and Physical Education teachers (PE-CPD) has come under scrutiny. National contexts within Europe vary considerably, however, so there is a need to gain analytical insights into PE-CPD…

Fit, Healthy and Sporty--the Disciplining of Boys' Bodies in Physical Education

ERIC Educational Resources Information Center

Gerdin, Goran

2012-01-01

This paper will report on findings from a study that examined boys' performances of gender in school Physical Education (PE). Using a participatory visual research approach, involving video recordings of boys participating in PE, the boys' representations and interpretations of the visual data were explored during both focus groups and individual…

Professional Socialization Experiences of Early Career Urban Physical Educators

ERIC Educational Resources Information Center

Flory, Sara Barnard

2016-01-01

The purpose of this research was to examine how three physical education (PE) teachers' professional socialization programmes influenced their early careers in urban schools in the US. Using cultural relevance theory and occupational socialization theory, three early career PE teachers were observed and interviewed for a period of six weeks each.…

Between the Prescribed and the Lived in Physical Education Lessons

ERIC Educational Resources Information Center

Figueiredo, Zenólia Christina Campos; Figueira, Janaína Esfalsini; Della Fonte, Sandra Soares; Caparróz, Francisco Eduardo

2016-01-01

This study examines physical education (PE) curriculum development in an elementary school. Our goal was to understand the daily construction of a curriculum. We sought to analyse the theoretical and methodological framework and documents that a PE teacher uses each day while putting a curriculum into practice (lived curriculum). The data…

The educational and financial impact of using patient educators to teach introductory physical exam skills.

PubMed

Allen, Sharon S; Miller, Jane; Ratner, Edward; Santilli, Jamie

2011-01-01

Physical exam skills are essential to core competencies for physicians in training. It is increasingly difficult to secure time and funding for physician faculty to teach these critical skills. This study was designed to determine whether Patient Educators (PE) (non-physician instructors) in an introductory clinical medicine (ICM) course (1) were as effective as physician faculty in teaching the physical exam, (2) impacted consistency of student performance on a final practical exam, and (3) whether this model was cost effective. PE were introduced into an ICM course at the University of Minnesota from 2006 to 2008. Each year, students' physical exam competencies were evaluated by a performance-based head-to-toe examination and 6 months later by an objective structured clinical examination (OSCE). Differences in test scores between years and variability (i.e., consistency) among yearly scores were assessed. The cost per student was calculated by considering a stable compensation cost per hour for the required number of physician faculty, standardized patients, and PE in each year. Mean student performance was statistically lower with PE, but only by two percentage points. The amount of variation within the medical student classes' physical exam skills remained stable as the use of PE expanded. Total educator salary costs per student declined from $449 in 2006 to $196 in 2008. In terms of sustainability and student performance, the use of trained lay educators has equivalent outcomes and is less costly for physical exam instruction in the pre-clinical years.

Reconceptualizing Student Motivation in Physical Education: An Examination of What Resources Are Valued by Pre-Adolescent Girls in Contemporary Society

ERIC Educational Resources Information Center

O'Donovan, Toni; Kirk, David

2008-01-01

Despite receiving an unprecedented level of government funding to ensure young people have two hours of high quality physical education (PE) and sport, physical educators in the UK continue to decry poor motivation levels and disengaged youth in PE. The major purpose of this paper is to achieve a greater understanding of the factors that motivate…

The Politics of Pleasure: An Ethnographic Examination Exploring the Dominance of the Multi-Activity Sport-Based Physical Education Model

ERIC Educational Resources Information Center

Gerdin, Göran; Pringle, Richard

2017-01-01

Kirk warns that physical education (PE) exists in a precarious situation as the dominance of the multi-activity sport-techniques model, and its associated problems, threatens the long-term educational survival of PE. Yet he also notes that although the model is problematic it is highly resistant to change. In this paper, we draw on the results of…

Patient education, nudge, and manipulation: defining the ethical conditions of the person-centered model of care

PubMed Central

Reach, Gérard

2016-01-01

Patient education (PE) is expected to help patients with a chronic disease to manage their lives and give them the possibility of adopting, in an appropriate manner, beneficial changes in health behaviors that are prescribed by their physicians. It is aimed at delineating, agreeing on, and implementing a patient’s personal action plan and is therefore an essential constituent of the person-centered model of care. The aim of this article is to examine the idea that PE may sometimes be a manipulation that is organized for the good of patients in a paternalistic framework. Theoretically, PE differs from manipulation by addressing the reflective intelligence of patients in full light and helping them make autonomous choices. In this article, we examined some analogies between PE and nudge (ie, techniques used to push people to make good choices by organizing their environment). This analysis suggests that PE is not always as transparent and reflective as it is supposed to be and that unmasking these issues may be useful for improving the ethical quality of educational practice that must be performed in a framework of a trusting patient–doctor relationship. Under this condition, PE may sometimes represent a form of persuasion without being accused of patient deception and manipulation: trust is therefore the core of the person-centered model of care. PMID:27103791

Patient education, nudge, and manipulation: defining the ethical conditions of the person-centered model of care.

PubMed

Reach, Gérard

2016-01-01

Patient education (PE) is expected to help patients with a chronic disease to manage their lives and give them the possibility of adopting, in an appropriate manner, beneficial changes in health behaviors that are prescribed by their physicians. It is aimed at delineating, agreeing on, and implementing a patient's personal action plan and is therefore an essential constituent of the person-centered model of care. The aim of this article is to examine the idea that PE may sometimes be a manipulation that is organized for the good of patients in a paternalistic framework. Theoretically, PE differs from manipulation by addressing the reflective intelligence of patients in full light and helping them make autonomous choices. In this article, we examined some analogies between PE and nudge (ie, techniques used to push people to make good choices by organizing their environment). This analysis suggests that PE is not always as transparent and reflective as it is supposed to be and that unmasking these issues may be useful for improving the ethical quality of educational practice that must be performed in a framework of a trusting patient-doctor relationship. Under this condition, PE may sometimes represent a form of persuasion without being accused of patient deception and manipulation: trust is therefore the core of the person-centered model of care.

Predicting healthy and unhealthy behaviors through physical education: A self-determination theory-based longitudinal approach.

PubMed

Ferriz, R; González-Cutre, D; Sicilia, Á; Hagger, M S

2016-05-01

The aim of this study was to evaluate the relations between three dimensions of the structured teaching environment (promotion of theoretical knowledge, physical learning, and health improvement) in physical education (PE) and the adoption of health-related behaviors by students. The study adopted a two-occasion longitudinal design based on self-determination theory (SDT). PE students (N = 654, mean age = 16.13, SD = .77) completed measures of perceived structured teaching environment, satisfaction of basic psychological needs and motivation for PE, and healthy (physical activity, sport participation, and healthy eating) and unhealthy (consumption of tobacco, alcohol, and drugs) behaviors at the beginning and end of the first year of post-compulsory secondary education. Path analysis of the proposed relations among variables supported SDT tenets and showed positive relations between the three dimensions of the structured teaching environment, the satisfaction of basic psychological needs, and autonomous motivation in PE. Autonomous motivation contributed to an explanation of variance in two healthy behaviors, physical activity and sport participation. However, no relation was found among motivation in PE, healthy eating, and consumption of tobacco, alcohol, and drugs. These results show negligible trans-contextual influence of SDT motivational factors in PE on other healthy behaviors beyond physical activity. © 2015 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

School beverage environment and children's energy expenditure associated with physical education class: an agent-based model simulation.

PubMed

Chen, H-J; Xue, H; Kumanyika, S; Wang, Y

2017-06-01

Physical activity contributes to children's energy expenditure and prevents excess weight gain, but fluid replacement with sugar-sweetened beverages (SSBs) may diminish this benefit. The aim of this study was to explore the net energy expenditure (EE) after physical education (PE) class given the competition between water and SSB consumption for rehydration and explore environmental factors that may influence the net EE, e.g. PE duration, affordability of SSB and students' SSB preference. We built an agent-based model that simulates the behaviour of 13-year-old children in a PE class with nearby water fountains and SSB vending machines available. A longer PE class contributed to greater prevalence of dehydration and required more time for rehydration. The energy cost of a PE class with activity intensity equivalent to 45 min of jogging is about 300 kcal on average, i.e. 10-15% of average 13-year-old children's total daily EE. Adding an SSB vending machine could offset PE energy expenditure by as much as 90 kcal per child, which was associated with PE duration, students' pocket money and SSB preference. Sugar-sweetened beverage vending machines in school may offset some of the EE in PE classes. This could be avoided if water is the only readily available source for children's fluid replacement after class. © 2016 World Obesity Federation.

Swedish PE Teachers' Understandings of Legitimate Movement in a Criterion-Referenced Grading System

ERIC Educational Resources Information Center

Svennberg, Lena

2017-01-01

Background: Physical Education (PE) has been associated with a multi-activity model in which movement is related to sport discourses and sport techniques. However, as in many international contexts, the Swedish national PE syllabus calls for a wider and more inclusive concept of movement. Complex movement adapted to different settings is valued,…

Strengthening "the Foundations" of the Primary School Curriculum

ERIC Educational Resources Information Center

Duncombe, Rebecca; Cale, Lorraine; Harris, Jo

2018-01-01

The low status of the foundation subjects (e.g. Music and Physical Education (PE)) in English primary schools is well documented. Using PE as an illustrative example, a thematic analysis of 51 PE trainee students' assignments, based on their perceptions of a two-week experience in a primary school, highlighted a number of areas of concern (e.g.…

Transactions in Primary Physical Education in the UK: A Smorgasbord of Looks-Like-Sport

ERIC Educational Resources Information Center

Ward, Gavin; Quennerstedt, Mikael

2016-01-01

Background: Crum proposes the term "movement culture" as a means to best understand the relationships between PE and wider movement practices. Learning within movement culture is practical and embodied, and integral to the cultural and institutional contexts within which PE is situated. Purpose: Using visual data gathered from PE lessons…

Physical education issues for students with autism: school nurse challenges.

PubMed

Rutkowski, Elaine M; Brimer, Debbie

2014-08-01

Extant studies indicate persons with autism have difficulties in social interaction, verbal and nonverbal communication, repetitive behaviors, and poor ability to generalize learned skills. Obesity has also been identified as significantly affecting children with autism spectrum disorders (ASD). Negative experience in physical education (PE) may be the antecedent behavior to lack of activities that are mediators to sedentary lifestyles and contributors to the chronic illnesses associated with overweight and obesity. Students with ASD often cannot perform required activities to meet required PE standards. It is imperative school nurses be aware of the many challenges students with ASD bring into a PE class. School nurses provide education for the members of the school community, including the Individualized Education Plan team, regarding the need for attention to limitations, including physical activity, of students with ASD. © The Author(s) 2013.

Objectively measured physical activity level during a physical education class: a pilot study with Swedish youth.

PubMed

Raustorp, Anders; Boldemann, Cecilia; Johansson, Maria; Mårtensson, Fredrika

2010-01-01

The aim of this study is to advance our knowledge of the contribution of a typical physical education (PE) class to children's daily physical activity. The pilot project is a part of a survey study comprising 11 fourth grader classes (250 pupils). One class of 19 pupils (9 girls) participated in the pilot study. Daily step counts were measured by Yamax pedometers during four consecutive weekdays. During PE class, the participants wore a second pedometer and an Actigraph GT1M accelerometer. The total average step count during PE class was 2512, average 74 steps/min. The counts for the whole day were 16668, and 19 steps/min respectively. The total share of moderate-vigorous physical activity (MVPA) of the PE class was 50.4% (52.5% and 48.3% for boys and girls respectively). There was an inverse correlation between daily mean step count and contribution of PE class step to daily mean step (r = -0.64, p = .003). The contribution of PE class to MVPA was in high in both boys and girls. Considering the suggested independent role of physical fitness for cardiovascular health in children, the PE class must be seen as an important health factor, especially for otherwise inactive children.

Swedish PE Teachers Struggle with Assessment in a Criterion-Referenced Grading System

ERIC Educational Resources Information Center

Svennberg, Lena; Meckbach, Jane; Redelius, Karin

2018-01-01

In the field of education, the international trend is to turn to criterion-referenced grading in the hope of achieving accountable and consistent grades. Despite a national criterion-referenced grading system emphasising knowledge as the only base for grading, Swedish physical education (PE) grades have been shown to value non-knowledge factors,…

Heterotopias in Physical Education: Towards a Queer Pedagogy?

ERIC Educational Resources Information Center

Larsson, Håkan; Quennerstedt, Mikael; Öhman, Marie

2014-01-01

This article sets out to outline how prevailing gender structures can be challenged in physical education (PE) by exploring queer potentials in an event that took place during a dancing lesson in an upper secondary PE class. The event and its features were documented through video recording and post-lesson interviews with the teacher and some of…

University Students' Conceptions of an Excellent Physical Education Teacher in China

ERIC Educational Resources Information Center

Song, Lihua; Chen, Junjun

2013-01-01

This study investigated how university students perceive an excellent physical education (PE) teacher at the university level. A sample of 2000 university students at four universities in China responded to a 53-item questionnaire. A 6-factor, 28-item model of an excellent teacher in PE was subsequently generated with a statistical good fit, using…

Relationships among Teachers' Self-Efficacy and Students' Motivation, Atmosphere, and Satisfaction in Physical Education

ERIC Educational Resources Information Center

Pan, Yi-Hsiang

2014-01-01

The purpose of this study was to confirm the relationships among teachers' self-efficacy, and students' learning motivation, learning atmosphere, and learning satisfaction in senior high school physical education (PE). A sample of 462 PE teachers and 2681 students was drawn using stratified random sampling and cluster sampling from high schools in…

The Use of Homework Assignments in Physical Education among High School Students

ERIC Educational Resources Information Center

Pantanowitz, Michal; Lidor, Ronnie; Nemet, Dan; Eliakim, Alon

2011-01-01

Only a few studies have examined how students and their parents perceive the contribution of homework (HW) assignments given in physical education (PE) classes to the students' development. The main objective of our study was to explore the attitude and compliance towards HW assignments in PE among Israeli high school students and their parents.…

Expanded Roles of Physical Education Teachers within a CSPAP and Implications for PETE

ERIC Educational Resources Information Center

Webster, Collin A.; Nesbitt, Danielle

2017-01-01

Since the early 1990s, notions about the purpose of physical education (PE) in the United States have increasingly aligned with a public health agenda driven by concerns that youth accrue too little physical activity (PA). In tandem with the shifting tides of thought about PE's purpose, authors have proposed numerous public health-aligned…

Pupils' Self-Regulation in Physical Education: The Role of Motivational Climates and Differential Achievement Goals

ERIC Educational Resources Information Center

Ommundsen, Yngvar

2006-01-01

This study examined the relationship of motivational climate and differential achievement goals to meta-cognitive self-regulation, regulation of effort, help-seeking and self-handicapping in physical education (PE). The sample consisted of 273 pupils (boys n = 125; girls n = 148) attending 10th grade PE classes in Norway. Both motivational…

Off-Balance: The Integration of Physical Education Content Learning and Irish Language Learning in English-Medium Primary Schools in Ireland

ERIC Educational Resources Information Center

Ní Chróinín, Déirdre; Ní Mhurchú, Siobhán; Ó Ceallaigh, T. J.

2016-01-01

Increased attention to integrated approaches has resulted from demands to prioritise literacy learning while maintaining a balanced curriculum in primary schools. Limited empirical evidence to support integrated approaches to teaching physical education (PE) exists. This study explored the integration of PE content learning and the learning of…

Contribution of Physical Education and Sport to Health-Related Fitness in High School Students

ERIC Educational Resources Information Center

Beets, Michael W.; Pitetti, Kenneth H.

2005-01-01

This study compared health-related fitness variables of high school students (14 to 19-years-old; 120 males, 67 females) participating in physical education (PE) and school-sponsored sports (SSS) to students participating solely in PE. Cardiovascular fitness, the primary variable of interest, was measured using the 20-Meter Shuttle Ran (number of…

Perceptions of Athletic Competence and Fear of Negative Evaluation during Physical Education

ERIC Educational Resources Information Center

Ridgers, Nicola D.; Fazey, Della M. A.; Fairclough, Stuart J.

2007-01-01

Background: Physical education (PE) aims to enhance self-esteem, develop sporting interests and to encourage a physically active life-style. However, little is known about how a fear of negative evaluation (FNE), the socially evaluative aspect of social anxiety, affects children's attitudes to PE. Aim: The aim of the study was to investigate the…

Influence of Significant Others on High School Students' Expectancies of Success and Task Value in Physical Education

ERIC Educational Resources Information Center

Williams, Skip M.; Weiss, Windee

2018-01-01

This study examined the perceived influence of significant others' beliefs on students' expectancies of success and task value in physical education (PE). PE students (N = 231) between Grades 9 and 12 participated. Multiple regressions examined the influence of perceived parents', teachers', and classmates' beliefs on students' ability…

Amotivation in Physical Education: Relationships with Physical Self-Concept and Teacher Ratings of Attainment

ERIC Educational Resources Information Center

Jackson-Kersey, Rachel; Spray, Christopher

2013-01-01

The aim of this study was to assess the reliability and validity of the Amotivation Inventory in Physical Education (AI-PE). In addition, the study sought to identify the relationships between students' amotivation, physical self-concept, and teacher ratings of National Curriculum attainment levels in PE. Students ("N" = 510) from a…

Who Teaches Primary Physical Education? Change and Transformation through the Eyes of Subject Leaders

ERIC Educational Resources Information Center

Jones, Luke; Green, Ken

2017-01-01

Primary physical education (PE) lessons tend to be taught by one, or a combination of, three different groups: generalist classroom teachers, specialist primary PE teachers and so-called adults other than teachers, who are almost exclusively sports coaches. Drawing upon data gathered from one-to-one interviews with 36 subject leaders (SLs), this…

The Influences of Professional Development on Teachers' Self-Efficacy toward Educational Change

ERIC Educational Resources Information Center

Martin, Jeffrey J.; McCaughtry, Nate; Hodges-Kulinna, Pamela; Cothran, Donetta

2008-01-01

Background: Many children and adolescents are physically inactive and become even less active as they age. USA high school students' rates of attendance in physical education (PE) classes sharply decline by grade with 73% of ninth graders attending PE, while only 31% of seniors attend. Non-Caucasian youth report the lowest levels of physical…

Influencing Factors on Planning Decision-Making among Spanish In-Service Physical Education Teachers. A Population-Based Study

ERIC Educational Resources Information Center

Viciana, Jesús; Mayorga-Vega, Daniel

2017-01-01

Introduction: Traditionally, literature has contributed qualitative approaches for studying how to plan Physical Education (PE). To our knowledge there are not quantitative populationbased studies regarding the decision-making process among in-service Spanish PE teachers. The aim of this study was to analyze possible differences in the factors of…

Centralising Space: The Physical Education and Physical Activity Experiences of South Asian, Muslim Girls

ERIC Educational Resources Information Center

Stride, Annette

2016-01-01

This paper explores the physical education (PE) and physical activity experiences of a group of South Asian, Muslim girls, a group typically marginalised in PE and physical activity research. The study responds to ongoing calls for research to explore across different spaces in young people's lives. Specifically, I draw on a…

Influences on the Expression of Health within Physical Education Curricula in Secondary Schools in England and Wales

ERIC Educational Resources Information Center

Harris, Jo; Leggett, Gemma

2015-01-01

This paper presents selected findings from a wider study on the expression of health within physical education (PE) curricula in secondary schools in England and Wales. The study revealed that the expression of health in PE broadly reflected ideologies associated with promoting "fitness for life" and "fitness for performance"…

Busy Doing Nothing? Physical Education Teachers' Perceptions of Young People's Participation in Leisure-Sport

ERIC Educational Resources Information Center

Green, Ken; Smith, Andy; Thurston, Miranda

2009-01-01

Within the substantial body of research examining the professional knowledge of physical education (PE) teachers one particular area remains relatively under-explored: namely, their understandings of young people's participation in leisure-sport and the implications of this, if any, for the practice of PE. There are grounds for thinking, however,…

Greek Physical Education Teachers' Gender Biases in Learning and Teaching

ERIC Educational Resources Information Center

Mouratidou, Katerina; Barkoukis, Vassilis

2018-01-01

Gender biases have often been observed in physical education (PE) classes, as many teachers adopt a male-biased perspective in teaching and learning. This might affect their evaluation of students' behavior and may lead students to accept and reproduce gender biases in other social contexts. The aim of this study was to examine whether PE teachers…

The Conscious System for the Movement Technique: An Ontological and Holistic Alternative for (Spanish) Physical Education in Troubled Times

ERIC Educational Resources Information Center

Fernández-Balboa, Juan-Miguel; Prados Megías, Esther

2014-01-01

After critically analyzing some of the Spanish physical education's (PE) main justifications and pointing out their problematic effects on teachers and students, the paper proposes an alternative orientation to teaching and learning PE that fosters consciousness, centeredness and transformation. Drawing from arguments and examples taken from…

The Role of the Referee in Physical Education Lessons: Student Experience and Motivation

ERIC Educational Resources Information Center

Adé, David; Ganière, Caroline; Louvet, Benoît

2018-01-01

Introduction: Social roles in physical education (PE) classes have been much studied, especially mentoring and coaching roles. The studies have shown that mentoring and coaching are beneficial not only for motor learning, but also for methodological and social learning. To our knowledge, the role of the student referee in PE lessons has never been…

Ritual Associated with Participation in Physical Education: The Power of Excuse Notes

ERIC Educational Resources Information Center

Lamb, Penny

2014-01-01

Physical education (PE) is steeped in history, tradition and ritual. The accepted tradition of excuse notes allowing pupils to self-exempt from lessons is one such ritual associated with the subject in schools. This paper explores the impact of this phenomenon, focusing on participation and engagement levels within PE lessons. Data was collected…

Physical Education Majors' Judgments about Inclusion and Teaching Students with Disabilities

ERIC Educational Resources Information Center

Hodge, Samuel R.; Elliott, Gloria

2013-01-01

The purpose of this study was to analyze the beliefs about inclusion and teaching students with disabilities of physical education (PE) majors from universities in North Carolina (NC). The participants were PE majors (n = 147) and other enrolled students (n = 30) at colleges and universities in NC. The research method was descriptive survey…

Should I Stay or Should I Go? Physical Education Teachers' Career Intentions

ERIC Educational Resources Information Center

Mäkelä, Kasper; Hirvensalo, Mirja; Whipp, Peter R.

2014-01-01

Purpose: This study investigated Finnish physical education (PE) teachers' intentions to leave the profession and the reasons behind them. Method: A large sample (N = 808) of PE teachers who graduated between 1980 and 2008 (432 women, 376 men) answered a modified job satisfaction and teacher follow-up questionnaire that elicited career…

Using Objective Structured Clinical Examinations to Assess Intern Orthopaedic Physical Examination Skills: A Multimodal Didactic Comparison.

PubMed

Phillips, Donna; Pean, Christian A; Allen, Kathleen; Zuckerman, Joseph; Egol, Kenneth

Patient care is 1 of the 6 core competencies defined by the Accreditation Council for Graduate Medical Education (ACGME). The physical examination (PE) is a fundamental skill to evaluate patients and make an accurate diagnosis. The purpose of this study was to investigate 3 different methods to teach PE skills and to assess the ability to do a complete PE in a simulated patient encounter. Prospective, uncontrolled, observational. Northeastern academic medical center. A total of 32 orthopedic surgery residents participated and were divided into 3 didactic groups: Group 1 (n = 12) live interactive lectures, demonstration on standardized patients, and textbook reading; Group 2 (n = 11) video recordings of the lectures given to Group 1 and textbook reading alone; Group 3 (n = 9): 90-minute modules taught by residents to interns in near-peer format and textbook reading. The overall score for objective structured clinical examinations from the combined groups was 66%. There was a trend toward more complete PEs in Group 1 taught via live lectures and demonstrations compared to Group 2 that relied on video recording. Near-peer taught residents from Group 3 significantly outperformed Group 2 residents overall (p = 0.02), and trended toward significantly outperforming Group 1 residents as well, with significantly higher scores in the ankle (p = 0.02) and shoulder (p = 0.02) PE cases. This study found that orthopedic interns taught musculoskeletal PE skills by near-peers outperformed other groups overall. An overall score of 66% for the combined didactic groups suggests a baseline deficit in first-year resident musculoskeletal PE skills. The PE should continue to be taught and objectively assessed throughout residency to confirm that budding surgeons have mastered these fundamental skills before going into practice. Copyright © 2017 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

An Analysis of the Ideological Work of the Discourses of "Fair Play" and Moral Education in Perpetuating Inequitable Gender Practices in PETE

ERIC Educational Resources Information Center

Dowling, Fiona; Karhus, Svein

2011-01-01

Background: Physical education (PE) is a subject which has a long history of legitimising itself on the grounds of its contribution to pupils' social and moral welfare. It therefore seems probable that PE teacher education (PETE) might embrace recent calls for the need to re-moralise society due to the conditions of the late-modern age and not…

MuPeXI: prediction of neo-epitopes from tumor sequencing data.

