Sample records for physical activity classes

  1. Changes in occupational class differences in leisure-time physical activity: a follow-up study.

    PubMed

    Seiluri, Tina; Lahti, Jouni; Rahkonen, Ossi; Lahelma, Eero; Lallukka, Tea

    2011-03-01

    Physical activity is known to have health benefits across population groups. However, less is known about changes over time in socioeconomic differences in leisure-time physical activity and the reasons for the changes. We hypothesised that class differences in leisure-time physical activity would widen over time due to declining physical activity among the lower occupational classes. We examined whether occupational class differences in leisure-time physical activity change over time in a cohort of Finnish middle-aged women and men. We also examined whether a set of selected covariates could account for the observed changes. The data were derived from the Helsinki Health Study cohort mail surveys; the respondents were 40-60-year-old employees of the City of Helsinki at baseline in 2000-2002 (n = 8960, response rate 67%). Follow-up questionnaires were sent to the baseline respondents in 2007 (n = 7332, response rate 83%). The outcome measure was leisure-time physical activity, including commuting, converted to metabolic equivalent tasks (MET). Socioeconomic position was measured by occupational class (professionals, semi-professionals, routine non-manual employees and manual workers). The covariates included baseline age, marital status, limiting long-lasting illness, common mental disorders, job strain, physical and mental health functioning, smoking, body mass index, and employment status at follow-up. Firstly the analyses focused on changes over time in age adjusted prevalence of leisure-time physical activity. Secondly, logistic regression analysis was used to adjust for covariates of changes in occupational class differences in leisure-time physical activity. At baseline there were no occupational class differences in leisure-time physical activity. Over the follow-up leisure-time physical activity increased among those in the higher classes and decreased among manual workers, suggesting the emergence of occupational class differences at follow-up. Women in routine non-manual and manual classes and men in the manual class tended to be more often physically inactive in their leisure-time (<14 MET hours/week) and to be less often active (>30 MET hours/week) than those in the top two classes. Adjustment for the covariates did not substantially affect the observed occupational class differences in leisure-time physical activity at follow-up. Occupational class differences in leisure-time physical activity emerged over the follow-up period among both women and men. Leisure-time physical activity needs to be promoted among ageing employees, especially among manual workers.

  2. Intensity and duration of physical efforts in Physical Education classes.

    PubMed

    Kremer, Marina Marques; Reichert, Felipe Fossati; Hallal, Pedro Curi

    2012-04-01

    To evaluate the intensity and duration of physical efforts in Physical Education classes in primary and secondary school. School-based cross-sectional study carried out by means of the observation of 218 Physical Education classes, including a total of 272 students (each one of the students was evaluated three times). The study was carried out in the city of Pelotas (Southern Brazil), between August and December 2009. In order to evaluate the intensity of the efforts, accelerometers were used and the following cut-off points were adopted (in counts per minute): sedentary activities (0-100), light activities (101-2,000), moderate (2,001-4,999), vigorous (5,000-7,999), and very vigorous activities (>8000). The mean duration of the classes was 35.6 minutes (SD 6.0). The mean proportion of time spent in moderate to vigorous physical activity was 32.7% (SD 25.2). Boys (44.1%) were involved significantly more in moderate to vigorous physical activity as compared to girls (21.0%; p<0.01). Students who practice physical activities outside the classes participated more in moderate to vigorous physical activity in the Physical Education classes. Besides the fact that Physical Education classes have a short duration, students practice moderate to vigorous physical activity during one third of the class, with a poor significant contribution to students' level of physical activity.

  3. Increasing Physical Activity during the School Day through Physical Activity Classes: Implications for Physical Educators

    ERIC Educational Resources Information Center

    Adkins, Megan; Bice, Matt; Bartee, Todd; Heelan, Kate

    2015-01-01

    Across the nation schools are adopting health and wellness policies, specifically physical activity (PA) initiatives that aid healthy long-term lifestyles. Interest has been generated about the inclusion of physical activity classes to complement existing physical education classes. Furthermore, discussion has evolved as to if additional…

  4. 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.

  5. 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

  6. Students' objectively measured physical activity levels and engagement as a function of between-class and between-student differences in motivation toward physical education.

    PubMed

    Aelterman, Nathalie; Vansteenkiste, Maarten; Van Keer, Hilde; Van den Berghe, Lynn; De Meyer, Jotie; Haerens, Leen

    2012-08-01

    Despite evidence for the utility of self-determination theory in physical education, few studies used objective indicators of physical activity and mapped out between-class, relative to between-student, differences in physical activity. This study investigated whether moderate-to-vigorous physical activity (MVPA) and rated collective engagement in physical education were associated with autonomous motivation, controlled motivation, and amotivation at the between-class and between-student levels. Participants were 739 pupils (46.3% boys, Mage = 14.36 ±1.94) from 46 secondary school classes in Flanders (Belgium). Multilevel analyses indicated that 37% and 63% of the variance in MVPA was explained by between-student and between-class differences, respectively. Students' personal autonomous motivation related positively to MVPA. Average autonomous class motivation was positively related to between-class variation in MVPA and collective engagement. Average controlled class motivation and average class amotivation were negatively associated with collective engagement. The findings are discussed in light of self-determination theory's emphasis on quality of motivation.

  7. Long-chain n-3 PUFA supplementation decreases physical activity during class time in iron-deficient South African school children.

    PubMed

    Smuts, Cornelius M; Greeff, Jani; Kvalsvig, Jane; Zimmermann, Michael B; Baumgartner, Jeannine

    2015-01-28

    Both Fe deficiency and poor n-3 fatty acid status have been associated with behavioural changes in children. In the present study, we investigated the effects of Fe and DHA+EPA supplementation, alone or in combination, on physical activity during school days and on teacher-rated behaviour in healthy Fe-deficient school children. In a 2 × 2 factorial design, children (n 98, 6-11 years) were randomly assigned to receive (1) Fe (50 mg) plus DHA (420 mg)+EPA (80 mg), (2) Fe plus placebo, (3) placebo plus DHA+EPA or (4) placebo plus placebo as oral supplements (4 d/week) for 8.5 months. Physical activity was measured during four school days at baseline and endpoint using accelerometers, and data were stratified into morning class time (08.00-10.29 hours), break time (10.30-11.00 hours) and after-break class time (11.01-12.00 hours) for analysis. Classroom behaviour was assessed at endpoint using Conners' Teacher Rating Scales. DHA+EPA supplementation decreased physical activity counts during morning class time, increased sedentary physical activity, and decreased light- and moderate-intensity physical activities. Consistently, DHA+EPA supplementation increased sedentary physical activity and decreased light-intensity physical activity during after-break class time. Even though there were no treatment effects found on teacher-rated behaviour, lower physical activity during morning class time was associated with lower levels of teacher-rated hyperactivity and oppositional behaviour at endpoint. Despite a positive association between Fe status and physical activity during break time at baseline, Fe supplementation did not affect physical activity during break time and class time. Our findings suggest that DHA+EPA supplementation may decrease physical activity levels during class time, and further indicate that accelerometry might be a useful tool to assess classroom behaviour in healthy children.

  8. 34 CFR 106.34 - Access to classes and schools.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... its students on the basis of sex. (1) Contact sports in physical education classes. This section does not prohibit separation of students by sex within physical education classes or activities during... major activity of which involves bodily contact. (2) Ability grouping in physical education classes...

  9. 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.

  10. Patterns of Physical Activity Among Older Adults in New York City

    PubMed Central

    Mooney, Stephen J.; Joshi, Spruha; Cerdá, Magdalena; Quinn, James W.; Beard, John R.; Kennedy, Gary J.; Benjamin, Ebele O.; Ompad, Danielle C.; Rundle, Andrew G.

    2015-01-01

    Introduction Little research to date has explored typologies of physical activity among older adults. An understanding of physical activity patterns may help to both determine the health benefits of different types of activity and target interventions to increase activity levels in older adults. This analysis, conducted in 2014, used a latent class analysis approach to characterize patterns of physical activity in a cohort of older adults. Methods A total of 3,497 men and women aged 65–75 years living in New York City completed the Physical Activity Scale for the Elderly (PASE) in 2011. PASE scale items were used to classify subjects into latent classes. Multinomial regression was then used to relate individual and neighborhood characteristics to class membership. Results Five latent classes were identified: “least active,” “walkers,” “domestic/gardening,” “athletic,” and “domestic/gardening athletic.” Individual-level predictors, including more education, higher income, and better self-reported health, were associated with membership in the more-active classes, particularly the athletic classes. Residential characteristics, including living in single-family housing and living in the lower-density boroughs of New York City, were predictive of membership in one of the domestic/gardening classes. Class membership was associated with BMI even after controlling for total PASE score. Conclusions This study suggests that individual and neighborhood characteristics are associated with distinct physical activity patterns in a group of older urban adults. These patterns are associated with body habitus independent of overall activity. PMID:26091927

  11. Self-Regulated Learning and Perceived Health among University Students Participating in Physical Activity Classes

    ERIC Educational Resources Information Center

    McBride, Ron E.; Altunsöz, Irmak Hürmeriç; Su, Xiaoxia; Xiang, Ping; Demirhan, Giyasettin

    2016-01-01

    The purpose of this study was to explore motivational indicators of self-regulated learning (SRL) and the relationship between self-regulation (SR) and perceived health among university students enrolled in physical activity (PA) classes. One hundred thirty-one Turkish students participating in physical education activity classes at two…

  12. Pre-hospital physical activity status affects in-hospital course of elderly patients with acute myocardial infarction.

    PubMed

    Miyamoto, Takamichi; Obayashi, Tohru; Hattori, Eijirou; Yamauchi, Yasuteru; Niwa, Akihiro; Isobe, Mitsuaki

    2010-03-01

    The clinical course of elderly patients with acute myocardial infarction (AMI) can sometimes unexpectedly result in an adverse outcome even when therapy appears to be successful. We suspect that specific factors may characterize this worsening of status during hospitalization. This study examines whether the pre-hospital physical activity status of the elderly treated with percutaneous coronary intervention (PCI) for AMI affects their in-hospital course. We studied 110 consecutive patients, aged 80 or older, who had undergone emergent PCI for AMI. Patients were divided into two groups based on clinical presentation: Better Killip class (Killip classes I and II) and Worse Killip class (Killip classes III and IV). Patients were also divided into two groups based on pre-hospital physical activity status, determined retrospectively by review of medical records: Good physical activity (n=57) comprising those able to go out alone independently and Poor physical activity comprising those mainly confined to home (n=53). The overall in-hospital mortality rate was 9.1% for the study population. The Worse Killip class group had a higher in-hospital mortality rate than the Better Killip class group (27.8% vs 5.4%, respectively; p=0.0102). In addition, the Poor physical activity group had a higher in-hospital mortality rate than the Good physical activity group (15.1% vs. 3.5%, respectively; p=0.047). These data suggest that pre-hospital physical activity status in elderly patients with AMI may affect in-hospital mortality as well as Killip class.

  13. Motivating Students to Be Active outside of Class: A Hierarchy for Independent Physical Activity

    ERIC Educational Resources Information Center

    Hill, Grant

    2009-01-01

    Despite the fact that children have an extraordinary amount of leisure time, students of all ages engage in too little physical activity. Opportunities for physical activity should be provided through recesses, lunch periods, organized fitness breaks, before- and after-school activity programs, and structured physical education classes. However,…

  14. Physical Therapy and Occupational Therapy in Progeria

    MedlinePlus

    ... peers in classroom activities, at recess, and in Physical Education class. Proactive PT and OT are important, since ... Depending on a child’s medical status, participation in Physical Education class and recess activities is encouraged. The Physical ...

  15. 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…

  16. Trends in social inequality in physical inactivity among Danish adolescents 1991-2014.

    PubMed

    Johnsen, N F; Toftager, M; Melkevik, O; Holstein, B E; Rasmussen, M

    2017-12-01

    The aim of this study was to investigate social inequality in physical inactivity among adolescents from 1991 to 2014 and to describe any changes in inequality during this period. The analyses were based on data from the Danish part of the HBSC study, which consists of seven comparable cross-sectional studies of nationally representative samples of 11-15-year old adolescents. The available data consisted of weekly time (hours) spent on vigorous physical activity and parental occupation from 30,974 participants. In summary, 8.0% of the adolescents reported to be physically inactive, i.e. spend zero hours of vigorous leisure time physical activity per week. The proportion of physically inactive adolescents was 5.4% in high social class and 7.8% and 10.8%, respectively, in middle and low social class. The absolute social inequality measured as prevalence difference between low and high social class did not change systematically across the observation period from 1991 to 2014. Compared to high social class, OR (95% CI) for physical inactivity was 1.48 (1.32-1.65) in middle social class and 2.18 (1.92-2.47) in lower social class. This relative social inequality was similar in the seven data collection waves (p=0.971). Although the gap in physical inactivity between social classes does not seem to be widening in Danish adolescents, there are still considerable differences in the activity levels between high, middle and low social class adolescents. Consequently, there is a need for a targeted physical activity intervention among adolescents from low (and middle) social class.

  17. Characterizing Longitudinal Patterns of Physical Activity in Mid-Adulthood Using Latent Class Analysis: Results From a Prospective Cohort Study

    PubMed Central

    Silverwood, Richard J.; Nitsch, Dorothea; Pierce, Mary; Kuh, Diana; Mishra, Gita D.

    2011-01-01

    The authors aimed to describe how longitudinal patterns of physical activity during mid-adulthood (ages 31–53 years) can be characterized using latent class analysis in a population-based birth cohort study, the Medical Research Council’s 1946 National Survey of Health and Development. Three different types of physical activity—walking, cycling, and leisure-time physical activity—were analyzed separately using self-reported data collected from questionnaires between 1977 and 1999; 3,847 study members were included in the analysis for one or more types of activity. Patterns of activity differed by sex, so stratified analyses were conducted. Two walking latent classes were identified representing low (52.8% of males in the cohort, 33.5% of females) and high (47.2%, 66.5%) levels of activity. Similar low (91.4%, 82.1%) and high (8.6%, 17.9%) classes were found for cycling, while 3 classes were identified for leisure-time physical activity: “low activity” (46.2%, 48.2%), “sports and leisure activity” (31.0%, 35.3%), and “gardening and do-it-yourself activities” (22.8%, 16.5%). The classes were reasonably or very well separated, with the exception of walking in females. Latent class analysis was found to be a useful tool for characterizing longitudinal patterns of physical activity, even when the measurement instrument differs slightly across ages, which added value in comparison with observed activity at a single age. PMID:22074812

  18. Physical, policy, and sociocultural characteristics of the primary school environment are positively associated with children's physical activity during class time.

    PubMed

    Martin, Karen; Bremner, Alexandra; Salmon, Jo; Rosenberg, Michael; Giles-Corti, Billie

    2014-03-01

    The objective of this study was to develop a multidomain model to identify key characteristics of the primary school environment associated with children's physical activity (PA) during class-time. Accelerometers were used to calculate time spent in moderate-to-vigorous physical activity during class-time (CMVPA) of 408 sixth-grade children (mean ± SD age 11.1 ± 0.43 years) attending 27 metropolitan primary schools in Perth Western Australia. Child and staff self-report instruments and a school physical environment scan administered by the research team were used to collect data about children and the class and school environments. Hierarchical modeling identified key variables associated with CMVPA. The final multilevel model explained 49% of CMVPA. A physically active physical education (PE) coordinator, fitness sessions incorporated into PE sessions and either a trained PE specialist, classroom teacher or nobody coordinating PE in the school, rather than the deputy principal, were associated with higher CMVPA. The amount of grassed area per student and sporting apparatus on grass were also associated with higher CMVPA. These results highlight the relevance of the school's sociocultural, policy and physical environments in supporting class-based PA. Interventions testing optimization of the school physical, sociocultural and policy environments to support physical activity are warranted.

  19. High energy expenditure masks low physical activity in obesity.

    PubMed

    DeLany, J P; Kelley, D E; Hames, K C; Jakicic, J M; Goodpaster, B H

    2013-07-01

    To investigate energy expenditure in lean and obese individuals, focusing particularly on physical activity and severely obese individuals. Total daily energy expenditure (TDEE) was assessed using doubly labeled water, resting metabolic rate (RMR) by indirect calorimetry, activity energy expenditure (AEE) by difference and time spent in physical activity by multisensor activity monitors. In all, 177 lean, Class I and severely obese individuals (age 31-56 years, body mass index 20-64 kg m(-2)) were analyzed. All components of energy expenditure were elevated in obese individuals. For example, TDEE was 2404±95 kcal per day in lean and 3244±48 kcal per day in Class III obese individuals. After appropriate adjustment, RMR was similar in all groups. Analysis of AEE by body weight and obesity class indicated a lower AEE in obese individuals. Confirming lower physical activity, obese individuals spent less time engaged in moderate-to-vigorous physical activity (2.7±1.3, 1.8±0.6, 2.0±1.4 and 1.2±1.0 h per day in lean, Class I, Class II and Class III individuals) and more time in sedentary behaviors. There was no indication of metabolic efficiency in even the severely obese, as adjusted RMR was similar across all groups. The higher AEE observed in the obese is consistent with a higher cost of activities due to higher body weight. However, the magnitude of the higher AEE (20-25% higher in obese individuals) is lower than expected (weight approximately 100% higher in Class III individuals). Confirming a lower volume of physical activity in the obese, the total time spent in moderate-to-vigorous physical activity and average daily metabolic equivalent of task level were lower with increasing obesity. These findings demonstrate that high body weight in obese individuals leads to a high TDEE and AEE, which masks the fact that they are less physically active, which can be influenced by duration or intensity of activity, than in lean individuals.

  20. Influence of individual and social contextual factors on changes in leisure-time physical activity in working-class populations: results of the Healthy Directions–Small Businesses Study

    PubMed Central

    Stoddard, Anne; Bennett, Gary G.; Wolin, Kathleen Y.; Sorensen, Glorian G.

    2012-01-01

    Background As part of the Harvard Cancer Prevention Program Project, we sought to address disparities reflected in social class and race/ethnicity by developing and testing a behavioral intervention model that targeted fruit and vegetable consumption, red meat consumption, multivitamin intake, and physical activity in working-class, multiethnic populations. Methods This paper examined the associations between change in leisure-time physical activity and individual and social contextual factors in participants employed in small businesses (n = 850) at both baseline and at 18-month final. Results In bivariate analyses, age, language acculturation, social ties, and workplace social capital were significantly associated with physical activity at final. In multivariable analyses, being younger and having high language acculturation were significantly associated with greater leisuretime physical activity at final; high workplace social capital was significantly associated with a decline in physical activity at final. Conclusion These findings have implications for understanding factors that are integral to promoting change in physical activity among working-class, multiethnic populations. PMID:22806257

  1. Association between physical activity, participation in Physical Education classes, and social isolation in adolescents.

    PubMed

    Santos, Simone José dos; Hardman, Carla Menêses; Barros, Simone Storino Honda; Santos da Franca, Carolina; Santos, Carolina da F B F; Barros, Mauro Virgilio Gomes de

    2015-01-01

    To analyze the association between physical activity, participation in Physical Education classes, and indicators of social isolation among adolescents. This was an epidemiological study based on secondary analysis of data from a representative sample of students (14-19 years) from public high schools (n=4,207). Data were collected through the questionnaire Global School-based Student Health Survey. The independent variables were the level of physical activity and enrollment in Physical Education classes, while the dependent variables were two indicators of social isolation (feeling of loneliness and having few friends). Descriptive and inferential procedures were used in the statistical analysis. Most of the adolescents were classified as insufficiently active (65.1%) and reported not attending Physical Education classes (64.9%). Approximately two in each ten participants reported feeling of loneliness (15.8%) and, in addition, about one in each five adolescents reported have only one friend (19.5%). In the bivariate analysis, a significantly lower proportion of individuals reporting social isolation was observed among adolescents who referred higher enrollment in Physical Education classes. After adjustment for confounding variables, binary logistic regression showed that attending Physical Education classes was identified as a protective factor in relation to the indicator of social isolation 'having few friends,' but only for girls. It was concluded that participation in Physical Education classes is associated with reduced social isolation among female adolescents. Copyright © 2015 Sociedade Brasileira de Pediatria. Published by Elsevier Editora Ltda. All rights reserved.

  2. Does HOPSports Promote Youth Physical Activity in Physical Education Classes?

    ERIC Educational Resources Information Center

    West, Stephanie T.; Shores, Kindal A.

    2014-01-01

    This study investigated how a technological intervention, HOPSports (HOPS), impacted youth physical activity (PA) in a physical education (PE) class. Research indicates rising levels of youth television watching and video game use, physical inactivity, and related overweight. One approach to increase youth PA is to use technology-based…

  3. 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.

  4. Perceived Physical Competence, Enjoyment and Effort in Same-Sex and Coeducational Physical Education Classes

    ERIC Educational Resources Information Center

    Lyu, Minjeong; Gill, Diane L.

    2011-01-01

    Perceived competence is a key motivational determinant of physical activity behaviours in adolescents, and motivational determinants are influenced by the class environment. The purpose of this study was to investigate levels of perceived physical competence, enjoyment and effort in class, focusing on gender and class-type differences.…

  5. An Examination of In-Class Physical Activity across Games Classifications

    ERIC Educational Resources Information Center

    Perlman, Dana J.; Forrest, Greg

    2015-01-01

    The purpose of this study was to examine the in-class physical activity opportunities across game classifications. A total of 221 (male, 100; female, 121) Year 9/10 physical education students were used within this study. Each student was engaged in four sport-based units (target, net/wall, striking/fielding, and invasion). Physical activity data…

  6. Dogs, Cats, and Kids: Integrating Yoga into Elementary Physical Education

    ERIC Educational Resources Information Center

    Toscano, Lisa; Clemente, Fran

    2008-01-01

    This article describes the benefits of integrating yoga into elementary physical education classes. Taught as warm-up exercises or as an entire class, yoga offers children of any age and physical ability the opportunity to experience success in physical activity. Children need to experience joy while participating in physical activity in order to…

  7. Determinants of Teachers' Intentions To Teach Physically Active Physical Education Classes.

    ERIC Educational Resources Information Center

    Martin, Jeffrey J.; Kulinna, Pamela Hodges; Eklund, Robert C.; Reed, Brett

    2001-01-01

    Investigated elementary and secondary teachers' intentions to teach physically active physical education classes, examining a model hypothesizing that teachers' intentions were determined by subjective norm, attitude, perceived behavioral control, and self-efficacy. Teacher surveys supported the theories of reasoned action and planned behavior.…

  8. Appropriate or Inappropriate Practice: Exercise as Punishment in Physical Education Class

    ERIC Educational Resources Information Center

    Barney, David; Pleban, Frank T.; Fullmer, Matt; Griffiths, Rachel; Higginson, Kelsey; Whaley, Dez

    2016-01-01

    There is an expectation that physical educators will provide games, activities, and interactions that will positively affect student attitudes toward being physically active throughout their lives. Unfortunately, certain pedagogical practices have been employed in physical education (PE) classes that negatively affect attitudes toward physical…

  9. Evaluating Introductory Physics Classes in Light of the ABET Criteria: An Example from the SCALE-UP Project.

    ERIC Educational Resources Information Center

    Saul, Jeffery M.; Deardorff, Duane L.; Abbott, David S.; Allain, Rhett J.; Beichner, Robert J.