PubMed

Bjerregaard, Anne-Mette; Nielsen, Morten; Hadrup, Sine Reker; Szallasi, Zoltan; Eklund, Aron Charles

2017-09-01

Personalization of immunotherapies such as cancer vaccines and adoptive T cell therapy depends on identification of patient-specific neo-epitopes that can be specifically targeted. MuPeXI, the mutant peptide extractor and informer, is a program to identify tumor-specific peptides and assess their potential to be neo-epitopes. The program input is a file with somatic mutation calls, a list of HLA types, and optionally a gene expression profile. The output is a table with all tumor-specific peptides derived from nucleotide substitutions, insertions, and deletions, along with comprehensive annotation, including HLA binding and similarity to normal peptides. The peptides are sorted according to a priority score which is intended to roughly predict immunogenicity. We applied MuPeXI to three tumors for which predicted MHC-binding peptides had been screened for T cell reactivity, and found that MuPeXI was able to prioritize immunogenic peptides with an area under the curve of 0.63. Compared to other available tools, MuPeXI provides more information and is easier to use. MuPeXI is available as stand-alone software and as a web server at http://www.cbs.dtu.dk/services/MuPeXI .

Physician empathy: definition, outcome-relevance and its measurement in patient care and medical education.

PubMed

Neumann, Melanie; Scheffer, Christian; Tauschel, Diethard; Lutz, Gabriele; Wirtz, Markus; Edelhäuser, Friedrich

2012-01-01

The present study gives a brief introduction into 1. the definition of physician empathy (PE) and 2. its influence on patients' health outcomes. Furthermore 3. we present assessment instruments to measure PE from the perspective of the patient and medical student. The latter topic will be explored in detail as we conducted a pilot study on the German versions of two self-assessment instruments of empathy, which are mostly used in medical education research, namely the "Jefferson Scale of Physician Empathy, Student Version" (JSPE-S) and the "Interpersonal Reactivity Index" (IRI). We first present an overview of the current empirical and theoretical literature on the definition and outcome-relevance of PE. Additionally, we conducted basic psychometric analyses of the German versions of the JSPE-S and the IRI. Data for this analyses is based on a cross-sectional pilot-survey in N=44 medical students and N=63 students of other disciplines from the University of Cologne. PE includes the understanding of the patient as well as verbal and non-verbal communication, which should result in a helpful therapeutic action of the physician. Patients' health outcomes in different healthcare settings can be improved considerably from a high quality empathic encounter with their clinician. Basic psychometric results of the German JSPE-S and IRI measures show first promising results. PE as an essential and outcome-relevant element in the patient-physician relationship requires more consideration in the education of medical students and, thus, in medical education research. The German versions of the JSPE-S and IRI measures seem to be promising means to evaluate these education aims and to conduct medical education research on empathy.

Whole-School Management Issues Concerning the PE Department: "A Natural Division of Labour?"

ERIC Educational Resources Information Center

Williams, Gareth Mark; Williams, Dean

2013-01-01

Utilising the labour ideas of Adam Smith and Emile Durkheim as a theoretical basis, the main objective of this study was to investigate the perception that Heads of Physical Education (HoPE) face unique management and leadership challenges. Results showed that HoPE believe that they are overburdened with tasks primarily involving the delegation of…

(Re)Telling Lived Experiences in Different Tales: A Potential Pathway in Working towards an Inclusive PE

ERIC Educational Resources Information Center

Berg Svendby, Ellen

2016-01-01

Existing research reveals that there are large discrepancies between the rhetoric of inclusive practice and what actually takes place in physical education (PE) lessons. PE appears to be a conservative subject, where little has changed over the years, despite increased diversity in schools and new modes of movement in society at large. In this…

PE on YouTube--Investigating Participation in Physical Education Practice

ERIC Educational Resources Information Center

Quennerstedt, Mikael

2013-01-01

Background: In this article, students' diverse ways of participating in physical education (PE) practice shown in clips on YouTube were investigated. YouTube is the largest user-generated video-sharing website on the Internet, where different video content is presented. The clips on YouTube, as used in this paper, can be seen as a user-generated…

Factors Associated with Adolescent Physical Activity during Middle School Physical Education: A One-Year Case Study

ERIC Educational Resources Information Center

Senne, Terry; Rowe, David; Boswell, Boni; Decker, James; Douglas, Shaun

2009-01-01

The purpose of this descriptive component of a larger, exploratory case study was to examine associations among lesson contexts, teacher behaviors, and adolescent physical activity over a year of physical education (PE) at one school. Middle school students (n = 206) and their PE teachers (n = 4) were observed twice-weekly across one academic…

"I Just Remember Rugby": Re-Membering Physical Education as More than a Sport

ERIC Educational Resources Information Center

Casey, Ashley; Quennerstedt, Mikael

2015-01-01

Purpose: The purpose of this article was to investigate how boys communicate previous experiences of cultural norms in physical education (PE) practice. This was done by analyzing what boys (from a school in the United Kingdom) remember about PE 2 years after they last participated. Making use of autobiographical memory theory and John Dewey's…

Insideness and Outsideness: An Autoethnography of a Primary Physical Education Specialist Teacher

ERIC Educational Resources Information Center

Brooks, Caroline; Thompson, Maree Dinan

2015-01-01

The purpose of this study is to provide an authentic and legitimate voice to the physical education (PE) specialist teacher in the primary school and to give an insight into professional knowledge. An autoethnographic approach has been used to invite readers to enter my world of the primary PE specialist teacher and observe and respond to its…

The Relationship between Chinese High School Students' Implicit Theories of Ability in Sports and Perceived Enjoyment in Physical Education

ERIC Educational Resources Information Center

Zhao, Qi; Li, Weidong

2016-01-01

According to theory, students' implicit theories of ability can affect their motivation and engagement in physical education (PE). Limited research has been conducted to examine the relationships between implicit theories of ability and motivation and engagement among K-12 students in PE. Our study examined the relationship between implicit…

"Whatever Is Comfortable:" Secondary Physical Educators' Curricular Decision Making: Issues of Knowledge and Gendered Performativity

ERIC Educational Resources Information Center

Ferry, Matthew; McCaughtry, Nate

2015-01-01

Throughout history there have been debates as to what content knowledge (CK) is of most value for physical education (PE). Much recent conversation has circulated around the hope that time spent in PE supports students' regular participation in physical activity (PA). Researchers' use of the term PA, however, often stresses the similarities while…

Physical Education Teacher Training in Fundamental Movement Skills Makes a Difference to Instruction and Assessment Practices

ERIC Educational Resources Information Center

Lander, Natalie Jayne; Barnett, Lisa M.; Brown, Helen; Telford, Amanda

2015-01-01

The purpose of this study was to investigate instruction and assessment of fundamental movement skills (FMSs) by Physical Education (PE) teachers of Year 7 girls. Of 168 secondary school PE teachers, many had received little FMSs professional development, and although most assessed student FMSs proficiency, the quality of assessment was variable.…

Patient Education as an Information System, Healthcare Tool and Interaction

ERIC Educational Resources Information Center

Pirhonen, Antti; Silvennoinen, Minna; Sillence, Elizabeth

2014-01-01

Patient education (PE) has a crucial role in the function of a healthcare organisation. For the care process of a patient, it is essential to get the right information at the right moment and in the right form. This paper analyses PE as the primary mode of interaction between a patient and a healthcare organisation. The approach is illustrated…

The Impact of Physical Education on Obesity among Elementary School Children. NBER Working Paper No. 18341

ERIC Educational Resources Information Center

Cawley, John; Frisvold, David; Meyerhoefer, Chad

2012-01-01

In response to the dramatic rise in childhood obesity, the Centers for Disease Control (CDC) and other organizations have advocated increasing the time that elementary school children spend in physical education (PE) classes. However, little is known about the effect of PE on child weight. This paper measures that effect by instrumenting for child…

How School Social and Physical Environments Relate to Autonomous Motivation in Physical Education: The Mediating Role of Need Satisfaction

ERIC Educational Resources Information Center

Rutten, Cindy; Boen, Filip; Seghers, Jan

2012-01-01

Based on the self-determination theory, this study investigated the mediating role of the satisfaction of the three psychological needs (need for competence, relatedness and autonomy) in the relation between need support from the physical education (PE) teacher and autonomous motivation to engage in PE and between the physical school environment…

The Continuing Development of Primary Sector Physical Education: Working Together to Raise Quality of Provision

ERIC Educational Resources Information Center

Sloan, Stephen

2010-01-01

This paper sets out to provide further insight as to the reasons why many schools within the primary sector continue to find it difficult to ensure quality provision for physical education (PE) and school sport. It examines why class teachers, including the subject coordinator, possess concerns about teaching PE. It asks the question of who is…

Associations between Anxiety, Self-Efficacy, and Outcomes by Gender and Body Size Dissatisfaction during Fitness in High School Physical Education

ERIC Educational Resources Information Center

Lodewyk, Ken R.; Sullivan, Philip

2016-01-01

Background: Noteworthy proportions of adolescents--particularly females--report negatively about their experiences regarding fitness and the testing of it during physical education (PE). These accounts often coincide with lower levels of body image, fitness, motivation, and physical activity and higher rates of attrition from optional PE. Purpose:…

Comparative Linguistic Analysis between Newly Qualified Teachers and Experienced Teachers: A Study of the Notion of Pelvic Retroversion in Physical Education

ERIC Educational Resources Information Center

Carnus, Marie-France

2012-01-01

Background: My theoretical background draws on physical education (PE) clinical didactics. It questions the specific nature of this academic subject matter, how it is transmitted and how it is internalized considering teachers' individuality. I intend to describe and understand how newly qualified and experienced PE teachers interact with their…

The Changing Status of School Sport and Physical Education: Explaining Policy Change

ERIC Educational Resources Information Center

Houlihan, Barrie; Green, Mick

2006-01-01

This paper examines the changing political salience of school sport and physical education (PE) over the last 15 years. A brief survey of the recent history of school sport and PE based on an analysis of a range of policy documents published by professional bodies and government departments and agencies is followed by a discussion of two…

The Position of Dance in Physical Education

ERIC Educational Resources Information Center

Mattsson, Torun; Lundvall, Suzanne

2015-01-01

Dance has been a part of the physical education (PE) curriculum in several countries for a long time. In spite of this, studies demonstrate that the position of dance in the subject of PE is contested and that little time is devoted to dance. The overall aim of this article is to examine the position of dance as a pedagogical discourse in Swedish…

"Permission to Speak": A Postcolonial View on Racialized Bodies and PE in the Current Context of Globalization

ERIC Educational Resources Information Center

Azzarito, Laura

2016-01-01

The current neoliberal context of schools presents difficult challenges in addressing persistent issues of social inequalities. In this article, first, I argue that because of today's market-driven education, the rise of fitness testing in school physical education (PE) can be seriously detrimental to young people in general and to ethnic-minority…

Attitudes toward Physical Education and Class Preferences of Turkish Adolescents in Terms of School Gender Composition

ERIC Educational Resources Information Center

Koca, Canan; Asci, F. Hulya; Demirhan, Giyasettin

2005-01-01

The purpose of this study was to examine attitudes toward physical education (PE and PE class preferences of high school Turkish students in terms of school gender composition; 213 girls and 249 boys from coeducational public schools, and 196 girls and 210 boys from single-sex vocational schools participated in the study. The Attitudes Toward…

Teaching Practice of Physical Education Teachers for Students with Special Needs: An Application of the Theory of Planned Behaviour

ERIC Educational Resources Information Center

Wang, Lijuan; Wang, Min; Wen, Hongwei

2015-01-01

This study examines the teaching behavior of physical education (PE) teachers in teaching students with special needs and the factors that determine their teaching behaviour. An extended theory of planned behaviour (TPB) was utilised as the theoretical framework. Three secondary and two high school PE teachers participated in the study. Data…

Effects of Music on Physical Activity Rates of Elementary Physical Education Students

ERIC Educational Resources Information Center

Barney, David; Prusak, Keven A.

2015-01-01

Music is a pervasive presence in society and is routinely used to influence human behavior in a variety of settings and for a variety of purposes including exercise behaviors and physical education (PE) classes. However, little evidence exists to support what effect, if any, music has on learner outcomes in PE. The effects that playing music…

Influence of Education and Neighborhood Poverty on Pressor Responses to Phenylephrine in African-Americans and Caucasian-Americans

PubMed Central

Thomas, KaMala S.; Nelesen, Richard A.; Ziegler, Michael G.; Natarajan, Loki; Dimsdale, Joel E.

2009-01-01

Although neighborhood disadvantage has been linked to the development of cardiovascular disease, the mechanism through which living in impoverished neighborhoods is associated with poor cardiovascular health is not well understood. Additionally, it is not clear whether individual socioeconomic status (SES) interacts with neighborhood factors to influence cardiovascular outcomes. Using multilevel modeling, we examined the interaction between neighborhood poverty and individual SES on pressor responses to an alpha agonist, Phenylephrine (PE), in an adult sample of 105 African-Americans and 106 Caucasian-Americans. Neighborhood poverty was assessed using census block data gathered from the Census Bureau. Education and occupation were used to assess individual SES. Pressor responsiveness was calculated as the systolic and diastolic blood pressure (BP) response to a 100-microgram PE bolus administered intravenously. There was a significant interaction between education and neighborhood poverty on pressor responses. Higher education was associated with smaller BP responses to PE; but only in individuals who lived in neighborhoods in which less than 5% of the residents lived below the poverty line. Occupation was unrelated to pressor responses to PE. These results suggest that neighborhood characteristics play an important role in cardiovascular functioning. PMID:19427353

Physical Education Classes, Physical Activity, and Sedentary Behavior in Children.

PubMed

Silva, Diego Augusto Santos; Chaput, Jean-Philippe; Katzmarzyk, Peter T; Fogelholm, Mikael; Hu, Gang; Maher, Carol; Olds, Timothy; Onywera, Vincent; Sarmiento, Olga L; Standage, Martyn; Tudor-Locke, Catrine; Tremblay, Mark S

2018-05-01

This study aimed to examine the associations between participation frequency in physical education (PE) classes and objective measures of physical activity (PA) and sedentary behavior (SB) in children from 12 countries at different levels of development. This multinational, cross-sectional study included 5874 children 9-11 yr old from sites in Australia, Brazil, Canada, China, Colombia, Finland, India, Kenya, Portugal, South Africa, the United Kingdom, and the United States. PA and SB were monitored for seven consecutive days using a waist-worn accelerometer. PA and SB data were presented for weekdays (times in and out of school) and weekend days. Participation frequency in PE classes was determined by questionnaire. Multilevel modeling analyses stratified by sex were used. Overall, 24.8% of children self-reported participation in PE classes ≥3 times per week (25.3% in high-income countries [HIC] and 24.3% in low- and middle-income countries [LMIC]). After adjusting for age, sex, parental education, and body mass index z-score, results showed that children from low- and middle-income countries who took PE classes one to two times per week were more likely to present better indicators of PA and shorter time in SB in and out of school. In HIC, boys that participated in PE classes were more likely to meet the moderate-to-vigorous PA recommendations and to present better indicators of PA (in school) and shorter time in SB in and out of school. For girls in HIC, attending PE classes increased the likelihood of spending more time in moderate-to-vigorous PA, especially if they attended ≥3 times per week. Attending PE classes is associated with a higher level of PA and a lower level of SB in and out of school during weekdays in children from countries at various levels of development.

No, Really: P.E. Online

ERIC Educational Resources Information Center

Stover, Del

2005-01-01

Because some students need to drop some extracurricular activities in order to enroll in a PE class, public schools have developed PE courses that can be fitted into students' tight schedules. These programs are popular because of convenience. Not only can workouts be scheduled as desired, but students can sweat it out almost anywhere: the local…

Training in the implementation of prolonged exposure therapy: provider correlates of treatment outcome.

PubMed

Eftekhari, Afsoon; Crowley, Jill J; Ruzek, Josef I; Garvert, Donn W; Karlin, Bradley E; Rosen, Craig S

2015-02-01

The authors examined the degree to which provider characteristics, such as profession, treatment orientation, prior experience in treating posttraumatic stress disorder (PTSD), prior experience with prolonged exposure (PE) therapy, and attitudes about PE, were related to the clinical outcomes of veterans receiving care from clinicians participating in the national Department of Veterans Affairs (VA) PE Training Program. Positive patient outcomes were achieved by providers of every profession, theoretical orientation, level of clinical experience treating PTSD, and prior PE training experience. With 1,105 providers and 32 predictors (13 provider variables), power was at least 90% power to detect an effect of β = .15. Profession was the only provider characteristic significantly related to outcomes, but the mean effect (a 2 point difference on the PTSD Checklist) was too small to be clinically meaningful. The results support the intensive training model used in the VA PE training program and demonstrate that clinicians of varying backgrounds can be trained using interactive training workshops followed by case consultation to deliver PE effectively. Published 2015. This article is a US Government work and is in the public domain in the USA.

Gender interaction in coed physical education: a study in Turkey.

PubMed

Koca, Canan

2009-01-01

Although there has been a long-standing debate about whether a single-sex or mixed-sex environment is better for students in many Western countries, coeducation is one of the taken-for-granted issues in the modern Turkish education system. This study examined commonly expressed concerns about gender equity in a mixed-sex environment within the context of physical education (PE) in Turkey. The purpose of the study was to examine teacher-student interaction in the coed PE classroom, focusing on gender-stereotyped beliefs. Participants consisted of two PE teachers and 37 eighth-grade students from a private school situated in suburban Ankara Turkey. The modified observational instrument with the combination of Teacher-Student Interaction (TSI) and Interactions for Sex Equity in Classroom Teaching Observation System (INTERSECT) was used to assess teacher-student interaction in the classroom. In order to understand students' and teachers' gender-stereotyped beliefs, individual interviews were also conducted. The findings of this study indicated that both male and female PE teachers interact more frequently with boys, and this interaction was influenced by gender-stereotyped beliefs of both teachers and students. In sum, similar to many other western countries, the movement toward coeducation in Turkey has not automatically brought equal opportunities for girls or boys in PE.

A Quantitative Test of an Implementation Framework in 38 VA Residential PTSD Programs.

PubMed

Cook, Joan M; Dinnen, Stephanie; Thompson, Richard; Ruzek, Josef; Coyne, James C; Schnurr, Paula P

2015-07-01

This study examines the implementation of two evidence-based psychotherapies, Prolonged Exposure (PE) and Cognitive Processing Therapy (CPT), in the Department of Veterans Affairs residential Posttraumatic Stress Disorder treatment programs. Two hundred and one providers from 38 programs completed an online survey concerning implementation of PE delivered on an individual basis and CPT delivered in individual and group formats. For PE, a supportive organizational context (dedicated time and resources, and incentives and mandates) and overall positive view of the treatment were related to its implementation. For both group and individual CPT, only the supportive organizational context was significantly associated with outcome. Implications for implementation efforts are discussed.

Changes in physical activity levels, lesson context, and teacher interaction during physical education in culturally and linguistically diverse Australian schools

PubMed Central

2012-01-01

Background Recent data show that only 15% of Australian adolescents participate in adequate amounts of physical activity (PA) and those students from Asian and Middle-Eastern backgrounds in Grades 6–12 are significantly less active than their English-speaking background peers. Schools have recently been recognised as the most widely used and cost-effective setting for promoting PA among youth and one domain within schools where PA can occur regularly for all youth, regardless of cultural background or socio-economic status, is during physical education (PE). Methods This study describes changes in physical activity (PA), lesson context and teacher interaction in physical education over the first two years in culturally and linguistically diverse secondary schools. Grade 7 PE classes in six schools were randomly observed using systematic direct observation (n = 81) and then followed up over the same period (n = 51) twelve months later. Results There was no significant decline in moderate-to-vigorous physical activity (MVPA) during PE (MD = −4.8%; p = .777), but a significant decline and medium negative effect in time spent in vigorous physical activity (VPA) (MD = −7.9%; p = .009) during PE was observed. Significant declines and large negative effects over time in percentage of PE time spent in management (MD = −8.8%; p < .001) and the number of observations where teachers promoted PA (MD = −20.7%; p < .001). Conclusions The decline of VPA and teacher promotion of PA in culturally and linguistically diverse schools is of concern. Given the declines in VPA and the increases in time spent in game play, further research is needed to ascertain whether PE instruction could be improved by focussing on skill instruction and fitness in a games-based PE instruction model. Further research for increasing teacher promotion of PA during PE is needed. PMID:22989149

Influence of School Beverage Environment on the Association of Beverage Consumption With Physical Education Participation Among US Adolescents

PubMed Central

Chen, Hsin-Jen

2013-01-01

Objectives. We examined the association of adolescents’ beverage consumption with physical activity and studied how their school beverage environment influences the association. Methods. We used nationally representative data from the 2007 Early Childhood Longitudinal Study—Kindergarten Cohort (n = 8850). We examined nonlinear associations of eighth graders’ self-report of beverage consumption (milk, 100% juices, soft drinks) with moderate to vigorous physical activity and physical education (PE) participation using piecewise linear regression models. Results. We found a nonlinear association of participation in PE class with beverage consumption, especially in schools with vending machines and those selling soft drinks. For students participating in PE less than 3 days per week, beverage consumption was not significantly associated with participation in PE class frequency. For students participating in PE 3 to 5 days per week, 1 more day of participation in PE class was associated with 0.43 (SE = 0.14; P = .002) more times per week of soft drink consumption and 0.41 (SE = 0.17; P = .021) fewer glasses per week of milk consumption. Conclusions. The more soft drink and less milk consumption related to high participation in PE class might be prevented by improving the beverage environment in schools. Systematic environmental interventions are needed to prevent such potential unintended consequences of promoting physical activity. PMID:24028221

The Swedish Sports Movement and the PE Teacher 1940-2003: From Supporter to Challenger

ERIC Educational Resources Information Center

Olofsson, Eva

2007-01-01

The Swedish Sports Confederation (RF) used to be the foremost advocate and defender of physical education (PE) as a subject and the work of PE teachers. This paper deals with the way in which this support manifested itself during 1940-2003 and is based on a discourse analysis of texts from RF. The analysis shows that RF has assigned three…

The contributing role of physical education in youth's daily physical activity and sedentary behavior.

PubMed

Chen, Senlin; Kim, Youngwon; Gao, Zan

2014-02-04

School physical education (PE) is considered as an effective channel for youth to accumulate moderate-to-vigorous physical activity (MVPA) and reduce sedentary time. The purpose of this study was to determine the contributing role of PE in daily MVPA and sedentary time among youth. The study recruited 67 sixth grade children (29 boys; Mean age = 11.75) from two suburban schools at a U.S. Midwest state, 48 of whom contributed ≥10 hours of physical activity (PA) data per day were included for analysis. An objective monitoring tool (i.e., Sensewear armband monitor) was used to capture the participants' MVPA and sedentary time for 7-14 days. Pearson product-moment correlation analysis (r), multi-level regression analyses, and analysis of variance were conducted for data analysis. MVPA and sedentary time in PE showed significant positive associations with daily MVPA and sedentary time, respectively (r = 0.35, p < 0.01; r = 0.55, p < 0.01). Regression analyses revealed that one minute increase in MVPA and sedentary behavior in PE was associated with 2.04 minutes and 5.30 minutes increases in daily MVPA and sedentary behavior, respectively, after controlling for sex and BMI. The participants demonstrated a significantly higher level of MVPA (p = .05) but similar sedentary time (p = 0.61) on PE days than on non-PE days. Boys had significantly more daily MVPA (p < .01) and less sedentary time (p < .01) than girls; while higher BMI was associated with more sedentary time (p < .01). PE displayed a positive contribution to increasing daily MVPA and decreasing daily sedentary time among youth. Active participation in PE classes increases the chance to be more active and less sedentary beyond PE among youth.

The Effects of an Enhanced Quality Physical Education Programme on the Physical Activity Levels of Grade 7 Learners in Potchefstroom, South Africa

ERIC Educational Resources Information Center

Tian, Haili; du Toit, Dorita; Toriola, Abel L.

2017-01-01

Background: The absence of Physical Education (PE) from the South African school curriculum before its reintroduction in recent years contributed to health concerns regarding the low physical activity (PA) levels of children and adolescents in South Africa. Purpose: This study evaluated the effects of a once-a-week enhanced quality PE programme on…

Lost in the "Third Space": The Impact of Public Engagement in Higher Education on Academic Identity, Research Practice and Career Progression

ERIC Educational Resources Information Center

Watermeyer, Richard

2015-01-01

Public engagement (PE) is habitually recognized and advocated across the higher education (HE) community--especially by regulator and funder constituencies--as an intrinsically good thing. In the UK, a number of initiatives focused on embedding a culture of PE within universities have sought to further this claim, yet have done so without…

Differences in Perceived Competence and Physical Activity Levels during Single-Gender Modified Basketball Game Play in Middle School Physical Education

ERIC Educational Resources Information Center

Slingerland, Menno; Haerens, Leen; Cardon, Greet; Borghouts, Lars

2014-01-01

Creating environments in physical education (PE) that foster perceived competence and physical activity during gender-mixed game play lessons is a challenge, especially with adolescent girls. This study is a small experiment in one PE lesson that aimed to increase the perceived competence and in-class physical activity in girls, by applying a…

Can Physical Education and Physical Activity Outcomes Be Developed Simultaneously Using a Game-Centered Approach?

ERIC Educational Resources Information Center

Miller, Andrew; Christensen, Erin; Eather, Narelle; Gray, Shirley; Sproule, John; Keay, Jeanne; Lubans, David

2016-01-01

The primary objective of this study was to evaluate the efficacy of a pilot intervention using a game-centered approach for improvement of physical activity (PA) and physical education (PE) outcomes simultaneously, and if this had an impact on enjoyment of PE. A group-randomized controlled trial with a 7-week wait-list control group was conducted…

The Validity and Reliability of Turkish Version of Fair Play Questionnaire in Physical Education (FPQ-PE) and an Implementation

ERIC Educational Resources Information Center

Mirzeoglu, Nevzat

2015-01-01

The study was primarily carried out with the aim of adaptation of Fair Play in Physical Education Questionnaire (FPQ-PE). In addition, the adapted questionnaire was implemented on Turkish children and youth aged between 11 and 18 and the results were presented. The questionnaire originally adapted by Hassandra et al. for Greek students was adapted…

Teaching Games for Understanding to In-Service Physical Education Teachers: Rewards and Barriers regarding the Changing Model of Teaching Sport

ERIC Educational Resources Information Center

Diaz-Cueto, Mario; Hernandez-Alvarez, Juan Luis; Castejon, Francisco Javier

2010-01-01

The purpose of this study was to understand the perceptions of in-service Physical Education (PE) teachers when using Teaching Games for Understanding (TGfU) in teaching sports. Data were gathered from interviews, work group meetings, and participants' diaries. The results show the difficulties PE teachers had in the planning and implementation of…

The Role of Motor Competence and Body Mass Index in Children's Activity Levels in Physical Education Classes

ERIC Educational Resources Information Center

Spessato, Barbara Coiro; Gabbard, Carl; Valentini, Nadia C.

2013-01-01

Our goal was to investigate the role of body mass index (BMI) and motor competence (MC) in children's physical activity (PA) levels during physical education (PE) classes. We assessed PA levels of 5-to-10-year old children ("n" = 264) with pedometers in four PE classes. MC was assessed using the TGMD-2 and BMI values were classified…

Teaching Traditions in Physical Education in France, Switzerland and Sweden: A Special Focus on Official Curricula for Gymnastics and Fitness Training

ERIC Educational Resources Information Center

Forest, Emmanuelle; Lenzen, Benoît; Öhman, Marie

2018-01-01

The aim of this paper is to identify and discuss similarities and differences between the curricula for physical education (PE) in secondary schools in Sweden, France and the canton of Geneva (Switzerland) in the light of PE teaching traditions (PETTs). Teaching traditions concern ideas about the goals of school disciplines and therefore about the…

Motivational predictors of physical education students' effort, exercise intentions, and leisure-time physical activity: a multilevel linear growth analysis.

PubMed

Taylor, Ian M; Ntoumanis, Nikos; Standage, Martyn; Spray, Christopher M

2010-02-01

Grounded in self-determination theory (SDT; Deci & Ryan, 2000), the current study explored whether physical education (PE) students' psychological needs and their motivational regulations toward PE predicted mean differences and changes in effort in PE, exercise intentions, and leisure-time physical activity (LTPA) over the course of one UK school trimester. One hundred and seventy-eight students (69% male) aged between 11 and 16 years completed a multisection questionnaire at the beginning, middle, and end of a school trimester. Multilevel growth models revealed that students' perceived competence and self-determined regulations were the most consistent predictors of the outcome variables at the within- and between-person levels. The results of this work add to the extant SDT-based literature by examining change in PE students' motivational regulations and psychological needs, as well as underscoring the importance of disaggregating within- and between-student effects.

Architecture and design of a 500-MHz gallium-arsenide processing element for a parallel supercomputer

NASA Technical Reports Server (NTRS)

Fouts, Douglas J.; Butner, Steven E.

1991-01-01

The design of the processing element of GASP, a GaAs supercomputer with a 500-MHz instruction issue rate and 1-GHz subsystem clocks, is presented. The novel, functionally modular, block data flow architecture of GASP is described. The architecture and design of a GASP processing element is then presented. The processing element (PE) is implemented in a hybrid semiconductor module with 152 custom GaAs ICs of eight different types. The effects of the implementation technology on both the system-level architecture and the PE design are discussed. SPICE simulations indicate that parts of the PE are capable of being clocked at 1 GHz, while the rest of the PE uses a 500-MHz clock. The architecture utilizes data flow techniques at a program block level, which allows efficient execution of parallel programs while maintaining reasonably good performance on sequential programs. A simulation study of the architecture indicates that an instruction execution rate of over 30,000 MIPS can be attained with 65 PEs.

Effects of two physical education programmes on health- and skill-related physical fitness of Albanian children.

PubMed

Jarani, J; Grøntved, A; Muca, F; Spahi, A; Qefalia, D; Ushtelenca, K; Kasa, A; Caporossi, D; Gallotta, M C

2016-01-01

This study aims to evaluate the effectiveness of two school-based physical education (PE) programmes (exercise-based and games-based) compared with traditional PE, on health- and skill-related physical fitness components in children in Tirana, Albania. Participants were 378 first-grade (6.8 years) and 389 fourth-grade (9.8 years) children attending four randomly selected schools in Tirana. Twenty-four school classes within these schools were randomly selected (stratified by school and school grade) to participate as exercise group (EG), games group (GG) and control group (CG). Both EG and GG intervention programmes were taught by professional PE teachers using station/circuit teaching framework while CG referred to traditional PE school lessons by a general teacher. All programmes ran in parallel and lasted 5 months, having the same frequency (twice weekly) and duration (45 min). Heart rate (HR) monitoring showed that intensity during PE lessons was significantly higher in the intervention groups compared with control (P < 0.001). Both PE exercise- and games programmes significantly improved several health- and skill-related fitness indicators compared with traditional PE lessons (e.g. gross motor skill summary score: 9.4 (95% CI 7.9; 10.9) for exercise vs. control and 6.5 (95% CI 5.1; 8.1) for games vs. control, cardiorespiratory fitness: 2.0 ml O2 · min(-1) · kg(-1) (95% CI 1.5; 2.4) for exercise vs. control and 1.4 ml O2 · min(-1) · kg(-1) (95% CI 1.0; 1.8) for games vs. control). Furthermore, compared to games-based PE, exercise-based PE showed more positive changes in some gross motor coordination skills outcomes, coordination skills outcomes and cardiorespiratory fitness. The results from this study show that exercise- and games-based PE represents a useful strategy for improving health- and skill-related physical fitness in Albanian elementary school children. In addition, the study shows that exercise-based PE was more effective than games-based PE in improving gross motor function and cardiorespiratory fitness.

The impact of physical growth and relative age effect on assessment in physical education.

PubMed

Dalen, Terje; Ingvaldsen, Rolf Petter; Roaas, Truls Valland; Pedersen, Arve Vorland; Steen, Ingebrigt; Aune, Tore Kristian

2017-05-01

Physical education (PE) is perhaps the school subject most likely to produce relative age effects (RAE). Like in sports, physical maturity gives students an advantage in PE, which might well be mistaken for superior ability. The aim of the present study is to investigate the extent to which physical growth, measured as height, and RAE reflect the assessment in Norwegian PE. Furthermore, we wanted to examine whether there is any gender differences in the assessment in PE as a function of physical growth and RAE. The participants (n = 2978) were pupils in the last three years of secondary school (13-16 years old). A custom-made questionnaire was designed to collect the necessary data. The correlations between height and mark in PE for boys in 8th, 9th, and 10th grades are respectively r = 0.14, r = 0.32, and r = 0.29. For girls, the correlations are r = 0.11, r = 0.33, and r = 0.21. All correlations are significant (p < .05). The number of pupils achieving top marks was 114 in the first half of the year, whereas it was 65 in the second half of the year. The present study showed that physical growth has an impact on the pupils' PE attainment. The physical growth is of course also mediated by the pupils' age. RAEs were found in PE attainments also in the Norwegian school system for both genders, despite all the intentions expressed in the PE curriculum.

Intrapersonal, Behavioral, and Environmental Factors Associated With Meeting Recommended Physical Activity Among Rural Latino Youth

PubMed Central

Perry, Cynthia K.; Saelens, Brian E.; Thompson, Beti

2013-01-01

This study aimed to identify intrapersonal, behavioral, and environmental factors associated with engaging in recommended levels of physical activity among rural Latino middle school youth. Data were from an anonymous survey of 773 Latino youth (51% female) about level of and barriers and motivators to physical activity, risk behaviors, and park use. Logistic regression models identified factors correlated with meeting recommended levels of physical activity (5 days or more 360 min/day). Thirty-four percent of girls and 41% of boys reported meeting this physical activity recommendation. Participation in an organized after school activity (p < .001) and in physical education (PE) classes 5 days a week (p < .001) were strongly associated with meeting recommended physical activity level. Making PE available 5 days a week and creating opportunities for organized after school physical activity programs may increase the number of rural Latino middle school youth who meet recommended physical activity level. PMID:22109778

Intrapersonal, behavioral, and environmental factors associated with meeting recommended physical activity among rural Latino youth.

PubMed

Perry, Cynthia K; Saelens, Brian E; Thompson, Beti

2011-11-01

This study aimed to identify intrapersonal, behavioral, and environmental factors associated with engaging in recommended levels of physical activity among rural Latino middle school youth. Data were from an anonymous survey of 773 Latino youth (51% female) about level of and barriers and motivators to physical activity, risk behaviors, and park use. Logistic regression models identified factors correlated with meeting recommended levels of physical activity (5 days or more 3 60 min/day). Thirty-four percent of girls and 41% of boys reported meeting this physical activity recommendation. Participation in an organized after school activity (p < .001) and in physical education (PE) classes 5 days a week (p < .001) were strongly associated with meeting recommended physical activity level. Making PE available 5 days a week and creating opportunities for organized after school physical activity programs may increase the number of rural Latino middle school youth who meet recommended physical activity level.

Effects of a Special Olympics Unified Sports soccer program on psycho-social attributes of youth with and without intellectual disability.

PubMed

Özer, D; Baran, F; Aktop, A; Nalbant, S; Ağlamış, E; Hutzler, Y

2012-01-01

The purpose of the study was to investigate the effects of a Special Olympics (SO) Unified Sports (UNS) soccer program on psycho-social attributes of youth with and without intellectual disabilities (ID). Participants were 76 male youth with (n=38) and without (n=38) ID. Participants with ID were randomly allocated into a SO athletes group (n=23, mean age=14.5; SD=1.2 years) and a control group (CG) (n=15, mean age=14.5; SD=.8 years). Twenty-three randomly selected youth without ID formed the partner group (mean age=14.1; SD=.9 years) and 15 youth without ID (mean age=13.8; SD=.5 years) formed the CG. Instruments included the Friendship Activity Scale (FAS) (Siperstein, 1980), the Adjective Checklist (Siperstein, 1980), and the Children Behavior Checklist (Achenbach, 1991). The soccer training program lasted eight weeks, 1.5h per session, three times per week, in addition to school physical education (PE). The CG did not participate in any sports in addition to PE. The findings showed that the UNS program was effective in decreasing the problem behaviors of youth with ID and increasing their social competence and FAS scores. In addition, the program was found to be effective in improving the attitude of youth without disabilities toward participants with disabilities. In conclusion, the present findings demonstrate the utility of a UNS program for both youth with and without disabilities. Copyright © 2011 Elsevier Ltd. All rights reserved.

A Motivational Model of Physical Education and Links to Enjoyment, Knowledge, Performance, Total Physical Activity and Body Mass Index

PubMed Central

Gråstén, Arto; Watt, Anthony

2017-01-01

The present paper examined the full sequence of the Hierarchical Model of Motivation in physical education (PE) including motivational climate, basic psychological needs, intrinsic motivation, and related links to contextual enjoyment, knowledge, performance, and total moderate to vigorous physical activity (MVPA). Gender differences and correlations with body mass index (BMI) were also analyzed. Cross-sectional data was represented by self-reports and objective assessments of 770 middle school students (52% of girls) in North-East Finland. The results showed that task-involving climate in girls’ PE classes was related to enjoyment and knowledge through physical competence and intrinsic motivation, whereas task-involving climate was associated with enjoyment and knowledge via competence and autonomy, and total MVPA via autonomy, intrinsic motivation, and knowledge within boys. This may indicate that girls and boys perceive PE classes in a different way. Graded PE assessments appeared to be essential in motivating both girls and boys to participate in greater total MVPA, whereas BMI was negatively linked with competence and social relatedness only among girls. Although, the current and previous empirical findings supported task-involving teaching methods in PE, in some cases, ego-involving climate should be considered. Therefore, both task- and ego-involving teaching practices can be useful ways of developing preferred behaviors in PE classes. Key points The present findings indicated that girls and boys perceive PE classes in a different way. Graded PE assessments appeared to be essential in motivating both girls and boys to participate in greater total MVPA, whereas BMI was negatively linked with competence and social relatedness only among girls. Although, the current and previous empirical findings supported task-involving teaching methods in PE, in some cases, ego-involving climate should be considered. Both task- and ego-involving teaching practices can be useful ways of developing preferred behaviors in PE classes. PMID:28912648

23 CFR 661.41 - After a bridge project has been completed (either PE or construction) what happens with the...

Code of Federal Regulations, 2011 CFR

2011-04-01

... 23 Highways 1 2011-04-01 2011-04-01 false After a bridge project has been completed (either PE or... ADMINISTRATION, DEPARTMENT OF TRANSPORTATION ENGINEERING AND TRAFFIC OPERATIONS INDIAN RESERVATION ROAD BRIDGE PROGRAM § 661.41 After a bridge project has been completed (either PE or construction) what happens with...

23 CFR 661.41 - After a bridge project has been completed (either PE or construction) what happens with the...

Code of Federal Regulations, 2010 CFR

2010-04-01

... 23 Highways 1 2010-04-01 2010-04-01 false After a bridge project has been completed (either PE or... ADMINISTRATION, DEPARTMENT OF TRANSPORTATION ENGINEERING AND TRAFFIC OPERATIONS INDIAN RESERVATION ROAD BRIDGE PROGRAM § 661.41 After a bridge project has been completed (either PE or construction) what happens with...

Young People's Participation in Extracurricular Physical Education: A Study of 15-16 Year Olds in North-West England and North-East Wales

ERIC Educational Resources Information Center

Smith, Andy; Thurston, Miranda; Green, Ken; Lamb, Kevin

2007-01-01

This paper examines the levels and forms of participation in extracurricular physical education (PE) of a cohort of 1010 15-16 year olds attending seven state schools in north-west England and north-east Wales. The data reveal that extracurricular PE provision in all schools retained a particular focus on competitive team sports alongside a number…

"This Choice Thing Really Works?…?" Changes in Experiences and Engagement of Adolescent Girls in Physical Education Classes, during a School-Based Physical Activity Programme

ERIC Educational Resources Information Center

Mitchell, Fiona; Gray, Shirley; Inchley, Jo

2015-01-01

Background: There is a significant amount of research which shows a proportion of girls are not engaging with physical education (PE) in school, resulting in a number of relatively inactive girls within the PE class. These girls are often identified in the literature as "low active", "hard to reach" or "disengaged".…

The Influence of Instructional Climates on Time Spent in Management Tasks and Physical Activity of 2nd-Grade Students during Physical Education

ERIC Educational Resources Information Center

Logan, Samuel W.; Robinson, Leah E.; Webster, E. Kipling; Rudisill, Mary E.

2015-01-01

The purpose of this study is to determine the effect of two physical education (PE) instructional climates (mastery, performance) on the percentage of time students spent in a) moderate-to-vigorous physical activity (MVPA) and b) management tasks during PE in 2nd-grade students. Forty-eight 2nd graders (mastery, n = 23; performance, n = 25)…

Health Literacy Teaching Beliefs, Attitudes, Efficacy, and Intentions of Middle School Health and Physical Education Teachers.

PubMed

Lai, Hsiang-Ru; Wu, Der-Min; Lee, Pi-Hsia; Jhang, Yu-Siang

2018-05-01

Health education (HE) courses in schools are vital paths for improving teenagers' health literacy. HE and physical education (PE) teachers lead HE courses, and their teaching intentions and competency influence the effectiveness of the courses and the ability to promote students' health literacy. This study attempted to understand HE and PE teachers' health literacy teaching intentions and professional competency and to investigate their relationships. This study adopted a cross-sectional design. A questionnaire survey was administered to 906 middle school HE and PE teachers in Taiwan by mail, and 545 provided valid data with consent. Participants had a favorable health literacy (47.78/50), positive health literacy teaching beliefs and attitudes, and acceptable efficacy. They intended to implement health literacy instruction within the subsequent year. Teaching beliefs, attitudes, and efficacy were all positively correlated with intentions (all p < .001). Demographic variables, health literacy, and teaching beliefs, attitudes, and efficacy explained 33.5% of the variance of teaching intentions. Teaching beliefs, attitudes, and efficacy were crucial predictors of health literacy teaching intentions. To improve students' health literacy, educational authorities and schools should pay attention to HE and PE teachers' intentions and vital factors, thereby enhancing teachers' willingness to perform health literacy instruction. © 2018, American School Health Association.

Changes in implementation of two evidence-based psychotherapies for PTSD in VA residential treatment programs: a national investigation.

PubMed

Cook, Joan M; Dinnen, Stephanie; Thompson, Richard; Simiola, Vanessa; Schnurr, Paula P

2014-04-01

There has been little investigation of the natural course of evidence-based treatments (EBTs) over time following the draw-down of initial implementation efforts. Thus, we undertook qualitative interviews with the providers at 38 U.S. Department of Veterans Affairs' residential treatment programs for posttraumatic stress disorder (PTSD) to understand implementation and adaptation of 2 EBTs, prolonged exposure (PE), and cognitive processing therapy (CPT), at 2 time points over a 4-year period. The number of providers trained in the therapies and level of training improved over time. At baseline, of the 179 providers eligible per VA training requirements, 65 (36.4%) had received VA training in PE and 111 (62.0%) in CPT with 17 (9.5%) completing case consultation or becoming national trainers in both PE and CPT. By follow-up, of the increased number of 190 eligible providers, 87 (45.8%) had received VA training in PE and 135 (71.1%) in CPT, with 69 (36.3%) and 81 (42.6%) achieving certification, respectively. Twenty-two programs (57.9%) reported no change in PE use between baseline and follow-up, whereas 16 (42.1%) reported an increase. Twenty-four (63.2%) programs reported no change in their use of CPT between baseline and follow-up, 12 (31.6%) programs experienced an increase, and 2 (5.2%) programs experienced a decrease in use. A significant number of providers indicated that they made modifications to the manuals (e.g., tailoring, lengthening). Reasons for adaptations are discussed. The need to dedicate time and resources toward the implementation of EBTs is noted. Published 2014. This article is a US Government work and is in the public domain in the USA.

Results from 10 Years of a CBT Pain Self-Management Outpatient Program for Complex Chronic Conditions.

PubMed

Boschen, Kathryn A; Robinson, Edward; Campbell, Kent A; Muir, Sarah; Oey, Elvina; Janes, Kristen; Fashler, Samantha R; Katz, Joel

2016-01-01

Background. Traditional unimodal interventions may be insufficient for treating complex pain, as they do not address cognitive and behavioural contributors to pain. Cognitive Behavioural Therapy (CBT) and physical exercise (PE) are empirically supported treatments that can reduce pain and improve quality of life. Objectives. To examine the outcomes of a pain self-management outpatient program based on CBT and PE at a rehabilitation hospital in Toronto, Ontario. Methods. The pain management group (PMG) consisted of 20 sessions over 10 weeks. The intervention consisted of four components: education, cognitive behavioural skills, exercise, and self-management strategies. Outcome measures included the sensory, affective, and intensity of pain experience, depression, anxiety, pain disability, active and passive coping style, and general health functioning. Results. From 2002 to 2011, 36 PMGs were run. In total, 311 patients entered the program and 214 completed it. Paired t -tests showed significant pre- to posttreatment improvements in all outcomes measured. Patient outcomes did not differ according to the number or type of diagnoses. Both before and after treatment, women reported more active coping than men. Discussion. The PMGs improved pain self-management for patients with complex pain. Future research should use a randomized controlled design to better understand the outcomes of PMGs.

Increasing Access to Modern Multidisciplinary Breast Cancer Care

DTIC Science & Technology

2002-02-01

patient at course completion and 1 year later. A randomized trial of the effect of same-day mammography on patient compliance, utilizing different practice...tests for independent samples are presented. P-values are 2-sided. Table 1 : Training Effects Comparison of Peer Educators Pre- and Post-Test With Peer...Bandura) The numbers of PE projects have grown. 1 The comparatively few published outcomes evaluations of PE interventions suggest that PE are effective

Review of exposure therapy: a gold standard for PTSD treatment.

PubMed

Rauch, Sheila A M; Eftekhari, Afsoon; Ruzek, Josef I

2012-01-01

Prolonged exposure (PE) is an effective first-line treatment for posttraumatic stress disorder (PTSD), regardless of the type of trauma, for Veterans and military personnel. Extensive research and clinical practice guidelines from various organizations support this conclusion. PE is effective in reducing PTSD symptoms and has also demonstrated efficacy in reducing comorbid issues such as anger, guilt, negative health perceptions, and depression. PE has demonstrated efficacy in diagnostically complex populations and survivors of single- and multiple-incident traumas. The PE protocol includes four main therapeutic components (i.e., psychoeducation, in vivo exposure, imaginal exposure, and emotional processing). In light of PE's efficacy, the Veterans Health Administration designed and supported a PE training program for mental health professionals that has trained over 1,300 providers. Research examining the mechanisms involved in PE and working to improve its acceptability, efficacy, and efficiency is underway with promising results.

The Healthy for Life Taekwondo Pilot Study: A Preliminary Evaluation of Effects on Executive Function and BMI, Feasibility, and Acceptability

PubMed Central

Lakes, Kimberley D.; Bryars, Tracy; Sirisinahal, Swetha; Salim, Nimrah; Arastoo, Sara; Emmerson, Natasha; Kang, Daniel; Shim, Lois; Wong, Doug; Kang, Chang Jin

2013-01-01

There is growing consensus that exercise improves cognitive functioning, but research is needed to identify exercise interventions that optimize effects on cognition. The objective of this pilot study was to evaluate Taekwondo implemented in public middle school physical education (PE). Two classes were randomly assigned to either: five sessions per week of PE or three sessions of PE and two sessions of Taekwondo. In PE sessions, evidence-based curriculum to address the Presidential Core Fitness Guidelines and California Physical Fitness Tests was implemented. Taekwondo sessions included traditional techniques and forms taught in an environment emphasizing respect and self-control. Sixty students were evaluated at baseline and during the last week of the intervention (nine months later). Differences in mean residualized change scores for parent-rated inhibitory behavioral control yielded a significant, large effect size (d =.95, p =.00), reflecting greater improvement among Taekwondo students. Results from an executive function computer-administered task revealed greater accuracy on the congruent trial (d = 2.00, p = .02) for Taekwondo students. Differences in mean residualized change scores for BMI z scores yielded a moderate, non-significant effect size (d = − .51, p = .16). The majority of Taekwondo students reported positive perceptions of Taekwondo and perceived self-improvement in self-control and physical fitness. Results suggest that Taekwondo is an exercise program that improves cognitive functioning and is both feasible and acceptable to implement in a public school setting. PMID:24563664

Game Changers: New Concepts of PE and Sports Programs Are Making It More Fun for Everyone to Play

ERIC Educational Resources Information Center

McCollum, Sean

2012-01-01

In this article, the author reports an up-and-coming generation of teachers and coaches who are dedicated to inclusive PE practices. They are passionate about helping all kids discover the physical, social, and emotional benefits--as well as pleasures--of physical activity. The benefits of inclusive PE practices are too great to forfeit, says Lynn…

Reimagining professional competence in physical education

PubMed Central

Ennis, Catherine D.

2015-01-01

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. PMID:26617976

"Is Social Inclusion through PE, Sport and PA Still a Rhetoric?" Evaluating the Relationship between Physical Education, Sport and Social Inclusion

ERIC Educational Resources Information Center

Dagkas, Symeon

2018-01-01

This Special Issue is part of "Educational Review's" Hall of Fame, comprising the journal's most read and highly cited papers. As part of this I will be critiquing a milestone paper within the field(s) of Sport, PE and (I will extend to) PA by Professor Richard Bailey. The paper (see EJ691124) has been amongst the most-cited in the…

"It's Not Like You Are Less of a Man Just Because You Don't Play Rugby"--Boys' Problematisation of Gender during Secondary School Physical Education Lessons in New Zealand

ERIC Educational Resources Information Center

Gerdin, Göran

2017-01-01

Despite clear messages from current physical education (PE) curricula about the importance of adopting socially critical perspectives, dominant discourses of gender relating to physical activity, bodies and health are being reproduced within this school subject. By drawing on interview data from a larger ethnographic account of boys' PE, this…

Physical education teachers' attitudes towards children with intellectual disability: the impact of time in service, gender, and previous acquaintance.

PubMed

Ozer, D; Nalbant, S; Aǧlamıș, E; Baran, F; Kaya Samut, P; Aktop, A; Hutzler, Y

2013-11-01

This study investigated attitudes towards teaching students with intellectual disability (ID) within a representative sample of secondary school physical education (PE) teachers, and to determine the effects of age, gender, teaching experience, and having acquaintance with ID and students with ID on their attitudes. Participants were 729 secondary school PE teachers who worked in 81 major cities of Turkey. The Teachers Attitudes towards Children with Intellectual Disability Scale was administered. The statistical analysis revealed that there was no significant effect on factors and total attitudes scores of gender and having students with ID. Significant effects on factors and total attitudes score were found in teaching experiences and having acquaintance with ID. It is encouraged to maintain and further develop in-service education programmes of adapted physical activity for PE teachers. © 2012 The Authors. Journal of Intellectual Disability Research © John Wiley & Sons Ltd, MENCAP & IASSID.