    The Student-Centered Activities for Large Enrollment University Physics (SCALE-UP) project at North Carolina State University (NCSU) is developing a curriculum to promote learning through in-class group activities in introductory physics classes up to 100 students. The authors are currently in Phase II of the project using a specially designed…

  10. Secondary School Students' Physical Activity Participation across Physical Education Classes: The Expectancy-Value Theory Approach

    ERIC Educational Resources Information Center

    Gråstén, Arto; Watt, Anthony; Hagger, Martin; Jaakkola, Timo; Liukkonen, Jarmo

    2015-01-01

    The primary purpose of this study was to analyze the link between students' expectancy beliefs, subjective task values, out-of-school activity, and moderate to vigorous physical activity (MVPA) participation across secondary school physical education (PE) classes. The sample comprised 96 students (58 girls, 38 boys; Mage = 15.03, SD = 0.94) from…

  11. Behavioral Self-Regulation in a Physics Class

    ERIC Educational Resources Information Center

    Stewart, John; DeVore, Seth; Stewart, Gay; Michaluk, Lynnette

    2016-01-01

    This study examined the regulation of out-of-class time invested in the academic activities associated with a physics class for 20 consecutive semesters. The academic activities of 1676 students were included in the study. Students reported investing a semester average of 6.5 ± 2.9 h out of class per week. During weeks not containing an…

  12. Dance Class Structure Affects Youth Physical Activity and Sedentary Behavior: A Study of Seven Dance Types

    ERIC Educational Resources Information Center

    Lopez Castillo, Maria A.; Carlson, Jordan A.; Cain, Kelli L.; Bonilla, Edith A.; Chuang, Emmeline; Elder, John P.; Sallis, James F.

    2015-01-01

    Purpose: The study aims were to determine: (a) how class structure varies by dance type, (b) how moderate-to-vigorous physical activity (MVPA) and sedentary behavior vary by dance class segments, and (c) how class structure relates to total MVPA in dance classes. Method: Participants were 291 boys and girls ages 5 to 18 years old enrolled in 58…

  13. 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…

  14. Physical activity patterns in American high school students. Results from the 1990 Youth Risk Behavior Survey.

    PubMed

    Heath, G W; Pratt, M; Warren, C W; Kann, L

    1994-11-01

    To assess by self-reported participation in vigorous physical activity, the quantity and quality of school physical education, team sports, and television watching among 11,631 American high school students. Of all students in grades 9 through 12, 37% reported engaging in 20 minutes of vigorous physical activity three or more times per week. Participation in vigorous physical activity was higher among boys than girls (P < .01) and higher among white students than among those of other races and ethnic groups (P < .01). Overall, 43.7% of boys and 52% of girls reported that they were not enrolled in physical education classes. Of the students who reported attending physical education class during the past 2 weeks, 33.2% reported exercising 20 minutes or more in physical education class three to five times per week. In contrast, rates of participation in varsity and junior varsity sports remained constant across grade levels, but participation in recreational physical activity programs showed a lesser magnitude and also decreased with advancing grade. More than 70% of students reported spending at least 1 hour watching television each school day, and more than 35% reported watching television 3 hours or more each school day. Participation in vigorous physical activity and physical education class time devoted to physical activity are substantially below the goals set in Healthy People 2000. As students move toward graduation, we observed disturbing declines in participation in community recreation programs and overall vigorous activity. Students appear to spend considerably more time watching television than participating in physical activity. Public health efforts should focus on increasing the physical activity levels of our youth to enhance their current well-being and to reduce the risks of future chronic disease.

  15. Variations in adolescents' motivational characteristics across gender and physical activity patterns: A latent class analysis approach.

    PubMed

    Lawler, Margaret; Heary, Caroline; Nixon, Elizabeth

    2017-08-17

    Neglecting to take account of the underlying context or type of physical activity (PA) that underpins overall involvement has resulted in a limited understanding of adolescents' PA participation. The purpose of the present research was to identify male and female adolescents' leisure time PA patterns and examine whether psychological processes derived from self-determination theory differ as a function of the pattern of PA undertaken. Nine hundred ninety-five students (61.2% females, 38.8% males; M age = 13.72 years, SD = 1.25) from eight secondary schools in Dublin, Ireland completed a physical activity recall 7 day diary and measures of intrinsic motivation, competence, relatedness, autonomy and autonomy support. Based on the diary five binary indicators of physical activity were derived reflecting recommended levels of MVPA on a minimum of 3 days, at least three sessions of non-organized physical activity (e.g. jog), team sport, individual sport, and organized non-sport physical activity (e.g. dance). Latent class analysis was used to identify subgroups of adolescents that engaged in similar patterns of physical activity. Profiles of physical activity participation were subsequently compared on motivational characteristics using Kruskal-Wallis tests. Latent class analysis revealed six distinct classes for girls (Organized Run/Swim & Dance/Gym; Organized Dance; Leisure Active Team Sport; Active Individual Sport; Walk/Run/Outdoor games; Non-Participation) and five for boys (Leisure Active Gym; Leisure Active Individual Sport; Active Team Sport; Active Mixed Type; Non-Participation). Significant differences were found between the classes. Girls characterized by participation in team or individual sport, and boys represented by team sport participation demonstrated significantly higher self-determined motivational characteristics relative to other profiles of physical activity. This research offers a nuanced insight into the underlying type of activities that constitute overall patterns of PA among adolescent boys and girls and further reveals that psychological processes vary dependent on the profile of physical activity undertaken. The findings may be useful for informing interventions aimed at promoting physical activity among young people.

  16. Physical Activity Levels of Overweight and Nonoverweight High School Students during Physical Education Classes

    ERIC Educational Resources Information Center

    Hannon, James C.

    2008-01-01

    Background: This study examined physical activity (PA) levels of overweight and nonoverweight African American and Caucasian students (n = 198) during game play in physical education classes. Methods: Body fat percentages (%BFs) were determined using the skinfold technique and Slaughter et al prediction equations. Girls were classified as…

  17. 32 CFR 196.415 - Access to course offerings.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... participation therein by any of its students on such basis, including health, physical education, industrial... classes and activities in physical education at the elementary school level, the recipient shall comply... 29, 2000. With respect to physical education classes and activities at the secondary and post...

  18. 24 CFR 3.415 - Access to course offerings.

    Code of Federal Regulations, 2010 CFR

    2010-04-01

    ... participation therein by any of its students on such basis, including health, physical education, industrial... classes and activities in physical education at the elementary school level, the recipient shall comply... 29, 2000. With respect to physical education classes and activities at the secondary and post...

  19. 36 CFR 1211.415 - Access to course offerings.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... participation therein by any of its students on such basis, including health, physical education, industrial... classes and activities in physical education at the elementary school level, the recipient shall comply... 29, 2000. With respect to physical education classes and activities at the secondary and post...

  20. 45 CFR 2555.415 - Access to course offerings.

    Code of Federal Regulations, 2010 CFR

    2010-10-01

    ... participation therein by any of its students on such basis, including health, physical education, industrial... classes and activities in physical education at the elementary school level, the recipient shall comply... 29, 2000. With respect to physical education classes and activities at the secondary and post...

  1. 38 CFR 23.415 - Access to course offerings.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... participation therein by any of its students on such basis, including health, physical education, industrial... classes and activities in physical education at the elementary school level, the recipient shall comply... 29, 2000. With respect to physical education classes and activities at the secondary and post...

  2. Self-efficacy as a mediator of children's achievement motivation and in-class physical activity.

    PubMed

    Gao, Zan; Lochbaum, Marc; Podlog, Leslie

    2011-12-01

    The present study was designed to examine the mediating effect of self-efficacy on relations of middle school students' four achievement goals with their perceptions of two motivational climates and in-class physical activity in physical education. The four achievement goals (mastery-approach, mastery-avoidance, performance-approach, and performance-avoidance), perceptions of the motivational climate (mastery- and performance-involving climates), and self-efficacy were measured in a sample of 194 students (93 boys, 101 girls) in a public school. Students' in-class physical activity was assessed using Actical Accelerometers. A series of multiple-regression analyses supported the mediating effect of self-efficacy on the relationships among students' mastery-approach goal, perceived mastery-involving climate, and physical activity.

  3. 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…

  4. Physical activity practice and associated factors in adolescents in Northeastern Brazil.

    PubMed

    Farias Júnior, José Cazuza de; Lopes, Adair da Silva; Mota, Jorge; Hallal, Pedro Curi

    2012-06-01

    To estimate the proportion of physically active adolescents and identify associated factors. The sample was composed of 2,874 high school students (public and private schools) aged 14 to 19 years in the city of João Pessoa, Northeastern Brazil. Physical activity level was measured by means of a questionnaire and considered physically active if > 300 minutes/week. Sociodemographic variables were analyzed, as well as nutritional status, sedentary behavior, self-report of health status and participation in physical education classes. The prevalence ratio was used as association measure, estimated by means of Poisson regression. The prevalence of physical activity was 50.2% (95%CI: 47.3;53.1). Male adolescents were more physically active than female adolescents (66.3% vs. 38.5%; p<0.001). The factors directly associated with practice of physical activity were: father's higher level of schooling for the male sex and mother's higher level of schooling for the female sex, positive self-reported health status, and participation in physical education classes. The majority of the adolescents was classified as physically active, particularly the male youths. Adolescents with parents whose level of schooling was higher, with positive health status perception, and who participated in physical education classes were more likely to be physically active.

  5. Fitness levels and physical activity among class A drug users entering prison.

    PubMed

    Fischer, Jan; Butt, Christine; Dawes, Helen; Foster, Charlie; Neale, Joanne; Plugge, Emma; Wheeler, Carly; Wright, Nat

    2012-12-01

    Physical activity could benefit drug users' physiological and mental health. Previous research has suggested that physical activity levels change when drug users enter prison. Twenty-five class A drug users who were new to prison answered physical activity and drug use cross-sectional questionnaires, took a submaximal fitness test and wore a pedometer for 1 week. Participants' mean aerobic capacity was estimated as 49 mls O2/kg/min (±12 SD). Their mean self-reported walking distance outside of prison was 4.67 miles on an average day (±4.14 SD). Pedometer data suggest they walked a mean of 1.8 miles/day in prison. Many class A drug users entering prison had high levels of fitness and physical activity before admission, often gained from walking. Walking activity reduced when they entered prison, posing a challenge to maintaining healthy activity levels.

  6. 10 CFR 5.415 - Access to course offerings.

    Code of Federal Regulations, 2010 CFR

    2010-01-01

    ... refuse participation therein by any of its students on such basis, including health, physical education... respect to classes and activities in physical education at the elementary school level, the recipient... from September 29, 2000. With respect to physical education classes and activities at the secondary and...

  7. 7 CFR 15a.34 - Access to course offerings.

    Code of Federal Regulations, 2010 CFR

    2010-01-01

    ... refuse participation therein by any of its students on such basis, including health, physical education... respect to classes and activities in physical education at the elementary school level, the recipient... from the effective date of this regulation. With respect to physical education classes and activities...

  8. 29 CFR 36.415 - Access to course offerings.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... refuse participation therein by any of its students on such basis, including health, physical education... respect to classes and activities in physical education at the elementary school level, the recipient... from September 29, 2000. With respect to physical education classes and activities at the secondary and...

  9. 44 CFR 19.415 - Access to course offerings.

    Code of Federal Regulations, 2010 CFR

    2010-10-01

    ... refuse participation therein by any of its students on such basis, including health, physical education... respect to classes and activities in physical education at the elementary school level, the recipient... from September 29, 2000. With respect to physical education classes and activities at the secondary and...

  10. Classes of Physical Activity and Sedentary Behavior in 5th Grade Children

    PubMed Central

    Dowda, Marsha; Dishman, Rod K; Pate, Russell R.

    2016-01-01

    Objectives To identify classes of physical activity (PA) and sedentary behaviors (SB) in 5th grade children, associated factors, and trajectories of change into 7th grade. Methods This study included n=495 children (221 boys, 274 girls) who participated in the Transitions and Activity Changes in Kids (TRACK) Study. PA was assessed objectively and via self-report. Children, parents, and school administrators completed surveys to assess related factors. Latent class analysis, growth modeling, and adjusted multinomial logistic regression procedures were used to classify children based on self-reported PA and SB and examine associated factors. Results Three classes of behavior were identified: Class 1: Low PA/Low SB, Class 2: Moderate PA/High SB, and Class 3: High PA/High SB (boys) or Class 3: High PA (girls). Class 3 children had higher levels of self-efficacy (boys), and enjoyment, parental support, and physical activity equipment at home (girls). Class 2 boys and Class 3 girls did not experience decline in PA (accelerometer) over time. Conclusions Self-efficacy (boys) and home environment (girls) may play a role in shaping patterns of PA in children. Findings may help to inform future interventions to encourage children to meet national PA guidelines. PMID:27103414

  11. Self-Regulated Learning and Perceived Health among Students Participating in University Physical Activity Classes

    ERIC Educational Resources Information Center

    McBride, Ron E.; Xiang, Ping

    2013-01-01

    Three hundred and sixty-one students participating in university physical activity classes completed questionnaires assessing perceived health and self-regulated learning. In addition, 20 students (11 men; 9 women) were interviewed about their reasons for enrolling, participation and goals in the class. Results indicated the students endorsed…

  12. 34 CFR 106.43 - Standards for measuring skill or progress in physical education classes.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... 34 Education 1 2010-07-01 2010-07-01 false Standards for measuring skill or progress in physical... Education Programs or Activities Prohibited § 106.43 Standards for measuring skill or progress in physical education classes. If use of a single standard of measuring skill or progress in physical education classes...

  13. The Physics of Warfare

    ERIC Educational Resources Information Center

    Giordano, Gerardo

    2015-01-01

    Recently, I was tasked with the creation and execution of a new themed general education physics class called The Physics of Warfare. In the past, I had used the theme of a class, such as the physics of sports medicine, as a way to create homework and in-class activities, generate discussions, and provide an application to demonstrate that physics…

  14. Perceptions of the activity, the social climate, and the self during group exercise classes regulate intrinsic satisfaction

    PubMed Central

    Maher, Jaclyn P.; Gottschall, Jinger S.; Conroy, David E.

    2015-01-01

    Engaging in regular physical activity is a challenging task for many adults. Intrinsic satisfaction with exercise classes is thought to promote adherence to physical activity. This study examined the characteristics of exercise classes that impact within-person changes in intrinsic satisfaction over the course of an extended group exercise program. A 30-week physical activity trial was conducted with assessments at the end of each class. Community-living adults (n = 29) were instructed to complete at least six group exercise classes each week and, following each exercise class, complete a questionnaire asking about the characteristics of the class and the participant’s evaluation of the class. Intrinsic satisfaction was high, on average, but varied as much within-person from class-to-class as it did between exercisers. Participants reported the greatest intrinsic satisfaction when classes placed greater emphasis on exercisers’ involvement with the group task, feelings of competence, and encouragement from the instructor. For the most part, exercise classes that were more intense than usual were perceived by exercisers as less intrinsically satisfying. Some overall characteristics of the exercise classes were also associated with intrinsic satisfaction. The social and motivational characteristics of group exercise classes contribute to exercisers’ intrinsic satisfaction with classes and attention to those dynamics, as well as the intensity of the exercise, may improve adherence for exercise regimens. PMID:26347696

  15. Perceptions of the activity, the social climate, and the self during group exercise classes regulate intrinsic satisfaction.

    PubMed

    Maher, Jaclyn P; Gottschall, Jinger S; Conroy, David E

    2015-01-01

    Engaging in regular physical activity is a challenging task for many adults. Intrinsic satisfaction with exercise classes is thought to promote adherence to physical activity. This study examined the characteristics of exercise classes that impact within-person changes in intrinsic satisfaction over the course of an extended group exercise program. A 30-week physical activity trial was conducted with assessments at the end of each class. Community-living adults (n = 29) were instructed to complete at least six group exercise classes each week and, following each exercise class, complete a questionnaire asking about the characteristics of the class and the participant's evaluation of the class. Intrinsic satisfaction was high, on average, but varied as much within-person from class-to-class as it did between exercisers. Participants reported the greatest intrinsic satisfaction when classes placed greater emphasis on exercisers' involvement with the group task, feelings of competence, and encouragement from the instructor. For the most part, exercise classes that were more intense than usual were perceived by exercisers as less intrinsically satisfying. Some overall characteristics of the exercise classes were also associated with intrinsic satisfaction. The social and motivational characteristics of group exercise classes contribute to exercisers' intrinsic satisfaction with classes and attention to those dynamics, as well as the intensity of the exercise, may improve adherence for exercise regimens.

  16. Physical activity trajectories during midlife and subsequent risk of physical functioning decline in late mid-life: The Study of Women’s Health Across the Nation (SWAN)

    PubMed Central

    Gabriel, Kelley Pettee; Sternfeld, Barbara; Colvin, Alicia; Stewart, Andrea; Strotmeyer, Elsa S.; Cauley, Jane A.; Dugan, Sheila; Karvonen-Gutierrez, Carrie

    2018-01-01

    The purpose of this study was to examine the importance of midlife physical activity on physical functioning in later life. Data are from 1771 Study of Women’s Health Across the Nation (SWAN) participants, aged 42–52 (46.4 ± 2.7) years at baseline (1996–97). Latent class growth analysis was used to identify physical activity trajectory groups using reported sports and exercise index data collected at seven time-points from baseline to Visit 13 (2011–13); objective measures of physical functioning performance were collected at Visit 13. The sports and exercise index (henceforth: physical activity) is a measure of moderate to vigorous intensity physical activity during discretionary periods of the day. Multivariable linear regression analyses were used to model each continuous physical performance measure as a function of the physical activity trajectory class. Across midlife, five physical activity trajectory classes emerged, including: lowest (26.2% of participants), increasing (13.4%), decreasing (22.4%), middle (23.9%), and highest (14.1%) physical activity. After full adjustment, women included in the middle and highest physical activity groups demonstrated ≥5% better physical functioning performance than those who maintained low physical activity levels (all comparisons; p < 0.05). Statistically significant differences were also noted when physical activity trajectory groups were compared to the increasing physical activity group. Results from the current study support health promotion efforts targeting increased (or maintenance of) habitual physical activity in women during midlife to reduce future risk of functional limitations and disability. These findings have important public health and clinical relevance as future generations continue to transition into older adulthood. PMID:28987336

  17. Inter-categorical intersectionality and leisure-based physical activity in Canada.

    PubMed

    Abichahine, Hayfa; Veenstra, Gerry

    2017-08-01

    Leisure-based physical activity is socially stratified in Canada. To date, inequalities in physical activity by race or ethnicity, gender, class or sexual orientation, in Canada and elsewhere, have largely been investigated as distinct, additive phenomena. Informed by intersectionality theory, this paper examines whether racial identity, gender, class and sexuality 'intersect' with one another to predict physical activity in data from Cycles 2.1 and 3.1 of the Canadian Community Health Survey (n= 149 574). In particular, we apply the intersectional principle of multiplicativity which suggests that people's experiences of their gender identities are raced, classed and sexualized; their racial experiences are gendered, classed and sexualized, and so forth. We find that the positive effect of income on being physically active is strong among visible minority men, of moderate strength among White men and women and weak to non-existent among visible minority women. We also find that a lesbian, gay or bisexual orientation corresponds with a higher likelihood of being physically active among women (especially among less educated women) but not among men. These multiplicative findings undermine additive approaches to investigating social inequalities in leisure-based physical activity and pave the way for future intersectional analyses of axes of inequality and their diverse, intersecting effects. © The Author 2016. Published by Oxford University Press. All rights reserved. For Permissions, please email: journals.permissions@oup.com.

  18. Teaching Physical Literacy to Promote Healthy Lives: TGfU and Related Approaches

    ERIC Educational Resources Information Center

    Doozan, Ashley; Bae, Mihae

    2016-01-01

    The knowledge acquired in physical education classes should provide for an increase in physical activity and promote interest in healthier lifestyles. Despite the importance of physical literacy developed in physical education classes, physical education is not perceived as important, and funding for physical education has decreased. This paper…

  19. Physical Activity among Men and Women in Midlife: Variations by Class and Employment Status.

    ERIC Educational Resources Information Center

    Phillips, Mark; Arber, Sarah; Ginn, Jay

    2001-01-01

    Analysis of data on British midlife adults indicated that being out of the work force between age 50 and state pension age has a different impact on participation in physical activity according to class and gender. Highest levels of inactivity are found among the unemployed working class and relate to low levels of education, poor health, and…

  20. Where Has Class Gone? The Pervasiveness of Class in Girls' Physical Activity in a Rural Town

    ERIC Educational Resources Information Center

    Smyth, John; Mooney, Amanda; Casey, Meghan

    2014-01-01

    This paper seeks to animate discussion around how social class operates with adolescent girls from low socio-economic status backgrounds to shape and inform their decisions about participation in physical activity (PA) inside and outside of school. Examining the instance of girls in a single secondary school in an Australian regional town, the…

  1. Older Women, Exercise to Music, and Yoga: Senses of Pleasure?

    PubMed

    Humberstone, Barbara; Stuart, Sue

    2016-07-01

    This paper examines the lived experience of older women participants in (a) a low-impact exercise to music (ETM) class and (b) a yoga class to uncover what is important for them in taking part in these classes. Researcher S is the instructor of the ETM group and draws upon individual and focus group interviews and participant observation. Researcher B is a member of the yoga class where she interviewed the women and undertook participant observations. Both authors are a similar age to the older women interviewees. Through a phenomenological interpretative approach, the paper examines the women's perceptions of their exercise class and yoga experiences, highlighting pleasurable experiences and features that contribute to this enjoyment. The paper considers relationships between pleasure, wellbeing, the senses, physical activity, and aging, drawing upon a variety of analyses. It pays attention to the contextual features of the ETM and yoga classes in making available and accessible pleasurable physical activity experiences for the women and draws, in part, on 'typologies' of pleasure to frame the debate around older women, physical activity, and senses of pleasure. Our research highlights the considerable wellbeing affects for women when physical activity provision takes account of context (the spatial, cultural, social, and sentient).

  2. Physical Activity Levels in Coeducational and Single-Gender High School Physical Education Settings

    ERIC Educational Resources Information Center

    Hannon, James; Ratliffe, Thomas

    2005-01-01

    The purpose of this study was to investigate the effects of coeducational (coed) and single-gender game-play settings on the activity levels of Caucasian and African American high school physical education students. Students participated in flag football, ultimate Frisbee, and soccer units. Classes were as follows: there were two coed classes, two…

  3. Influence of a health-related physical fitness model on students' physical activity, perceived competence, and enjoyment.

    PubMed

    Fu, You; Gao, Zan; Hannon, James; Shultz, Barry; Newton, Maria; Sibthorp, Jim

    2013-12-01

    This study was designed to explore the effects of a health-related physical fitness physical education model on students' physical activity, perceived competence, and enjoyment. 61 students (25 boys, 36 girls; M age = 12.6 yr., SD = 0.6) were assigned to two groups (health-related physical fitness physical education group, and traditional physical education group), and participated in one 50-min. weekly basketball class for 6 wk. Students' in-class physical activity was assessed using NL-1000 pedometers. The physical subscale of the Perceived Competence Scale for Children was employed to assess perceived competence, and children's enjoyment was measured using the Sport Enjoyment Scale. The findings suggest that students in the intervention group increased their perceived competence, enjoyment, and physical activity over a 6-wk. intervention, while the comparison group simply increased physical activity over time. Children in the intervention group had significantly greater enjoyment.

  4. The Relationship between Situational and Contextual Self-Determined Motivation and Physical Activity Intensity as Measured by Heart Rates during Ninth Grade Students' Physical Education Classes

    ERIC Educational Resources Information Center

    Jaakkola, Timo; Liukkonen, Jarmo; Laakso, Timo; Ommundsen, Yngvar

    2008-01-01

    The aim of the study was to investigate the relationships between situational and contextual self-determined motivation and physical activity intensity as measured by heart rates during a ninth-grade students' physical education (PE) class. The participants of the study were 139 Finnish ninth-grade students (15-year-olds). The data were collected…

  5. How an active-learning class influences physics self-efficacy in pre-service teachers

    NASA Astrophysics Data System (ADS)

    Gaffney, Jon D. H.; Housley Gaffney, Amy L.; Usher, Ellen L.; Mamaril, Natasha A.

    2013-01-01

    Education majors in an inquiry-based physics content course were asked to reflect on the ways the course affected their self-efficacy for completing physics tasks, such as creating a circuit. Responses were coded according to the contributor of the influence and whether that influence was positive or negative. The group learning structure, hands-on activities in the class, and the constructed repertoire of science knowledge, processes, and activities, were all reported to be positive influences on self-efficacy, whereas the influence of the instructor was mixed. Overall, students' responses indicated both a desire for more guidance and lecture and an appreciation for their ability to construct their own understanding through the class activities.

  6. Systematic, Evidence-Based Review of Exercise, Physical Activity, and Physical Fitness Effects on Cognition in Persons with Multiple Sclerosis.

    PubMed

    Sandroff, Brian M; Motl, Robert W; Scudder, Mark R; DeLuca, John

    2016-09-01

    Cognitive dysfunction is highly prevalent, disabling, and poorly-managed in persons with multiple sclerosis (MS). Recent evidence suggests that exercise might have beneficial effects on cognition in this population. The current systematic, evidence-based review examined the existing literature on exercise, physical activity, and physical fitness effects on cognition in MS to accurately describe the current status of the field, offer recommendations for clinicians, and identify study-specific and participant-specific characteristics for providing future direction for ongoing MS research. We performed an open-dated search of Medline, PsychInfo, and CINAHL in December 2015. The search strategy involved using the terms 'exercise' OR 'physical activity' OR 'physical fitness' OR 'aerobic' OR 'resistance' OR 'balance' OR 'walking' OR 'yoga' OR 'training' OR 'rehabilitation' AND 'multiple sclerosis'. Articles were eliminated from the systematic review if it was a review article, theoretical paper, or textbook chapter; did not involve persons with MS; involved only persons with pediatric-onset MS; did not involve neuropsychological outcomes; did not include empirical data to evaluate outcomes; involved pharmacological interventions; or was not available in English. The selected articles were first classified as examining exercise, physical activity, or physical fitness, and were then randomly assigned to 2 independent reviewers who rated each article for level of evidence based on American Academy of Neurology criteria. Reviewers further completed a table to characterize important elements of each study (i.e., intervention characteristics), the cognitive domain(s) that were targeted, participant-specific characteristics, outcome measures, and study results. The present review resulted in 26 studies on the effects of exercise, physical activity, and physical fitness on cognition in persons with MS. This included 1 Class I study, 3 Class II studies, 8 Class III studies, and 14 Class IV studies. Of the 26 total studies, 6 were randomized controlled trials. Overall, there is conflicting evidence for the effects of exercise on cognition in MS, and overall positive, but not definitive evidence for the effects of physical activity and physical fitness, respectively, on cognition in this population. Collectively, there is insufficient well-designed research to definitively conclude that exercise, physical activity, and physical fitness are effective for improving cognition in MS. This is based, in part, on methodological issues of Class I and II studies, such as inclusion of cognition as a secondary outcome (35 % of reviewed studies), poorly-developed exercise interventions, and paucity of research that included cognitively-impaired MS samples. However, promising evidence from Class III and Class IV studies may be useful for informing the development of better intervention research.

  7. An Evaluation of Select Physical Activity Exercise Classes on Bone Metabolism.

    PubMed

    Stone, Tori M; Wingo, Jonathan E; Young, John C; Navalta, James W

    2018-01-01

    Weight-bearing physical activity can optimize bone mass early in life and prevent the development of osteoporosis. However, less is known about the potential benefits of non-weight-bearing activities. The purpose of this study was to assess the efficacy of structured physical activity classes on bone metabolism. Twenty-eight premenopausal women, aged 18-35 years who were either enrolled in a yoga class (n=14) or cardio-kickboxing class (n=14) voluntarily consented to participate. Both classes were introductory classes meeting twice per week for 50 min per session for 12 weeks. Anteroposterior spine (L1-L4), hip (dual femur), and total body bone mineral density (BMD) was measured in both groups pre and post intervention using dual-energy X-ray absorptiometry (DXA). Pre and post blood samples were drawn for measurement of serum osteocalcin (OC) by enzyme-linked immunosorbent assay (ELISA) in each group. Baseline subject characteristics including age, height, weight, body fat percentage, and lean body mass did not differ between groups. BMD levels did not increase but were held stable over the course of the intervention. Yoga increased OC by 68% (P < 0.001) and cardio-kickboxing increased OC by 67% (P < 0.001) over the course of the 12-week classes. While 12 weeks of yoga and cardio-kickboxing were insufficient to induce BMD changes, OC levels reflect the bone formation process was initiated, but not yet complete. Increased OC levels suggest the selected physical activity classes provided enough of a stimulus to precipitate a future response of bone growth, assuming exercise training remains constant.

  8. The contribution of dance to daily physical activity among adolescent girls

    PubMed Central

    2011-01-01

    Background Structured physical activity (PA) programs are well positioned to promote PA among youth, however, little is known about these programs, particularly dance classes. The aims of this study were to: 1) describe PA levels of girls enrolled in dance classes, 2) determine the contribution of dance classes to total moderate-to-vigorous physical activity (MVPA), and 3) compare PA between days with a dance class (program days) and days without a dance class (non-program days). Methods Participants were 149 girls (11-18 years) enrolled in dance classes in 11 dance studios. Overall PA was assessed with accelerometry for 8 consecutive days, and girls reported when they attended dance classes during those days. The percent contribution of dance classes to total MVPA was calculated, and data were reduced to compare PA on program days to non-program days. Data were analyzed using mixed models, adjusting for total monitoring time. Results Girls engaged in 25.0 ± 0.9 minutes/day of MVPA. Dance classes contributed 28.7% (95% CI: 25.9%-31.6%) to girls' total MVPA. Girls accumulated more MVPA on program (28.7 ± 1.4 minutes/day) than non-program days (16.4 ± 1.5 minutes/day) (p < 0.001). Girls had less sedentary behavior on program (554.0 ± 8.1 minutes/day) than non-program days (600.2 ± 8.7 minutes/day) (p < 0.001). Conclusions Dance classes contributed a substantial proportion (29%) to girls' total MVPA, and girls accumulated 70% more MVPA and 8% less sedentary behavior on program days than on non-program days. Dance classes can make an important contribution to girls' total physical activity. PMID:21816074

  9. Dance Class Structure Affects Youth Physical Activity and Sedentary Behavior: A Study of Seven Dance Types.

    PubMed

    Lopez Castillo, Maria A; Carlson, Jordan A; Cain, Kelli L; Bonilla, Edith A; Chuang, Emmeline; Elder, John P; Sallis, James F

    2015-01-01

    The study aims were to determine: (a) how class structure varies by dance type, (b) how moderate-to-vigorous physical activity (MVPA) and sedentary behavior vary by dance class segments, and (c) how class structure relates to total MVPA in dance classes. Participants were 291 boys and girls ages 5 to 18 years old enrolled in 58 dance classes at 21 dance studios in Southern California. MVPA and sedentary behavior were assessed with accelerometry, with data aggregated to 15-s epochs. Percent and minutes of MVPA and sedentary behavior during dance class segments and percent of class time and minutes spent in each segment were calculated using Freedson age-specific cut points. Differences in MVPA (Freedson 3 Metabolic Equivalents of Tasks age-specific cut points) and sedentary behavior ( < 100 counts/min) were examined using mixed-effects linear regression. The length of each class segment was fairly consistent across dance types, with the exception that in ballet, more time was spent in technique as compared with private jazz/hip-hop classes and Latin-flamenco and less time was spent in routine/practice as compared with Latin-salsa/ballet folklorico. Segment type accounted for 17% of the variance in the proportion of the segment spent in MVPA. The proportion of the segment in MVPA was higher for routine/practice (44.2%) than for technique (34.7%). The proportion of the segment in sedentary behavior was lowest for routine/practice (22.8%). The structure of dance lessons can impact youths' physical activity. Working with instructors to increase time in routine/practice during dance classes could contribute to physical activity promotion in youth.

  10. Longitudinal Physical Activity Patterns Among Older Adults: A Latent Transition Analysis.

    PubMed

    Mooney, Stephen J; Joshi, Spruha; Cerdá, Magdalena; Kennedy, Gary J; Beard, John R; Rundle, Andrew G

    2018-05-14

    Most epidemiologic studies of physical activity measure either total energy expenditure or engagement in a single activity type, such as walking. These approaches may gloss over important nuances in activity patterns. We performed a latent transition analysis to identify patterns of activity types as well as neighborhood and individual determinants of changes in those activity patterns over two years in a cohort of 2,023 older adult residents of New York City, NY, surveyed between 2011 and 2013. We identified seven latent classes: 1) Mostly Inactive, 2) Walking, 3) Exercise, 4) Household Activities and Walking, 5) Household Activities and Exercise, 6) Gardening and Household Activities, and 7) Gardening, Household Activities, and Exercise. The majority of subjects retained the same activity patterns between waves (54% unchanged between waves 1 and 2, 66% unchanged between waves 2 and 3).Most latent class transitions were between classes distinguished only by one form of activity, and only neighborhood unemployment was consistently associated with changing between activity latent classes. Future latent transition analyses of physical activity would benefit from larger cohorts and longer follow-up periods to assess predictors of and long-term impacts of changes in activity patterns.

  11. Correlates of US adult physical activity and sedentary behavior patterns.

    PubMed

    Jones, Sydney A; Wen, Fang; Herring, Amy H; Evenson, Kelly R

    2016-12-01

    Physical activity and sedentary behavior patterns may be differentially associated with socio-demographic and health measures. We explored correlates of day-to-day patterns over a week in accelerometer measured physical activity and sedentary behavior to inform intervention development. Cross-sectional study. National Health and Nutrition Examination Survey (NHANES) adult participants (≥20 years) in 2003-2006 wore an accelerometer for 1 week. Accelerometer data from 7236 participants were used to derive latent classes describing day-to-day patterns over a week of physical activity and sedentary behavior. Correlates of each pattern were identified using multinomial logistic regression from 21 potential variables grouped into four domains: socio-demographic, acculturation, cardiovascular, and health history. Older age, female sex, higher body mass index, and history of chronic disease were consistently associated with lower odds of being in a more active compared to the least active class. In contrast, being employed, speaking Spanish at home, and having better self-rated health were associated with higher odds of being in a more active compared to the least active class. Correlates of physical activity and sedentary behavior patterns were identified from all domains (socio-demographic, acculturation, cardiovascular, and health history). Most correlates that were positively associated with physical activity were negatively associated with sedentary behavior. Better understanding of the correlates of physical activity and sedentary behavior patterns can inform interventions to promote physical activity and reduce sedentary behavior. Copyright © 2016 Sports Medicine Australia. Published by Elsevier Ltd. All rights reserved.

  12. Jump Start the Heart: Teaching Children Cardiovascular Fitness

    ERIC Educational Resources Information Center

    McCollum, Starla; Maina, Michael P.; Maina, Julie Schlegel; Griffin, Mike

    2004-01-01

    Quality physical education classes are an important avenue for teaching children about lifetime fitness participation. Specific fitness information and habits can be taught as part of physical education classes. Physical education, however, should not be the only source of physical activity for children. Children need opportunities to participate…

  13. Open-ended versus guided laboratory activities:Impact on students' beliefs about experimental physics

    NASA Astrophysics Data System (ADS)

    Wilcox, Bethany R.; Lewandowski, H. J.

    2016-12-01

    Improving students' understanding of the nature of experimental physics is often an explicit or implicit goal of undergraduate laboratory physics courses. However, lab activities in traditional lab courses are typically characterized by highly structured, guided labs that often do not require or encourage students to engage authentically in the process of experimental physics. Alternatively, open-ended laboratory activities can provide a more authentic learning environment by, for example, allowing students to exercise greater autonomy in what and how physical phenomena are investigated. Engaging in authentic practices may be a critical part of improving students' beliefs around the nature of experimental physics. Here, we investigate the impact of open-ended activities in undergraduate lab courses on students' epistemologies and expectations about the nature of experimental physics, as well as their confidence and affect, as measured by the Colorado Learning Attitudes about Science Survey for Experimental Physics (E-CLASS). Using a national data set of student responses to the E-CLASS, we find that the inclusion of some open-ended lab activities in a lab course correlates with more expertlike postinstruction responses relative to courses that include only traditional guided lab activities. This finding holds when examining postinstruction E-CLASS scores while controlling for the variance associated with preinstruction scores, course level, student major, and student gender.

  14. Physical Activity Levels during Adventure-Physical Education Lessons

    ERIC Educational Resources Information Center

    Gehris, Jeffrey; Myers, Elizabeth; Whitaker, Robert

    2012-01-01

    Adventure-physical education has been proposed to promote adolescents' physical development, but little is known about physical activity levels during such lessons. Using the System for Observing Fitness Instruction Time, we observed students' (ages 11-14 years) physical activity levels in co-educational classes during 43 adventure-physical…

  15. The Development of a Physical Education Teachers' Physical Activity Self-Efficacy Instrument.

    ERIC Educational Resources Information Center

    Martin, Jeffrey J.; Kulinna, Pamela Hodges

    2003-01-01

    Developed a valid, reliable physical education teachers' physical activity self-efficacy scale for teaching classes in which students were engaged in high levels of physical activity. Results offer preliminary support for the psychometric properties of this instrument, which can help understand physical education teachers' efficacy in overcoming…

  16. Connecting Physical Education to Out-of-School Physical Activity through Sport Education

    ERIC Educational Resources Information Center

    Schwamberger, Benjamin; Sinelnikov, Oleg

    2015-01-01

    One of the goals of physical education, according to The Society of Health and Physical Educators, is for children to establish "patterns of regular participation in meaningful physical activity." However, participation alone in physical education classes is not enough for students to reach daily recommended levels of physical activity.…

  17. 28 CFR 54.415 - Access to course offerings.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... basis, including health, physical education, industrial, business, vocational, technical, home economics, music, and adult education courses. (b)(1) With respect to classes and activities in physical education... September 29, 2000. (2) This section does not prohibit grouping of students in physical education classes...

  18. 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.

  19. Focus on Freshman: Basic Instruction Programs Enhancing Physical Activity

    ERIC Educational Resources Information Center

    Curry, Jarred; Jenkins, Jayne M.; Weatherford, Jennifer

    2015-01-01

    Physical activity sharply decreases after different life stages, particularly high school graduation to beginning university education. The purpose of this study was to investigate the effect of a specifically designed university physical activity class, Exercise Planning for Freshman (EPF), on students' physical activity and group cohesion…

  20. "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".…

  1. 10 CFR 1042.415 - Access to course offerings.

    Code of Federal Regulations, 2010 CFR

    2010-01-01

    ... health, physical education, industrial, business, vocational, technical, home economics, music, and adult education courses. (b)(1) With respect to classes and activities in physical education at the elementary... event later than one year from February 20, 2001. With respect to physical education classes and...

  2. 41 CFR 101-4.415 - Access to course offerings.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... basis, including health, physical education, industrial, business, vocational, technical, home economics, music, and adult education courses. (b)(1) With respect to classes and activities in physical education... September 29, 2000. (2) This section does not prohibit grouping of students in physical education classes...

  3. 49 CFR 25.415 - Access to course offerings.

    Code of Federal Regulations, 2010 CFR

    2010-10-01

    ... health, physical education, industrial, business, vocational, technical, home economics, music, and adult education courses. (b)(1) With respect to classes and activities in physical education at the elementary... event later than one year from September 29, 2000. With respect to physical education classes and...

  4. Teaching Techniques: Physical Vocabulary in the Beginner-Level Classroom

    ERIC Educational Resources Information Center

    Maiullo, Jonathan

    2016-01-01

    After having success with this warm-up activity in his theater classes, the author adapted it for his beginner-level English classes, knowing his students would appreciate the opportunity to move around. The activity allows students to create their own physical interpretation of a vocabulary word, which increases their ability to remember it…

  5. Physical activity-related injury and body mass index among US high school students.

    PubMed

    Lowry, Richard; Lee, Sarah M; Galuska, Deborah A; Fulton, Janet E; Barrios, Lisa C; Kann, Laura

    2007-07-01

    Few studies have focused on the relationship between physical activity-related (PA) injury and overweight among youth. We analyzed data from the 2001 and 2003 Youth Risk Behavior Surveys (n = 28,815). Logistic regression was used to examine the independent effects of BMI and frequency of participation in vigorous activity, moderate activity, strengthening exercises, physical education (PE) classes, and team sports on the likelihood of PA injury. Approximately 14% of females and 19% of males reported seeing a doctor or nurse during the previous 30 d for an injury that happened while exercising or playing sports. PA injury was associated with participation in team sports, strengthening exercises, and (among females) vigorous physical activity. Controlling for type and frequency of physical activity, injury was not associated with being overweight (BMI >or= 95th percentile). Moderate physical activity and school PE classes may provide relatively low-risk alternatives for overweight youth who need to increase their physical activity.

  6. The Afrocentric Paradigm in Health-Related Physical Activity.

    ERIC Educational Resources Information Center

    Pittman, Beverly D.

    2003-01-01

    Examines the potential role of culture in health-related physical activity participation, discussing kinesiology and reporting results from a health-related physical activity study of women, some of whom had taken a culturally designed aerobics class. Participants demonstrated the positive impact of culture on physical activity participation.…

  7. Assessment of the effectiveness of physical activity interventions in the Brazilian Unified Health System

    PubMed Central

    Ribeiro, Evelyn Helena Corgosinho; Garcia, Leandro Martin Totaro; Salvador, Emanuel Péricles; Costa, Evelyn Fabiana; Andrade, Douglas Roque; Latorre, Maria do Rosario Dias de Oliveira; Florindo, Alex Antonio

    2017-01-01

    ABSTRACT OBJECTIVE To assess the effect of interventions on the levels of physical activity of healthy adults, users of the Brazilian Unified Health System and attended by the Family Health Strategy. METHODS Non-randomized experimental study with 157 adults allocated in three groups: 1) physical exercise classes (n = 54), 2) health education (n = 54), 3) control (n = 49). The study lasted for18 months, with 12 months of interventions and six months of follow-up after intervention. Assessments took place at the beginning, in the 12 months, and in the 18 months of study. Physical activity has been assessed by questionnaires and accelerometry. For the analyses, we have used the intention-to-treat principle and generalized estimating equations. RESULTS After 12 months, both intervention groups have increased the minutes of weekly leisure time physical activity and annual scores of physical exercise, leisure and transport-related physical activity. The exercise class group has obtained the highest average annual physical exercises score when compared to the other groups (p < 0.001). In the follow-up period, the exercise class group reduced its annual score (average: -0.3; 95%CI -0.5–-0.1), while the health education group increased this score (average: 0.2; 95%CI 0.1–0.4). There have been no differences in the levels of physical activity measured by accelerometry. CONCLUSIONS The interventions have been effective in increasing the practice of physical activity. However, we have observed that the health education intervention was more effective for maintaining the practice of physical activity in the period after intervention. We recommend the use of both interventions to promote physical activity in the Brazilian Unified Health System, according to the local reality of professionals, facilities, and team objectives. PMID:28678906

  8. Chinese Education and Learning Activities outside of Class: What Lies beyond Basic Education?

    ERIC Educational Resources Information Center

    Lu, Jinjin; Jiang, Han

    2016-01-01

    A considerable number of studies have investigated students' learning in class and outside of class across subjects such as English, mathematics, and physical education in China and other countries. Scholars have found that students' activities in class and outside of class are closely related to their learning outcomes, self-regulated learning…

  9. [Physical activity and childbirth classes during a pregnancy and the level of perceived stress and depressive symptoms in women after childbirth].