Physical Education and Sport: Does Participation Relate to Physical Activity Patterns, Observed Fitness, and Personal Attitudes and Beliefs?

PubMed

Loprinzi, Paul D; Cardinal, Bradley J; Cardinal, Marita K; Corbin, Charles B

2018-03-01

The purpose of this study was to examine the associations between physical education (PE) and sports involvement with physical activity (PA), physical fitness, and beliefs about PA among a national sample of adolescents. Data from the National Health and Nutrition Examination Survey National Youth Fitness Survey were used. A total of 459 adolescents aged 12 to 15 years. Adolescents self-reported engagement in the above parameters; muscular fitness objectively determined. Multivariable linear regression. Adolescents who had PE during school days had a higher enjoyment of participating in PE (β = 0.32; P = .01), engaged in more days of being physically active for ≥60 min/d (β = 1.02; P < .001), and performed the plank fitness test longer (β = 17.2; P = .002). Adolescents who played school sports reported that more PA was needed for good health (β = 0.23; P = .04), had a higher enjoyment of participating in PE (β = 0.31; P = .003), engaged in more days of being physically active for ≥60 min/d (β = 0.70; P = .01), performed more pull-ups (β = 2.33; P = .008), had a stronger grip strength (β = 2.5; P = .01), and performed the plank fitness test longer (β = 11.6; P = .04). Adolescents who had PE during school, who had more frequent and long-lasting PE, and who played school sports generally had more accurate perceptions of the amount of PA needed for good health, had greater enjoyment of PE, were more physically active, and performed better on several muscular fitness-related tests. This underscores the importance of PE integration in the schools and encouragement of school sports participation.

"Permission to Speak": A Postcolonial View on Racialized Bodies and PE in the Current Context of Globalization.

PubMed

Azzarito, Laura

2016-06-01

The current neoliberal context of schools presents difficult challenges in addressing persistent issues of social inequalities. In this article, first, I argue that because of today's market-driven education, the rise of fitness testing in school physical education (PE) can be seriously detrimental to young people in general and to ethnic-minority young people's embodied identity in particular. Second, I explain how the racialization process circulated by the body-at-risk discourse, sustained by the media, and reproduced by high-stakes testing in PE forces ethnic-minority young people to construct their identities through White eyes, which alienates them from a consciousness of their own identity. Third, I explore the possible uses and pitfalls of Spivak's theoretical notion of "strategic essentialism" to put forward strategies to build a positive image of the "other" while attempting to avoid the erasure of difference. Fourth, I conclude the article by suggesting how Spivak's notion of strategic essentialism can be useful in rethinking current PE fitness practices.

Hypnosis Enhances the Effects of Pain Education in Patients with Chronic Non-Specific Low Back Pain: a Randomized Controlled Trial.

PubMed

Rizzo, Rodrigo R N; Medeiros, Flavia C; Pires, Leandro G; Pimenta, Rafael M; McAuley, James H; Jensen, Mark P; Costa, Leonardo O P

2018-04-11

The potential benefits of combining pain education (PE) with clinical hypnosis (CH) has not yet been investigated in individuals with chronic pain. A total of 100 patients with chronic non-specific low back pain were randomized to receive either (1) PE alone or (2) PE plus CH. Outcomes were collected by a blinded assessor at 2 weeks and 3 months after randomization. The primary outcomes were average pain intensity, worst pain intensity (both assessed with 11-point Numerical Rating Scales), and disability (24-item Roland Morris Disabilty Questionnaire) at 2 weeks. At 2 weeks, participants who received PE plus CH reported lower worst pain intensity (mean difference = 1.35 points, 95% confidence interval [CI] = 0.32 to 2.37) and disability (mean difference = 2.34 points, 95% CI = 0.06 to 4.61), but not average pain intensity (mean difference = 0.67 point, 95% CI = -0.27 to 1.62), relative to participants who received PE alone. PE plus CH participants also reported more global perceived benefits at 2 weeks (mean difference = -1.98 points 95% CI = -3.21 to -0.75). At three months, participants who received PE plus CH reported lower worst pain intensity (mean difference = 1.32 points, 95% CI = 0.29 to 2.34) and catastrophizing (mean difference = 5.30 points, 95% CI = 1.20 to 9.41). No adverse effects in either treatment condition were reported. This is the first trial showing that adding hypnosis to PE results in improved outcomes over PE alone in patients with chronic non-specific low back pain. This trial was prospectively registered at clinicaltrials.gov: NCT02638753 PERSPECTIVE: This study provides evidence supporting the efficacy of another treatment option for teaching patients to self-manage chronic low back pain that has a relatively low cost and that can be offered in groups. Copyright © 2018. Published by Elsevier Inc.

Experiences of Individuals With Visual Impairments in Integrated Physical Education: A Retrospective Study.

PubMed

Haegele, Justin A; Zhu, Xihe

2017-12-01

The purpose of this retrospective study was to examine the experiences of adults with visual impairments during school-based integrated physical education (PE). An interpretative phenomenological analysis (IPA) research approach was used and 16 adults (ages 21-48 years; 10 women, 6 men) with visual impairments acted as participants for this study. The primary sources of data were semistructured audiotaped telephone interviews and reflective field notes, which were recorded during and immediately following each interview. Thematic development was undertaken utilizing a 3-step analytical process guided by IPA. Based on the data analysis, 3 interrelated themes emerged from the participant transcripts: (a) feelings about "being put to the side," frustration and inadequacy; (b) "She is blind, she can't do it," debilitating feelings from physical educators' attitudes; and (c) "not self-esteem raising," feelings about peer interactions. The 1st theme described the participants' experiences and ascribed meaning to exclusionary practices. The 2nd theme described the participants' frustration over being treated differently by their PE teachers because of their visual impairments. Lastly, "not self-esteem raising," feelings about peer interactions demonstrated how participants felt about issues regarding challenging social situations with peers in PE. Utilizing an IPA approach, the researchers uncovered 3 interrelated themes that depicted central feelings, experiences, and reflections, which informed the meaning of the participants' PE experiences. The emerged themes provide unique insight into the embodied experiences of those with visual impairments in PE and fill a previous gap in the extant literature.

Supporting Participation in Physical Education at School in Youth with Type 1 Diabetes: Perceptions of Teachers, Youth with Type 1 Diabetes, Parents and Diabetes Professionals

ERIC Educational Resources Information Center

MacMillan, Freya; Kirk, Alison; Mutrie, Nanette; Moola, Fiona; Robertson, Kenneth

2015-01-01

It is not clear how best to support youth with type 1 diabetes to participate in physical education (PE) at school. The aim of this study was to explore perceptions of facilitators and barriers to PE in youth with type 1 diabetes and to determine how schools can help these individuals to be physically active. Interviews and focus groups were…

Are national policies and programs for prevention and management of postpartum hemorrhage and preeclampsia adequate? A key informant survey in 37 countries.

PubMed

Smith, Jeffrey Michael; Currie, Sheena; Cannon, Tirza; Armbruster, Deborah; Perri, Julia

2014-08-01

Although maternal mortality has declined substantially in recent years, efforts to address postpartum hemorrhage (PPH) and preeclampsia/eclampsia (PE/E) must be systematically scaled up in order for further reduction to take place. In 2012, a key informant survey was conducted to identify both national and global gaps in PPH and PE/E program priorities and to highlight focus areas for future national and global programming. Between January and March 2012, national program teams in 37 countries completed a 44-item survey, consisting mostly of dichotomous yes/no responses and addressing 6 core programmatic areas: policy, training, medication distribution and logistics, national reporting of key indicators, programming, and challenges to and opportunities for scale up. An in-country focal person led the process to gather the necessary information from key local stakeholders. Some countries also provided national essential medicines lists and service delivery guidelines for comparison and further analysis. Most surveyed countries have many elements in place to address PPH and PE/E, but notable gaps remain in both policy and practice. Oxytocin and magnesium sulfate were reported to be regularly available in facilities in 89% and 76% of countries, respectively. Only 27% of countries, however, noted regular availability of misoprostol in health facilities. Midwife scope of practice regarding PPH and PE/E is inconsistent with global norms in a number of countries: 22% of countries do not allow midwives to administer magnesium sulfate and 30% do not allow them to perform manual removal of the placenta. Most countries surveyed have many of the essential policies and program elements to prevent/manage PPH and PE/E, but absence of commodities (especially misoprostol), limitations in scope of practice for midwives, and gaps in inclusion of maternal health indicators in the national data systems have impeded efforts to scale up programs nationally.

Motivational Climate in Games Concept Lessons

ERIC Educational Resources Information Center

McNeill, Michael Charles; Fry, Joan Marian; Md. Hairil, Johari

2011-01-01

This is an investigation of the motivational climate generated in games lessons taught by three experienced, specialist physical education (PE) teachers using a tactical games approach (Games Concept Approach, GCA). The pupils' personal motives for participation in the units were also explored. Three PE specialists were purposefully selected to…

An experimental assessment of physical educators' expectations and attitudes: the importance of student weight and gender.

PubMed

Peterson, Jamie Lee; Puhl, Rebecca M; Luedicke, Joerg

2012-09-01

At school, physical education (PE) teachers and coaches may be key supports for physical activity. Unfortunately, PE teachers may endorse negative stereotypes and attitudes toward overweight youth. These biases may influence the amount of instruction physical educators provide to students and their participation in PE or other physical activity. This study assessed physical educators' (N = 162) ability and performance expectations, attributions, and attitudes toward overweight and non-overweight students. Physical educators endorsed inferior ability expectations for overweight students compared to non-overweight students. Poorer performance expectations were limited to overweight female targets, but when controlling for participant characteristics, this effect became marginally significant for overweight male targets. There was a trend such that participants endorsed more external attributions for the abilities and performance of overweight female students, yet this effect was reduced to marginal significance when controlling for participant characteristics. Participants endorsed more negative attitudes for both overweight males and females compared to non-overweight youth. Findings indicate that physical educators' expectations, attributions, and attitudes regarding students may be negatively influenced by youth body weight, and differ by student gender. The potential effect of physical educators' weight bias on adolescent participation in physical activity and its implications for students' physical health, academic achievement, and social development are discussed. © 2012, American School Health Association.

Factors related to clinician attitudes toward prolonged exposure therapy for PTSD.

PubMed

Ruzek, Josef I; Eftekhari, Afsoon; Rosen, Craig S; Crowley, Jill J; Kuhn, Eric; Foa, Edna B; Hembree, Elizabeth A; Karlin, Bradley E

2014-08-01

This study examines pretraining attitudes toward prolonged exposure (PE) therapy in a sample of 1,275 mental health clinicians enrolled in a national PE training program sponsored by the U.S. Department of Veterans Affairs. Attitudes assessed via survey included values placed on outcomes targeted by PE, outcome expectancies (positive expectancies for patient improvement and negative expectancies related to patient deterioration, clinician time burden, and clinician emotional burden), and self-efficacy for delivering PE. Results indicated that clinicians were receptive to learning PE and had positive expectations about the treatment, but expressed concerns that PE might increase patient distress. Responses varied by clinician characteristics with psychologists, clinicians working in specialty PTSD treatment settings (as opposed to those in mental health clinics and other clinic types), and those with a primarily cognitive-behavioral orientation expressing attitudes that were most supportive of learning and implementing PE across various indicators. Implications for addressing attitudinal barriers to implementation of PE therapy are discussed. Published 2014. This article is a US Government work and is in the public domain in the USA.

Role of training activities for the reduction of pre-analytical errors in laboratory samples from primary care.

PubMed

Romero, Adolfo; Cobos, Andrés; Gómez, Juan; Muñoz, Manuel

2012-01-18

The presence of pre-analytical errors (PE) is a usual contingency in laboratories. The incidence may increase where it is difficult to control that period, as it is the case with samples sent from primary care (PC) to clinical reference laboratory. Detection of a large number of PE in PC samples in our Institution led to the development and implementation of preventive strategies. The first of these has been the realization of a cycle of educational sessions for PC nurses, followed by the evaluation of their impact on PE number. The incidence of PE was assessed in two periods, before (October-November 2007) and after (October-November, 2009) the implementation of educational sessions. Eleven PC centers in the urban area and 17 in the rural area participated. In the urban area, samples were withdrawn by any PC nurse; in the rural area, samples were obtained by the patient's reference nurse. The types of analyzed PE included missed sample (MS), hemolyzed sample (HS), coagulated sample (CS), incorrect sample (ISV) and others (OPE), such as lipemic or icteric serum or plasma. In the former period, we received 52,669 blood samples and 18,852 urine samples, detecting 3885 (7.5%) and 1567 (8.3%) PEs, respectively. After the educational intervention, there were 52,659 and 19,048 samples with 5057 (9.6%) and 1.256 (6.5%) PEs, respectively (p<0.001). According to the type of PE, the incidents compared before and after compared incidences were: MS, 4.8% vs. 3.8%, p<0.001; HS, 1.97% vs. 3.9%, p<0.001; CS, 0.54% vs. 0.25%, p<0.001; ISV, 0.15% vs. 0.19% p=0.08; and OPE, 0.3% vs. 0.42%, p<0.001. Surprisingly the PE incidence increased after the educational intervention, although it should be noted that it was primarily due to the increase of HS, as the other EP incidence decreased (MS and CS) or remained unchanged (ISV). This seems to indicate the need for a comprehensive approach to reduce the incidence of errors in the pre-analytical period, as one stage interventions do not seem to be effective enough. Copyright © 2011 Elsevier B.V. All rights reserved.

"Exergaming," Corporate Interests and the Crisis Discourse of Childhood Obesity

ERIC Educational Resources Information Center

Vander Schee, Carolyn J.; Boyles, Deron

2010-01-01

In this paper we explore "exergaming" in schools, the latest trend influencing the physical education (PE) curriculum. Throughout the paper we investigate the various proponents of exergaming including the gaming industry, academic researchers and PE teachers. Our inquiry takes a closer look at exergaming as a pedagogical trend and…

Serving PE Teachers' Professional Learning Experiences in Social Circus

ERIC Educational Resources Information Center

Li, Chung

2010-01-01

Background: Social circus has long been the folklore in the Chinese culture. Recently, initiatives have been undergoing to introduce it in the school physical education curriculum in Hong Kong. Aims: This article reports a study on 38 PE teachers' professional learning experiences while attending two 2-day workshops respectively concerning…

Prediction of Selected Fitness Indicators by Gender, Age, Alienation, and Perceived Competence.

ERIC Educational Resources Information Center

Burkhalter, Nancy A.; Wendt, Janice C.

2001-01-01

Examined relationships between physical factors, psychological factors, gender, and age in middle school physical education (PE) students. Data on PE alienation, perceived competency toward physical fitness (PCf) and physical activity (PCp), and various fitness and strength measures indicated that gender and PCf significantly predicted fitness.…

Unfit to Teach

ERIC Educational Resources Information Center

Hunt, Kevin; Griffin, Lisa; Maina, Michael; Clifford, Tyler; Martin, Steven; Sparks, Mikayla

2017-01-01

Purpose: Physical education (PE) teachers appear to have a powerful influential effect on learners in the instructional environ-ment through the manner in which they model those behaviors and practices they espouse. The purpose of this study was to determine if Georgia secondary PE teachers are capable of modeling Healthy Fitness Zone (HFZ)…

Possibilities and Challenges in Teachers' Collegial Learning

ERIC Educational Resources Information Center

Makopoulou, Kyriaki; Armour, Kathleen

2014-01-01

This paper reports a set of findings from a larger research study undertaken on Physical Education (PE) teachers' career-long professional learning in Greece. In total, nine case study PE teachers participated in the study. Data were collected using semi-structured interviews with the teachers. The data were analysed using a constructivist…

"Race" Talk! Tensions and Contradictions in Sport and PE

ERIC Educational Resources Information Center

Hylton, Kevin

2015-01-01

Background: The universal sport discourses of meritocracy and equality are so engrained that few challenge them. The most cursory interest in sport, Physical Education (PE), and society will reveal that the lived reality is quite different. Racial disparities in the leadership and administration of sport are commonplace worldwide; yet, from…

PE: It's Just Me: Physically Active and Healthy Teacher Bodies

ERIC Educational Resources Information Center

Wrench, Alison; Garrett, Robyne

2015-01-01

This paper focuses on the significance of embodied understandings to the emerging subjectivities and pedagogical practices of pre-service teachers undertaking a Physical Education (PE) specialisation through a B.Ed. (primary/middle). Data from a research project conducted at an Australian university with seven pre-service teachers will be…

Educational Inequalities in the Transition to Adulthood in Belgium: The Impact of Intergenerational Mobility on Young-Adult Mortality in 2001-2009

PubMed Central

2015-01-01

Several studies have focused on the association between parental and personal socioeconomic position (SEP) and health, with mixed results depending on the specific health outcome, research methodology and population under study. In the last decades, a growing interest is given to the influence of intergenerational mobility on several health outcomes at young ages. This study addresses the following research question: Is educational intergenerational mobility associated with all-cause and cause-specific mortality in young adulthood? To this end, the Belgian 1991 and 2001 censuses are used, providing characteristics of young persons at two time points (T1 = 01/03/91;T2 = 01/10/01) and follow-up information on mortality and emigration between T2 and 31/12/09 (T3). The study population consists of all official inhabitants of Flanders and the Brussels-Capital Region at T2, born between 1972 and 1982 and alive at T2. Parental and personal education are divided into primary (PE), lower secondary (LSE), higher secondary (HSE) and higher education (HE). We analyse mortality between T2 and T3 calculating age-standardised mortality rates (ASMRs) and using Cox regression (hazard ratios = HR). Personal rather than parental education determines the observed mortality rates, with high all-cause mortality rates among those with PE, irrespective of parental education (e.g., among men ASMRPE-PE = 200.0 [95% CI 158.0–241.9]; ASMRHE-PE = 319.7 [183.2–456.3]) and low all-cause mortality among those in higher education, regardless of parental education (ASMRPE-HE = 41.7 [30.8–52.6]; ASMRHE-HE = 38.0 [33.2–42.8]). There is some variation by gender and according to cause of death. This study shows the strong association between personal education and young-adult mortality. PMID:26657691

Objectively Measured Physical Activity During Physical Education and School Recess and Their Associations With Academic Performance in Youth: The UP&DOWN Study.

PubMed

Esteban-Cornejo, Irene; Martinez-Gomez, David; Garcia-Cervantes, Laura; Ortega, Francisco B; Delgado-Alfonso, Alvaro; Castro-Piñero, José; Veiga, Oscar L

2017-04-01

This study examined the associations of objectively measured physical activity in Physical Education and recess with academic performance in youth. This cross-sectional study was conducted with 1,780 participants aged 6 to 18 years (863 girls). Physical activity was objectively measured by accelerometry and was also classified according to sex- and agespecific quartiles of physical activity intensities. Academic performance was assessed through school records. Physical activity in physical education (PE) and recess was not associated with academic performance (β ranging from -0.038 to -0.003; all P > .05). Youth in the lowest quartile of physical activity in PE engaged in an average of 1.40 min of moderate-to-vigorous physical activity and those in the highest quartile engaged in 21.60 min (for recess: lowest quartile, 2.20 min; highest quartile, 11.15 min). There were no differences in academic performance between quartiles of physical activity in Physical Education and recess. Time spent at different physical activity intensities during PE and recess does not impair academic performance in youth.

Global Gridded Emission Inventories of Pentabrominated Diphenyl Ether (PeBDE)

NASA Astrophysics Data System (ADS)

Li, Yi-Fan; Tian, Chongguo; Yang, Meng; Jia, Hongliang; Ma, Jianmin; Li, Dacheng

2010-05-01

Polybrominated diphenyl ethers (PBDEs) are flame retardants widely used in many everyday products such as cars, furniture, textiles, and other electronic equipment. The commercial PBDEs have three major technical mixtures: penta-(PeBDE), octa-(OBDE) and decabromodiphenyl ethers (DeBDE). PeBDE is a mixture of several BDE congeners, such as BDE-47, -99, and -100, and has been included as a new member of persistent organic pollutants (POPs) under the 2009 Stockholm Convention. In order to produce gridded emission inventories of PeBDE on a global scale, information of production, consumption, emission, and physiochemical properties of PeBDE have been searched for published papers, government reports, and internet publications. A methodology to estimate the emissions of PeBDE has been developed and global gridded emission inventories of 2 major congener in PeBDE mixture, BDE-47 and -99, on a 1 degree by 1degree latitude/longitude resolution for 2005 have been compiled. Using these emission inventories as input data, the Canadian Model for Environmental Transport of Organochlorine Pesticides (CanMETOP) model was used to simulate the transport of these chemicals and their concentrations in air were calculated for the year of 2005. The modeled air concentration of BDE-47 and -99 were compared with the monitoring air concentrations of these two congeners in the same year obtained from renowned international/national monitoring programs, such as Global Atmospheric Passive Sampling (GAPS), the Integrated Atmospheric Deposition Network (IADN), and the Chinese POPs Soil and Air Monitoring Program (SAMP), and significant correlations between the modeled results and the monitoring data were found, indicating the high quality of the produced emission inventories of BDE-47 and -99. Keywords: Pentabrominated Diphenyl Ether (PeBDE), Emission Inventories, Global, Model

An updated and conservative systematic review and meta-analysis of epidemiological evidence on psychotic experiences in children and adults: on the pathway from proneness to persistence to dimensional expression across mental disorders.

PubMed

Linscott, R J; van Os, J

2013-06-01

The psychosis-proneness-persistence-impairment model of psychotic disorder incorporates notions of both phenomenological and temporal continuity (persistence) of psychotic experiences (PE), but not structural continuity. Specific testable propositions of phenomenological continuity and persistence are identified. Method Propositions are tested by systematic reviews of the epidemiology of PE, persistence of PE and disorder outcomes, and meta-analyses (including Monte Carlo permutation sampling, MCPS) of reported rates and odds ratios (ORs). Estimates of the incidence and prevalence of PE obtained from 61 cohorts revealed a median annual incidence of 2.5% and a prevalence of 7.2%. Meta-analysis of risk factors identified age, minority or migrant status, income, education, employment, marital status, alcohol use, cannabis use, stress, urbanicity and family history of mental illness as important predictors of PE. The mode of assessment accounted for significant variance in the observed rates. Across cohorts, the probability of persistence was very strongly related to the rate of PE at baseline. Of those who report PE, ∼20% go on to experience persistent PE whereas for ∼80%, PE remit over time. Of those with baseline PE, 7.4% develop a psychotic disorder outcome. Compelling support is found for the phenomenological and temporal continuity between PE and psychotic disorder and for the fundamental proposition that this relationship is probabilistic. However, imprecision in epidemiological research design, measurement limitations and the epiphenomenological nature of PE invite further robust scrutiny of the continuity theory.

Physical activity among adolescents and barriers to delivering physical education in Cornwall and Lancashire, UK: a qualitative study of heads of PE and heads of schools.

PubMed

Boyle, Spencer Earl; Jones, Georgina L; Walters, Stephen J

2008-08-01

Recent initiatives have been introduced by the UK government into secondary schools to increase pupils' access to physical activity (PA). Despite this, not enough is known about pupils' levels of physical activity or whether the delivery of these initiatives in schools facilitates or creates a barrier for pupils' PA. The aim of this study was to gain an understanding of adolescents PA levels from the perspective of those responsible for delivering physical education (PE) in schools; heads of PE (HOPE) and heads of school (HS). Seventeen semi-structured qualitative interviews were carried out with a snowball sample of HOPE and HS in schools in the Northwest and Southwest of England. Thematic data analysis using NVIVO was used to identify emergent themes. 17 core themes were generated, 12 of which confirmed the findings from similar research. However, five themes relating to 'ethos of performance/elitism', 'lower fitness leads to lower ability', 'undervaluing activities within PE dept' or school as a whole', 'role of the school' and 'PE department doing all it can' offer valuable new insight into the factors which may encourage or prevent PA inside or outside the curriculum. Despite many positive perceptions of the delivery of PE in schools, it is evident that barriers still exist within that delivery which discourages physical activity. More research is needed to particularly address the complex issues of elitism and the ethos of PA in schools.

Relational perceptions in high school physical education: teacher- and peer-related predictors of female students' motivation, behavioral engagement, and social anxiety.

PubMed

Gairns, Felicity; Whipp, Peter R; Jackson, Ben

2015-01-01

Although researchers have demonstrated the importance of interpersonal processes in school-based physical education (PE), there have been calls for further studies that account for multiple relational perspectives and provide a more holistic understanding of students' relational perceptions. Guided by principles outlined within self-determination theory and the tripartite efficacy model, our aim was to explore the ways in which students' perceptions about their teacher and classmates directly and/or indirectly predicted motivation, anxiety, and engagement in PE. A total of 374 female high-school students reported the extent to which their teachers and classmates independently (a) engaged in relatedness-supportive behaviors, (b) satisfied their need for relatedness, and (c) were confident in their ability in PE (i.e., relation-inferred self-efficacy). Students also rated their motivation and anxiety regarding PE, and teachers provided ratings of in-class behavioral engagement for each student. Analyses demonstrated support for the predictive properties of both teacher- and peer-focused perceptions. Students largely reported more positive motivational orientations when they held favorable perceptions regarding their teacher and peers, and autonomous motivation was in turn positively related to behavioral engagement ratings. These findings offer novel insight into the network of interpersonal appraisals that directly and indirectly underpins important in-class outcomes in PE.