    PubMed

    Kowalska, Joanna; Olszowa, Daria; Markowska, Dominika; Teplik, Marzena; Rymaszewska, Joanna

    2014-01-01

    The aim of this study was to answer the question of whether physical activity during pregnancy and participation in childbirth classes prepare women for childbirth; further, does it influence the levels of perceived stress and the occurrence of depressed mood. 100 women participated in the study. Half of the women had taken part in the childbirth classes before giving birth. A questionnaires of own authorship, Edinburgh Postnatal Depressioni Scale (EPDS) and Perceived Stress Scale (PSS-10) were used. There was no significant relationship observed between participation in childbirth classes and the results of EPDS and PSS-10. The mood of women after childbirth correlated significantly with the level of stress in the whole study group (p<0.0001). Best mean well-being and lowest mean perceived stress were observed in women who stayed in a relationship (p =0.0029, p = 0.0008). Women physically active during pregnancy were also characterized by better mood and lower levels of perceived stress (6.7 and 14.4 vs. 8.4 and 16.0). Among women exercising during pregnancy the participants in childbirth classes was far more numerous (p<0.0001). Declared physical activity during pregnancy was linked to lower levels of stress experienced by women and less severe depressive symptoms after childbirth,; espe- cially in the group of childbirth classes participants.

  10. Agreement between two cutoff points for physical activity and associated factors in young individuals☆

    PubMed Central

    Coledam, Diogo Henrique Constantino; Ferraiol, Philippe Fanelli; Pires, Raymundo; Ribeiro, Edinéia Aparecida Gomes; Ferreira, Marco Antonio Cabral; de Oliveira, Arli Ramos

    2014-01-01

    Objective: To analyze the agreement between two cutoff points for physical activity (300 and 420 minutes/week) and associated factors in youth. Methods: The study enrolled 738 adolescents of Londrina city, Paraná, Southern Brazil. The following variables were collected by a self report questionnaire: presence of moderate to vigorous physical activity, gender, age, father and mother education level, with whom the adolescent lives, number of siblings, physical activity perception, participation in Physical Education classes, facilities available to physical activity practice and sedentary behavior. Prevalence of physical activity between criterions were compared using McNemar test and the agreement was analysed by Kappa index. Multivariate analysis was performed using Poisson regression with robust variance adjustment was applied. Results: The prevalence for physical activity was significantly different: 22,3% for 300 minutes/week and 12,8% for 420 minutes/week (p<0,05), but the agreement was strong (k=0,82, p<0,001). The variables gender, father education, physical activity perception and sedentary behavior were associated to physical activity in both analyzed criteria. Participation in Physical Education class and facilities available to physical activity practice were associated to physical activity only with 300 minutes/week cutoff point. Conclusion: Caution is suggested regarding cutoffs use for physical activity in epidemiological studies, considering they can result in differences in prevalence of physical activity and its associated factors. PMID:25479852

  11. Self-diagnosis as a tool for supporting students’ conceptual understanding and achievements in physics: the case of 8th-graders studying force and motion

    NASA Astrophysics Data System (ADS)

    Safadi, Rafi'

    2017-01-01

    I examined the impact of a self-diagnosis activity on students’ conceptual understanding and achievements in physics. This activity requires students to self-diagnose their solutions to problems that they have solved on their own—namely, to identify and explain their errors—and self-score them—that is, assign scores to their solutions—aided by a rubric demonstrating how to solve each problem step by step. I also examined a common practice in the physics classroom in which teachers manage a whole class discussion during which they solve, together with their students, problems that students had solved on their own. Three 8th-grade classes studying force and motion with the same teacher participated. Students were first taught the unit in force and motion. Then a first summative exam was administered. Next, two classes (59 students) were assigned to the self-diagnosis activity and the other class to the whole class discussion (27 students). To assess students’ learning with these activities, a repeat exam was administered. Results suggest that at least for teachers who are not competent in managing argumentative class discussions, the self-diagnosis activity is more effective than the whole class discussion in advancing students’ conceptual understanding and achievements. I account for these results and suggest possible directions for future research.

  12. Attitudes of Students with Learning Disabilities toward Participation in Physical Education: A Teachers' Perspective--Qualitative Examination

    ERIC Educational Resources Information Center

    Abdi, Ellie

    2017-01-01

    Many researchers have confirmed that students with disabilities engage in significantly less physical activity than their nondisabled peers in physical education class. One of the elements that influences student participation in physical education class is attitude, and there is a gap in the literature with respect to investigating the attitudes…

  13. The Role of School Environment in Physical Activity among Brazilian Adolescents.

    PubMed

    de Rezende, Leandro Fórnias Machado; Azeredo, Catarina Machado; Silva, Kelly Samara; Claro, Rafael Moreira; França-Junior, Ivan; Peres, Maria Fernanda Tourinho; Luiz, Olinda do Carmo; Levy, Renata Bertazzi; Eluf-Neto, José

    2015-01-01

    To analyze the association of physical activity facilities and extracurricular sports activities in schools with physical activity among adolescents. We used data collected for the National Survey of School Health in 2012. The national representative sample comprised 109,104 Brazilian students from 2,842 schools. We calculated the prevalence of participation in physical education classes, leisure-time physical activity, and total physical activity level. We also evaluated the following physical activity facilities: sports courts, running/athletics tracks, schoolyard with teacher-directed physical activities, swimming pools, locker rooms; and the offer of extracurricular sports activities. Schools with at least one physical activity facility had increased odds of participation in physical education (OR 1.59; 95% CI 1.20 to 2.10). However, in order to increase leisure-time physical activity (OR1.14; 95% CI 1.03 to 1.26) and total physical activity level (OR 1.15; 95% CI 1.06 to 1.24) at least four and two facilities, respectively, were necessary. Extracurricular sports activities in schools were positively associated with leisure-time physical activity and physical activity level. The number of sports courts and swimming pool in a school were associated with participation in physical education classes. Availability of sports courts, running/athletics tracks, and swimming pool in schools were associated with leisure-time physical activity. Total physical activity was associated with schools with sports courts, schoolyard with teacher-directed physical activities, and swimming pool. School-level characteristics have important potential to increase the possibility of engagement in physical activity in and out of school, and therefore have a fundamental role in promoting these practices.

  14. Fair Play Game: A Group Contingency Strategy to Increase Students' Active Behaviours in Physical Education

    ERIC Educational Resources Information Center

    Vidoni, Carla; Lee, Chang-Hung; Azevedo, L. B.

    2014-01-01

    A dependent group contingency strategy called Fair Play Game was applied to promote increase in number of steps during physical education classes for sixth-grade students. Results from a multiple baseline design across three classes showed that the mean number of steps for baseline vs. intervention were: Class 1: 43 vs. 64 steps/minute; Class 2:…

  15. Effect of Personalized System of Instruction on Health-Related Fitness Knowledge and Class Time Physical Activity

    ERIC Educational Resources Information Center

    Prewitt, Steven L.; Hannon, James C.; Colquitt, Gavin; Brusseau, Timothy A.; Newton, Maria; Shaw, Janet

    2015-01-01

    In previous studies, researchers have identified a general low level of health-related fitness (HRF) knowledge among secondary students that can effect levels of physical activity (PA). An instructional strategy that may increase HRF knowledge without decreasing PA is the personalized system of instruction (PSI). Two classes from a private urban…

  16. Promoting Leisure-Time Physical Activity for Students with Visual Impairments Using Generalization Tactics

    ERIC Educational Resources Information Center

    Haegele, Justin A.

    2015-01-01

    Important and favorable health effects of physical activity have been well documented. Unfortunately, school-aged individuals who are visually impaired tend to be less physically active than their peers without visual impairments. Although students with visual impairments learn skills to participate in physical activities during their PE classes,…

  17. Exercise Level and Energy Expenditure in the Take 10![R] In-Class Physical Activity Program.

    ERIC Educational Resources Information Center

    Stewart, James A.; Dennison, David A.; Kohl, Harold W., III; Doyle, J. Andrew

    2004-01-01

    This study evaluated the effectiveness of an innovative, classroom-based physical activity prevention program designed to integrate academic curriculum elements along with a physical activity program in providing moderate-to-vigorous intensity physical activity. A convenience sample of three public school classrooms (one first, third, and fifth…

  18. The Influence of Physical Education on Physical Activity Levels of Urban Elementary Students

    ERIC Educational Resources Information Center

    Dauenhauer, Brian D.; Keating, Xiaofen D.

    2011-01-01

    The purpose of this study was to examine the role of physical education in shaping physical activity patterns. Seventy-one Hispanic and African American elementary students participated in the study. Students attended one 30- and one 60-min physical education class weekly. Pedometer steps were used to estimate physical activity. Data suggest that…

  19. The PLUNGE randomized controlled trial: evaluation of a games-based physical activity professional learning program in primary school physical education.

    PubMed

    Miller, Andrew; Christensen, Erin M; Eather, Narelle; Sproule, John; Annis-Brown, Laura; Lubans, David Revalds

    2015-05-01

    To evaluate the efficacy of the Professional Learning for Understanding Games Education (PLUNGE) program on fundamental movement skills (FMS), in-class physical activity and perceived sporting competence. A cluster-randomized controlled trial involving one year six class each from seven primary schools (n=168; mean age=11.2 years, SD=1.0) in the Hunter Region, NSW, Australia. In September (2013) participants were randomized by school into the PLUNGE intervention (n=97 students) or the 7-week wait-list control (n=71) condition. PLUNGE involved the use of Game Centered curriculum delivered via an in-class teacher mentoring program. Students were assessed at baseline and 8-week follow-up for three object control FMS (Test of Gross Motor Development 2), in-class physical activity (pedometer steps/min) and perceived sporting competence (Self-perception Profile for Children). Linear mixed models revealed significant group-by-time intervention effects (all p<0.05) for object control competency (effect size: d=0.9), and in-class pedometer steps/min (d=1.0). No significant intervention effects (p>0.05) were observed for perceived sporting competence. The PLUNGE intervention simultaneously improved object control FMS proficiency and in-class PA in stage three students. Copyright © 2015 Elsevier Inc. All rights reserved.

  20. Students' Motivation, Physical Activity Levels, & Health-Related Physical Fitness in Middle School Physical Education

    ERIC Educational Resources Information Center

    Gao, Zan; Newton, Maria; Carson, Russell L.

    2008-01-01

    This study examines the predictive utility of students' motivation (self-efficacy and task values) to their physical activity levels and health-related physical fitness (cardiovascular fitness and muscular strength/endurance) in middle school fitness activity classes. Participants (N = 305) responded to questionnaires assessing their self-efficacy…

  1. Physical Activity, Exercise, and Sedentary Behavior in College Students.

    ERIC Educational Resources Information Center

    Buckworth, Janet; Nigg, Claudio

    2004-01-01

    The authors examined the relationship between physical activity, exercise, and sedentary behaviors in 493 college students who were enrolled in 10 conditioning activity classes and had completed questionnaires at the beginning of the course. They analyzed sedentary activities and indicators of participation in exercise and physical activity by…

  2. Perceived competence and enjoyment in predicting students' physical activity and cardiorespiratory fitness.

    PubMed

    Gao, Zan

    2008-10-01

    This study investigated the predictive strength of perceived competence and enjoyment on students' physical activity and cardiorespiratory fitness in physical education classes. Participants (N = 307; 101 in Grade 6, 96 in Grade 7, 110 in Grade 8; 149 boys, 158 girls) responded to questionnaires assessing perceived competence and enjoyment of physical education, then their cardiorespiratory fitness was assessed on the Progressive Aerobic Cardiovascular Endurance Run (PACER) test. Physical activity in one class was estimated via pedometers. Regression analyses showed enjoyment (R2 = 16.5) and perceived competence (R2 = 4.2) accounted for significant variance of only 20.7% of physical activity and, perceived competence was the only significant contributor to cardiorespiratory fitness performance (R2 = 19.3%). Only a small amount of variance here leaves 80% unaccounted for. Some educational implications and areas for research are mentioned.

  3. Identification of Correlates of Physical Activity among Latino Adults.

    ERIC Educational Resources Information Center

    Hovell, M.; And Others

    1991-01-01

    Study explored possible correlates of both vigorous physical activity and walking for exercise in 127 middle-class, healthy adult Latinos. Questionnaire results indicate correlates of physical activity are different for Latinos than for Anglos. Important variables associated with vigorous activity are self-efficacy, friends' support, childhood…

  4. Physical activity pattern of prepubescent Filipino school children during school days.

    PubMed

    Gonzalez-Suarez, Consuelo B; Grimmer-Somers, Karen

    2009-07-01

    Little is known about pre-pubescent Filipino children's involvement in moderate-to-vigorous physical activity (MVPA). There are international guidelines regarding required levels of MVPA for healthy children. This study describes participation of 11- to 12-year-olds in randomly selected public and private schools in San Juan, Metromanila, in MVPA and sports during a school day. The Filipino-modified Physical Activity Questionnaire for Older Children (F_PAQ_C) was administered in English and Filipino. Additional data was collected on sex, age, type of school, and amount of time spent using television and computers. Children's self-assessment of physical activities (1 question in the F_PAQ_C) was correlated with their cumulative F_PAQ_C score. Three hundred eighty subjects (167 boys, 213 girls) participated. Participation in MVPA varied between sex and age groups, from 56.1% to 65.0%. Fewer than 10% of participants were very active. The children were more active during physical education classes than at recess or lunch, after class, or in the evening. Walking for exercise, jumping, jogging and running, free play, and dance were most common. Boys, younger children, and private school students most commonly engaged in MVPA. Self-assessed physical activity had modest correlation (r(2)= 0.21) with cumulative F_PAQ_C score, after adjusting for sex, age, and school type. Most children were not physically active during the school day, except in physical education classes. To reduce the gap between recommended and current activity levels, more opportunities should be provided for preteen Filipino children to engage in MVPA during and after school.

  5. Latent class analysis of lifestyle characteristics and health risk behaviors among college youth.

    PubMed

    Laska, Melissa Nelson; Pasch, Keryn E; Lust, Katherine; Story, Mary; Ehlinger, Ed

    2009-12-01

    Few studies have examined the context of a wide range of risk behaviors among emerging adults (ages 18-25 years), approximately half of whom in the USA enroll in post-secondary educational institutions. The objective of this research was to examine behavioral patterning in weight behaviors (diet and physical activity), substance use, sexual behavior, stress, and sleep among undergraduate students. Health survey data were collected among undergraduates attending a large, public US university (n = 2,026). Latent class analysis was used to identify homogeneous, mutually exclusive "classes" (patterns) of ten leading risk behaviors. Resulting classes differed for males and females. Female classes were defined as: (1) poor lifestyle (diet, physical activity, sleep), yet low-risk behaviors (e.g., smoking, binge drinking, sexual risk, drunk driving; 40.0% of females), (2) high risk (high substance use, intoxicated sex, drunk driving, poor diet, inadequate sleep) (24.3%), (3) moderate lifestyle, few risk behaviors (20.4%), (4) "health conscious" (favorable diet/physical activity with some unhealthy weight control; 15.4%). Male classes were: (1) poor lifestyle, low risk (with notably high stress, insufficient sleep, 9.2% of males), (2) high risk (33.6% of males, similar to class 2 in females), (3) moderate lifestyle, low risk (51.0%), and (4) "classic jocks" (high physical activity, binge drinking, 6.2%). To our knowledge, this is among the first research to examine complex lifestyle patterning among college youth, particularly with emphasis on the role of weight-related behaviors. These findings have important implications for targeting much needed health promotion strategies among emerging adults and college youth.

  6. Pedometer-Based Physical Activity Level and Body Composition among Minority Children in a Physical Activity Setting

    ERIC Educational Resources Information Center

    Agbuga, Bulent

    2011-01-01

    Most studies focusing on the relationship between physical activity and obesity have been conducted in middle class Caucasian adults and children and few such studies are available concerning minority children in physical activity settings (Johnson, Kulinna, Tudor-Locke, Darst, & Pangrazi, 2007; Rowlands et al., 1999; Tudor-Locke, Lee, Morgan,…

  7. What's Going on in Gym: Descriptive Studies of Physical Education Classes. Monograph 1. Motor Skills: Theory into Practice.

    ERIC Educational Resources Information Center

    Anderson, William G., Ed.; Barrette, Gary T., Ed.

    This monograph reports on the establishment of a videotape data bank designed to record activities in physical education classes for analyzing and describing teacher and student behaviors. The process of obtaining approximately 80 tapes of elementary and high schools classes and of developing procedures for efficiently describing what was…

  8. Psychological Factors Associated with Weight Loss in Obese and Severely Obese Women in a Behavioral Physical Activity Intervention

    ERIC Educational Resources Information Center

    Annesi, James J.; Whitaker, Ann C.

    2010-01-01

    The behavioral processes of weight reduction are poorly understood, and responses to treatments based primarily on caloric restriction have been unfavorable. A theory-based path derived from proposed relations of physical activity, changes in psychological factors, and weight loss was separately tested with women with Class I and Class II obesity…

  9. Techniques of Play Activity at Physical Education Classes at Specialized Secondary Educational Establishments

    ERIC Educational Resources Information Center

    Martynova, Victoria A.; Kapustin, Aleksandr G.

    2016-01-01

    The issue is urgent today because at present the organization and content of Physical Education (PE) classes at specialized secondary educational establishments (SSEEs) do not completely meet contemporary requirements. The following negative trends prove that, namely: the physical and psychological health decline in school leavers and students,…

  10. I Can Play Too: Disability Awareness Activities for Your Physical Education Class

    ERIC Educational Resources Information Center

    Fittipaldi-Wert, Jeanine; Brock, Sheri J.

    2007-01-01

    Students with disabilities are now more than ever being included in physical education classes. However, most physical educators feel they have not received adequate preparation in their undergraduate programs regarding teaching students with disabilities. There are many factors that go into providing a positive inclusive setting, such as using…

  11. Perceptions of Heart Rate Monitor Use in High School Physical Education Classes

    ERIC Educational Resources Information Center

    Partridge, Julie A.; King, Kristi McClary; Bian, Wei

    2011-01-01

    Incorporating technology into the physical education curriculum is becoming a popular strategy in which teachers can assess, motivate, and provide feedback to students regarding their physical activity participation during class. The purpose of this exploratory study was to gain a greater understanding of high school students' perceptions of using…

  12. Movement and Learning: Integrating Physical Activity into the Classroom

    ERIC Educational Resources Information Center

    Reeves, Emily; Miller, Stacia; Chavez, Crystal

    2016-01-01

    We know the benefits of physical activity, and yet recess and physical education classes are being cut or scaled back to make room for meeting academic standards. Is cutting recess and physical education really benefiting academics? A look at some recent studies suggests that it is not. Integrating physical activity into the classroom may increase…

  13. The Physics of Warfare

    NASA Astrophysics Data System (ADS)

    Giordano, Gerardo

    2015-03-01

    Recently, I was tasked with the creation and execution of a new themed general education physics class called The Physics of Warfare. In the past, I had used the theme of a class, such as the physics of sports medicine, as a way to create homework and in-class activities, generate discussions, and provide an application to demonstrate that physics isn't always abstract. It is true that the examples and applications in this warfare class practically wrote themselves, but I wanted more for my students. I wanted them to embrace the iterative nature of scientific understanding. I wanted them to yearn for the breakthroughs that lead to paradigm shifts. I wanted them to demand experimental verification of each novel idea. This paper discusses the formation and implementation of a conceptual physics course, full of in-class demonstrations and solidly rooted in the context of humankind's ever-evolving methods of waging war.

  14. Classes of Heart Failure

    MedlinePlus

    ... Class Objective Assessment A No objective evidence of cardiovascular disease. No symptoms and no limitation in ordinary physical activity. B Objective evidence of minimal cardiovascular disease. Mild symptoms and slight limitation during ordinary activity. ...

  15. An In-Class Discussion Activity on the Nature of Science and Intelligent Design

    NASA Astrophysics Data System (ADS)

    Thomas, Brian C.

    2009-02-01

    In this paper I describe an in-class discussion activity aimed at helping elementary education majors in a physical science course think about issues surrounding the inclusion of "Intelligent Design" in public school science standards. I discuss the background instruction given, the content of the activity, and some results from its use in class.

  16. An In-Class Discussion Activity on the Nature of Science and Intelligent Design

    ERIC Educational Resources Information Center

    Thomas, Brian C.

    2009-01-01

    In this paper I describe an in-class discussion activity aimed at helping elementary education majors in a physical science course think about issues surrounding the inclusion of "Intelligent Design" in public school science standards. I discuss the background instruction given, the content of the activity, and some results from its use in class.

  17. [Factors associated with participation in sports and physical education among students from Londrina, Paraná State, Brazil].

    PubMed

    Coledam, Diogo Henrique Constantino; Ferraiol, Philippe Fanelli; Pires Junior, Raymundo; dos-Santos, Júlio Wilson; Oliveira, Arli Ramos de

    2014-03-01

    This study aimed to analyze factors associated with participation in sports and physical education. The sample consisted of 827 young people selected in two stages and stratified by neighborhood of Londrina, Paraná State, Brazil. The study analyzed participation in sports and physical education in relation to socio-demographic, behavioral, and environmental variables. Factors associated with participation in physical education included: male gender, age (10-13 years), equal to high self-rated physical activity, participation in sports, moving around during classes, and having classes on the court. Factors associated with participation in sports were male gender, age (10-13 years), equal to high self-rated physical activity, physical activity (≥ 7 hours/week), participation in physical education, having ≥ 10 friends, participation in sports with friends, and frequency using facilities for sports practice. These factors should be considered in programs to encourage sports and participation in physical education.

  18. Effect of Learning Activity on Students' Motivation, Physical Activity Levels and Effort/Persistence

    ERIC Educational Resources Information Center

    Gao, Zan; Lee, Amelia M.; Xiang, Ping; Kosma, Maria

    2011-01-01

    The type of learning activity offered in physical education may influence students' motivational beliefs, physical activity participation and effort/persistence in class. However, most empirical studies have focused on the individual level rather than on the learner-content interactions. Accordingly, the potential effects of learning activities on…

  19. Exergaming impact on physical activity and interest in elementary school children.

    PubMed

    Sun, Haichun

    2012-06-01

    In this study, I explored the impact of exergaming on in-class physical activity (PA) and motivation in physical education. Elementary children participated in a 4-week exergaming unit and a 4-week fitness unit. A t test showed the children's in-class PA in the exergaming unit was significantly lower than in the fitness unit. Results also indicated that students' situational interest in exergaming was significantly higher than in the fitness unit at the beginning and end of instruction. Children's interest declined significantly in both units and at the same rate. The evidence suggests that exergames may have strong motivational power but it is premature to claim they will increase physical activity enough for children to receive health benefits in physical education.

  20. Adolescent Physical Activity and Motivational Profiles While Keeping a Physical Activity Record

    ERIC Educational Resources Information Center

    Fullmer, Matthew O.; Wilkinson, Carol; Prusak, Keven A.; Eggett, Dennis; Pennington, Todd

    2018-01-01

    Purpose: This study examined the relationship between adolescents (N = 124) from physical education classes keeping a daily online leisure-time physical activity (LTPA) record and feelings of competence toward LTPA, motivational profiles toward LTPA, and LTPA behaviors. Method: A repeated measures ANCOVA was used to examine the relationships…

  1. Associations between Socio-Motivational Factors, Physical Education Activity Levels and Physical Activity Behavior among Youth

    ERIC Educational Resources Information Center

    Ning, Weihong; Gao, Zan; Lodewyk, Ken

    2012-01-01

    This study examined the relationships between established socio-motivational factors and children's physical activity levels daily and during physical education classes. A total of 307 middle school students (149 boys, 158 girls) from a suburban public school in the Southern United States participated in this study. Participants completed…

  2. Promoting children's health through physically active math classes: a pilot study.

    PubMed

    Erwin, Heather E; Abel, Mark G; Beighle, Aaron; Beets, Michael W

    2011-03-01

    School-based interventions are encouraged to support youth physical activity (PA). Classroom-based PA has been incorporated as one component of school wellness policies. The purpose of this pilot study is to examine the effects of integrating PA with mathematics content on math class and school day PA levels of elementary students. Participants include four teachers and 75 students. Five math classes are taught without PA integration (i.e., baseline) followed by 13 math classes that integrate PA. Students wear pedometers and accelerometers to track PA during math class and throughout the school day. Students perform significantly more PA on school days and in math classes during the intervention. In addition, students perform higher intensity (step min(-1)) PA during PA integration math classes compared with baseline math classes. Integrating PA into the classroom is an effective alternative approach to improving PA levels among youth and is an important component of school-based wellness policies.

  3. Optimizing the Role of Physical Education in Promoting Physical Activity: A Social-Ecological Approach.

    PubMed

    Solmon, Melinda A

    2015-01-01

    The benefits associated with being physically active are well documented, but a significant proportion of the population is insufficiently active. Physical inactivity is a major health risk factor in our society, and physical education programs are consistently identified as a means to address this concern. The purpose of this article is to use the social-ecological model as a framework to examine ways in which physical education programs can play an important role in promoting physical activity. Policies that require time allocations and resources for physical education and physical activity in schools and community designs that provide infrastructure that makes being physically active accessible and convenient are important factors in making schools and communities healthier spaces. It is clear, however, that policies alone are not sufficient to address concerns about physical inactivity. We must consider individual factors that influence decisions to be physically active in efforts to engage children in physical education programs that promote active lifestyles. The learning climate that teachers create determines what students do and learn in physical education classes. Ensuring that students see value in the content presented and structuring classes so that students believe they can experience success when they exert effort are key elements in an effective motivational climate. Efforts to address public health concerns about physical inactivity require a comprehensive approach including quality physical education. It is critical that kinesiology professionals emerge as leaders in these efforts to place physical education programs at the center of promoting children's physical activity.

  4. Prevalence and correlates of insufficient physical activity in school adolescents in Peru.

    PubMed

    Sharma, Bimala; Chavez, Rosemary Cosme; Nam, Eun Woo

    2018-01-01

    OBJECTIVE To assess the prevalence and correlates of insufficient physical activity in adolescents in Peru. METHODS We used a self-administered questionnaire developed from Global school-based Student Health Survey to collect information from secondary school students in North Lima and Callao in 2015. We carried out Poisson regression with robust variance using generalized linear models to estimate the crude and adjusted prevalence ratios (APR) with 95% confidence intervals (95%CI) of insufficient physical activity for its correlates. RESULTS We have found that 78% of the adolescents did not meet the global recommendation of the World Health Organization on physical activity in the last week before the survey. Female respondents (APR = 1.13, 95%CI 1.04-1.21), respondents who perceived themselves as overweight (APR = 1.10, 95%CI 1.03-1.18), and respondents who consumed insufficient vegetables and fruits [no vegetables (APR = 1.30, 95%CI 1.06-1.59), no fruits (APR = 1.15, 95%CI 1.00-1.31) as compared to those who consumed ≥ 2 servings every day in the last seven days] were more likely to report insufficient physical activity. Adolescents who worked after school (APR = 0.92, 95%CI 0.84-0.99), had physical education classes five times per week (APR = 0.94, 95%CI 0.88-0.99), and had parental supervision (APR = 0.92, 95%CI 0.87-0.98) were less likely to report insufficient physical activity. CONCLUSIONS Sex, work after school, perceived body weight, physical education class, parental support, and healthy dietary behaviors were associated with insufficient physical activity. Attempts to improve physical activity should look for ways to enhance leisure-time physical activity, parental support, physical education classes, healthy dietary behaviors, and normal body weight maintenance in adolescents with integrated efforts from the family and school.

  5. Internet Program for Physical Activity and Exercise Capacity in Children With Juvenile Idiopathic Arthritis: A Multicenter Randomized Controlled Trial.

    PubMed

    Armbrust, Wineke; Bos, G J F Joyce; Wulffraat, Nico M; van Brussel, Marco; Cappon, Jeannette; Dijkstra, Pieter U; Geertzen, Jan H B; Legger, G Elizabeth; van Rossum, Marion A J; Sauer, Pieter J J; Lelieveld, Otto T H M

    2017-07-01

    To determine the effects of Rheumates@Work, an internet-based program supplemented with 4 group sessions, aimed at improving physical activity, exercise capacity, health-related quality of life (HRQoL), and participation in children with juvenile idiopathic arthritis. Patients were recruited from 3 pediatric rheumatology centers in The Netherlands for an observer-blinded, randomized controlled multicenter trial. Physical activity level, time spent in rest, light, and moderate-to-vigorous physical activity (MVPA) were recorded in a diary and with an accelerometer, before intervention, after intervention, and at followup after 3 and 12 months (intervention group only). Exercise capacity was assessed using the Bruce treadmill protocol, HRQoL was assessed with the Pediatric Quality of Life Inventory generic core scale, and participation in school and in physical education classes were assessed by questionnaire. The intervention group consisted of 28 children, and there were 21 children in the control group. MVPA , exercise capacity, and participating in school and physical education classes improved significantly in the intervention group. HRQoL improved in the control group. No significant differences were found between groups. The effect of Rheumates@Work on physical activity and exercise capacity lasted during the 12 months of followup. Improvements in physical activity were significantly better for the cohort starting in winter compared to the summer cohort. Rheumates@Work had a positive, albeit small, effect on physical activity, exercise capacity, and participation in school and physical education class in the intervention group. Improvements lasted for 12 months. Participants who started in winter showed the most improvement. Rheumates@Work had no effect on HRQoL. © 2016, American College of Rheumatology.

  6. Active Learning in a Large General Physics Classroom.

    NASA Astrophysics Data System (ADS)

    Trousil, Rebecca

    2008-04-01

    In 2004, we launched a new calculus-based, introductory physics sequence at Washington University. Designed as an alternative to our traditional lecture-based sequence, the primary objectives for this new course were to actively engage students in the learning process, to significantly strengthen students' conceptual reasoning skills, to help students develop higher level quantitative problem solving skills necessary for analyzing ``real world'' problems, and to integrate modern physics into the curriculum. This talk will describe our approach, using The Six Ideas That Shaped Physics text by Thomas Moore, to creating an active learning environment in large classes as well as share our perspective on key elements for success and challenges that we face in the large class environment.

  7. A Sport Education Fitness Season's Impact on Students' Fitness Levels, Knowledge, and In-Class Physical Activity

    ERIC Educational Resources Information Center

    Ward, Jeffery Kurt; Hastie, Peter A.; Wadsworth, Danielle D.; Foote, Shelby; Brock, Sheri J.; Hollett, Nikki

    2017-01-01

    Purpose: The purpose of this study was to determine the extent to which a sport education season of fitness could provide students with recommended levels of in-class moderate-to-vigorous physical activity (MVPA) while also increasing students' fitness knowledge and fitness achievement. Method: One hundred and sixty-six 5th-grade students (76…

  8. Ideas Exchange: How Are Teachers Using Pedometers Creatively in Classes to Impact the Level of Physical Activity?

    ERIC Educational Resources Information Center

    Barney, David; Konkler, Jan; Nelson, Sherry L.; Brewer, Joan; Mielke, Danny R.; Morrison, Joni; Eklund, Nancy Raso; Flores, Adrian

    2010-01-01

    Pedometers are great equalizers. They are wonderful for students who don't have the speed of other students, but can still keep up by taking as many steps as other students while improving their fitness level. In this article, teachers describe how they are using pedometers creatively in classes to impact the level of physical activity.

  9. Investigating the Outcomes and Perceptions of an Inclusive Aquatic Exercise Class for University Students with Physical Disabilities

    ERIC Educational Resources Information Center

    Dysterheft, Jennifer; Chaparro, Gioella; Rice, Laura; Rice, Ian

    2018-01-01

    The purpose of this study was to determine whether university students with physical disabilities (SWD) gained similar benefits from recreational physical activity participation as able-bodied (AB) university students as reported in the literature. Researchers designed an inclusive, university-offered aquatic exercise class for SWD. Six SWD…

  10. Implementing Ten-Minute Tickers in Secondary Physical Education Classes

    ERIC Educational Resources Information Center

    Lynott, Francis J., III; Hushman, Glenn; Dixon, Jonette; McCarthy, Andrea

    2013-01-01

    In the late 1980s and early 1990s, the time spent in moderate-to-vigorous physical activity (MVPA) during physical education class time started to be measured and questioned (Bar-Or, 1987; Lacey & LaMaster, 1990; McGing, 1989; Simons-Morton, Taylor, Snider, & Huang, 1993). Researchers suggested that the amount of time students spent in…

  11. Patterns of physical activity, sedentary behavior, and diet in U.S. adolescents.

    PubMed

    Iannotti, Ronald J; Wang, Jing

    2013-08-01

    To identify patterns in adolescents' obesogenic behaviors and their relations to physical and psychological health. A nationally representative sample of 9,174 U.S. adolescents ages 11 to 16 years was surveyed on physical activity (PA), screen-based sedentary behavior (SB), frequency of consumption of healthy and unhealthy food items, weight status, weight control behavior, depression, physical symptoms, body dissatisfaction, overall health, and life satisfaction. Latent class analysis was used to identify patterns of PA, SB, and diet. A model with three latent classes best fit the data: Class 1 with high PA and high fruit and vegetable intake and low SB and intake of sweets, soft drinks, chips, and fries; Class 2 with high SB and high intake of sweets, soft drinks, chips, and fries; and Class 3 with low PA, low fruit and vegetable intake, and low intake of sweets, chips, and fries. Membership in the three classes was related to age, gender, race/ethnicity, and socioeconomic status. In addition, members of Class 1 (26.5%) were more likely to be of normal weight status and to fare well on most of the other health indices; of Class 2 (26.4%) were less likely to be trying to lose weight but scored poorly on the mental health indices; and of Class 3 (47.2%) were less likely to be underweight and reported greater body dissatisfaction. Three prevalent patterns of adolescent obesogenic behaviors were identified and these patterns related to weight status, depression, and other indicators of physical and psychological health. Published by Elsevier Inc.

  12. Using a socioecological approach to examine participation in sport and physical activity among rural adolescent girls.

    PubMed

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

    2009-07-01

    Adolescence is a critical time for developing lifelong healthy behaviors, including active lifestyles. Participation in sport and physical activity, however, declines during adolescence, and few studies have comprehensively identified why, particularly among rural girls. This article identifies a range of independent and interacting factors that influence sport and physical activity participation of rural adolescent girls. The socioecological model of health was used to guide four focus group discussions with Grade 7 girls (n = 34). The results showed that adolescent girls were positively influenced when sports or physical activities were fun, when they involved being with friends, and when they were supported by families and teachers through role modeling and positive feedback. A range of intrapersonal and organizational factors affected perceived self-competence, particularly the coeducational nature of school physical education classes and peer teasing, which supported social comparisons of skill level. In promoting sport and physical activity to rural adolescent girls, focus must be directed on developmentally appropriate activities that are fun, offering opportunities for single-sex classes, and generating cultural changes that encourage noncompetitive and self-referencing activities.

  13. Are children participating in a quasi-experimental education outside the classroom intervention more physically active?

    PubMed

    Schneller, Mikkel Bo; Duncan, Scott; Schipperijn, Jasper; Nielsen, Glen; Mygind, Erik; Bentsen, Peter

    2017-05-26

    Education outside the classroom (EOtC) is a curriculum-based approach to teaching that has shown positive associations with children's physical activity and academic learning in small-scale case studies. The purpose of this large-scale quasi-experimental study was to determine if children who participate regularly in EOtC spend more time being physically active than children who do not. In the 2014/2015 study TEACHOUT, classes were recruited in pairs such that each EOtC class had a non-EOtC comparison class at the same school and grade level. Participants in 17 EOtC classes and 16 comparison parallel classes across Denmark wore an Axivity AX3 accelerometer taped to the lower back for seven consecutive days. Data from 201 EOtC participants (63.3% girls, age 10.82 ± 1.05,) and 160 comparison participants (59.3% girls, age 10.95 ± 1.01) were analysed using an 'intention to treat' (ITT) approach. The amount of EOtC the participants were exposed to was monitored. Associations between time spent in different physical activity intensities and EOtC group and sex were assessed using generalised linear models adjusted for age. In a second analysis, we modified the sample using a 'per protocol' (PP) approach, only including EOtC and comparison class pairs where the EOtC class had >150 min and the comparison had <150 min of EOtC during the measured week. On average, EOtC participants spent 8.4 (ITT) and 9.2 (PP) minutes more in moderate-to-vigorous physical activity (MVPA) per day than comparison participants (p < 0.05). However, EOtC boys spent 18.7 (ITT) and 20.8 (PP) minutes more in MVPA per day than comparison boys (p < 0.01), while there were no significant between-group differences for girls. For boys, EOtC was associated with more daily time being spent moderately and vigorously physically active. No differences were observed for girls. Implementing EOtC into schools' weekly practice can be a time- and cost-neutral, supplementary way to increase time spent in PA for boys through grades three to six. The Scientific Ethical Committee in the Capital Region of Denmark protocol number H-4-2014-FSP . 5 March, 2014.

  14. National youth sedentary behavior and physical activity daily patterns using latent class analysis applied to accelerometry.

    PubMed

    Evenson, Kelly R; Wen, Fang; Hales, Derek; Herring, Amy H

    2016-05-03

    Applying latent class analysis (LCA) to accelerometry can help elucidated underlying patterns. This study described the patterns of accelerometer-determined sedentary behavior and physical activity among youth by applying LCA to a nationally representative United States (US) sample. Using 2003-2006 National Health and Nutrition Examination Survey data, 3998 youths 6-17 years wore an ActiGraph 7164 accelerometer for one week, providing > =3 days of wear for > =8 h/day from 6:00 am-midnight. Cutpoints defined sedentary behavior (<100 counts/minute), light activity (100-2295 counts/minute), moderate to vigorous physical activity (MVPA; > = 2296 counts/minute), and vigorous activity (> = 4012 counts/minute). To account for wear time differences, outcomes were expressed as percent of day in a given intensity. LCA was used to classify daily (Monday through Sunday) patterns of average counts/minute, sedentary behavior, light activity, MVPA, and vigorous activity separately. The latent classes were explored overall and by age (6-11, 12-14, 15-17 years), gender, and whether or not youth attended school during measurement. Estimates were weighted to account for the sampling frame. For average counts/minute/day, four classes emerged from least to most active: 40.9% of population (mean 323.5 counts/minute/day), 40.3% (559.6 counts/minute/day), 16.5% (810.0 counts/minute/day), and 2.3% (1132.9 counts/minute/day). For percent of sedentary behavior, four classes emerged: 13.5% of population (mean 544.6 min/day), 30.1% (455.1 min/day), 38.5% (357.7 min/day), and 18.0% (259.2 min/day). For percent of light activity, four classes emerged: 12.3% of population (mean 222.6 min/day), 29.3% (301.7 min/day), 41.8% (384.0 min/day), and 16.6% (455.5 min/day). For percent of MVPA, four classes emerged: 59.9% of population (mean 25.0 min/day), 33.3% (60.9 min/day), 3.1% (89.0 min/day), and 3.6% (109.3 min/day). For percent of vigorous activity, three classes emerged: 76.8% of population (mean 7.1 min/day), 18.5% (23.9 min/day), and 4.7% (47.4 min/day). Classes were developed by age, gender, and school attendance since some patterns differed when stratifying by these factors. The models supported patterns for average intensity, sedentary behavior, light activity, MVPA, and vigorous activity. These latent class derived patterns can be used in other youth studies to explore correlates or outcomes and to target sedentary behavior or physical activity interventions.

  15. 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…

  16. Activity Specificity, Physical and Psychosocial Dimensions.

    ERIC Educational Resources Information Center

    Hatfield, Frederick C.

    The position is taken that the physical parameters of one's involvement in activity learning depend in large measure upon the objectives of the participant. General comments regarding the physical parameters of most activity classes are made. Underlying commonalities existing among these parameters are identified as: (1) freedom from disease; (2)…

  17. Physical Education and Art for Elementary Special Education.

    ERIC Educational Resources Information Center

    Lambert, Anne; Drage, Darlene

    The manual contains approximately 68 physical education activities and 60 art activities to be used with special education students in elementary school. It is explained that the physical education activities are limited to low organization games and team sports. Suggested are procedures for class organization, safety, teaching (such as having a…

  18. An Analysis of the Relationship between Social Support, Selected Demographics, and Physical Activity among Community College Students

    ERIC Educational Resources Information Center

    DiGiandomenico, MaryJo

    2010-01-01

    The purpose of this study was to analyze the difference in physical activity participation, awareness of exercise facilities, institutional physical education requirements, number of physical education classes taken, perceptions of current exercise habits, perceived current physical fitness level, perceived body weight, and selected demographic…

  19. 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…

  20. Tools, Resources, and Innovations for Active Learning of Solar and Geospace Environment Content in the Undergraduate Classrooms

    NASA Astrophysics Data System (ADS)

    Knipp, D. J.

    2013-12-01

    An undergraduate course in solar and geospace (helio) physics should link fundamental principles from introductory physics and astronomy courses to concepts that appear unique, or are uniquely named in the heliophysics course. This paper discusses short topics and activities that can be addressed in an approximately 15-min class segment, that introduce students to aspects of solar, solar wind, and geospace storms that are a step beyond, or a special application of, an introductory physics concept. Some of these activities could be assigned as pre- or post- class activities as well. Many of the actives are aligned with images or diagrams in textbook, "Understanding Space Weather and the Physics Behind It," but could be easily adapted to other texts. We also address activities that link to information from space weather forecasting and/or modeling websites.

  1. Fifth Grade Students' Experiences Participating in Active Gaming in Physical Education: The Persistence to Game

    ERIC Educational Resources Information Center

    Hansen, Lisa; Sanders, Steve

    2010-01-01

    Although video games are often associated with sedentary behaviors, active gaming is a new genre that requires children to become physically active while playing the games. In this study six fifth grade students' experiences participating in active gaming in eight-week physical education classes were explored. Qualitative methods of interviews,…

  2. Incorporating Scottish Highland Games and Activities into Your Physical Education Classes

    ERIC Educational Resources Information Center

    Prewitt, Steven L.; Hannon, James C.; Brusseau, Timothy

    2015-01-01

    The purpose of this article is to introduce a potentially new and exciting group of activities that can be taught in physical education. Activities based on Scottish Highland Games can be an interesting way to incorporate history and literature into the curriculum, as well as introduce students to a variety of unique physical activities. This…

  3. Improving student learning and views of physics in a large enrollment introductory physics class

    NASA Astrophysics Data System (ADS)

    Salehzadeh Einabad, Omid

    Introductory physics courses often serve as gatekeepers for many scientific and engineering programs and, increasingly, colleges are relying on large, lecture formats for these courses. Many students, however, leave having learned very little physics and with poor views of the subject. In interactive engagement (IE), classroom activities encourage students to engage with each other and with physics concepts and to be actively involved in their own learning. These methods have been shown to be effective in introductory physics classes with small group recitations. This study examined student learning and views of physics in a large enrollment course that included IE methods with no separate, small-group recitations. In this study, a large, lecture-based course included activities that had students explaining their reasoning both verbally and in writing, revise their ideas about physics concepts, and apply their reasoning to various problems. The questions addressed were: (a) What do students learn about physics concepts and how does student learning in this course compare to that reported in the literature for students in a traditional course?, (b) Do students' views of physics change and how do students' views of physics compare to that reported in the literature for students in a traditional course?, and (c) Which of the instructional strategies contribute to student learning in this course? Data included: pre-post administration of the Force Concept Inventory (FCI), classroom exams during the term, pre-post administration of the Colorado Learning Attitudes About Science Survey (CLASS), and student work, interviews, and open-ended surveys. The average normalized gain (=0.32) on the FCI falls within the medium-gain range as reported in the physics education literature, even though the average pre-test score was very low (30%) and this was the instructor's first implementation of IE methods. Students' views of physics remained relatively unchanged by instruction. Findings also indicate that the interaction of the instructional strategies together contributed to student learning. Based on these results, IE methods should be adopted in introductory physics classes, particularly in classes where students have low pre-test scores. It is also important to provide support for instructors new to IE strategies.