Plant maintenance and advanced reactors issue, 2004

DOE Office of Scientific and Technical Information (OSTI.GOV)

Agnihotri, Newal

2004-09-15

The focus of the September-October issue is on plant maintenance and advanced reactors. Major articles/reports in this issue include: Optimism about the future of nuclear power, by Ruth G. Shaw, Duke Power Company; Licensed in three countries, by GE Energy; Enhancing public acceptance, by Westinghouse Electric Company; Standardized MOV program, by Ted Neckowicz, Exelon; Inservice testing, by Steven Unikewicz, U.S. Nuclear Regulatory Commission; Asian network for education, Fatimah Mohd Amin, Malaysian Institute for Nuclear Technology Research; and, Cooling water intake optimization, by Jeffrey M. Jones and Bert Mayer, P.E., Framatome ANP.

Sports participation and physical education in American secondary schools: current levels and racial/ethnic and socioeconomic disparities.

PubMed

Johnston, Lloyd D; Delva, Jorge; O'Malley, Patrick M

2007-10-01

The purpose of this study was to determine the current levels of physical education (PE) and sports participation among American secondary school students, and to establish the extent to which they vary by grade level, racial/ethnic background, and socioeconomic status (SES) of the students. Nationally representative data were used from over 500 schools and 54,000 students surveyed in 2003, 2004, and 2005 as part of the Youth, Education, and Society (YES) study and the Monitoring the Future (MTF) study. As part of YES, school administrators completed questionnaires on physical activity (including rates of sports and PE participation) of students in their schools. Students in the same schools completed self-administered questionnaires in the same year as part of MTF, providing individual background data, including their gender, racial/ethnic identification, and parents' education level. Data were analyzed in 2006. Physical education requirements, and actual student participation rates, decline substantially between 8th and 12th grades. About 87% of 8th graders were in schools that required them to take PE, compared to only 20% of 12th graders. Principals estimate that over 90% of 8th graders actually take PE, compared to 34% of 12th graders. Subgroup differences in PE participation rates were small. Only a fraction of all students participate in varsity sports during the school year, with girls participating only slightly less than boys (33% vs 37%). Participation correlates negatively with SES and was lower among black and Hispanic students than white students, even after controlling for other variables. Participation rates in intramural sports were even lower, declined in higher grades, and were lower among low-SES and Hispanic students (after controlling for other variables). Physical education is noticeably lacking in American high schools for all groups. Racial/ethnic minorities and low-SES youth, who are at higher than average risk of being overweight in adolescence, are getting less exercise due to their lower participation in school sports. Disparities in resources available to minorities and lower-SES youth may help explain the differences in participation rates.

Validation of an observation tool to assess physical activity-promoting physical education lessons in high schools: SOFIT.

PubMed

Fairclough, Stuart J; Weaver, R Glenn; Johnson, Siobhan; Rawlinson, Jack

2018-05-01

SOFIT+ is an observation tool to measure teacher practices related to moderate-to-vigorous physical activity (MVPA) promotion during physical education (PE). The objective of the study was to examine the validity of SOFIT+ during high school PE lessons. This cross-sectional, observational study tested the construct validity of SOFIT+ in boys' and girls' high school PE lessons. Twenty-one PE lessons were video-recorded and retrospectively coded using SOFIT+. Students wore hip-mounted accelerometers during lessons as an objective measure of MVPA. Multinomial logistic regression was used to estimate the likelihood of students engaging in MVPA during different teacher practices represented by observed individual codes and a combined SOFIT+ index-score. Fourteen individual SOFIT+ variables demonstrated a statistically significant relationship with girls' and boys' MVPA. Observed lesson segments identified as high MVPA-promoting were related to an increased likelihood of girls engaging in 5-10 (OR=2.86 [95% CI 2.41-3.40]), 15-25 (OR=7.41 [95% CI 6.05-9.06]), and 30-40 (OR=22.70 [95% CI 16.97-30.37])s of MVPA. For boys, observed high-MVPA promoting segments were related to an increased likelihood of engaging in 5-10 (OR=1.71 [95% CI 1.45-2.01]), 15-25 (OR=2.69 [95% CI 2.31-3.13]) and 30-40 (OR=4.26 [95% CI 3.44-5.29])s of MVPA. Teacher practices during high school PE lessons are significantly related to students' participation in MVPA. SOFIT+ is a valid and reliable tool to examine relationships between PE teacher practices and student MVPA during PE. Copyright © 2017 Sports Medicine Australia. Published by Elsevier Ltd. All rights reserved.

Gender differences in cardiovascular diseases risk for physical education teachers.

PubMed

Misigoj-Duraković, Marjeta; Duraković, Zijad; Ruzić, Lana; Findak, Vladimir

2004-01-01

The aim of the study was to evaluate the level of habitual physical activity in Croatian physical education (PE) teachers, as well as the existence of some other risk factors for the development of cardiovascular diseases (CVD). The sample consisted of 191 PE teachers aged 24 to 59 years (122 men, mean age 42.6+/-8.76 and 69 women, mean age 40.3+/-8.84;p=0.09). In order to assess the level of habitual physical activity, the teachers were asked to fill in Baecke's questionnaire. The questionnaire comprises 16 items testing physical loads at work, during sport activity and during leisure time. The questionnaire also contains 8 items, each of them representing a certain cardiovascular risk factor. In comparison to average adult employed population, PE teachers have a significantly higher level of sport and leisure time activity, which could have a favorable impact on the incidence of particular risk factors, such as overweight/obesity, systolic hypertension and blood cholesterol level. This is more obvious in females PE teachers who pay more attention to the principles of healthy life style: optimal body weight regulation, low fat diet and higher amount of leisure time physical activity (significantly higher than in male teachers). Female PE teachers who have maintained their active life style decrease the risk of CVD, particularly after the age of 55. Although it is necessary to keep in mind all the limitations of a questionnaire study, this preliminary report leads to the conclusion that male PE teachers, although physically active at job, have still kept sedentary habits, often have maintained heavy smoking habits, are slightly overweight, thus minimizing the positive effects of their demanding workplace. Consequently, average male PE teachers' risk for CVD development corresponds to the risk of general male population.

Physical examination in undergraduate medical education in the field of general practice - a scoping review.

PubMed

Moßhammer, Dirk; Graf, Joachim; Joos, Stefanie; Hertkorn, Rebekka

2017-11-25

Physical examination (PE) is an essential clinical skill and a central part of a physician's daily activity. Teaching of PE has been integrated into medical school by many clinical disciplines with respective specific examination procedures. For instance, PE teaching in general practice may include a full-body examination approach. Studies show that PE-skills of medical students often need enhancement. The aim of this article was to scope the literature regarding the teaching and research of PE within general practice during undergraduate medical education. We evaluated a wide breadth of literature relating to the content, study design, country of research institution and year of publication. Literature search in Medline along the PRISMA-P protocol was performed by search syntax ("physical examination" AND "medical education" AND "undergraduate" AND general practice) considering Medline MeSH (Medical Subject Heading)-Terms and Medline search term tree structure. Independent title, abstract and full-text screening with defined inclusion and exclusion criteria was performed. Full texts were analyzed by publication year, country of origin, study design and content (by categorizing articles along their main topic according to qualitative content analysis of Mayring). One-hundred seven articles were included. The annual number of publications ranged from 4 to 14 and had a slightly rising trend since 2000. Nearly half of the publications originated from the United States (n = 54), 33 from Canada and the United Kingdom. Overall, intervention studies represented the largest group (n = 60, including uncontrolled and controlled studies, randomized and non-randomized), followed by cross-sectional studies (n = 29). The 117 studies could be assigned to five categories "teaching methods (n = 53)", "teaching quality (n = 33)", "performance evaluation and examination formats (n=19)", "students' views (n = 8)" and "patients' and standardized patients' views (n=4)". The present work shows a wide spectrum of teaching and research activities and a certain level of evidence for the effectiveness of individual teaching methods. It can be used as orientation and impulse generator for the further development of medical education in the field of PE.

Influence of school environments on childhood obesity in California.

PubMed

Ortega Hinojosa, Alberto M; MacLeod, Kara E; Balmes, John; Jerrett, Michael

2018-06-05

To conduct a state-wide examination of public schools and the school neighborhood as potential targets for environmental public health tracking to address childhood obesity. We examined the relationship of social and physical environmental attributes of the school environment (within school and neighborhood) and childhood obesity in California with machine learning (Random Forest) and multilevel methods. We used data compiled from the California Department of Education, the U.S. Geological Survey, ESRI's Business Analyst, the U.S. Census, and other public sources for ecologic level variables for various years and assessed their relative importance to obesity as determined from the statewide Physical Fitness Test 2003 through 2007 for grades 5, 7, and 9 (n = 5,265,265). In addition to individual-level race and gender, the following within and school neighborhood variables ranked as the most important model contributors based on the Random Forest analysis and were included in multilevel regressions clustered on the county. Violent crime, English learners, socioeconomic disadvantage, fewer physical education (PE) and fully credentialed teachers, and diversity index were positively associated with obesity while academic performance index, PE participation, mean educational attainment and per capita income were negatively associated with obesity. The most highly ranked built or physical environment variables were distance to the nearest highway and greenness, which were 10th and 11th most important, respectively. Many states in the U.S. do not have school-based surveillance programs that collect body mass index data. System-level determinants of obesity can be important for tracking and intervention. The results of these analyses suggest that the school social environment factors may be especially important. Disadvantaged and low academic performing schools have a higher risk for obesity. Supporting such schools in a targeted way may be an efficient way to intervene and could impact both health and academic outcomes. Some of the more important variables, such as having credentialed teachers and participating in PE, are modifiable risk factors. Copyright © 2018. Published by Elsevier Inc.

Effectiveness of education in point-of-care ultrasound-assisted physical examinations in an emergency department: A before-and-after study.

PubMed

Choi, Yoo Jin; Jung, Jae Yun; Kwon, Hyuksool

2017-06-01

Implementation of point-of-care ultrasonography (POCUS)-assisted physical examination (PE) in emergency departments (EDs) was conducted in the ED of an urban tertiary teaching hospital. This study examines the effect of POCUS implementation in emergency medicine departments by using a systematic education program on image acquisition to analyze decision making.Educating staff on POCUS involved a technique related to image acquisition and then accurately diagnosing subsequent POCUS results. The quasi-experimental, uncontrolled before-and-after study was performed to evaluate the education effect. POCUS orders for eligible patients, length of stay (LOS) in ED, and return visits (RVs) to ED between the "before" period (March 1, 2015 to February 28, 2016) and the "after" period (March 1, 2016 to February 28, 2017) were compared. Piecewise regression was used to assess trend differences of LOS and RVs between the periods.A total of 16,942 and 16,287 patients were included in the before and after periods of education, respectively. During the study periods, 966 (6%) and 2801 (18%) POCUS were ordered, respectively (rate difference  =  12%; P < .001). Before the education, the median LOS was 6.55 (interquartile rage [IQR]: 6.2-6.75) and the trend slope of LOS was -0.01. After the education, the median LOS was 5.25 (IQR: 4.85-5.45) and the trend slope (the change of which was considered significant, at a P value of .012) was -0.15. Before the education, the median RV rate was 6.4% (IQR: 6.15-6.65) and the trend slope of RVs was -0.01. After the education, the median RVs was 5.25% (IQR: 4.95-5.35) and the trend slope of RVs was also significant, at -0.11.The education of POCUS-PE in ED successfully increased use of POCUS, and reduced the LOS and RV rate in ED.

Effectiveness of education in point-of-care ultrasound-assisted physical examinations in an emergency department

PubMed Central

Choi, Yoo Jin; Jung, Jae Yun; Kwon, Hyuksool

2017-01-01

Abstract Implementation of point-of-care ultrasonography (POCUS)-assisted physical examination (PE) in emergency departments (EDs) was conducted in the ED of an urban tertiary teaching hospital. This study examines the effect of POCUS implementation in emergency medicine departments by using a systematic education program on image acquisition to analyze decision making. Educating staff on POCUS involved a technique related to image acquisition and then accurately diagnosing subsequent POCUS results. The quasi-experimental, uncontrolled before-and-after study was performed to evaluate the education effect. POCUS orders for eligible patients, length of stay (LOS) in ED, and return visits (RVs) to ED between the “before” period (March 1, 2015 to February 28, 2016) and the “after” period (March 1, 2016 to February 28, 2017) were compared. Piecewise regression was used to assess trend differences of LOS and RVs between the periods. A total of 16,942 and 16,287 patients were included in the before and after periods of education, respectively. During the study periods, 966 (6%) and 2801 (18%) POCUS were ordered, respectively (rate difference  =  12%; P < .001). Before the education, the median LOS was 6.55 (interquartile rage [IQR]: 6.2–6.75) and the trend slope of LOS was −0.01. After the education, the median LOS was 5.25 (IQR: 4.85–5.45) and the trend slope (the change of which was considered significant, at a P value of .012) was −0.15. Before the education, the median RV rate was 6.4% (IQR: 6.15–6.65) and the trend slope of RVs was −0.01. After the education, the median RVs was 5.25% (IQR: 4.95–5.35) and the trend slope of RVs was also significant, at −0.11. The education of POCUS-PE in ED successfully increased use of POCUS, and reduced the LOS and RV rate in ED. PMID:28640133

Representing Valued Bodies in PE: A Visual Inquiry with British Asian Girls

ERIC Educational Resources Information Center

Hill, Joanne; Azzarito, Laura

2012-01-01

Background: Status or value in sport and physical education (PE) contexts is often associated with performances of highly proficient sporting bodies, which produce hierarchies of privileged and marginalised gendered and racialised positions. This may be communicated through text and images shared within school, physical cultures and media that…

Assessment Quality and Practices in Secondary PE in the Netherlands

ERIC Educational Resources Information Center

Borghouts, Lars B.; Slingerland, Menno; Haerens, Leen

2017-01-01

Background: Assessment can have various functions, and is an important impetus for student learning. For assessment to be effective, it should be aligned with curriculum goals and of sufficient quality. Although it has been suggested that assessment quality in physical education (PE) is suboptimal, research into actual assessment practices has…

Getting Girls in the Game: Action Research in the Gymnasium

ERIC Educational Resources Information Center

Robinson, Daniel B.

2013-01-01

This article presents an action research project focused on improving physical education (PE) for adolescent female students. One university researcher, three male PE teachers, and 13 of their most disengaged female students participated in the one-year, two-cycle, action research project. The process and results are offered so that future PE…

School PE through Internet Discussion Forums

ERIC Educational Resources Information Center

Lauritsalo, Kirsti; Sääkslahti, Arja; Rasku-Puttonen, Helena

2015-01-01

Background: Physical education is a subject that generates strong feelings and emotions, as can be seen in written accounts of PE experiences. It is also important to listen to students' voices in the research context. Nowadays, students can be listened to in a new way--through the Internet. Various discussion forums on the Internet make it…

Perception of competence in middle school physical education: instrument development and validation.

PubMed

Scrabis-Fletcher, Kristin; Silverman, Stephen

2010-03-01

Perception of Competence (POC) has been studied extensively in physical activity (PA) research with similar instruments adapted for physical education (PE) research. Such instruments do not account for the unique PE learning environment. Therefore, an instrument was developed and the scores validated to measure POC in middle school PE. A multiphase design was used consisting of an intensive theoretical review, elicitation study, prepilot study, pilot study, content validation study, and final validation study (N=1281). Data analysis included a multistep iterative process to identify the best model fit. A three-factor model for POC was tested and resulted in root mean square error of approximation = .09, root mean square residual = .07, goodness offit index = .90, and adjusted goodness offit index = .86 values in the acceptable range (Hu & Bentler, 1999). A two-factor model was also tested and resulted in a good fit (two-factor fit indexes values = .05, .03, .98, .97, respectively). The results of this study suggest that an instrument using a three- or two-factor model provides reliable and valid scores ofPOC measurement in middle school PE.

Testing a model of antecedents and consequences of defensive pessimism and self-handicapping in school physical education.

PubMed

Ntoumanis, Nikos; Taylor, Ian M; Standage, Martyn

2010-12-01

There has been very limited research on the use of self-worth protection strategies in the achievement context of school physical education (PE). Thus the aim of the present study was to examine some antecedents and consequences of defensive pessimism and self-handicapping. The sample comprised 534 British pupils (275 females, 259 males) recruited from two schools who responded to established questionnaires. Results of structural equation modelling analysis indicated that self-handicapping and defensive pessimism were positively predicted by fear of failure and negatively predicted by competence valuation. In addition, defensive pessimism was negatively predicted by physical self-concept. In turn, defensive pessimism negatively predicted enjoyment in PE and intentions to participate in future optional PE programmes. Self-handicapping did not predict enjoyment or intentions. Results from multi-sample structural equation modelling showed the specified model to be largely invariant across males and females. The findings indicate that although both strategies aim to protect one's self-worth, some of their antecedents and consequences in PE may differ.

Predicting students' physical activity and health-related well-being: a prospective cross-domain investigation of motivation across school physical education and exercise settings.

PubMed

Standage, Martyn; Gillison, Fiona B; Ntoumanis, Nikos; Treasure, Darren C

2012-02-01

A three-wave prospective design was used to assess a model of motivation guided by self-determination theory (Ryan & Deci, 2008) spanning the contexts of school physical education (PE) and exercise. The outcome variables examined were health-related quality of life (HRQoL), physical self-concept (PSC), and 4 days of objectively assessed estimates of activity. Secondary school students (n = 494) completed questionnaires at three separate time points and were familiarized with how to use a sealed pedometer. Results of structural equation modeling supported a model in which perceptions of autonomy support from a PE teacher positively predicted PE-related need satisfaction (autonomy, competence, and relatedness). Competence predicted PSC, whereas relatedness predicted HRQoL. Autonomy and competence positively predicted autonomous motivation toward PE, which in turn positively predicted autonomous motivation toward exercise (i.e., 4-day pedometer step count). Autonomous motivation toward exercise positively predicted step count, HRQoL, and PSC. Results of multisample structural equation modeling supported gender invariance. Suggestions for future work are discussed.

Performance in physical examination on the USMLE Step 2 Clinical Skills examination.

PubMed

Peitzman, Steven J; Cuddy, Monica M

2015-02-01

To provide descriptive information about history-taking (HX) and physical examination (PE) performance for U.S. medical students as documented by standardized patients (SPs) during the Step 2 Clinical Skills (CS) component of the United States Medical Licensing Examination. The authors examined two hypotheses: (1) Students perform worse in PE compared with HX, and (2) for PE, students perform worse in the musculoskeletal system and neurology compared with other clinical domains. The sample included 121,767 student-SP encounters based on 29,442 examinees from U.S. medical schools who took Step 2 CS for the first time in 2011. The encounters comprised 107 clinical presentations, each categorized into one of five clinical domains: cardiovascular, gastrointestinal, musculoskeletal, neurological, and respiratory. The authors compared mean percent-correct scores for HX and PE via a one-tailed paired-samples t test and examined mean score differences by clinical domain using analysis of variance techniques. Average PE scores (59.6%) were significantly lower than average HX scores (78.1%). The range of scores for PE (51.4%-72.7%) was larger than for HX (74.4%-81.0%), and the standard deviation for PE scores (28.3) was twice as large as the HX standard deviation (14.7). PE performance was significantly weaker for musculoskeletal and neurological encounters compared with other encounters. U.S. medical students perform worse on PE than HX; PE performance was weakest in musculoskeletal and neurology clinical domains. Findings may reflect imbalances in U.S. medical education, but more research is needed to fully understand the relationships among PE instruction, assessment, and proficiency.

[Discourses and practices concerning the social participation process in health education activities: community mobilization in the PCDEN/PE. Programa de Controle das Doenças Endêmicas do Nordeste/Pernambuco].

PubMed

Acioli, M D; de Carvalho, E F

1998-01-01

This study analyzes and compares several social participation concepts in health education processes to practical experiences with schistosomiasis prevention measures under the Northeast Endemic Disease Control Program (Brazilian Ministry of Health/World Bank, 1987). Using qualitative methods, institutional documents and discourses were interpreted (Sucam, FNS, and Ministry of Health). A field study was also performed (using interviews with community-based health agents and the general population) in the Zona da Mata region of Pernambuco (a historically endemic area for schistosomiasis), focused in the county of Amaraji. Comparing discourses and educational practices, we found factors that explain respective points of convergence and divergence, as well as elements linked to the social and historical process of the target population which systematically limit the efficacy of such educational measures.

Integrative Neuromuscular Training and Sex-Specific Fitness Performance in 7-Year-Old Children: An Exploratory Investigation

PubMed Central

Faigenbaum, Avery D.; Myer, Gregory D.; Farrell, Anne; Radler, Tracy; Fabiano, Marc; Kang, Jie; Ratamess, Nicholas; Khoury, Jane; Hewett, Timothy E

2014-01-01

Context: Integrative neuromuscular training (INT) has successfully enhanced physical fitness and reduced abnormal biomechanics, which appear to decrease injury rates in adolescent female athletes. If not addressed at the proper time, low levels of physical fitness and abnormal mechanics may predispose female athletes to an increased risk of musculoskeletal injuries. Objectives To evaluate sex-specific effects of INT on selected measures of health- and skill-related fitness in children during physical education (PE). Design: Cohort study. Setting: Public primary school. Patients or Other Participants: Forty children (16 boys, 24 girls; age = 7.6 ± 0.3 years, height = 124.5 ± 6.4 cm, mass = 29.5 ± 7.6 kg) from 2 second-grade PE classes. Intervention(s): The classes were randomized into the PE-plus-INT group (10 boys, 11 girls) or the control group (6 boys, 13 girls) that participated in traditional PE. The INT was performed 2 times per week during the first approximately 15 minutes of each PE class and consisted of body weight exercises. Main Outcome Measure(s): Push-up, curl-up, standing long jump, single-legged hop, single-legged balance, sit-and-reach flexibility test, shuttle run, and 0.8-km run. Results: At baseline, the boys demonstrated higher levels of performance in most of the fitness measurements as evidenced by greater performance on the push-up, standing long jump, single-legged hop, shuttle run, and 0.8-km run (P < .05). In the evaluation of the training effects, we found intervention effects in the girls for enhanced INT-induced gains in performance relative to the control group on the curl-up, long jump, single-legged hop, and 0.8-km run (P < .05) after controlling for baseline. Boys did not demonstrate similar adaptations from the INT program (P ≥ .05). Conclusions: These data indicate that INT is an effective and time-efficient addition to PE for enhancing motor skills and promoting physical activity in children. Seven-year-old girls appeared to be more sensitive to the effects of INT than 7-year-old boys. Future research is warranted to confirm these effects in larger cohorts of children. PMID:24490841

Integrative neuromuscular training and sex-specific fitness performance in 7-year-old children: an exploratory investigation.

PubMed

Faigenbaum, Avery D; Myer, Gregory D; Farrell, Anne; Radler, Tracy; Fabiano, Marc; Kang, Jie; Ratamess, Nicholas; Khoury, Jane; Hewett, Timothy E

2014-01-01

Integrative neuromuscular training (INT) has successfully enhanced physical fitness and reduced abnormal biomechanics, which appear to decrease injury rates in adolescent female athletes. If not addressed at the proper time, low levels of physical fitness and abnormal mechanics may predispose female athletes to an increased risk of musculoskeletal injuries. To evaluate sex-specific effects of INT on selected measures of health- and skill-related fitness in children during physical education (PE). Cohort study. Public primary school. Forty children (16 boys, 24 girls; age = 7.6 ± 0.3 years, height = 124.5 ± 6.4 cm, mass = 29.5 ± 7.6 kg) from 2 second-grade PE classes. The classes were randomized into the PE-plus-INT group (10 boys, 11 girls) or the control group (6 boys, 13 girls) that participated in traditional PE. The INT was performed 2 times per week during the first approximately 15 minutes of each PE class and consisted of body weight exercises. Push-up, curl-up, standing long jump, single-legged hop, single-legged balance, sit-and-reach flexibility test, shuttle run, and 0.8-km run. At baseline, the boys demonstrated higher levels of performance in most of the fitness measurements as evidenced by greater performance on the push-up, standing long jump, single-legged hop, shuttle run, and 0.8-km run (P < .05). In the evaluation of the training effects, we found intervention effects in the girls for enhanced INT-induced gains in performance relative to the control group on the curl-up, long jump, single-legged hop, and 0.8-km run (P < .05) after controlling for baseline. Boys did not demonstrate similar adaptations from the INT program (P ≥ .05). These data indicate that INT is an effective and time-efficient addition to PE for enhancing motor skills and promoting physical activity in children. Seven-year-old girls appeared to be more sensitive to the effects of INT than 7-year-old boys. Future research is warranted to confirm these effects in larger cohorts of children.

Physical Education & Outdoor Education: Complementary but Discrete Disciplines

ERIC Educational Resources Information Center

Martin, Peter; McCullagh, John

2011-01-01

The Australian Council for Health, Physical Education and Recreation (ACHPER) includes Outdoor Education (OE) as a component of Physical Education (PE). Yet Outdoor Education is clearly thought of by many as a discrete discipline separate from Physical Education. Outdoor Education has a body of knowledge that differs from that of Physical…

An internet-supported school physical activity intervention in low socioeconomic status communities: results from the Activity and Motivation in Physical Education (AMPED) cluster randomised controlled trial.