  4. Physical education Teachers' and public health Nurses' perception of Norwegian high school Students' participation in physical education - a focus group study.

    PubMed

    Abildsnes, Eirik; Stea, Tonje H; Berntsen, Sveinung; Omfjord, Christina S; Rohde, Gudrun

    2015-12-24

    High quality physical education programs in high schools may facilitate adoption of sustainable healthy living among adolescents. Public health nurses often meet students who avoid taking part in physical education programs. We aimed to explore physical education teachers' and public health nurses' perceptions of high school students' attitudes towards physical education, and to explore physical education teachers' thoughts about how to facilitate and promote students' participation in class. Prior to an initiative from physical education teachers, introducing a new physical education model in two high schools in the South of Norway, we conducted focus groups with 6 physical education teachers and 8 public health nurses. After implementation of the new model, we conducted two additional focus group interviews with 10 physical education teachers. In analyses we used Systematic Text Condensation and an editing analysis style. In general, the students were experienced as engaged and appreciating physical education lessons. Those who seldom attended often strived with other subjects in school as well, had mental health problems, or were characterized as outsiders in several arenas. Some students were reported to be reluctant to expose their bodies in showers after class, and students who seldom attended physical education class frequently visited the school health services. Although the majority of students were engaged in class, several of the students lacked knowledge about physical fitness and motoric skills to be able to master daily activities. The participants related the students' competence and attitude towards participation in physical education class to previous experiences in junior high school, to the competence of physical education teachers, and to possibility for students to influence the content of physical education programs. The participants suggested that high school students' attitudes towards participation in physical education is heterogeneous, depends on the students' previous experiences, and on their present health and quality of life. All participants recommended adolescents to take part in program development, and selecting activities that generate competence, fun and enjoyment.

  5. Recommendations for Policy and Practice of Physical Education in Culturally and Linguistically Diverse Australian Secondary Schools Based on a Two-Year Prospective Cohort Study

    ERIC Educational Resources Information Center

    Dudley, Dean A.; Pearson, Phil; Okely, Anthony D.; Cotton, Wayne G.

    2015-01-01

    Physical activity affords a host of physical and cognitive benefits for children. Physical education classes are one such venue where children can reap recommended amounts of physical activity. However, little research has explored evidence-based physical education instruction, particularly in culturally and linguistically diverse schools. No…

  6. True Tension Traverse: What Research Shows about the Antidepressant Effects of Challenge Course Experiences.

    ERIC Educational Resources Information Center

    Bunting, Camille

    2000-01-01

    A study of five undergraduate physical education classes explored the influence on positive and negative affect of different types of physical activity. Results indicated that running, skiing, and challenge course activities, especially the 14-foot wall, increased positive affect more than other activities. Implications for physical education…

  7. Effects of curricular activity on students' situational motivation and physical activity levels.

    PubMed

    Gao, Zan; Hannon, James C; Newton, Maria; Huang, Chaoqun

    2011-09-01

    The purpose of this study was to examine (a) the effects of three curricular activities on students'situational motivation (intrinsic motivation [IM], identified regulation [IR], external regulation, and amotivation [AM]) and physical activity (PA) levels, and (b) the predictive strength of situational motivation to PA levels. Four hundred twelve students in grades 7-9 participated in three activities (cardiovascular fitness, ultimate football, and Dance Dance Revolution [DDR]) in physical education. ActiGraph GT1M accelerometers were used to measure students' PA levels for three classes for each activity. Students also completed a Situational Motivation Scale (Guay, Vallerand, & Blanchard, 2000) at the end of each class. Multivariate analysis of variance revealed that students spent significantly higher percentages of time in moderate-to-vigorous PA (MVPA) in fitness and football classes than they did in DDR class. Students reported higher lM and IR toward fitness than DDR They also scored higher in IR toward fitness than football. In contrast, students displayed significantly lower AM toward fitness than football and DDR Hierarchical Linear Modeling revealed that IM was the only positive predictor for time in MVPA (p = .02), whereas AM was the negative predictor (p < .01). The findings are discussed in regard to the implications for educational practice.

  8. The Impact of Brain Breaks Classroom-Based Physical Activities on Attitudes toward Physical Activity in Polish School Children in Third to Fifth Grade.

    PubMed

    Glapa, Agata; Grzesiak, Joanna; Laudanska-Krzeminska, Ida; Chin, Ming-Kai; Edginton, Christopher R; Mok, Magdalena Mo Ching; Bronikowski, Michal

    2018-02-21

    The purpose of this study was to examine the effectiveness of the Brain Breaks® Physical Activity Solutions in changing attitudes toward physical activity of school children in a community in Poland. In 2015, a sample of 326 pupils aged 9-11 years old from 19 classes at three selected primary schools were randomly assigned to control and experimental groups within the study. During the classes, children in the experimental group performed physical activities two times per day in three to five minutes using Brain Breaks® videos for four months, while the control group did not use the videos during the test period. Students' attitudes toward physical activities were assessed before and after the intervention using the "Attitudes toward Physical Activity Scale". Repeated measures of ANOVA were used to examine the change from pre- to post-intervention. Overall, a repeated measures ANOVA indicated time-by-group interaction effects in 'Self-efficacy on learning with video exercises', F(1.32) = 75.28, p = 0.00, η2 = 0.19. Although the changes are minor, there were benefits of the intervention. It may be concluded that HOPSports Brain Breaks® Physical Activity Program contributes to better self-efficacy on learning while using video exercise of primary school children.

  9. 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

  10. 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.

  11. Impact of a nurse-directed, coordinated school health program to enhance physical activity behaviors and reduce body mass index among minority children: A parallel-group, randomized control trial

    PubMed Central

    Wright, Kynna; Giger, Joyce Newman; Norris, Keth; Suro, Zulma

    2013-01-01

    Background Underserved children, particularly girls and those in urban communities, do not meet the recommended physical activity guidelines (>60 min of daily physical activity), and this behavior can lead to obesity. The school years are known to be a critical period in the life course for shaping attitudes and behaviors. Children look to schools for much of their access to physical activity. Thus, through the provision of appropriate physical activity programs, schools have the power to influence apt physical activity choices, especially for underserved children where disparities in obesity-related outcomes exist. Objectives To evaluate the impact of a nurse directed, coordinated, culturally sensitive, school-based, family-centered lifestyle program on activity behaviors and body mass index. Design, settings and participants: This was a parallel group, randomized controlled trial utilizing a community-based participatory research approach, through a partnership with a University and 5 community schools. Participants included 251 children ages 8–12 from elementary schools in urban, low-income neighborhoods in Los Angeles, USA. Methods The intervention included Kids N Fitness©, a 6-week program which met weekly to provide 45 min of structured physical activity and a 45 min nutrition education class for parents and children. Intervention sites also participated in school-wide wellness activities, including health and counseling services, staff professional development in health promotion, parental education newsletters, and wellness policies for the provision of healthy foods at the school. The Child and Adolescent Trial for Cardiovascular Health School Physical Activity and Nutrition Student Questionnaire measured physical activity behavior, including: daily physical activity, participation in team sports, attending physical education class, and TV viewing/computer game playing. Anthropometric measures included height, weight, body mass index, resting blood pressure, and waist circumference. Measures were collected at baseline, completion of the intervention phase (4 months), and 12 months post-intervention. Results Significant results for students in the intervention, included for boys decreases in TV viewing; and girls increases in daily physical activity, physical education class attendance, and decreases in body mass index z-scores from baseline to the 12 month follow-up. Conclusions Our study shows the value of utilizing nurses to implement a culturally sensitive, coordinated, intervention to decrease disparities in activity and TV viewing among underserved girls and boys. PMID:23021318

  12. Development of life skills through physics content

    NASA Astrophysics Data System (ADS)

    Pivarči, Tomáš; Raganová, Janka

    2017-01-01

    The paper deals with students' life skills which the physics teacher should intentionally develop through physics content. An attention is given not only to the physics content and activities connected with it, but also to the development of responsibility, freedom, ability to make decisions, group cooperation, self-evaluation and experience of success. Three activities implemented in the seventh class of the elementary school are described in the paper. Authors describe reasons for class selection, the physics content and the used methods as well as the skills which they decided to purposely develop. They emphasize the importance of activities requiring students' inquiry-based learning and the need to change organization and philosophy of physics teaching at secondary schools. At the end of the paper authors analyze the achievement of objectives, positives as well as negatives of the implemented approaches and propose changes for a future realization.

  13. Latent Class Analysis of Lifestyle Characteristics and Health Risk Behaviors among College Youth

    PubMed Central

    Pasch, Keryn E.; Lust, Katherine; Story, Mary; Ehlinger, Ed

    2010-01-01

    Few studies have examined the context of a wide range of risk behaviors among emerging adults (ages 18–25 years), approximately half of whom in the USA enroll in post-secondary educational institutions. The objective of this research was to examine behavioral patterning in weight behaviors (diet and physical activity), substance use, sexual behavior, stress, and sleep among undergraduate students. Health survey data were collected among undergraduates attending a large, public US university (n=2,026). Latent class analysis was used to identify homogeneous, mutually exclusive “classes” (patterns) of ten leading risk behaviors. Resulting classes differed for males and females. Female classes were defined as: (1) poor lifestyle (diet, physical activity, sleep), yet low-risk behaviors (e.g., smoking, binge drinking, sexual risk, drunk driving; 40.0% of females), (2) high risk (high substance use, intoxicated sex, drunk driving, poor diet, inadequate sleep) (24.3%), (3) moderate lifestyle, few risk behaviors (20.4%), (4) “health conscious” (favorable diet/physical activity with some unhealthy weight control; 15.4%). Male classes were: (1) poor lifestyle, low risk (with notably high stress, insufficient sleep, 9.2% of males), (2) high risk (33.6% of males, similar to class 2 in females), (3) moderate lifestyle, low risk (51.0%), and (4) “classic jocks” (high physical activity, binge drinking, 6.2%). To our knowledge, this is among the first research to examine complex lifestyle patterning among college youth, particularly with emphasis on the role of weight-related behaviors. These findings have important implications for targeting much needed health promotion strategies among emerging adults and college youth. PMID:19499339

  14. Archiving Student Solutions with Tablet PCs in a Discussion-based Introductory Physics Class

    NASA Astrophysics Data System (ADS)

    Price, Edward; De Leone, Charles

    2008-10-01

    Many active learning based physics courses use whiteboards as a space for groups to respond to prompts based on short lab activities, problem solving, or inquiry-oriented activities. Whiteboards are volatile; once erased, the material is lost. Tablet PCs and software such as Ubiquitous Presenter can be used as digital whiteboards in active learning classes. This enables automatic capture and archiving of student work for online review by students, instructors, and researchers. We studied the use of digital whiteboards in an active-learning introductory physics course at California State University, San Marcos. In this paper we examine the archival features of digital whiteboards', and characterize the use of these features by students and instructors, and explore possible uses for researchers and curriculum developers.

  15. Active Learning in the Physics Classroom

    NASA Astrophysics Data System (ADS)

    Naron, Carol

    Many students enter physics classes filled with misconceptions about physics concepts. Students tend to retain these misconceptions into their adult lives, even after physics instruction. Constructivist researchers have found that students gain understanding through their experiences. Researchers have also found that active learning practices increase conceptual understanding of introductory physics students. This project study sought to examine whether incorporating active learning practices in an advanced placement physics classroom increased conceptual understanding as measured by the force concept inventory (FCI). Physics students at the study site were given the FCI as both a pre- and posttest. Test data were analyzed using two different methods---a repeated-measures t test and the Hake gain method. The results of this research project showed that test score gains were statistically significant, as measured by the t test. The Hake gain results indicated a low (22.5%) gain for the class. The resulting project was a curriculum plan for teaching the mechanics portion of Advanced Placement (AP) physics B as well as several active learning classroom practices supported by the research. This project will allow AP physics teachers an opportunity to improve their curricular practices. Locally, the results of this project study showed that research participants gained understanding of physics concepts. Social change may occur as teachers implement active learning strategies, thus creating improved student understanding of physics concepts.

  16. Country and Gender-Specific Achievement of Healthy Nutrition and Physical Activity Guidelines: Latent Class Analysis of 6266 University Students in Egypt, Libya, and Palestine.

    PubMed

    El Ansari, Walid; Berg-Beckhoff, Gabriele

    2017-07-11

    Research on healthy behaviour such as physical activity and healthy nutrition and their combination is lacking among university students in Arab countries. The current survey assessed healthy nutrition, and moderate/vigorous physical activity (PA) of 6266 students in Egypt, Libya, and Palestine. We computed a nutrition guideline achievement index using WHO recommendation, as well as the achievement of PA recommendations using guidelines for adults of the American Heart Association guidelines. Latent class regression analysis identified homogenous groups of male and female students, based on their achievements of both guidelines. We examined associations between group membership and achievement of guidelines. A three-class solution model best fitted the data, generating three student Groups: "Healthy Eaters" (7.7% of females, 10.8% of males), "Physically Active" (21.7% of females, 25.8% of males), and "Low Healthy Behaviour" (70.6% of females, 63.4% of males). We did not observe a latent class that exhibited combined healthy behaviours (physically active and healthy eaters), and there were no major differences between countries. We observed a very low rate of healthy nutrition (≈10% of students achieved greater than four of the eight nutrition guidelines), with little gender differences across the countries. About 18-47% of students achieved the PA guidelines, depending on country and gender, more often among males. Few females achieved the PA guidelines, particularly in Libya and Palestine. Culturally adapted multi-behavioural interventions need to encourage healthy lifestyles, nutrition and PA behaviours. National policies need to promote active living while addressing cultural, geographic, and other barriers to young adults' engagement in PA.

  17. Promoting Teacher Adoption of Physical Activity Breaks in the Classroom: Findings of the Central Texas Catch Middle School Project

    ERIC Educational Resources Information Center

    Delk, Joanne; Springer, Andrew E.; Kelder, Steven H.; Grayless, Megan

    2014-01-01

    Background: Research suggests that physical activity breaks (ABs) during class increase students' physical activity levels and provide an academic benefit. This study evaluates a 3-year intervention aimed at encouraging teacher AB use. Methods: Thirty central Texas middle schools were assigned to 1 of 3 conditions: training-only…

  18. 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

  19. 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…

  20. A Reconceptualization of Physical Education: The Intersection of Gender/Race/Social Class

    ERIC Educational Resources Information Center

    Azzarito, Laura; Solomon, Melinda A.

    2005-01-01

    Over the past several years, numerous reports have reported data documenting declining participation in physical activity among youth. We argue that the gender, race and social class differences in these data have not been an important consideration, and that understanding the implications of these differences is crucial for improving physical…

  1. Physical activity parenting: A systematic review of questionnaires and their associations with child activity levels

    USDA-ARS?s Scientific Manuscript database

    Insufficient physical activity (PA) is considered a critical contributor to childhood overweight. Parents are a key in influencing their child's PA through various mechanisms of PA parenting, including support, restriction of PA, and facilitation of enrollment in PA classes or activities. However, s...

  2. Sedentary behavior during school-time: Sociodemographic, weight status, physical education class, and school performance correlates in Brazilian schoolchildren.

    PubMed

    da Costa, Bruno G G; da Silva, Kelly S; George, Amanda M; de Assis, Maria Alice A

    2017-01-01

    To investigate whether sedentary behavior during school-time is associated with gender, age, mother's education, having physical education classes, weight status, and academic performance. Cross-sectional study. A sample of 571 children (7-12 years old) from five elementary schools in Florianopolis, South Brazil had their height and weight measured, and wore accelerometers during class time. Teachers completed a form to evaluate children's reading and writing skills. Parents provided sociodemographic and educational information. Data was analyzed using multilevel linear regression analyses. Children spent an average of 132min in sedentary behavior during school-time (64% of total school-time). Girls (137.5min), obese children (138.1min), older children (144.2min), and those who did not have physical education classes (140.2min) spent more time engaged in sedentary activities than their peers. Academic performance and mother's education were not associated with sedentary behaviors. Children spent most of their school-time in sedentary activities, with girls, older students, and obese students being even more sedentary than their peers. Physical education classes were a protective factor against excessive sedentary behavior in school. Interventions for reducing sedentary behavior during school-time could employ additional strategies to benefit the at risk groups. In addition, encouraging student's participation in physical education classes could minimize the time spent in sedentary behavior during school hours. Copyright © 2016 Sports Medicine Australia. Published by Elsevier Ltd. All rights reserved.

  3. Associations between Adolescents' Situational Motivation and Objectively-Determined Physical Activity Levels in Physical Education

    ERIC Educational Resources Information Center

    Ning, Weihong; Pope, Zachary; Gao, Zan

    2015-01-01

    Purpose: This study aimed to examine the predictive strength of adolescents' situational motivation to their physical activity levels in physical education. Method: A total of 259 middle school students ranging from 11 to 14 years old participated in the study. Participants completed the Situational Motivation Scale in one class. Their PA levels…

  4. Teacher Fidelity to a Physical Education Curricular Model and Physical Activity Outcomes

    ERIC Educational Resources Information Center

    Stylianou, Michalis; Kloeppel, Tiffany; Kulinna, Pamela; van der Mars, Han

    2016-01-01

    Background: This study was informed by the bodies of literature emphasizing the role of physical education in promoting physical activity (PA) and addressing teacher fidelity to curricular models. Purpose: The purpose of this study was to compare student PA levels, lesson context, and teacher PA promotion behavior among classes where teachers were…

  5. Do Choices in Physical Education Enhance Students' Autonomous Motivation, Perceived Autonomy Support, and Physical Activity Levels?

    ERIC Educational Resources Information Center

    Batia, Abigail S.

    2013-01-01

    This study examined whether students in an intervention group, who were given choices within physical education (PE), reported greater autonomous motivation, more favorable perceptions of autonomy support, and displayed higher in-class physical activity (PA) levels than those in a control group. It was hypothesized that there would be marked…

  6. Physical Education and Recess Contributions to Sixth Graders' Physical Activity

    ERIC Educational Resources Information Center

    Gutierrez, Ashley A.; Williams, Skip M.; Coleman, Margaret M.; Garrahy, Deborah A.; Laurson, Kelly R.

    2016-01-01

    Background: The purpose of this study was twofold: (a) to examine the percentage of the daily threshold (12,000 steps) that physical education (PE) class and recess contribute to 6th grade students' overall daily physical activity (PA) and (b) to examine the relationships between gender, PA outside of school, BMI, and steps during both recess and…

  7. Differences in Weight-Related Behavioral Profiles by Sexual Orientation Among College Men: A Latent Class Analysis.

    PubMed

    VanKim, Nicole A; Erickson, Darin J; Eisenberg, Marla E; Lust, Katherine; Rosser, B R Simon; Laska, Melissa N

    2016-11-01

    To identify and describe homogenous classes of male college students based on their weight-related behaviors (e.g., eating habits, physical activity, and unhealthy weight control) and to examine differences by sexual orientation. Study design was a cross-sectional sample of 2- and 4-year college students. Study setting was forty-six 2- and 4-year colleges in Minnesota. Study subjects comprised 10,406 college males. Measures were five categories of sexual orientation derived from self-reported sexual identity and behavior (heterosexual, discordant heterosexual [identifies as heterosexual and engages in same-sex sexual behavior], gay, bisexual, and unsure) and nine weight-related behaviors (including measures for eating habits, physical activity, and unhealthy weight control). Latent class models were fit for each of the five sexual orientation groups, using the nine weight-related behaviors. Overall, four classes were identified: "healthier eating habits" (prevalence range, 39.4%-77.3%), "moderate eating habits" (12.0%-30.2%), "unhealthy weight control" (2.6%-30.4%), and "healthier eating habits, more physically active" (35.8%). Heterosexual males exhibited all four patterns, gay and unsure males exhibited four patterns that included variations on the overall classes identified, discordant heterosexual males exhibited two patterns ("healthier eating habits" and "unhealthy weight control"), and bisexual males exhibited three patterns ("healthier eating habits," "moderate eating habits," and "unhealthy weight control"). Findings highlight the need for multibehavioral interventions for discordant heterosexual, gay, bisexual, and unsure college males, particularly around encouraging physical activity and reducing unhealthy weight control behaviors. © 2016 by American Journal of Health Promotion, Inc.

  8. PRIDE for PLAY: Personal Responsibility in Daily Effort for Participation in Lifelong Activity for Youths. A Singaporean Context

    PubMed Central

    Chia, Michael

    2007-01-01

    Singapore, a developed city state of four million people is experiencing the pitfalls that come with rapid modernisation and economic progress- elevated disease risk factors among adults and young people. Weekly compulsory physical education classes of 70 minutes in schools and the associated sports activities after classes are inadequate to meet emergent physical activity guidelines of a daily accumulation of at least 90 minutes of physical activity of at least moderate intensity. Daily play sessions that are exclusive of an active daily recess, physical education classes taught by trained specialists and after-school sport sessions, can provide many developmental and holistic health benefits that may carry over into adulthood. A school environment that is play-encouraging, play-enabling and play-inviting can be a useful, innovative and natural way of inculcating a love for movement and help redress a serious trend of physical activity insufficiency while youngsters engage electronic gaming activities. Pilot initiatives for the PRIDE (personal responsibility in daily effort) for PLAY (participation in lifelong activity for youths) programme is a radicalised approach in a number of primary schools in Singapore to infuse daily physical play of between 20 to 45 minutes during curriculum hours. The hope is that PRIDE for PLAY will reap benefits of improved holistic health of youngsters- better physical, social, emotional and mental attributes. While PRIDE for PLAY is no panacea to all of the ills of modernisation, it will go some way in helping the students of tomorrow to be physically healthy, socially more engaged and tolerant of others, mentally more apt to problem-solve and emotionally more proficient to embrace working life in adulthood. Key pointsPhysical play is natural among young people and a daily dose of play can help young people meet daily requirements for accumulated physical activity of at least 90 minutes and at least of a moderate intensity.Play is critical for child development and provides a healthy balance for many sedentary lifestyle activities.Parents, care-givers and teachers should emphasise and partake in daily play with young people. PMID:24149424

  9. Concerns Girls Have about Puberty

    MedlinePlus

    ... in activities such as swimming, horseback riding, or physical education classes. Reassure your daughter that she can take part in normal activities while menstruating. Exercise can sometimes even ease the cramps ... Physical Development in Girls: What to Expect When Puberty ...

  10. Impact E-Learning Platform Moodle on the Physic's Learning Process in the High School's Students

    NASA Astrophysics Data System (ADS)

    Torres-Montealban, Jonas; Ruiz-Chavarria, Gregorio; Gomez-Lozoya, Enrique Armando

    2011-03-01

    As a didactic proposal, moodle e-learning platform was implemented in one of two Physics High School's group at UACH, in order to show how the use of new technologies can improve the learning progress linked to physics concepts. As a result, the first group worked at the same time with inside class activities as well as outside resources from the moodle e-platform. The second group only worked with inside class activities. This teaching application was developed in six sections. Section I defines the educational framework. Section II identifies the key physic's concepts to be studied in each proposed activity. Section III describes the didactic model. Section IV displays the compared results between similarities and differences in both groups. Section VI shows the gathered information in order to be discussed as a topic related on how new technologies improve the Physic's learning process in the high school' students.

  11. Outside-school physical activity participation and motivation in physical education.

    PubMed

    Shen, Bo

    2014-03-01

    Experience in non-school contexts can shape and reshape students' motivation and mediate their learning in school. Outside-school physical activity may provide students with an extensive cognitive and affective foundation and influence their motivation in physical education. Although a trans-contextual effect of physical education has been explored, very little empirical research has examined the impact from outside-school context to physical education. Using self-determination theory and a hierarchical model of motivation, this study was designed to examine the association between participation in organized outside-school physical activity programmes and self-determination process in physical education. Participants included 545 9th graders (305 males and 240 females, age range = 14-16 years, mean age = 14.66 years) enrolled in required physical education classes in three suburban high schools in a large Midwest metropolitan area in the United States. Self-determination variables were measured using relevant instruments, and information on organized outside-school physical activity experiences was gathered in a survey. Structural equation modelling analyses were conducted. Students who participated in organized outside-school physical activity programmes displayed overall higher motivation; however, the strength of associations among the self-determination variables (i.e., pathways from perceived autonomy support to relatedness, from autonomy to competence, and from self-determined motivation to in-class physical activity engagement) was stronger for their non-participant counterparts. There are dynamic relationships between participation in organized outside-school physical activity programmes and self-determination process in physical education. Physical educators need to identify, appreciate, and instructionally address individual students' differences during teaching and learning. © 2012 The British Psychological Society.

  12. Profiling Physical Activity, Diet, Screen and Sleep Habits in Portuguese Children

    PubMed Central

    Pereira, Sara; Katzmarzyk, Peter T.; Gomes, Thayse Natacha; Borges, Alessandra; Santos, Daniel; Souza, Michele; dos Santos, Fernanda K.; Chaves, Raquel N.; Champagne, Catherine M.; Barreira, Tiago V.; Maia, José A.R.

    2015-01-01

    Obesity in children is partly due to unhealthy lifestyle behaviours, e.g., sedentary activity and poor dietary choices. This trend has been seen globally. To determine the extent of these behaviours in a Portuguese population of children, 686 children 9.5 to 10.5 years of age were studied. Our aims were to: (1) describe profiles of children’s lifestyle behaviours; (2) identify behaviour pattern classes; and (3) estimate combined effects of individual/socio-demographic characteristics in predicting class membership. Physical activity and sleep time were estimated by 24-h accelerometry. Nutritional habits, screen time and socio-demographics were obtained. Latent Class Analysis was used to determine unhealthy lifestyle behaviours. Logistic regression analysis predicted class membership. About 78% of children had three or more unhealthy lifestyle behaviours, while 0.2% presented no risk. Two classes were identified: Class 1-Sedentary, poorer diet quality; and Class 2-Insufficiently active, better diet quality, 35% and 65% of the population, respectively. More mature children (Odds Ratio (OR) = 6.75; 95%CI = 4.74–10.41), and boys (OR = 3.06; 95% CI = 1.98–4.72) were more likely to be overweight/obese. However, those belonging to Class 2 were less likely to be overweight/obese (OR = 0.60; 95% CI = 0.43–0.84). Maternal education level and household income did not significantly predict weight status (p ≥ 0.05). PMID:26043034

  13. A Comparison of the Fitness, Obesity, and Physical Activity Levels of High School Physical Education Students across Race and Gender

    ERIC Educational Resources Information Center

    Davis, Kathryn L.; Wojcik, Janet R.; DeWaele, Christi S.

    2016-01-01

    Introduction: Little is known about the physical fitness, obesity, and physical activity (PA) levels of high school students in physical education classes when comparing racial and gender groups. Purpose: To compare the fitness, obesity, and PA levels of female and male students of different racial groups in 6 high schools in the southeastern…

  14. Increasing Student Physical Fitness through Increased Choice of Fitness Activities and Student Designed Fitness Activities for Ninth through Twelfth Graders in Physical Education Class

    ERIC Educational Resources Information Center

    Jacob, Margo A.

    2011-01-01

    This action research project report began when the teacher researcher determined that students exhibited physical fitness levels below that of the state and national norms, and also displayed negative attitudes about physical education. The purpose of this action research project was to increase physical fitness and fitness attitudes through…

  15. Outdoor Pursuits: Self to Nature Activities -- A Supplement to the Physical Education Course of Study. The Protestant School Board of Greater Montreal, March 1974.

    ERIC Educational Resources Information Center

    Mingie, Walter; And Others

    In keeping with the Department of Education's course content in physical education, this supplement to the Physical Education Course of Study was prepared. Suggestions for teaching and organizing classes in 16 "Self to Nature" activities are outlined. Activities are: backpacking, bicycling, boating, camping, canoeing, fishing, hebertisme (an…

  16. A Comparison of 9th Grade Male and Female Physical Education Activities Preferences and Support for Coeducational Groupings

    ERIC Educational Resources Information Center

    Hill, Grant; Cleven, Brian

    2005-01-01

    The purposes of this study were to determine the physical education activity preferences of 9th grade students in a southern California school district, to identify which activities students felt should be offered in coeducation or gender separate formats, and to determine whether physical education is one of their favorite classes. Results…

  17. Physical and postural aspects of teachers during work activity.

    PubMed

    da Silva, Nilson Rogério; Almeida, Maria Amélia

    2012-01-01

    Studies indicate that teachers constitute a professional segment, in which the work characteristics and the demands originating from the act of teaching, favor the emergence of sickness, concerning physical or emotional aspects. The present work aimed to describe physical and postural aspects during the working activity of teachers. A total of 120 elementary school teachers (1st to 8th grade) took part in the survey. For data collection, a questionnaire was applied: it included personal and occupational information, perception of discomfort and being off work; physical strength activities; posture at work and physical conditioning activities. The average age of teachers of the present sample corresponds to 35,8 years. In relation to activities which generate more physical strength, the answer none of the activities was predominant with 30 answers; followed by writing on the board, standing up during the period of classes, explanation of the subjects, class elaboration, correction of homework and others. The area of the body with higher amount of occurrences and prevalent discomfort referred to the lower limbs and spinal cord. These data inform the necessity of investing in prevention programs for the teachers, in order to develop strategies into the organizational context and interventions at the work environment.

  18. Implementation of resources to support patient physical activity through diabetes centres in Nova Scotia: the effectiveness of enhanced support for exercise participation.

    PubMed

    Fowles, Jonathon R; Shields, Chris; d'Entremont, Lisette; McQuaid, Stephanie; Barron, Brittany; Dunbar, Peggy

    2014-12-01

    The purpose of this study was to determine the effectiveness of enhancing support for physical activity counselling and exercise participation at diabetes centres in Nova Scotia on physical activity and exercise behaviours and clinical outcomes in patients with type 2 diabetes mellitus. In all, 180 patients at 8 diabetes centres participated in this observational study. A range of enhanced supports for exercise were offered at these centres. A kinesiologist was added to the diabetes care team to primarily provide extra physical activity counselling and exercise classes. Patient physical activity and exercise levels, efficacy perceptions and mean glycated hemoglobin (A1C) were evaluated at baseline and 6 months. We compared changes in these variables for patients who participated in the enhanced supports versus patients who did not. Participants who attended exercise classes (n=46), increased moderate physical activity by 27% and doubled resistance exercise participation (1.0±1.8 to 2.0±2.1 days per week) whereas those who did not attend exercise classes (n=49) reduced moderate physical activity by 26% and did not change resistance exercise participation (interactions, p=0.04 and p=0.07, respectively). Patients who received resistance band instruction (n=15) from a kinesiologist had reductions in A1C (from 7.5±1.4 to 7.1±1.2; p=0.04), whereas other subgroups did not have significant changes in A1C. Offering enhanced support for exercise at diabetes centres produced improvements in physical activity and exercise in type 2 diabetes patients. Resistance band instruction from a kinesiologist combined with participating in a walking and resistance training program improved glycemic control, which underscores the importance of including exercise professionals in diabetes management. Copyright © 2014 Canadian Diabetes Association. Published by Elsevier Inc. All rights reserved.

  19. Differences in psychosocial determinants of physical activity in older adults participating in organised versus non-organised activities.

    PubMed

    Deforche, B; De Bourdeaudhuij, I

    2000-12-01

    With the introduction of the new consensus on 30 minutes of moderate physical activity preferably on all days of the week, exercise implemented into daily activities is promoted whereas structured activity programs lose importance. Activity levels of most older people don't come up with current recommendations. Therefore strategies to enhance attendance of older adults in physical activities should be developed. Group programs may be more effective in changing exercise behaviour of older adults than non-supervised physical activity. The purpose of this study was to investigate the differences in level of activity and psychosocial determinants of physical activity between seniors involved in an exercise class and seniors not engaged in any organised physical activity. Seventy-five elderly who were currently involved in structured exercise classes and 75 elderly who did not participate in any organised physical activity during the previous year were recruited in senior citizens' centres and were asked to fill out a questionnaire. Subjects involved in an exercise program had higher levels of activity and reported more social influences and higher self-efficacy compared to the respondents practising on an individual basis. No differences were found in perceived barriers or benefits. Exercising in a group program gives the opportunity to accumulate some extra physical activity and positively affects the level of activity outside the program. Stimulating older adults to join a structured activity program in the company of family or friends in order to enhance supporting social influences and perceived competence could be an important intervention strategy.

  20. Efficacy and causal mechanism of an online social media intervention to increase physical activity: Results of a randomized controlled trial.

    PubMed

    Zhang, Jingwen; Brackbill, Devon; Yang, Sijia; Centola, Damon

    2015-01-01

    To identify what features of social media - promotional messaging or peer networks - can increase physical activity. A 13-week social media-based exercise program was conducted at a large Northeastern university in Philadelphia, PA. In a randomized controlled trial, 217 graduate students from the University were randomized to three conditions: a control condition with a basic online program for enrolling in weekly exercise classes led by instructors of the University for 13 weeks, a media condition that supplemented the basic program with weekly online promotional media messages that encourage physical activity, and a social condition that replaced the media content with an online network of four to six anonymous peers composed of other participants of the program, in which each participant was able to see their peers' progress in enrolling in classes. The primary outcome was the number of enrollments in exercise classes, and the secondary outcomes were self-reported physical activities. Data were collected in 2014. Participants enrolled in 5.5 classes on average. Compared with enrollment in the control condition (mean = 4.5), promotional messages moderately increased enrollment (mean = 5.7, p = 0.08), while anonymous social networks significantly increased enrollment (mean = 6.3, p = 0.02). By the end of the program, participants in the social condition reported exercising moderately for an additional 1.6 days each week compared with the baseline, which was significantly more than an additional 0.8 days in the control condition. Social influence from anonymous online peers was more successful than promotional messages for improving physical activity. ClinicalTrials.gov: NCT02267369.

  1. Country and Gender-Specific Achievement of Healthy Nutrition and Physical Activity Guidelines: Latent Class Analysis of 6266 University Students in Egypt, Libya, and Palestine

    PubMed Central

    El Ansari, Walid; Berg-Beckhoff, Gabriele

    2017-01-01

    Research on healthy behaviour such as physical activity and healthy nutrition and their combination is lacking among university students in Arab countries. The current survey assessed healthy nutrition, and moderate/vigorous physical activity (PA) of 6266 students in Egypt, Libya, and Palestine. We computed a nutrition guideline achievement index using WHO recommendation, as well as the achievement of PA recommendations using guidelines for adults of the American Heart Association guidelines. Latent class regression analysis identified homogenous groups of male and female students, based on their achievements of both guidelines. We examined associations between group membership and achievement of guidelines. A three-class solution model best fitted the data, generating three student Groups: “Healthy Eaters” (7.7% of females, 10.8% of males), “Physically Active” (21.7% of females, 25.8% of males), and “Low Healthy Behaviour” (70.6% of females, 63.4% of males). We did not observe a latent class that exhibited combined healthy behaviours (physically active and healthy eaters), and there were no major differences between countries. We observed a very low rate of healthy nutrition (≈10% of students achieved greater than four of the eight nutrition guidelines), with little gender differences across the countries. About 18–47% of students achieved the PA guidelines, depending on country and gender, more often among males. Few females achieved the PA guidelines, particularly in Libya and Palestine. Culturally adapted multi-behavioural interventions need to encourage healthy lifestyles, nutrition and PA behaviours. National policies need to promote active living while addressing cultural, geographic, and other barriers to young adults’ engagement in PA. PMID:28696407

  2. Making the Introductory Meteorology Class Relevant in a Minority Serving Community College

    NASA Astrophysics Data System (ADS)

    Marchese, P. J.; Tremberger, G.; Bluestone, C.

    2008-12-01

    Queensborough Community College (QCC), a constituent campus of the City University of New York (CUNY), has modified the introductory Meteorology Class lecture and lab to include active learning activities and discovery based learning. The modules were developed at QCC and other 4 year colleges and designed to introduce basic physical concepts important in meteorology. The modules consisted of either interactive lecture demonstrations or discovery-based activities. The discovery based activities are intended to have students become familiar with scientific investigation. Students engage in formulating hypotheses, developing and carrying out experiments, and analyzing scientific data. These activities differ from traditional lab experiments in that they avoid "cookbook" procedures and emphasize having the students learn about physical concepts by applying the scientific method. During the interactive lecture demonstrations the instructor describes an experiment/phenomenon that is to be demonstrated in class. Students discuss the phenomenon based on their experiences and make a prediction about the outcome. The class then runs the experiment, makes observations, and compares the expected results to the actual outcome. As a result of these activities students in the introductory Meteorology class scored higher in exams questions measuring conceptual understanding, as well as factual knowledge. Lower scoring students demonstrated the greatest benefit, while the better students had little (or no) changes. All students also had higher self-efficacy scores after the intervention, compared to an unmodified class.

  3. Effects of School Gardening Lessons on Elementary School Children's Physical Activity and Sedentary Time.

    PubMed

    Rees-Punia, Erika; Holloway, Alicia; Knauft, David; Schmidt, Michael D

    2017-12-01

    Recess and physical education time continue to diminish, creating a need for additional physical activity opportunities within the school environment. The use of school gardens as a teaching tool in elementary science and math classes has the potential to increase the proportion of time spent active throughout the school day. Teachers from 4 elementary schools agreed to teach 1 math or science lesson per week in the school garden. Student physical activity time was measured with ActiGraph GT3X accelerometers on 3 garden days and 3 no-garden days at each school. Direct observation was used to quantify the specific garden-related tasks during class. The proportion of time spent active and sedentary was compared on garden and no-garden days. Seventy-four children wore accelerometers, and 75 were observed (86% participation). Children spent a significantly larger proportion of time active on garden days than no-garden days at 3 of the 4 schools. The proportion of time spent sedentary and active differed significantly across the 4 schools. Teaching lessons in the school garden may increase children's physical activity and decrease sedentary time throughout the school day and may be a strategy to promote both health and learning.

  4. Let's Make Physical Education More Physical and More Educational

    ERIC Educational Resources Information Center

    Duncan, Charles Arthur; Bellar, David M.

    2015-01-01

    Historically, physical education has a stereotypical image as being neither very physical nor educational. NASPE [National Standards for Physical Education] Standard 2 indicates that students in physical education classes should be able to demonstrate understanding and movement concepts, principles, and tactics as they apply to physical activity.…

  5. "Homemade" Equipment That Can Be Used In Teaching Physical Education Classes.

    ERIC Educational Resources Information Center

    Davis, Kermit R.

    This manual is designed to help elementary school teachers create games and equipment for use in physical education activities. It suggests items to acquire (cartons, string, plastic jugs, cardboard tubes) and places to look for them. It describes how such items can be used and how to construct some common gym class accessories. There are also…

  6. 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.

  7. PE in Pictures: Using Photovoice to Promote Middle School Students' Reflections on Physical Activity during Free Time

    ERIC Educational Resources Information Center

    Treadwell, Sheri M.; Taylor, Neva

    2017-01-01

    The purpose of this article is to demonstrate how physical educators can use Photovoice to examine their students' perceptions of physical activity and healthy living, and ultimately advocate for change in both their school and community. As a result of student participation in a physical education class project that utilized Photovoice,…

  8. Physical Education Lessons and Physical Activity Intentions within Spanish Secondary Schools: A Self-Determination Perspective

    ERIC Educational Resources Information Center

    Sanchez-Oliva, David; Sanchez-Miguel, Pedro Antonio; Leo, Francisco Miguel; Kinnafick, Florence-Emilie; García-Calvo, Tomás

    2014-01-01

    Grounded in Self-Determination Theory, the purpose of this study was to analyze how motivational processes within Physical Education classes can predict intention to participate in sport or physical activity outside of the school curriculum. Participants included 1,692 Spanish students aged 12-16 years (M = 13.34; SD = 0.76) who participated in…

  9. Physical Activity Levels of Non-Overweight, Overweight, and Obese Children during Physical Education

    ERIC Educational Resources Information Center

    Pathare, Neeti; Piche, Kelly; Nicosia, Andrea; Haskvitz, Esther

    2016-01-01

    Purpose: The purpose of this study was to examine physical activity (PA) levels of young children classified by body mass index (BMI) (non-overweight, overweight, and obese) during physical education classes. Method: Participants included 82 children (45 boys, 37 girls; 7.5 ± 1.2 years). PA was determined by the number of steps measured with…

  10. How Active Are Teens during Their Out-of-School Time? The View from Chicago. Chapin Hall Issue Brief

    ERIC Educational Resources Information Center

    Goerge, Robert M.; Cusick, Gretchen Ruth; Guiltinan, Shannon

    2009-01-01

    This issue brief explores levels of physical activity among high school students in Chicago Public Schools, including participation in sports, informal exercise, and other activities. Latent class analysis was used to classify students' levels of physical activity, revealing low levels of activity among most high school students. Multilevel…

  11. Physical activity for osteoarthritis management: a randomized controlled clinical trial evaluating hydrotherapy or Tai Chi classes.

    PubMed

    Fransen, Marlene; Nairn, Lillias; Winstanley, Julie; Lam, Paul; Edmonds, John

    2007-04-15

    To determine whether Tai Chi or hydrotherapy classes for individuals with chronic symptomatic hip or knee osteoarthritis (OA) result in measurable clinical benefits. A randomized controlled trial was conducted among 152 older persons with chronic symptomatic hip or knee OA. Participants were randomly allocated for 12 weeks to hydrotherapy classes (n = 55), Tai Chi classes (n = 56), or a waiting list control group (n = 41). Outcomes were assessed 12 and 24 weeks after randomization and included pain and physical function (Western Ontario and McMaster Universities Osteoarthritis Index), general health status (Medical Outcomes Study Short Form 12 Health Survey [SF-12], version 2), psychological well-being, and physical performance (Up and Go test, 50-foot walk time, timed stair climb). At 12 weeks, compared with controls, participants allocated to hydrotherapy classes demonstrated mean improvements (95% confidence interval) of 6.5 (0.4, 12.7) and 10.5 (3.6, 14.5) for pain and physical function scores (range 0-100), respectively, whereas participants allocated to Tai Chi classes demonstrated improvements of 5.2 (-0.8, 11.1) and 9.7 (2.8, 16.7), respectively. Both class allocations achieved significant improvements in the SF-12 physical component summary score, but only allocation to hydrotherapy achieved significant improvements in the physical performance measures. All significant improvements were sustained at 24 weeks. In this almost exclusively white sample, class attendance was higher for hydrotherapy, with 81% attending at least half of the available 24 classes, compared with 61% for Tai Chi. Access to either hydrotherapy or Tai Chi classes can provide large and sustained improvements in physical function for many older, sedentary individuals with chronic hip or knee OA.

  12. Effects of physical education, extracurricular sports activities, and leisure satisfaction on adolescent aggressive behavior: A latent growth modeling approach.

    PubMed

    Park, Sanghyun; Chiu, Weisheng; Won, Doyeon

    2017-01-01

    The present study aimed to investigate the longitudinal influence of physical education classes, extracurricular sports activities, and leisure satisfaction on aggressive behavior among South Korean adolescents. Data were drawn from the Korea Youth Panel Survey. We used latent growth curve modeling to explain the growth trajectory of adolescent aggressive behaviors and a multi-group analysis to investigate gender differences in aggressive behavior. The results indicated that adolescents' aggressive behavior significantly changed with age. There were significant gender-based differences in the level of and changes in aggressive behavior over time. Both extracurricular sports activities and leisure satisfaction had significant influences on the changes in adolescents' aggressive behavior with age, whereas physical education classes did not.