PubMed

Lonsdale, Chris; Lester, Aidan; Owen, Katherine B; White, Rhiannon L; Peralta, Louisa; Kirwan, Morwenna; Diallo, Thierno M O; Maeder, Anthony J; Bennie, Andrew; MacMillan, Freya; Kolt, Gregory S; Ntoumanis, Nikos; Gore, Jennifer M; Cerin, Ester; Cliff, Dylan P; Lubans, David R

2017-10-09

Quality physical education (PE) is the cornerstone of comprehensive school physical activity (PA) promotion programmes. We tested the efficacy of a teacher professional learning intervention, delivered partially via the internet, designed to maximise opportunities for students to be active during PE lessons and enhance adolescents' motivation towards PE and PA. A two-arm cluster randomised controlled trial with teachers and Grade 8 students from secondary schools in low socioeconomic areas of Western Sydney, Australia. The Activity and Motivation in Physical Education (AMPED) intervention for secondary school PE teachers included workshops, online learning, implementation tasks and mentoring sessions. The primary outcome was the proportion of PE lesson time that students spent in moderate-to-vigorous physical activity (MVPA), measured by accelerometers at baseline, postintervention (7-8 months after baseline) and maintenance (14-15 months). Secondary outcomes included observed PE teachers' behaviour during lessons, students' leisure-time PA and students' motivation. Students (n=1421) from 14 schools completed baseline assessments and were included in linear mixed model analyses. The intervention had positive effects on students' MVPA during lessons. At postintervention, the adjusted mean difference in the proportion of lesson time spent in MVPA was 5.58% (p<0.001, approximately 4 min/lesson). During the maintenance phase, this effect was 2.64% (p<0.001, approximately 2 min/lesson). The intervention had positive effects on teachers' behaviour, but did not impact students' motivation. AMPED produced modest improvements in MVPA and compares favourably with previous interventions delivered exclusively face-to-face. Online teacher training could help facilitate widespread dissemination of professional learning interventions. ACTRN12614000184673. © Article author(s) (or their employer(s) unless otherwise stated in the text of the article) 2017. All rights reserved. No commercial use is permitted unless otherwise expressly granted.

Daring to Create Change Agents in Physical Education: The "Sankofa" Philosophy

ERIC Educational Resources Information Center

Beale, Angela K.

2013-01-01

This article describes how PETE [physical education teacher education] teachers can develop relevance, resilience, respect, and responsibility in their PE professionals in order to help them become change agents. (Contains 1 figure.)

The distribution of patients who seek treatment for the complaint of ejaculating prematurely according to the four premature ejaculation syndromes.

PubMed

Serefoglu, Ege Can; Cimen, Haci Ibrahim; Atmaca, Ali Fuat; Balbay, M Derya

2010-02-01

In addition to "lifelong" and "acquired" premature ejaculation (PE) syndromes, two more PE syndromes have recently been proposed: "Natural variable PE" and "premature-like ejaculatory dysfunction." The purpose of this study was to analyze the prevalence of the four PE syndromes among patients who were admitted to a urology outpatient clinic with the complaint of ejaculating prematurely. Between July 2008 and March 2009, patients admitted to a urology outpatient clinic with a self-reported complaint of PE were enrolled into the study. After taking a careful medical and sexual history, patients were classified as "lifelong,"acquired,"natural variable," PE or "premature-like ejaculatory dysfunction." In addition to medical and sexual history, self-estimated intravaginal ejaculatory latency times (IELTs) of patients were used in the classification of patients. A total of 261 potent men with a mean age of 36.39 +/- 10.45 years (range 20-70) were recruited into the study. The majority of the men was diagnosed as having lifelong PE (62.5%); the remaining men were diagnosed as having acquired (16.1%), natural variable PE (14.5%), or premature-like ejaculatory disorder (6.9%). The mean age of patients with acquired PE was significantly higher than the other groups (P = 0.001). No significant difference was observed for educational status or income level of patients in the different PE groups (P = 0.983 and P = 0.151, respectively). The mean self-estimated IELT for all subjects was 65.16 +/- 83.75 seconds (2-420 seconds). Patients with lifelong PE had significantly lower mean self-reported IELT, whereas the patients with premature-like ejaculatory dysfunction had the highest mean IELT (P = 0.001): (i) life-long PE: 20.47 +/- 28.90 seconds (2-120 seconds); (ii) aquired PE: 57.91 +/- 38.72 seconds (90-180 seconds); (iii) natural variable PE: 144.17 +/- 22.47 seconds (120-180 seconds); and (iv) premature-like ejaculatory dysfunction: 286.67 +/- 69.96 seconds (180-420 seconds). The majority of patients who seek treatment for the complaint of ejaculating prematurely describes lifelong PE. Further population-based studies are required to determine the actual prevalences of these four PE syndromes.

Physical activity among adolescents and barriers to delivering physical education in Cornwall and Lancashire, UK: A qualitative study of heads of PE and heads of schools

PubMed Central

Boyle, Spencer Earl; Jones, Georgina L; Walters, Stephen J

2008-01-01

Background Recent initiatives have been introduced by the UK government into secondary schools to increase pupils' access to physical activity (PA). Despite this, not enough is known about pupils' levels of physical activity or whether the delivery of these initiatives in schools facilitates or creates a barrier for pupils' PA. The aim of this study was to gain an understanding of adolescents PA levels from the perspective of those responsible for delivering physical education (PE) in schools; heads of PE (HOPE) and heads of school (HS). Methods Seventeen semi-structured qualitative interviews were carried out with a snowball sample of HOPE and HS in schools in the Northwest and Southwest of England. Thematic data analysis using NVIVO was used to identify emergent themes. Results 17 core themes were generated, 12 of which confirmed the findings from similar research. However, five themes relating to 'ethos of performance/elitism', 'lower fitness leads to lower ability', 'undervaluing activities within PE dept' or school as a whole', 'role of the school' and 'PE department doing all it can' offer valuable new insight into the factors which may encourage or prevent PA inside or outside the curriculum. Conclusion Despite many positive perceptions of the delivery of PE in schools, it is evident that barriers still exist within that delivery which discourages physical activity. More research is needed to particularly address the complex issues of elitism and the ethos of PA in schools. PMID:18673562

Students' motivational processes and their relationship to teacher ratings in school physical education: a self-determination theory approach.

PubMed

Standage, Martyn; Duda, Joan L; Ntoumanis, Nikos

2006-03-01

In the present study, we used a model of motivation grounded in self-determination theory (Deci & Ryan, 1985, 1991; Ryan & Deci, 2000a, 2000b, 2002) to examine the relationship between physical education (PE) students' motivational processes and ratings of their effort and persistence as provided by their PE teacher. Data were obtained from 394 British secondary school students (204 boys, 189 girls, 1 gender not specified; M age = 11.97 years; SD = .89; range = 11-14 years) who responded to a multisection inventory (tapping autonomy-support, autonomy, competence, relatedness, and self-determined motivation). The students' respective PE teachers subsequently provided ratings reflecting the effort and persistence each student exhibited in their PE classes. The hypothesized relationships among the study variables were examined via structural equation modeling analysis using latent factors. Results of maximum likelihood analysis using the bootstrapping method revealed the proposed model demonstrated a good fit to the data, chi-squared (292) = 632.68, p < .001; comparative fit index = .95; incremental fit index = .95, standardized root mean square residual = .077; root mean square error of approximation (RMSEA) = .054 (90% confidence interval of RMSEA = .049 -.060). Specifically, the model showed that students who perceived an autonomy supportive environment experienced greater levels of autonomy, competence, and relatedness and had higher scores on an index of self-determination. Student-reported levels of self-determined motivation positively predicted teacher ratings of effort and persistence in PE. The findings are discussed with regard to enhancing student motivation in PE settings.

Studies of Physical Education in the United States Using SOFIT: A Review.

PubMed

McKenzie, Thomas L; Smith, Nicole J

2017-12-01

An objective database for physical education (PE) is important for policy and practice decisions, and the System for Observing Fitness Instruction Time (SOFIT) has been identified as an appropriate surveillance tool for PE across the nation. The purpose of this review was to assess peer-reviewed studies using SOFIT to study K-12 PE in U.S. schools. The Preferred Reporting Items for Systematic Reviews and Meta-Analyses informed the review, and 10 databases were searched for English-language articles published through 2016. A total of 704 records identifying SOFIT were located, and 137 full texts were read. Two authors reviewed full-text articles, and a data extraction tool was developed to select studies and main topics for synthesis. Twenty-nine studies that included direct observations of 12,256 PE lessons met inclusion criteria; 17 were conducted in elementary schools, 9 in secondary schools, and 3 in combined-level schools. Inconsistent reporting among studies was evident, including not all identifying the number of classes and teachers involved. All studies reported student physical activity, but fewer reported observer reliabilities (88%), lesson context (76%), teacher behavior (38%), and PE dosage (34%). The most frequently analyzed independent variables were teacher preparation (48%), lesson location (38%), and student gender (31%). SOFIT can be used reliably in diverse settings. Inconsistent reporting about study procedures and variables analyzed, however, limited comparisons among studies. Adherence to an established protocol and more consistent reporting would more fully enable the development of a viable database for PE in U.S. schools.

Physical Education Students' Ownership, Empowerment, and Satisfaction With PE and Physical Activity.

PubMed

Moore, E Whitney G; Fry, Mary D

2017-12-01

Individuals experiencing a highly caring, task-involving, and low ego-involving exercise climate have reported greater ownership in exercise class and empowerment to exercise in general. This study examined the relationship between ownership and empowerment in exercise, with 2 context-specific outcomes, satisfaction with physical education (PE) and physical activity, respectively. Given the mission of PE to foster individuals' lifelong physical activity habit, the perceptions of high school students were collected for this study. Ownership in exercise was hypothesized to be significantly, positively correlated with students reporting satisfaction in PE more than their satisfaction in physical activity, whereas empowerment in exercise was hypothesized to be more strongly, positively correlated with students' physical activity satisfaction. A second purpose of this study was to test the measurement quality of the updated Empowerment in Exercise Scale (EES; now 13 items). High school students (N = 502, 43% female) in a Midwestern U.S. school district completed a survey. Confirmatory factor analysis supported the internal measurement structure of the EES (λ = .62-.91; McDonald's omega = .89) across student gender (strong invariance). Additionally, the structural equation modeling analysis revealed only 1 parameter moderated by the students' gender (latent mean of ownership). The hypotheses were supported, such that ownership in exercise was more strongly correlated with PE satisfaction (r = .87) and empowerment in exercise had a stronger correlation with physical activity satisfaction (r = .92). These results support the beneficial effect a satisfying experience in PE can have on students' satisfaction with physical activity outside of school.

AN OVERVIEW OF THE UNCERTAINTY ANALYSIS, SENSITIVITY ANALYSIS, AND PARAMETER ESTIMATION (UA/SA/PE) API AND HOW TO IMPLEMENT IT

EPA Science Inventory

The Application Programming Interface (API) for Uncertainty Analysis, Sensitivity Analysis, and
Parameter Estimation (UA/SA/PE API) (also known as Calibration, Optimization and Sensitivity and Uncertainty (CUSO)) was developed in a joint effort between several members of both ...

Malignant Pleural Effusion and ascites Induce Epithelial-Mesenchymal Transition and Cancer Stem-like Cell Properties via the Vascular Endothelial Growth Factor (VEGF)/Phosphatidylinositol 3-Kinase (PI3K)/Akt/Mechanistic Target of Rapamycin (mTOR) Pathway*

PubMed Central

Yin, Tao; Wang, Guoping; He, Sisi; Shen, Guobo; Su, Chao; Zhang, Yan; Wei, Xiawei; Ye, Tinghong; Li, Ling; Yang, Shengyong; Li, Dan; Guo, Fuchun; Mo, Zeming; Wan, Yang; Ai, Ping; Zhou, Xiaojuan; Liu, Yantong; Wang, Yongsheng; Wei, Yuquan

2016-01-01

Malignant pleural effusion (PE) and ascites, common clinical manifestations in advanced cancer patients, are associated with a poor prognosis. However, the biological characteristics of malignant PE and ascites are not clarified. Here we report that malignant PE and ascites can induce a frequent epithelial-mesenchymal transition program and endow tumor cells with stem cell properties with high efficiency, which promotes tumor growth, chemoresistance, and immune evasion. We determine that this epithelial-mesenchymal transition process is mainly dependent on VEGF, one initiator of the PI3K/Akt/mechanistic target of rapamycin (mTOR) pathway. From the clinical observation, we define a therapeutic option with VEGF antibody for malignant PE and ascites. Taken together, our findings clarify a novel biological characteristic of malignant PE and ascites in cancer progression and provide a promising and available strategy for cancer patients with recurrent/refractory malignant PE and ascites. PMID:27756837

School-Based Physical Activity Interventions: Effectiveness, Trends, Issues, Implications and Recommendations for Practice

ERIC Educational Resources Information Center

Cale, Lorraine; Harris, Jo

2006-01-01

The promotion of physical activity within schools and physical education (PE) has attracted growing interest in recent years. Schools have been acknowledged as the primary institution with responsibility for promoting activity in young people and more specifically, school PE has been recognized as having a key role to play. Given this, and based…

The Effect of Team Pentathlon on Ten- to Eleven-Year-Old Childrens' Engagement in Physical Activity

ERIC Educational Resources Information Center

Michaud, Valerie; Nadeau, Luc; Martel, Denis; Gagnon, Jocelyn; Godbout, Paul

2012-01-01

Background: To promote regular physical activity (PA) among children and adolescents, authors recommend that physical education (PE) teachers offer their students programmes that would allow them to be physically active outside PE classes. However, such programmes are rarely rigorously assessed and it is recommended that further studies be…

The Disciplinary and Pleasurable Spaces of Boys' PE--The Art of Distributions

ERIC Educational Resources Information Center

Gerdin, Göran

2016-01-01

In taking heed of the so-called "spatial turn" in social theory this paper explores how the spatial intersects with boys' performances of gender and (dis)pleasures in school physical education (PE). In particular, the paper aims to contribute to our understanding of how the organisation and implementation of physical and social spaces in…

Factors Influencing Pre-Service Teachers' Perception of Teaching Games for Understanding: A Constructivist Perspective

ERIC Educational Resources Information Center

Wang, Lijuan; Ha, Amy S.

2012-01-01

This study aims to examine the factors influencing pre-service Physical Education (PE) teachers' perception of a specific constructivist approach--Teaching Games for Understanding (TGfU) in Hong Kong. By adopting a qualitative approach, 20 pre-service PE teachers were recruited for individual semi-structured interviews. Deductive data analysis was…

Bourdieu and the Social Space of the PE Class: Reproduction of Doxa through Practice

ERIC Educational Resources Information Center

Hunter, Lisa

2004-01-01

This paper considers the social space of one physical education (PE) class in the middle years of schooling. I endeavour to tease out the dialectic between the discursive spaces available to the students positioned within this space and the construction and negotiation of student subjectivities. Using the conceptual tools of field, habitus,…

"No Rugby--No Fear": Collective Stories, Masculinities and Transformative Possibilities in Schools

ERIC Educational Resources Information Center

Pringle, Richard

2008-01-01

This paper contributes to the development of a critical pedagogy in physical education (PE) by illustrating how "collective stories" can be used within schools to help raise awareness of the relationships between sport, PE and gendered identities. A collective story, a concept developed by Laurel Richardson, aims to give voice to those…

Researching the Pieces of a Puzzle: The Use of a Jigsaw Learning Approach in the Delivery of Undergraduate Gymnastics

ERIC Educational Resources Information Center

O'Leary, Nicholas; Griggs, Gerald

2010-01-01

There have been strengthening recommendations that physical education (PE) should make a wider contribution to learning beyond that of psychomotor development. Cooperative learning models show considerable potential for study in PE but as yet these remain unexplored. This article reports upon an undergraduate gymnastics programme delivered using a…

The New Phys Ed.: Dodgeball Is Passe; Schools Are Teaching Lifelong Fitness

ERIC Educational Resources Information Center

Schachter, Ron

2011-01-01

A growing number of physical education teachers are introducing a new kind of P.E. in schools, emphasizing lifelong activities such as running, cycling, yoga, and skateboarding, in an attempt to make exercise more engaging--and lifelong--for elementary and middle school students. The new generation of P.E. classes is introducing youngsters to…

Not Your Father's PE: Obesity, Exercise, and the Role of Schools

ERIC Educational Resources Information Center

Cawley, John; Meyerhoefer, Chad; Newhouse, David

2006-01-01

American children are gaining weight at an alarming rate. Since the 1960s, according to the Centers for Disease Control and Prevention (CDC), the percentage of American six- to eleven-year-olds who fall into the CDC's highest weight classification for children has almost quadrupled. Requiring more physical education (PE) seems like a logical…

A Whitewashed Curriculum? The Construction of Race in Contemporary PE Curriculum Policy

ERIC Educational Resources Information Center

Dowling, Fiona; Flintoff, Anne

2018-01-01

Analyses of curricula in a range of countries show how they tend to reinforce, rather than challenge, popular theories of racism. To date, we know little about the contribution of physical education (PE) curriculum policy to the overall policy landscape. This paper examines the construction of race and racism in two national contexts (Norway and…

Physical Education Teacher Perceptions of Teacher Evaluation

ERIC Educational Resources Information Center

Norris, Jason; van der Mars, Hans; Kulinna, Pamela; Amrein-Beardsley, Audrey; Kwon, Jayoun; Hodges, Michael

2017-01-01

Purpose: The purpose of this study was to develop a better understanding of current PE teachers' perceptions of teacher evaluation systems. Method: A mixed methods approach was used and two sources of data collection were used: (a) a short survey of PE teachers (n = 22) in one urban school district and (b) a formal semistructured interview with 10…

Extended physical education in children aged 6-15 years was associated with improved academic achievement in boys.

PubMed

Cöster, M E; Fritz, J; Karlsson, C; Rosengren, B E; Karlsson, M K

2018-06-01

Physical activity (PA) has been associated with enhanced cognition, brain development and concentration. This study evaluated whether increased physical education (PE) improved academic achievement. We recruited 304 children (55% boys) from a Swedish school in Skane County in 1998-2002 when they were six to seven years of age and followed them through all nine mandatory school years. Their PE level was increased from 60 to 200 minutes per week, and their results were compared with 73 885 control children (51% boys) in the county who graduated in the same years and did the standard 60 minutes of PE per week. Their academic achievements were measured as their final grade scores and the proportion of students eligible for upper secondary school. The eligibility for further education increased in the intervention boys by 6.8 percentage points and the mean grade score by 12.1 points, while in the control group as a whole, the eligibility rate decreased by 0.7 percentage points and the mean grade score increased by 1.7 points. No changes in eligibility rates or mean grade scores were seen in the intervention girls. Increasing weekly PE over nine years was associated with improved academic achievement in boys. ©2018 Foundation Acta Paediatrica. Published by John Wiley & Sons Ltd.

Reliability and Validity of the Physical Education Activities Scale.

PubMed

Thomason, Diane L; Feng, Du

2016-06-01

Measuring adolescent perceptions of physical education (PE) activities is necessary in understanding determinants of school PE activity participation. This study assessed reliability and validity of the Physical Education Activities Scale (PEAS), a 41-item visual analog scale measuring high school adolescent perceptions of school PE activity participation. Adolescents (N = 529) from the Pacific Northwest aged 15-19 in grades 9-12 participated in the study. Construct validity was assessed using exploratory factor analysis (EFA) and confirmatory factor analysis (CFA). Measurement invariance across sex groups was tested by multiple-group CFA. Internal consistency reliability was analyzed using Cronbach's alpha. Inter-subscale correlations (Pearson's r) were calculated for latent factors and observed subscale scores. Exploratory factor analysis suggested a 3-factor solution explaining 43.4% of the total variance. Confirmatory factor analysis showed the 3-factor model fit the data adequately (comparative fit index [CFI] = 0.90, Tucker-Lewis index [TLI] = 0.89, root mean squared error of approximation [RMSEA] = 0.063). Factorial invariance was supported. Cronbach's alpha of the total PEAS was α = 0.92, and for subscales α ranged from 0.65 to 0.92. Independent t-tests showed significantly higher mean scores for boys than girls on the total scale and all subscales. Findings provide psychometric support for using the PEAS for examining adolescent's psychosocial and environmental perceptions to participating in PE activities. © 2016, American School Health Association.

Relational perceptions in high school physical education: teacher- and peer-related predictors of female students’ motivation, behavioral engagement, and social anxiety

PubMed Central

Gairns, Felicity; Whipp, Peter R.; Jackson, Ben

2015-01-01

Although researchers have demonstrated the importance of interpersonal processes in school-based physical education (PE), there have been calls for further studies that account for multiple relational perspectives and provide a more holistic understanding of students’ relational perceptions. Guided by principles outlined within self-determination theory and the tripartite efficacy model, our aim was to explore the ways in which students’ perceptions about their teacher and classmates directly and/or indirectly predicted motivation, anxiety, and engagement in PE. A total of 374 female high-school students reported the extent to which their teachers and classmates independently (a) engaged in relatedness-supportive behaviors, (b) satisfied their need for relatedness, and (c) were confident in their ability in PE (i.e., relation-inferred self-efficacy). Students also rated their motivation and anxiety regarding PE, and teachers provided ratings of in-class behavioral engagement for each student. Analyses demonstrated support for the predictive properties of both teacher- and peer-focused perceptions. Students largely reported more positive motivational orientations when they held favorable perceptions regarding their teacher and peers, and autonomous motivation was in turn positively related to behavioral engagement ratings. These findings offer novel insight into the network of interpersonal appraisals that directly and indirectly underpins important in-class outcomes in PE. PMID:26157404

Premature ejaculation: on defining and quantifying a common male sexual dysfunction.

PubMed

Broderick, Gregory A

2006-09-01

Premature ejaculation (PE) and its individual and relationship consequences have been recognized in the literature for centuries. PE is one of the most common male sexual dysfunctions, affecting nearly one in three men worldwide between the ages of 18 and 59 years. Until recently, PE was believed to be a learned behavior predominantly managed with psychosexual therapy; however, the past few decades have seen significant advances in understanding its etiology, diagnosis, and management. There is, as yet, no one universally agreed upon definition of PE. To review five currently published definitions of PE. The Sexual Medicine Society of North America hosted a State of the Art Conference on Premature Ejaculation on June 24-26, 2005 in collaboration with the University of South Florida. The purpose was to have an open exchange of contemporary research and clinical information on PE. There were 16 invited presenters and discussants; the group focused on several educational objectives. Data were utilized from the World Health Organization, the American Psychiatric Association, the European Association of Urology, the Second International Consultation on Sexual Dysfunctions, and the American Urological Association. The current published definitions of PE have many similarities; however, none of these provide a specific "time to ejaculation," in part because of the absence of normative data on this subject. While investigators agree that men with PE have a shortened intravaginal ejaculatory latency time (IELT; i.e., time from vaginal penetration to ejaculation), there is now a greater appreciation of PE as a multidimensional dysfunction encompassing several components, including time and subjective parameters such as "control,"satisfaction," and "distress." There is a recent paradigm shift away from PE as a unidimensional disorder of IELT toward a multidimensional description of PE as a biologic dysfunction with psychosocial components.

Evidence That Environmental and Familial Risks for Psychosis Additively Impact a Multidimensional Subthreshold Psychosis Syndrome.

PubMed

Pries, Lotta-Katrin; Guloksuz, Sinan; Ten Have, Margreet; de Graaf, Ron; van Dorsselaer, Saskia; Gunther, Nicole; Rauschenberg, Christian; Reininghaus, Ulrich; Radhakrishnan, Rajiv; Bak, Maarten; Rutten, Bart P F; van Os, Jim

2018-06-06

The observed link between positive psychotic experiences (PE) and psychosis spectrum disorder (PSD) may be stronger depending on concomitant presence of PE with other dimensions of psychopathology. We examined whether the effect of common risk factors for PSD on PE is additive and whether the impact of risk factors on the occurrence of PE depends on the co-occurrence of other symptom dimensions (affective dysregulation, negative symptoms, and cognitive alteration). Data from the Netherlands Mental Health Survey and Incidence Study 2 were used. Risk factors included childhood adversity, cannabis use, urbanicity, foreign born, hearing impairment, and family history of affective disorders. Logistic regression models were applied to test (1) the additive effect of risk factors (4 levels) on PE and (2) the moderating effects of symptom dimensions on the association between risk factors (present/absent) and PE, using additive interaction, expressed as the interaction contrast ratio. Risk factors were additive: the greater the number of risk factors, the greater the odds of PE. Furthermore, concomitant presence of the other symptom dimensions all increased the impact of risk factors on PE. After controlling for age, sex, and education, only affective dysregulation and negative symptoms remained significant moderators; only affective dysregulation remained a significant moderator if all dimensions were adjusted for each other. Risk factors may not be directly associated with PE but additively give rise to a multidimensional subthreshold state anticipating the multidimensional clinical syndrome. Early motivational and cognitive impairments in the context of PE may be reducible to affective dysregulation.

Effective teaching strategies and methods of delivery for patient education: a systematic review and practice guideline recommendations.

PubMed

Friedman, Audrey Jusko; Cosby, Roxanne; Boyko, Susan; Hatton-Bauer, Jane; Turnbull, Gale

2011-03-01

The objective of this study was to determine effective teaching strategies and methods of delivery for patient education (PE). A systematic review was conducted and reviews with or without meta-analyses, which examined teaching strategies and methods of delivery for PE, were included. Teaching strategies identified are traditional lectures, discussions, simulated games, computer technology, written material, audiovisual sources, verbal recall, demonstration, and role playing. Methods of delivery focused on how to deliver the teaching strategies. Teaching strategies that increased knowledge, decreased anxiety, and increased satisfaction included computer technology, audio and videotapes, written materials, and demonstrations. Various teaching strategies used in combination were similarly successful. Moreover, structured-, culturally appropriate- and patient-specific teachings were found to be better than ad hoc teaching or generalized teaching. Findings provide guidance for establishing provincial standards for the delivery of PE. Recommendations concerning the efficacy of the teaching strategies and delivery methods are provided.

Permanent education in the vaccination room: what is the reality?

PubMed

Martins, Jéssica Rauane Teixeira; Alexandre, Bruna Gabrielly Pereira; Oliveira, Valéria Conceição de; Viegas, Selma Maria da Fonseca

2018-01-01

To understand, from the perspective of the professional, the Permanent Education (PE) in the vaccination room in its real context. Multiple holistic-qualitative case studies, based on Maffesoli's Interpretive Sociology with 56 participants from four microregions of the Western Extended Region of Minas Gerais State. They present PE as infrequent and insufficient. They denote that the practical-theoretical experience with vaccine contributes to the work; the search for knowledge, starting from the professional itself; and the professional training fails to perform in the vaccination room. The notions of PE are linked to the daily needs of individuals and services, with indication of being interactive, periodic, in specific and non-global issues for better assimilation. Obstacles to the non-implementation of PEH are realized by the workload associated with insufficient human resources, the distance of the nurses from the vaccination room and the lack of support from the higher levels.

Sport, Physical Education and Educational Worth

ERIC Educational Resources Information Center

Bailey, Richard

2018-01-01

"Evaluating the relationship between physical education, sport and social inclusion", published in "Educational Review" in 2005 was concerned formally with an analysis of the potential role of sport and physical education (PE) within the social policy agenda of Blair's New Labour Government. It was also a contribution to a…

Preservice Physical Educators' Perspectives of Sport Education

ERIC Educational Resources Information Center

James, Alisa R.; Collier, Douglas; Brusseau, Tim

2015-01-01

Although many researchers have investigated sport education (SE) as a curriculum model at different educational levels (Bennett & Hastie, 1997; MacPhail, Gorely, Kirk, & Kinchin, 2008; MacPhail & Kinchin, 2004; Spittle & Byrne, 2009), there has been limited research on preservice physical education (PE) teachers' perceptions of SE.…

Physical Exercise for Late-Life Depression: Customizing an Intervention for Primary Care.

PubMed

Zanetidou, Stamatula; Belvederi Murri, Martino; Menchetti, Marco; Toni, Giulio; Asioli, Fabrizio; Bagnoli, Luigi; Zocchi, Donato; Siena, Matteo; Assirelli, Barbara; Luciano, Claudia; Masotti, Mattia; Spezia, Carlo; Magagnoli, Monica; Neri, Mirco; Amore, Mario; Bertakis, Klea D

2017-02-01

To identify which individual- and context-related factors influence the translation into clinical practice of interventions based on physical exercise (PE) as an adjunct to antidepressants (AD) for the treatment of late-life major depression (LLMD). Secondary analysis of a randomized controlled trial. Primary care with psychiatric consultation-liaison programs (PCLPs)-organizational protocols that regulate the clinical management of individuals with psychiatric disorders. Individuals aged 65 and older with major depression according to the Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition (N = 121). Participants with LLMD were randomized to AD (sertraline) or AD plus PE (AD + PE). Participant characteristics that were associated with greater effectiveness of AD + PE (moderators) were identified, and effect sizes were calculated from success rate differences. Whether the characteristics of the study setting influenced participant flow and attendance at exercise sessions was then explored, and primary care physicians (PCPs) were surveyed regarding their opinions on PE as a treatment for LLMD. The following participant characteristics were associated with greater likelihood of achieving remission from depression with AD + PE than with AD alone: aged 75 and older (effect size 0.32), polypharmacy (0.35), greater aerobic capacity (0.48), displaying psychomotor slowing (0.49), and less-severe anxiety (0.30). The longer the PCLP had been established at a particular center, the more individuals were recruited at that center. After participating in the study, PCPs expressed positive views on AD + PE as a treatment for LLMD and were more likely to use this as a therapeutic strategy. The combination of PE and sertraline could improve the management of LLMD, especially when customized for individuals with specific clinical features. Liaison programs might influence the implementation of similar interventions in primary care, and PCPs viewed them positively. © 2016, Copyright the Authors Journal compilation © 2016, The American Geriatrics Society.

The Condition of Education, 1990. Volume 1: Elementary and Secondary Education.

ERIC Educational Resources Information Center

Ogle, Laurence T., Ed.; Alsalam, Nabeel, Ed.

This is the first of two volumes of the National Center for Education Statistics' annual statistical report on the condition of education in the United States for 1990. This volume addresses elementary and secondary education, while the second volume covers postsecondary education (PE). Condition of education indicators (CEIs)--key data that…

Neither Shaking nor Stirring: A Case Study of Reflexivity in Norwegian Physical Education Teacher Education

ERIC Educational Resources Information Center

Mordal-Moen, Kjersti; Green, Ken

2014-01-01

This paper examines the place of reflexivity in the "philosophies" and practices of physical education (PE) teacher educators in Norway. Using a case study approach to one quite typical institution delivering physical education teacher education (PETE) in Norway, semi-structured interviews were conducted with 15 teacher educators.…

Development of a program logic model and evaluation plan for a participatory ergonomics intervention in construction.

PubMed

Jaegers, Lisa; Dale, Ann Marie; Weaver, Nancy; Buchholz, Bryan; Welch, Laura; Evanoff, Bradley

2014-03-01

Intervention studies in participatory ergonomics (PE) are often difficult to interpret due to limited descriptions of program planning and evaluation. In an ongoing PE program with floor layers, we developed a logic model to describe our program plan, and process and summative evaluations designed to describe the efficacy of the program. The logic model was a useful tool for describing the program elements and subsequent modifications. The process evaluation measured how well the program was delivered as intended, and revealed the need for program modifications. The summative evaluation provided early measures of the efficacy of the program as delivered. Inadequate information on program delivery may lead to erroneous conclusions about intervention efficacy due to Type III error. A logic model guided the delivery and evaluation of our intervention and provides useful information to aid interpretation of results. © 2013 Wiley Periodicals, Inc.

Development of a Program Logic Model and Evaluation Plan for a Participatory Ergonomics Intervention in Construction

PubMed Central

Jaegers, Lisa; Dale, Ann Marie; Weaver, Nancy; Buchholz, Bryan; Welch, Laura; Evanoff, Bradley

2013-01-01

Background Intervention studies in participatory ergonomics (PE) are often difficult to interpret due to limited descriptions of program planning and evaluation. Methods In an ongoing PE program with floor layers, we developed a logic model to describe our program plan, and process and summative evaluations designed to describe the efficacy of the program. Results The logic model was a useful tool for describing the program elements and subsequent modifications. The process evaluation measured how well the program was delivered as intended, and revealed the need for program modifications. The summative evaluation provided early measures of the efficacy of the program as delivered. Conclusions Inadequate information on program delivery may lead to erroneous conclusions about intervention efficacy due to Type III error. A logic model guided the delivery and evaluation of our intervention and provides useful information to aid interpretation of results. PMID:24006097

Coping with challenging behaviours of children with autism: effectiveness of brief training workshop for frontline staff in special education settings.

PubMed

Ling, C Y M; Mak, W W S

2012-03-01

The present study examined the effectiveness of three staff training elements: psychoeducation (PE) on autism, introduction of functional behavioural analysis (FBA) and emotional management (EM), on the reaction of challenging behaviours for frontline staff towards children with autism in Hong Kong special education settings. A sample of 311 frontline staff in educational settings was recruited to one of the three conditions: control, PE-FBA and PE-FBA-EM groups. A total of 175 participants completed all three sets of questionnaires during pre-training, immediate post-training and 1-month follow-up. Findings showed that the one-session staff training workshop increased staff knowledge of autism and perceived efficacy but decrease helping behavioural intention. In spite of the limited effectiveness of a one-session staff training workshop, continued staff training is still necessary for the improvement of service quality. Further exploration on how to change emotion response of staff is important. © 2011 The Authors. Journal of Intellectual Disability Research © 2011 Blackwell Publishing Ltd.

A Formative Evaluation of Two Evidence-Based Psychotherapies for PTSD In VA Residential Treatment Programs

PubMed Central

Cook, Joan M.; O’Donnell, Casey; Dinnen, Stephanie; Bernardy, Nancy; Rosenheck, Robert; Desai, Rani

2013-01-01

Thirty-eight U.S. Department of Veterans Affairs (VA) residential treatment programs for posttraumatic stress disorder (PTSD) participated in a formative evaluation of their programmatic services, including evidenced-based treatments (EBTs), between July 2008 and March 2011. Face-to-face qualitative interviews were conducted with over 250 staff by an independent psychologist along with on-site participant observations. This evaluation coincided with a national VA dissemination initiative to train providers in two EBTs for PTSD, Prolonged Exposure (PE) and Cognitive Processing Therapy (CPT). A substantial proportion of eligible (based on professional background) residential treatment providers received training in PE (37.4%) or CPT (64.2%), with 9.5% completing case consultation or becoming national trainers in each therapy respectively. In semi-structured interviews, providers reported that their clinical programs had adopted these EBTs at varying levels ranging from no adoption to every patient receiving the full protocol. Suggestions for improving the adoption of PE and CPT are noted, including distilling manualized treatments to essential common elements. PMID:23417875

Evaluation of an implementation model: a national investigation of VA residential programs.

PubMed

Cook, Joan M; Dinnen, Stephanie; Coyne, James C; Thompson, Richard; Simiola, Vanessa; Ruzek, Josef; Schnurr, Paula P

2015-03-01

This national investigation utilizes qualitative data to evaluate an implementation model regarding factors influencing provider use of two evidence-based treatments for posttraumatic stress disorder (PTSD). Semi-structured qualitative interviews with 198 mental health providers from 38 Department of Veterans Affairs' (VA) residential treatment programs were used to explore these issues regarding prolonged exposure (PE) and cognitive processing therapy (CPT) in VA residential PTSD programs. Several unique and some overlapping predictors emerged. Leadership was viewed as an influence on implementation for both CPT and PE, while a lack of dedicated time and resources was viewed as a deterrent for both. Compatibility of CPT with providers' existing practices and beliefs, the ability to observe noticeable patient improvement, a perceived relative advantage of CPT over alternative treatments, and the presence of a supportive peer network emerged as influential on CPT implementation. Leadership was associated with PE implementation. Implications for the design and improvement of training and implementation efforts are discussed.

Using the Theory of Planned Behavior to Understand the Beliefs of Chinese Teachers Concerning Teaching Games for Understanding

ERIC Educational Resources Information Center

Wang, Lijuan

2013-01-01

This study describes the beliefs of Physical Education (PE) teachers regarding Teaching Games for Understanding (TGfU) based on the Theory of Planned Behavior (TPB). Twenty PE teachers participated in this study. Data collection consisted of a survey on demographic data and semistructured interviews. The research results indicate that the teachers…

Effects of "Fair Play Game" Strategy on Moderate to Vigorous Physical Activity in Physical Education

ERIC Educational Resources Information Center

Azevedo, Liane B.; Vidoni, Carla; Dinsdale, Sarah

2016-01-01

Less than 50% of a PE lesson is usually spent in MVPA. A dependent-group contingency strategy, "Fair Play Game," has shown effectiveness in increasing MVPA during PE lessons among students from affluent schools. The purpose of this study was to determine the effectiveness of this strategy on MVPA among students from an undeserved…

Pre-Service Teachers in PE Involved in an Organizational Critical Incident: Emotions, Appraisal and Coping Strategies

ERIC Educational Resources Information Center

Vandercleyen, François; Boudreau, Pierre; Carlier, Ghislain; Delens, Cécile

2014-01-01

Background: Emotions play a major role in the learning of pre-service teachers. However, there is a lack of in-depth research on emotion in the context of physical education (PE), especially during the practicum. Lazarus's model and its concepts of appraisal and coping is a salient theoretical framework for understanding the emotional process.…

Effects of a Regular Motor Activity on Somatic and Fitness Variables in Boys Aged 17-18 Years

ERIC Educational Resources Information Center

Piotrowska, Joanna

2011-01-01

Study aim: To assess the somatic and fitness changes in semisedentary boys persuaded to undertake Nordic Walking activities throughout a school year. Material and methods: Two groups of schoolboys aged 17-18 years were studied: regularly attending physical education (PE) classes (Group A; n = 46) and those who avoided PE classes by submitting sick…

Teaching Games for Understanding: A Comprehensive Approach to Promote Student’s Motivation in Physical Education

PubMed Central

Hortigüela Alcalá, David; Hernando Garijo, Alejandra

2017-01-01

Abstract It seems important to consider students’ attitudes towards physical education (PE), and the way they learn sports. The present study examines students’ perceptions of motivation and achievement in PE after experiencing three consecutive sport units. Two hundred and thirty seven students from the 1st, 2nd, 3rd, and 4th grade in a high school in Burgos (Spain) and two teachers agreed to participate. They were divided into two groups in order to compare two instructional approaches. The experimental group (A), 128 students, experienced Teaching Games for Understanding (TGfU), while the control group (B), 109 students, experienced a technical-traditional approach. Each group was taught by a different teacher. The study followed a mixed-method research design with quantitative (questionnaire) and qualitative (interview) data. Results revealed that group A showed greater motivation and achievement in PE than group B. Significant differences were found in achievement. Participants with better academic results in group A were more positive in sport participation. Meanwhile, students who practiced more extracurricular sports in group B were more actively involved in sport. Teachers disagreed greatly on the way sport should be taught in PE. PMID:29134045

Pre-treatment Predictors of Dropout from Prolonged Exposure Therapy in Patients with Chronic Posttraumatic Stress Disorder and Comorbid Substance Use Disorders

PubMed Central

Belleau, Emily L.; Chin, Eu Gene; Wanklyn, Sonya G.; Zambrano-Vazquez, Laura; Schumacher, Julie A.; Coffey, Scott F.

2017-01-01

Posttraumatic stress disorder (PTSD) and substance use disorders (SUDs) are commonly co-occurring disorders associated with more adverse consequences than PTSD alone. Prolonged exposure therapy (PE) is one of the most efficacious treatments for PTSD. However, among individuals with PTSD-SUD, 35–62% of individuals drop out of trauma-focused exposure treatments. Thus, it is important to identify predictors of PTSD treatment dropout among substance abusers with PTSD in order to gain information about adapting treatment strategies to enhance retention and outcomes. The current study explored pre-treatment predictors of early termination from PE treatment in a sample of 85 individuals receiving concurrent treatment for PTSD and a SUD in a residential treatment facility as part of a randomized controlled trial. The results indicated that less education and more anxiety sensitivity uniquely predicted PE treatment dropout. Demographic variables, PTSD severity, SUD severity, mental health comorbidities, and emotion regulation difficulties did not predict treatment dropout. These results suggest that adding pre-treatment interventions that address anxiety sensitivity, and promote social adjustment and cognitive flexibility, could possibly improve PE retention rates in clients with high anxiety or low education. PMID:28147254

Teaching Games for Understanding: A Comprehensive Approach to Promote Student's Motivation in Physical Education.

PubMed

Hortigüela Alcalá, David; Hernando Garijo, Alejandra

2017-10-01

It seems important to consider students' attitudes towards physical education (PE), and the way they learn sports. The present study examines students' perceptions of motivation and achievement in PE after experiencing three consecutive sport units. Two hundred and thirty seven students from the 1st, 2nd, 3rd, and 4th grade in a high school in Burgos (Spain) and two teachers agreed to participate. They were divided into two groups in order to compare two instructional approaches. The experimental group (A), 128 students, experienced Teaching Games for Understanding (TGfU), while the control group (B), 109 students, experienced a technical-traditional approach. Each group was taught by a different teacher. The study followed a mixed-method research design with quantitative (questionnaire) and qualitative (interview) data. Results revealed that group A showed greater motivation and achievement in PE than group B. Significant differences were found in achievement. Participants with better academic results in group A were more positive in sport participation. Meanwhile, students who practiced more extracurricular sports in group B were more actively involved in sport. Teachers disagreed greatly on the way sport should be taught in PE.

Examining elementary school children's level of enjoyment of traditional tag games vs. interactive dance games.

PubMed

Gao, Zan; Zhang, Peng; Podlog, Leslie William

2014-01-01

Enjoyment has been implicated as a determinant of physical activity among children and adolescents. However, the effect of different sport activities on children's enjoyment remains largely unexplored. This study examined whether children's enjoyment in physical education (PE) varied as a function of learning activities. Participants were 210 third- through sixth-grade children who had a 30 min PE class every week. Participants responded to a standardized self-report enjoyment survey measuring their enjoyment level in a PE class during which they participated in tag games. Students completed the same questionnaire when involved in interactive dance games in PE. The results revealed that children reported significantly higher scores in enjoyment toward interactive dance games than they did toward traditional games (p < .01). Also, girls exhibited higher enjoyment toward interactive dance games than boys did (p < .05). However, no gender difference emerged on enjoyment toward traditional games. In conclusion, it is practical and meaningful to integrate interactive dance games into PE.

Early- and late-onset preeclampsia and the DNA methylation of circadian clock and clock-controlled genes in placental and newborn tissues.

PubMed

van den Berg, C B; Chaves, I; Herzog, E M; Willemsen, S P; van der Horst, G T J; Steegers-Theunissen, R P M

2017-01-01

The placenta is important in providing a healthy environment for the fetus and plays a central role in the pathophysiology of preeclampsia (PE). Fetal and placental developments are influenced by epigenetic programming. There is some evidence that PE is controlled to an altered circadian homeostasis. In a nested case-control study embedded in the Rotterdam Periconceptional Cohort, we obtained placental tissue, umbilical cord leukocytes (UCL), and human umbilical venous endothelial cells of 13 early-onset PE, 16 late-onset PE and 83 controls comprising 36 uncomplicated and 47 complicated pregnancies, i.e. 27 fetal growth restricted and 20 spontaneous preterm birth. To investigate the associations between PE and the epigenetics of circadian clock and clock-controlled genes in placental and newborn tissues, genome-wide DNA methylation analysis was performed using the Illumina HumanMethylation450K BeadChip and a candidate-gene approach using ANCOVA was applied on 939 CpGs of 39 circadian clock and clock-controlled genes. DNA methylation significantly differed in early-onset PE compared with spontaneous preterm birth at 6 CpGs in placental tissue (3.73 E-5 ≤ p ≤ 0.016) and at 21 CpGs in UCL (1.09 E-5 ≤ p ≤ 0.024). In early-onset PE compared with fetal growth restriction 2 CpGs in placental tissue (p < 0.05) and 8 CpGs in uncomplicated controls (4.78 E-5 ≤ p ≤ 0.049) were significantly different. Moreover, significantly different DNA methylation in early-onset PE compared with uncomplicated controls was shown at 6 CpGs in placental tissue (1.36 E-4 ≤ p ≤ 0.045) and 11 CpGs in uncomplicated controls (2.52 E-6 ≤ p ≤ 0.009). No significant associations were shown with late-onset PE between study groups or tissues. The most differentially methylated CpGs showed hypomethylation in placental tissue and hypermethylation in uncomplicated controls. In conclusion, DNA methylation of circadian clock and clock-controlled genes demonstrated most differences in UCL of early-onset PE compared with spontaneous preterm birth. Implications of the tissue-specific variations in epigenetic programming for circadian performance and long-term health need further investigation.

Do extra compulsory physical education lessons mean more physically active children--findings from the childhood health, activity, and motor performance school study Denmark (The CHAMPS-study DK).

PubMed

Møller, Niels Christian; Tarp, Jakob; Kamelarczyk, Eva Friis; Brønd, Jan Christian; Klakk, Heidi; Wedderkopp, Niels

2014-09-24

Primarily, this study aims to examine whether children attending sports schools are more active than their counterpart attending normal schools. Secondary, the study aims to examine if physical activity (PA) levels in specific domains differ across school types. Finally, potential modifications by status of overweight/obesity and poor cardio-respiratory fitness are examined. Participants were from the first part of the CHAMPS-study DK, which included approximately 1200 children attending the 0th - 6th grade. At the sports schools, the mandatory physical education (PE) program was increased from 2 to 6 weekly lessons over a 3-year period. Children attending normal schools were offered the standard 2 PE lessons. PA was assessed at two different occasions with the GT3X ActiGraph accelerometer, once during winter in 2009/10 and once during summer/fall in 2010. Leisure time organized sports participation was quantified by SMS track. Based on baseline values in 2008, we generated a high-BMI and a low-cardio-respiratory fitness for age and sex group variable. There were no significant differences in PA levels during total time, PE, or recess between children attending sports schools and normal schools, respectively. However, children, especially boys, attending sports schools were more active during school time than children attending normal schools (girls: β=51, p=0.065; boys: β=113, p<0.001). However, in the leisure time during weekdays children who attended sports schools were less active (girls: β=-41, p=0.004; boys: β=-72, p<0.001) and less involved in leisure time organized sports participation (girls: β=-0.4, p=0.016; boys: β=-0.2, p=0.236) than children who attended normal schools. Examination of modification by baseline status of overweight/obesity and low cardio-respiratory fitness indicated that during PE low fit girls in particular were more active at sports schools. No differences were revealed in overall PA levels between children attending sports schools and normal schools. Sports schools children were more active than normal schools children during school time, but less active during leisure time. In girls, less organized sports participation at least partly explained the observed differences in PA levels during leisure time across school types. Baseline status of cardio-respiratory fitness modified school type differences in PA levels during PE in girls.

Using School-Level Interviews to Develop a Multisite PE Intervention Program

PubMed Central

Moe, Stacey G.; Pickrel, Julie; McKenzie, Thomas L.; Strikmiller, Patricia K.; Coombs, Derek; Murrie, Dale

2008-01-01

The Trial of Activity for Adolescent Girls (TAAG) is a randomized, multicenter field trial in middle schools that aims to reduce the decline of physical activity in adolescent girls. To inform the development of the TAAG intervention, two phases of formative research are conducted to gain information on school structure and environment and on the conduct of physical education classes. Principals and designated staff at 64 eligible middle schools were interviewed using the School Survey during Phase 1. The following year (Phase 2), physical education department heads of the 36 schools selected into TAAG were interviewed. Responses were examined to design a standardized, multicomponent physical activity intervention for six regions of the United States. This article describes the contribution of formative research to the development of the physical education intervention component and summarizes the alignment of current school policies and practices with national and state standards. PMID:16397159

What do stakeholders expect from patient engagement: Are these expectations being met?

PubMed

Boudes, Mathieu; Robinson, Paul; Bertelsen, Neil; Brooke, Nicholas; Hoos, Anton; Boutin, Marc; Geissler, Jan; Sargeant, Ify

2018-06-01

Meaningful patient engagement (PE) in medicines development and during the life cycle of a product requires all stakeholders have a clear understanding of respective expectations. A qualitative survey was undertaken to understand stakeholder expectations. The survey explored 4 themes from the perspective of each stakeholder group: meaning, views, expectations and priorities for PE. Participants were grouped into 7 categories: policymakers/regulators; health-care professionals (HCPs); research funders; payers/purchasers/HTA; patients/patient representatives; pharmaceutical/life sciences industry; and academic researchers. Fifty-nine interviews were conducted across a range of geographies, PE experience and job seniority/role. There was consensus across stakeholders on meaning of PE; importance of promoting PE to a higher level than currently; need for a more structured process and guidance. There was little consensus on stakeholder expectations and roles. Policymakers/regulators were expected by others to drive PE, create a framework and facilitate PE, provide guidelines of good practice and connect stakeholders, but this expectation was not shared by the policymakers/regulators group. HCPs were seen as the link between patients and other stakeholders, but HCPs did not necessarily share this view. Despite broad stakeholder categories, clear themes emerged: there is no "leader"; no stakeholder has a clear view on how to meaningfully engage with patients; there are educational gaps; and a structure and guidance for PE is urgently required. Given the diversity of stakeholders, there needs to be multistakeholder collaborative leadership. Effective collaboration requires consensus on roles, responsibilities and expectations to synergize efforts to deliver meaningful PE in medicines life cycle. © 2018 The Authors. Health Expectations published by John Wiley & Sons Ltd.

Etiology of ejaculation and pathophysiology of premature ejaculation.

PubMed

Donatucci, Craig F

2006-09-01

Ejaculation is comprised of three stages of the male sexual response cycle, namely emission, ejection, and orgasm; however, in comparison with erection, which is a well-understood component of male sexual response, the pathophysiology of ejaculation has yet to be fully delineated. Premature ejaculation (PE), the most common sexual disorder in men, while believed to have a multifactorial etiology, is even less well understood. This article reviews the physiology of ejaculation, and the multifactorial pathophysiology of PE. The Sexual Medicine Society of North America hosted a State of the Art Conference on Premature Ejaculation on June 24-26, 2005 in collaboration with the University of South Florida. The purpose was to have an open exchange of contemporary research and clinical information on PE. There were 16 invited presenters and discussants; the group focused on several educational objectives. Data were obtained by extensive examination of published peer-reviewed literature. Evidence supports that biologic mechanisms associated with neurotransmitters such as norepinephrine, serotonin, oxytocin, Gamma-amino-butyric acid, and nitric oxide (NO) as well as the hormone estrogen play central roles in ejaculation, and subsequently may mediate PE. There is also emerging evidence to show that hyperthyroidism may be a causal factor in PE. Recent data also suggest that psychogenic factors include high level of any experience by some men with PE. The pathophysiology of both lifelong and acquired PE appears to be both neurobiogenic and psychogenic. While psychogenic factors appear to be contributory to PE, pharmacologic intervention of PE can modify intravaginal ejaculatory latency time (IELT), which suggests that IELT is a biological variable, and is likely biologically dependent upon neurotransmitters and hormones.

Comparison and Comparability: Fitness Tracking between Youths with Different Physical Activity Levels

ERIC Educational Resources Information Center

Liu, Wenhao; Nichols, Randall A.; Zillifro, Traci D.

2013-01-01

This study compared a three-year tracking of health-related physical fitness between two comparable samples of six graders that enrolled either in a PE4life middle school ("n"?=?154) or another school with a traditional PE program ("n?"=?93) in the United States. For the cohort, the FITNESSGRAM[TM] (Cooper Institute for…

Installation Restoration Program Phase 1: Records Search of Hanscom Air Force Base, Massachusetts

DTIC Science & Technology

1984-08-01

Engineer o Kevin R. Boyer, P.E., Project Manager and Civil Engineer o Alfred N. Wickline, Records Search Team Leader and Soil Scientist o Claudia A...INVESTIGATION TEAM :I.., 𔃾 44. ’m4, Use or disclosure of proposal data is subject to the restriction on the Title page of this Proposal. KEVIN R... KEVIN R. BOYER, P.E. Page 2 of 3 While working under the USEPA’s Field Investigation Team (FIT) program, Mr. Boyer was part of a quality assurance (QA

Why the history and physical examination still matter.

PubMed

Schultz, Michele A; Doty, Maggie

2016-03-01

The history and physical examination (H/PE) have been the foundation of medical diagnosis for centuries. However, as laboratory tests and diagnostic imaging has expanded, physical examination skills have been deemphasized in medical education, and clinicians have become more reliant on tests and imaging. This article describes the historical contributions of the H/PE and its resurgence in a refined form to improve diagnosis.

The (In)Visibility of Gender Knowledge in the Physical Activity and Sport Science Degree in Spain

ERIC Educational Resources Information Center

Serra, Pedrona; Soler, Susanna; Prat, Maria; Vizcarra, María Teresa; Garay, Beatriz; Flintoff, Anne

2018-01-01

This paper draws on research that aimed to explore the construction of gender relations in sport and physical education (PE) through a national study of Spanish university degree curricula. Spain is a useful case study through which to explore gender knowledge within sport and PE degrees, because, unlike many other countries, it has a common,…

The Language of Performativity? A Content Analysis Concerning Differing Constructions of Leadership for Secondary School PE Departments

ERIC Educational Resources Information Center

Williams, Gareth

2017-01-01

The aim of this paper was to analyse how teachers and government may differ in their views regarding the qualities required to be an effective middle manager with responsibility for Physical Education (PE). Lines of inquiry were based upon the practices associated with a performative work culture and how this has affected teacher language. There…

The Associations between Seventh Grade Finnish Students' Motivational Climate, Perceived Competence, Self-Determined Motivation, and Fundamental Movement Skills

ERIC Educational Resources Information Center

Kalaja, Sami; Jaakkola, Timo; Watt, Anthony; Liukkonen, Jarmo; Ommundsen, Yngvar

2009-01-01

The aim of the study was to investigate the relationships between motivational climate, perceived competence, self-determined motivation towards physical education (PE) and the fundamental movement skills of Finnish secondary school students. A sample of 370 seventh-grade PE students (girls n = 189; boys n = 181; mean age = 13.08; SD = 0.25)…

Environmental characteristics and student physical activity in PE class: findings from two large urban areas of Texas.

PubMed

Skala, Katherine A; Springer, Andrew E; Sharma, Shreela V; Hoelscher, Deanna M; Kelder, Steven H

2012-05-01

Physical education (PE) classes provide opportunities for children to be active. This study examined the associations between specific environmental characteristics (teacher characteristics; class size, duration and location; and lesson context) and elementary school-aged children's moderate-to-vigorous activity (MVPA) during PE. Environmental characteristics and student activity levels were measured in 211 third-, fourth-, and fifth-grade PE classes in 74 Texas public schools using SOFIT direct observation. Students engaged in less than half their PE class time in MVPA (38%), while approximately 25% of class time was spent in classroom management. Percent time in MVPA was significantly higher in outdoor classes compared with indoors (41.4% vs. 36.1%, P = .037). Larger (P = .044) and longer (P = .001) classes were negatively associated with percentage of MVPA and positively correlated with time spent in management (P < .001). Findings suggest that children's activity may be influenced by environmental factors such as class size, location, and lesson contexts. These findings hold important policy implications for PE class organization and the need for strategies that maximize children's MVPA. Further research is needed to test the causal association of these factors with student MVPA.

Magnifying Pre-Service Generalist Teachers' Perceptions of Preparedness to Teach Primary School Physical Education

ERIC Educational Resources Information Center

Freak, Annette; Miller, Judith

2017-01-01

Background: Generalist teachers' confidence, competence and preparedness to teach Physical Education (PE) following Primary School Physical Education Teacher Education (PSPETE) has emerged as a research imperative. Yet little is known of teachers' perceptions of such matters. For teacher educators responding to the deficient delivery of primary…

Physical Education Teacher Educators' Professional Identities, Continuing Professional Development and the Issue of Gender Equality

ERIC Educational Resources Information Center

Dowling, Fiona

2006-01-01

Background: Despite the evidence that many girls and some boys are regularly subjected to inequalities within school physical education (PE) in Norway today, and international research showing how physical education teacher education (PETE) courses often construct unequal learning opportunities for their students on the basis of gender, few…

The Doxa of Physical Education Teacher Education--Set in Stone?

ERIC Educational Resources Information Center

Larsson, Lena; Linnér, Susanne; Schenker, Katarina

2018-01-01

In this paper, we critically examine the potential of assessment components in physical education teacher education (PETE) to either reinforce or challenge PETE students' conceptions of what a physical education (PE) teacher needs to know to teach this school subject. To understand the mechanisms that may contribute to the difficulty of…

Health and Wellbeing: A Policy Context for Physical Education in Scotland

ERIC Educational Resources Information Center

Horrell, Andrew; Sproule, John; Gray, Shirley

2012-01-01

The "Curriculum for Excellence" (CfE) guidelines and associated learning experiences and outcomes have been developed following a national debate on the purposes of education in Scotland. The recent development shifts physical education's (PE) role in Scottish education, changing from contributing to the "Expressive Arts" area…

A Conversation on Zero Net Energy Buildings

DOE Office of Scientific and Technical Information (OSTI.GOV)

Eley, Charles; Gupta, Smita; Torcellini, Paul

The submitted Roundtable discussion covers zero net energy (ZNE) buildings and their expansion into the market as a more widely adopted approach for various building types and sizes. However, the market is still small, and this discussion brings together distinguished researchers, designers, policy makers, and program administrations to represent the key factors making ZNE building more widespread and mainstream from a broad perspective, including governments, utilities, energy-efficiency research institutes, and building owners. This roundtable was conducted by the ASHRAE Journal with Bing Liu, P.E., Member ASHRAE, Charles Eley, FAIA, P.E., Member ASHRAE; Smita Gupta, Itron; Cathy Higgins, New Buildings Institute;more » Jessica Iplikci, Energy Trust of Oregon; Jon McHugh, P.E., Member ASHRAE; Michael Rosenberg, Member ASHRAE; and Paul Torcellini, Ph.D., P.E., NREL.« less

A school-based intervention program in promoting leisure-time physical activity: trial protocol.

PubMed

Kawabata, Masato; Chua, Khai Leng; Chatzisarantis, Nikos L D

2018-04-02

Regular participation in moderate-to-vigorous physical activity (MVPA) is important to manage obesity. Physical education (PE) is considered to play an important role in promoting lifelong participation in physical activity (PA) because it provides an existing network where cost-effective interventions can be implemented to produce sustainable change in health behavior. However, the association between compulsory school PA (e.g., PE lessons) and body composition levels has received mixed support in the literature. Therefore, the present study aimed to investigate whether a school-based intervention targeting salient PA benefits and barriers grounded on the theory of planned behavior would promote young people's participation in MVPA during leisure time and reduce body mass index (BMI) of overweight students. A total of 171 students from 3 secondary schools in Singapore underwent the control condition followed by the intervention condition. Both the conditions consisted of PE lessons twice per week over 4 weeks. In the control condition, PE teachers encouraged students to participate in PA during leisure time without providing persuasive message. While in the intervention condition, PE teachers delivered persuasive messages that targeted the salient benefits and barriers associated with PA to the students at the last 5 to 10 min of each PE lesson. PA levels over a week were measured objectively with wrist-mounted GENEActiv Original accelerometers and subjectively with self-reporting questionnaires three times (Baseline, Post 1, and Post 2) in each condition. Student's self-reported PA level was measured using the Leisure-Time Physical Activity Participation Questionnaire and the International Physical Activity Questionnaire, and their attitudes, intentions, subjective norms and perceived behavior control towards leisure-time PA were measured with a questionnaire based on the theory of planned behavior. Furthermore, students' intention, determination and willingness to engage in leisure-time PA were compared with the other activity (e.g., doing homework, shopping). This study will provide the evidence on the effectiveness of a cost-effective school-based intervention on reducing BMI of overweight students through promoting sustained participation in leisure-time PA. It will also address methodological issues on the gaps between objective and subjective measures of PA. This trial is registered with the ISRCTN registry (ISRCTN73786157, 26/10/2017, retrospectively registered).

Risk factors for deep vein thrombosis and pulmonary embolism after traumatic injury: A competing risks analysis.

PubMed

Van Gent, Jan-Michael; Calvo, Richard Yee; Zander, Ashley L; Olson, Erik J; Sise, C Beth; Sise, Michael J; Shackford, Steven R

2017-12-01

Venous thromboembolism, including deep vein thrombosis (DVT) and pulmonary embolism (PE), is typically reported as a composite measure of the quality of trauma center care. Given that recent data suggesting postinjury DVT and PE are distinct clinical processes, a better understanding may result from analyzing them as independent, competing events. Using competing risks analysis, we evaluated our hypothesis that the risk factors and timing of postinjury DVT and PE are different. We examined all adult trauma patients admitted to our Level I trauma center from July 2006 to December 2011 who received at least one surveillance duplex ultrasound of the lower extremities and who were at high risk or greater for DVT. Outcomes included DVT and PE events, and time-to-event from admission. We used competing risks analysis to evaluate risk factors for DVT while accounting for PE as a competing event, and vice versa. Of 2,370 patients, 265 (11.2%) had at least one venous thromboembolism event, 235 DVT only, 19 PE only, 11 DVT and PE. Within 2 days of admission, 38% of DVT cases had occurred compared with 26% of PE. Competing risks modeling of DVT as primary event identified older age, severe injury (Injury Severity Score, ≥ 15), mechanical ventilation longer than 4 days, active cancer, history of DVT or PE, major venous repair, male sex, and prophylactic enoxaparin and prophylactic heparin as associated risk factors. Modeling of PE as the primary event showed younger age, nonsevere injury (Injury Severity Score, < 15), central line placement, and prophylactic heparin as relevant factors. The risk factors for PE and DVT after injury were different, suggesting that they are clinically distinct events that merit independent consideration. Many DVT events occurred early despite prophylaxis, bringing into question the preventability of postinjury DVT. We recommend trauma center quality reporting program measures be revised to account for DVT and PE as unique events. Epidemiologic, level III.

Effects of combined physical education and nutritional programs on schoolchildren's healthy habits.

PubMed

Gallotta, Maria Chiara; Iazzoni, Sara; Emerenziani, Gian Pietro; Meucci, Marco; Migliaccio, Silvia; Guidetti, Laura; Baldari, Carlo

2016-01-01

Background. A multidisciplinary approach seems to be effective in creating healthy habits in children. The aim of this study was to evaluate the efficacy of three 5-month combined physical education (PE) and nutritional interventions on body composition, physical activity (PA) level, sedentary time and eating habits of schoolchildren. Methods. Anthropometric data, weekly PA level, sedentary time and eating habits of 230 healthy students were analysed using a repeated-measures ANOVA with Group (experimental group 1 vs experimental group 2 vs control group), Adiposity Status (under fat vs normal fat vs obese), and Time (pre vs post) as factors. Results. Body fat mass percentage increased after intervention (18.92 ± 8.61% vs 19.40 ± 8.51%) in all groups. The weekly PA level significantly increased after intervention in both experimental groups. Sedentary time significantly decreased after the intervention period (565.70 ± 252.93 vs 492.10 ± 230.97 min/week, p < 0.0001). Moreover, obese children were more sedentary than under fat and normal fat children. Children significantly changed the consumption of some specific foods after intervention. Discussion. This study revealed the effectiveness of a combined PE and nutritional intervention to improve children's healthful dietary practices and to encourage an active lifestyle. However, it needs a further appropriate development to establish patterns of healthful dietary practices that encourage an active lifestyle with which to maintain healthy habits through life.

A programmable computational image sensor for high-speed vision

NASA Astrophysics Data System (ADS)

Yang, Jie; Shi, Cong; Long, Xitian; Wu, Nanjian

2013-08-01

In this paper we present a programmable computational image sensor for high-speed vision. This computational image sensor contains four main blocks: an image pixel array, a massively parallel processing element (PE) array, a row processor (RP) array and a RISC core. The pixel-parallel PE is responsible for transferring, storing and processing image raw data in a SIMD fashion with its own programming language. The RPs are one dimensional array of simplified RISC cores, it can carry out complex arithmetic and logic operations. The PE array and RP array can finish great amount of computation with few instruction cycles and therefore satisfy the low- and middle-level high-speed image processing requirement. The RISC core controls the whole system operation and finishes some high-level image processing algorithms. We utilize a simplified AHB bus as the system bus to connect our major components. Programming language and corresponding tool chain for this computational image sensor are also developed.

Evaluation of a Participatory Ergonomics Intervention in Small Commercial Construction Firms

PubMed Central

Dale, Ann Marie; Jaegers, Lisa; Welch, Laura; Gardner, Bethany T.; Buchholz, Bryan; Weaver, Nancy; Evanoff, Bradley A.

2017-01-01

Background Work-related musculoskeletal disorders (WMSD) among construction workers remain high. Participatory ergonomics (PE) interventions that engage workers and employers in reducing work injury risks have shown mixed results. Methods Eight-six workers from seven contractors participated in a PE program. A logic model guided the process evaluation and summative evaluation of short term and intermediate impacts and long term outcomes from surveys and field records. Results Process measures showed good delivery of training, high worker engagement, and low contractor participation. Workers’ knowledge improved and workers reported changes to work practices and tools used; contractor provision of appropriate equipment was low (33%). No changes were seen in symptoms or reported physical effort. Conclusions The PE program produced many worker-identified ergonomic solutions, but lacked needed support from contractors. Future interventions should engage higher levels of the construction organizational system to improve contractor involvement for reducing WMSD. PMID:27094450

Does an 8-week home-based exercise program affect physical capacity, quality of life, sick leave, and use of psychotropic drugs in patients with pulmonary embolism? Study protocol for a multicenter randomized clinical trial.

PubMed

Rolving, Nanna; Brocki, Barbara C; Mikkelsen, Hanne R; Ravn, Pernille; Bloch-Nielsen, Jannie Rhod; Frost, Lars

2017-05-30

The existing evidence base in pulmonary embolism (PE) is primarily focused on diagnostic methods, medical treatment, and prognosis. Only a few studies have investigated how everyday life is affected by PE, although many patients are negatively affected both physically and emotionally after hospital discharge. Currently, no documented rehabilitation options are available for these patients. We aim to examine whether an 8-week home-based exercise intervention can influence physical capacity, quality of life, sick leave, and use of psychotropic drugs in patients medically treated for PE. One hundred forty patients with incident first-time PE will be recruited in five hospitals. After inclusion, patients will be randomly allocated to either the control group, receiving usual care, or the intervention group, who will be exposed to an 8-week home-based exercise program in addition to usual care. The intervention includes an initial individual exercise planning session with a physiotherapist, leading to a recommended exercise program of a minimum of three weekly training sessions of 30-60 minutes' duration. The patients have regular telephone contact with the physiotherapist during the 8-week program. At the time of inclusion, after 2 months, and after 6 months, the patients' physical capacity is measured using the Incremental Shuttle Walk test. Furthermore the patients' quality of life, sick leave, and use of psychotropic drugs is measured using self-reported questionnaires. In both randomization arms, all follow-up measurements and visits will take place at the hospital from which the patient was discharged. Levels of eligibility, consent, adherence, and retention will be used as indicators of study feasibility. We expect that the home-based exercise program will improve the physical capacity and quality of life for the patients in the intervention group. The study will furthermore contribute significantly to the limited knowledge about the optimal rehabilitation of PE patients, and may thereby form the basis of future recommendations in this field. ClinicalTrials.gov, NCT02684721 . Registered on 20 January 2016.

Productive Pedagogies and Teachers' Professional Learning in Physical Education

ERIC Educational Resources Information Center

Bowes, Margot; Tinning, Richard

2015-01-01

This paper examines a professional development and learning intervention that sought to improve teachers' understandings of, and capacities to teach, "critical evaluation" in senior school physical education (SSPE). Physical education (PE) teachers and researchers formed a professional learning community (PLC) to deliver critical…

Implementing Childhood Obesity Policy in a New Educational Environment: The Cases of Mississippi and Tennessee

PubMed Central

Wright, Paul M.; Dyson, Ben; Vardaman, James M.; Ferry, Hugh

2012-01-01

Objectives. Our purpose was to investigate the processes involved in, and outcomes of, implementing 3 new state-level, school-oriented childhood obesity policies enacted between 2004 and 2007. Methods. We followed policy implementation in 8 high schools in Mississippi and Tennessee. We collected data between 2006 and 2009 from interviews with policymakers, administrators, teachers, and students; observations of school-based activities; and documents. Results. Significant barriers to the effective implementation of obesity-related policies emerged. These most notably include a value system that prioritizes performances in standardized tests over physical education (PE) and a varsity sport system that negatively influences opportunities for PE. These and other factors, such as resource constraints and the overloading of school administrators with new policies, mitigate against the implementation of policies designed to promote improvements in student health through PE. Conclusions. Policies designed to address health and social problems in high-school settings face significant barriers to effective implementation. To have a broad impact, obesity-related policies must be tied to mainstream educational initiatives that both incentivize, and hold accountable, the school-level actors responsible for their implementation. PMID:22420819

An Assessment of the Accuracy of Semi-Empirical Quantum Chemistry Calculations of the Mechanical Properties of Polymers

DTIC Science & Technology

1991-03-01

the crystal structure. The program Cerius 30 for Silicon Graphics workstations was used for this crystal simulation. A standard Lennard - Jones ...calculations ........... 16 2. General polymer stress-strain curve ......................... 23 3. Comparison of Morse and harmonic potentials ...a PE oligom er .......................................... 35 6. PE cluster strain dependent heat of formation potential ........... 36 7. Comparison

23 CFR 661.37 - What are the funding limitations on individual IRRBP projects?

Code of Federal Regulations, 2014 CFR

2014-04-01

... ENGINEERING AND TRAFFIC OPERATIONS INDIAN RESERVATION ROAD BRIDGE PROGRAM § 661.37 What are the funding..., with a $150,000 maximum limit for PE. (b) An IRRBP eligible non-BIA owned IRR bridge is eligible for up to 80 percent IRRBP funding, with a $150,000 maximum limit for PE and $1,000,000 maximum limit for...

23 CFR 661.37 - What are the funding limitations on individual IRRBP projects?

Code of Federal Regulations, 2012 CFR

2012-04-01

... ENGINEERING AND TRAFFIC OPERATIONS INDIAN RESERVATION ROAD BRIDGE PROGRAM § 661.37 What are the funding..., with a $150,000 maximum limit for PE. (b) An IRRBP eligible non-BIA owned IRR bridge is eligible for up to 80 percent IRRBP funding, with a $150,000 maximum limit for PE and $1,000,000 maximum limit for...

23 CFR 661.37 - What are the funding limitations on individual IRRBP projects?

Code of Federal Regulations, 2013 CFR

2013-04-01

... ENGINEERING AND TRAFFIC OPERATIONS INDIAN RESERVATION ROAD BRIDGE PROGRAM § 661.37 What are the funding..., with a $150,000 maximum limit for PE. (b) An IRRBP eligible non-BIA owned IRR bridge is eligible for up to 80 percent IRRBP funding, with a $150,000 maximum limit for PE and $1,000,000 maximum limit for...

23 CFR 661.37 - What are the funding limitations on individual IRRBP projects?

Code of Federal Regulations, 2010 CFR

2010-04-01

... ENGINEERING AND TRAFFIC OPERATIONS INDIAN RESERVATION ROAD BRIDGE PROGRAM § 661.37 What are the funding..., with a $150,000 maximum limit for PE. (b) An IRRBP eligible non-BIA owned IRR bridge is eligible for up to 80 percent IRRBP funding, with a $150,000 maximum limit for PE and $1,000,000 maximum limit for...

23 CFR 661.37 - What are the funding limitations on individual IRRBP projects?

Code of Federal Regulations, 2011 CFR

2011-04-01

... ENGINEERING AND TRAFFIC OPERATIONS INDIAN RESERVATION ROAD BRIDGE PROGRAM § 661.37 What are the funding..., with a $150,000 maximum limit for PE. (b) An IRRBP eligible non-BIA owned IRR bridge is eligible for up to 80 percent IRRBP funding, with a $150,000 maximum limit for PE and $1,000,000 maximum limit for...

Students' tripartite efficacy beliefs in high school physical education: within- and cross-domain relations with motivational processes and leisure-time physical activity.

PubMed

Jackson, Ben; Whipp, Peter R; Chua, K L Peter; Dimmock, James A; Hagger, Martin S

2013-02-01

Within instructional settings, individuals form relational efficacy appraisals that complement their self-efficacy beliefs. In high school physical education (PE), for instance, students develop a level of confidence in their teacher's capabilities, as well as estimating how confident they think their teacher is in their (i.e., the students') ability. Grounded in existing transcontextual work, we examined the motivational pathways through which students' relational efficacy and self-efficacy beliefs in PE were predictive of their leisure-time physical activity. Singaporean students (N = 990; age M = 13.95, SD = 1.02) completed instruments assessing efficacy beliefs, perceptions of teacher relatedness support, and autonomous motivation toward PE, and 2 weeks later they reported their motivation toward, and engagement in, leisure-time physical activity. Structural equation modeling revealed that students reported stronger other-efficacy and RISE beliefs when they felt that their teacher created a highly relatedness-supportive environment. In turn, their relational efficacy beliefs (a) supported their confidence in their own ability, (b) directly and indirectly predicted more autonomous motives for participation in PE, and (c) displayed prospective transcontextual effects in relation to leisure-time variables. By emphasizing the adaptive motivational effects associated with the tripartite constructs, these findings highlight novel pathways linking students' efficacy perceptions with leisure-time outcomes.

Physical Education Teachers' and University Teacher Educators' Perceptions regarding Coeducational vs. Single Gender Physical Education

ERIC Educational Resources Information Center

Hill, Grant M.; Hannon, James C.; Knowles, Curt

2012-01-01

Since Title IX was enacted in the United States in 1972, Physical Education (PE) classes have become coeducational. This may be because educational leaders interpret Title IX to require coeducational-only classes. Research, however, indicates that for some students, coeducation classes may not be the most appropriate learning environment. The…

Narrative review: should teaching of the respiratory physical examination be restricted only to signs with proven reliability and validity?

PubMed

Benbassat, Jochanan; Baumal, Reuben

2010-08-01

To review the reported reliability (reproducibility, inter-examiner agreement) and validity (sensitivity, specificity and likelihood ratios) of respiratory physical examination (PE) signs, and suggest an approach to teaching these signs to medical students. Review of the literature. We searched Paper Chase between 1966 and June 2009 to identify and evaluate published studies on the diagnostic accuracy of respiratory PE signs. Most studies have reported low to fair reliability and sensitivity values. However, some studies have found high specificites for selected PE signs. None of the studies that we reviewed adhered to all of the STARD criteria for reporting diagnostic accuracy. Possible flaws in study designs may have led to underestimates of the observed diagnostic accuracy of respiratory PE signs. The reported poor reliabilities may have been due to differences in the PE skills of the participating examiners, while the sensitivities may have been confounded by variations in the severity of the diseases of the participating patients. IMPLICATION FOR PRACTICE AND MEDICAL EDUCATION: Pending the results of properly controlled studies, the reported poor reliability and sensitivity of most respiratory PE signs do not necessarily detract from their clinical utility. Therefore, we believe that a meticulously performed respiratory PE, which aims to explore a diagnostic hypothesis, as opposed to a PE that aims to detect a disease in an asymptomatic person, remains a cornerstone of clinical practice. We propose teaching the respiratory PE signs according to their importance, beginning with signs of life-threatening conditions and those that have been reported to have a high specificity, and ending with signs that are "nice to know," but are no longer employed because of the availability of more easily performed tests.