  13. 34 CFR 106.43 - Standards for measuring skill or progress in physical education classes.

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Education Programs or Activities Prohibited § 106.43 Standards for measuring skill or progress in physical... 34 Education 1 2011-07-01 2011-07-01 false Standards for measuring skill or progress in physical...

  14. Challenge Activities for the Physical Education Classroom: Considerations

    ERIC Educational Resources Information Center

    McKenzie, Emily; Tapps, Tyler; Fink, Kevin; Symonds, Matthew L.

    2018-01-01

    The purpose of this article is to provide physical education teachers with the tools to develop and implement challenge course-like activities in their physical education classes. The article also covers environmental considerations for teachers who have the desire to create a challenge-based classroom setting in order to reach a wider and more…

  15. Sports Game Play: A Comparison of Moderate to Vigorous Physical Activities in Adolescents

    ERIC Educational Resources Information Center

    Patience, Marcia A.; Kilpatrick, Marcus W.; Sun, Haichun; Flory, Sara B.; Watterson, Thomas A.

    2013-01-01

    Background: Research suggests participation in sports is an important contributor to overall adolescent physical activity (PA). Sports play has become increasingly important in physical education (PE) classes as a means for promoting healthful and enjoyable PA. Research is needed that investigates physiological and perceptual responses to sport…

  16. 34 CFR 106.43 - Standards for measuring skill or progress in physical education classes.

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Education Programs or Activities Prohibited § 106.43 Standards for measuring skill or progress in physical... 34 Education 1 2014-07-01 2014-07-01 false Standards for measuring skill or progress in physical...

  17. 34 CFR 106.43 - Standards for measuring skill or progress in physical education classes.

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Education Programs or Activities Prohibited § 106.43 Standards for measuring skill or progress in physical... 34 Education 1 2012-07-01 2012-07-01 false Standards for measuring skill or progress in physical...

  18. 34 CFR 106.43 - Standards for measuring skill or progress in physical education classes.

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Education Programs or Activities Prohibited § 106.43 Standards for measuring skill or progress in physical... 34 Education 1 2013-07-01 2013-07-01 false Standards for measuring skill or progress in physical...

  19. 78 FR 42949 - Agency Information Collection Activities; Submission to OMB for Review and Approval; Public...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2013-07-18

    ... smart pedometer to motivate users to increase physical activity and health education classes focused on...-30D] Agency Information Collection Activities; Submission to OMB for Review and Approval; Public... norms, common barriers to health, patterns of physical and mental health access, and preferences for...

  20. Attitudes toward Physical Activity among College Students.

    ERIC Educational Resources Information Center

    Mowatt, Marilyn; And Others

    1988-01-01

    Attitudes toward physical activity among 564 undergraduate and graduate students were primarily influenced by gender, year in school, activity class enrollment, and the passage of time. An experimental group, which received mini-lectures on the scientific bases of exercise, showed little significant change in attitude. The survey instrument is…

  1. Pupils' Cognitive Activity Stimulation by Means of Physical Training

    ERIC Educational Resources Information Center

    Nekhoroshkov, Anatolij V.

    2016-01-01

    The article presents the research results of the physical activity influence on the intellectual performance of high school students. The methods of experiments and standardized observation were used. The efficiency of the cognitive activity was assessed by "Proof test" technique of B. Burdon. Within the experimental class, the program…

  2. Characterizing Interactive Engagement Activities in a Flipped Introductory Physics Class

    ERIC Educational Resources Information Center

    Wood, Anna K.; Galloway, Ross K.; Donnelly, Robyn; Hardy, Judy

    2016-01-01

    Interactive engagement activities are increasingly common in undergraduate physics teaching. As research efforts move beyond simply showing that interactive engagement pedagogies work towards developing an understanding of "how" they lead to improved learning outcomes, a detailed analysis of the way in which these activities are used in…

  3. A Statistical Analysis of Activity-Based and Traditional Introductory Algebra Physics Using the Force and Motion Conceptual Evaluation

    NASA Astrophysics Data System (ADS)

    Trecia Markes, Cecelia

    2006-03-01

    With a three-year FIPSE grant, it has been possible at the University of Nebraska at Kearney (UNK) to develop and implement activity- based introductory physics at the algebra level. It has generally been recognized that students enter physics classes with misconceptions about motion and force. Many of these misconceptions persist after instruction. Pretest and posttest responses on the ``Force and Motion Conceptual Evaluation'' (FMCE) are analyzed to determine the effectiveness of the activity- based method of instruction relative to the traditional (lecture/lab) method of instruction. Data were analyzed to determine the following: student understanding at the beginning of the course, student understanding at the end of the course, how student understanding is related to the type of class taken, student understanding based on gender and type of class. Some of the tests used are the t-test, the chi-squared test, and analysis of variance. The results of these tests will be presented, and their implications will be discussed.

  4. A 3-year physical activity intervention program increases the gain in bone mineral and bone width in prepubertal girls but not boys: the prospective copenhagen school child interventions study (CoSCIS).

    PubMed

    Hasselstrøm, H A; Karlsson, M K; Hansen, S E; Grønfeldt, V; Froberg, K; Andersen, L B

    2008-10-01

    The aim of this study was to evaluate the effect of increasing the amount of time spent in physical education classes on bone mineral accrual and gain in bone size in prepubertal Danish children. A total of 135 boys and 108 girls, aged 6-8 years, were included in a school-based curriculum intervention program where the usual time spent in physical education classes was doubled to four classes (180 min) per week. The control group comprised age-matched children (62 boys and 76 girls) recruited from a separate community who completed the usual Danish school curriculum of physical activity (90 min/week). Dual-energy X-ray absorptiometry was used to evaluate bone mineral content (BMC; g), bone mineral density (g/cm(2)), and bone width at the calcaneus and distal forearm before and after 3 years of intervention. Anthropometrics and Tanner stages were evaluated on the same occasions. General physical activity was measured with an accelerometer worn for 4 days. In girls, the intervention group had a 12.5% increase (P = 0.04) in distal forearm BMC and a 13.2% increase (P = 0.005) in distal forearm scanned area compared with girls in the control group. No differences were found between the intervention and control groups in boys. Increasing the frequency of physical education classes for prepubertal children is associated with a higher accrual of bone mineral and higher gain in bone size after 3 years in girls but not in boys.

  5. Want to Add Pizazz to Your Weight Training Class? Try Sport Education!

    ERIC Educational Resources Information Center

    Pritchard, Tony; Hansen, Andrew; McCollum, Starla

    2014-01-01

    Weight training classes are offered in many secondary level physical education classes. The type of instruction used during weight training is crucial, ensuring students understand the content knowledge and the enjoyment weight training has to offer as a lifetime activity. By using the sport education model (SEM) in weight training classes,…

  6. Primary Class Size Reduction: How Policy Space, Physical Space, and Spatiality Shape What Happens in Real Schools

    ERIC Educational Resources Information Center

    Bascia, Nina; Faubert, Brenton

    2012-01-01

    This article reviews the literature base on class size reduction and proposes a new analytic framework that we believe provides practically useful explanations of how primary class size reduction works. It presents descriptions of classroom practice and grounded explanations for how class size reduction affects educational core activities by…

  7. Scaling up Education Reform

    ERIC Educational Resources Information Center

    Gaffney, Jon D. H.; Richards, Evan; Kustusch, Mary Bridget; Ding, Lin; Beichner, Robert J.

    2008-01-01

    The SCALE-UP (Student-Centered Activities for Large Enrollment for Undergraduate Programs) project was developed to implement reforms designed for small classes into large physics classes. Over 50 schools across the country, ranging from Wake Technical Community College to Massachusetts Institute of Technology (MIT), have adopted it for classes of…

  8. The Use of Web-Based Portfolios in College Physical Education Activity Courses

    ERIC Educational Resources Information Center

    Hastie, Peter A.; Sinelnikov, Oleg A.

    2007-01-01

    This paper describes the introduction of web-based portfolios as a means of authentic assessment in collegiate physical education classes. Students in three volleyball classes were required to contribute to web-based team portfolios, and at the end of the semester, were able to make comment upon this process. A six-item on-line survey used to…

  9. The Impact of Accountability on Student Performance in a Secondary Physical Education Badminton Unit

    ERIC Educational Resources Information Center

    Lund, Jacalyn; Shanklin, Jennifer

    2011-01-01

    The purpose of this study was to examine the effect of accountability on the quality of student motor responses during a 10-day badminton unit with female high school students enrolled in a required physical education class. Students in the control class participated in the same learning activities taught by the same teacher as the treatment…

  10. Attitudes and Perceptions of Elementary Classroom Teachers Use of Physical Education Time for Planning

    ERIC Educational Resources Information Center

    Barney, David; Deutsch, Joe

    2012-01-01

    An elementary classroom teacher (ECT) has a busy day. The teachers teach their class, prepare class materials, and may supervise the lunchroom or the playground at recess time (Daily Physical Activity in School, 2005), attend meetings with parents and perform a number of other responsibilities. For this reason planning time is a very important…

  11. Active Learning and Cooperative Learning in the Organic Chemistry Lecture Class

    NASA Astrophysics Data System (ADS)

    Paulson, Donald R.

    1999-08-01

    Faculty in the physical sciences are one of the academic groups least receptive to the use of active learning strategies and cooperative learning in their classrooms. This is particularly so in traditional lecture classes. It is the objective of this paper to show how effective these techniques can be in improving student performance in classes. The use of active learning strategies and cooperative learning groups in my organic chemistry lecture classes has increased the overall pass rate in my classes by an astounding 20-30% over the traditional lecture mode. This has been accomplished without any reduction in "standards". The actual methods employed are presented as well as a discussion of how I came to radically change the way I teach my classes.

  12. Fitness Fun with a Nutritional Twist!

    ERIC Educational Resources Information Center

    Lynch, Kristie

    2018-01-01

    The purpose of this article is to describe how to integrate nutrition concepts into physical education activities that include aspects of health- and/or skill-related fitness and relevant nutritional information. Three activities, which are applicable to K-12 physical education classes, are showcased.

  13. In harmony: inquiry based learning in a blended physics and music class

    NASA Astrophysics Data System (ADS)

    Hechter, Richard P.; Bergman, Daniel

    2016-11-01

    The power of music to resonate within us transcends conventional boundaries established in cultural, geographic, and political contexts. In our world, as physics educators, so does the resonating of physics phenomena. Secondary level physics is a perfect place to blend these two genres. While advocating for STEM-based education is at the forefront of pedagogical reform, seldom do we use this cross-boundary vision as the foundation to teach and learn in true collaboration of science and arts classrooms. As music enthusiasts, and physics educators, we developed new resources for a blended music and physics class through inquiry-based learning activities. Punctuated with modern technology, we aimed our activities for an engaging learning experience towards developing conceptual understandings of sound and harmonics at the grade 11 level. The umbrella activity shared here was designed to engage a wide range of students through the universal language of music, and provide them a hands-on and minds-on experience to explore harmonics through both music and physics lenses. It is our intention to provide readers with an overview of the activity, a description of exemplar student-designed inquiry-based investigations, and helpful suggestions for potential for use in reader’s classrooms.

  14. The Effects of Playground Markings on the Physical Self-Perceptions of 10-11-Year-Old School Children

    ERIC Educational Resources Information Center

    Crust, Lee; McKenna, Jim; Spence, Jon; Thomas, Catherine; Evans, Donna; Bishop, Daniel

    2014-01-01

    Background: Significant proportions of school children in the UK do not meet the minimum recommended daily requirements of 60-min moderate-intensity physical activity. Beyond taught classes, playtimes offer the opportunity for children to play and be physically active. Painted markings are one recent addition to school playgrounds that are…

  15. Beyond Strength: Participant Perspectives on the Benefits of an Older Adult Exercise Program.

    PubMed

    Kohn, Marlana; Belza, Basia; Petrescu-Prahova, Miruna; Miyawaki, Christina E

    2016-06-01

    This study examines the expected and experienced benefits among participants in Enhance®Fitness (EF), an evidence-based group physical activity program for older adults. We also describe the implications for program dissemination (reach, implementation, and maintenance) within the RE-AIM (reach, effectiveness, adoption, implementation, and maintenance) framework. Twenty semistructured interviews were conducted with EF participants enrolled from 2005 to 2012. Interviews were digitally recorded, professionally transcribed, and analyzed using a deductive approach. Participants were motivated to join EF for expected physical benefits and the social environment of a group-based class. Actualized benefits of participation included physical, social, functional, and improved self-image/sense of well-being. Participants valued the practical application of class exercises to daily activities that support independent living, such as lifting objects and completing household chores. Organizations looking to implement EF or improve existing EF classes can improve program reach, implementation, and maintenance by incorporating participants' expressed motivations and valued benefits in program marketing and by improving organizational support to meet participant needs. EF class instructors can tailor their classes to engage participants based on their motivations. Understanding participants' motivations and valued benefits can improve EF dissemination by meeting participant needs with tailored class offerings and organizational needs informed by participant insights that aid program sustainability. © 2015 Society for Public Health Education.

  16. Classroom Materials from the Acoustical Society of America

    NASA Astrophysics Data System (ADS)

    Adams, W. K.; Clark, A.; Schneider, K.

    2013-09-01

    As part of the new education initiatives of the Acoustical Society of America (ASA), an activity kit for teachers that includes a variety of lessons addressing acoustics for a range of students (K-12) has been created. The "Sound and Music Activity Kit" is free to K-12 teachers. It includes materials sufficient to teach a class of 30 students plus a USB thumb drive containing 47 research-based, interactive, student-tested lessons, laboratory exercises, several assessments, and video clips of a class using the materials. ASA has also partnered with both the Optical Society of America (OSA) and the American Association of Physics Teachers. AAPT Physics Teaching Resource Agents (PTRA) have reviewed the lessons along with members of the ASA Teacher Activity Kit Committee. Topics include basic learning goals for teaching the physics of sound with examples and applications relating to medical imaging, animal bioacoustics, physical and psychological acoustics, speech, audiology, and architectural acoustics.

  17. Perceptions and Practices of Physical Activity Among Colombian Overweight/Obese Schoolchildren

    PubMed Central

    Olaya-Contreras, Patricia; Ocampo, Diana-Carolina; Ladekjær Larsen, Eva

    2016-01-01

    The purpose of this study was to explore the contexts that shape obese children’s engagement in physical activity (PA) focusing on children’s perceptions. The qualitative design consisted of non-participant observations, and unstructured and semi-structured focus group and individual interviews. Data were analyzed by use of conventional content analysis. Participants were overweight/obese children from a public school in Colombia. The findings show that the main context where PA took place was during physical education (PE) classes at school and in the children’s neighborhoods. The participants perceived the PE classes to be too competitive and demotivating. PA taking place outside school was associated with fun, but occurred only on an infrequent basis and was challenged by living in insecure neighborhoods. Adapting a health promotion approach that emphasizes participation and social environments might motivate obese children to become physically active at school as well as during leisure time. PMID:28462352

  18. 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.

  19. Assessment and Grading in Physical Education

    ERIC Educational Resources Information Center

    Mohnsen, Bonnie

    2006-01-01

    This article discusses the basis for assessing and grading students in physical education. Although students should dress appropriately for physical education, be physically active during class time, and improve their fitness (e.g., mile-run time), these items are typically not included in the physical education content standards. The vast…

  20. Expected Values for Pedometer-Determined Physical Activity in Youth

    ERIC Educational Resources Information Center

    Tudor-Locke, Catrine; McClain, James J.; Hart, Teresa L.; Sisson, Susan B.; Washington, Tracy L.

    2009-01-01

    This review assembles pedometry literature focused on youth, with particular attention to expected values for habitual, school day, physical education class, recess, lunch break, out-of-school, weekend, and vacation activity. From 31 studies published since 1999, we constructed a youth habitual activity step-curve that indicates: (a) from ages 6…

  1. 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.

  2. Dancing beyond Exercise: Young People's Experiences in Dance Classes

    ERIC Educational Resources Information Center

    Gardner, Sally May; Komesaroff, Paul; Fensham, Rachel

    2008-01-01

    Dance classes in urban settings may have a role in health-promotion programmes seeking to increase physical activity amongst young people. However, little is so far known about the motivations, experiences or health outcomes of those participating in dance classes. This qualitative study of young people attending recreational dance classes…

  3. Physical Activity and Health: Does Physical Education Matter?

    ERIC Educational Resources Information Center

    Pate, Russell R.; O'Neill, Jennifer R.; McIver, Kerry L.

    2011-01-01

    Physical education has been an institution in American schools since the late 19th century, and today almost all American children are exposed to physical education classes. It has often been claimed that physical education provides important benefits to public health. The purpose of this paper is to determine if physical education increases…

  4. Effects of physical education, extracurricular sports activities, and leisure satisfaction on adolescent aggressive behavior: A latent growth modeling approach

    PubMed Central

    Park, Sanghyun; Chiu, Weisheng

    2017-01-01

    The present study aimed to investigate the longitudinal influence of physical education classes, extracurricular sports activities, and leisure satisfaction on aggressive behavior among South Korean adolescents. Data were drawn from the Korea Youth Panel Survey. We used latent growth curve modeling to explain the growth trajectory of adolescent aggressive behaviors and a multi-group analysis to investigate gender differences in aggressive behavior. The results indicated that adolescents’ aggressive behavior significantly changed with age. There were significant gender-based differences in the level of and changes in aggressive behavior over time. Both extracurricular sports activities and leisure satisfaction had significant influences on the changes in adolescents’ aggressive behavior with age, whereas physical education classes did not. PMID:28410365

  5. Associations of out of school physical activity, sedentary lifestyle and socioeconomic status with weight status and adiposity of Cameroon children.

    PubMed

    Navti, Lifoter K; Atanga, Mary B; Niba, Loveline L

    2017-01-01

    Low physical activity and a sedentary lifestyle are contributing to overweight/obesity in children. This study aims to explore relationships between out of school physical activity, sedentary lifestyle and socioeconomic status indicators with children's weight status and adiposity. Five hundred twenty-two children of ages 5 to 12 years were randomly selected in a school-based cross sectional study in Bamenda, Cameroon. Weight and height were measured and BMI calculated. These variables were standardized for age and gender. Socioeconomic variables and proxy measures of physical activity and sedentary lifestyle of children were reported by parents using a structured questionnaire. Bivariate and multivariable logistic regression was used to calculate odds ratios.Quantile regression was used to compare median values of triceps skinfold thickness across the different factors. In bivariate analysis, physical activity > 4 - 7 times/week was significantly ( p  = 0.010) associated with a lower prevalence (5.9%) of overweight/obesity. In multivariable analysis, physical activity > twice a week (OR 0.1, 95% CI 0.05 - 0.3), sedentary lifestyle > 3 h/day (OR 2.4, 95% CI 1.2 - 4.3) and being in the high occupation class (OR 4.3, 95% CI 2.2 - 8.1) independently predicted overweight/obesity. With quantile regression, physical activity > 4 - 7 times/week was significantly ( p  = 0.023) associated with a 1.36 mm decrease in median triceps skinfold thickness, while sedentary lifestyle (> 3 h/day) ( p  = 0.026) and being in the high occupation class ( p  = 0.007) were significantly associated with a 1.37 mm and 1.86 mm increase in median triceps skinfold thickness respectively. Physical activity is inversely related to BMI-defined overweight/obesity and triceps skinfold thickness. Also, a high sedentary lifestyle and a high occupation class were associated with overweight/obesity and had the largest significant relationship with triceps skinfold thickness. There is need to objectively assess physical activity and sedentary lifestyle in our setting, in and out of school. Also longitudinal studies are warranted to understand the influence of cultural and behavioral drivers of physical activity and sedentary lifestyle.

  6. 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

  7. 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.

  8. Effectiveness evaluation of a health promotion programme in primary schools: a cluster randomised controlled trial.

    PubMed

    Grillich, Ludwig; Kien, Christina; Takuya, Yanagida; Weber, Michael; Gartlehner, Gerald

    2016-07-30

    Programmes based on the World Health Organization's Health Promoting Schools framework (HPS) have been implemented in several countries but for evidence-based policy-making more research is required to determine the effectiveness of the HPS approach. We conducted a cluster randomised controlled trial. The units of randomisation were primary school classes recruited in May 2010. Eligible participants were Year 3 primary school classes in Lower Austria that had not participated in a similar programme during the last two years. After baseline assessment in September 2010, 53 classes from 45 primary schools in Lower Austria were randomly assigned to an intervention (n = 26 classes, 432 children) or waiting control arm (n = 27 classes, 493 children aged 8.7 years +/- 4 months). Over the course of 1.5 academic years, participating teachers received on-the-job training (20 h) and two workshops (8 h) to promote health related behaviour in students such as physical activity during the school day and to improve the quality of regular physical education classes. We assessed 15 outcomes grouped into five categories: Emotional and Social Experience in School, Physical Activity, Well-being, and Attention Performance measured by validated and standardised questionnaire and Motor Skills measured by validated and standardised motoric and coordination tests in the school gym. The primary outcome was Classroom Climate and part of the outcomecategory Emotional and Social Experience in School. The final assessment took place in April 2012. All assessors were blinded to the allocation of classes. Multilevel growth modelling was used to investigate programme effectiveness. We could not detect any statistically significant differences between groups for the outcomecategories Emotional and Social Experience in school (p = 0.22 to 0.78), Physical Activity, Well-being, and Attention Performance. Significant differences between groups were limited to the outcomecategory Motor Skills (Complex Reaction Ability, Spatial Orientation Skills, Coordination with Precision) which were higher in the intervention group (P < .05). Despite small statistically significant differences in Motor Skills, our study could not detect any clinically relevant improvements in the Emotional and Social Experience at School (including the primary outcome ClassroomClimate), Physical Activity, Well-being, Motor Skills and Attention Performance of students. German register of clinical studies: DRKS00000622 . Retrospectively registered: 03.12.2010. Approved by the Ethics Committee of Lower Austria (GS4-EK-4/107-2010).

  9. The Spatiotemporal Trend of City Parks in Mainland China between 1981 and 2014: Implications for the Promotion of Leisure Time Physical Activity and Planning.

    PubMed

    Wang, Kai; Liu, Jianjun

    2017-09-29

    City parks, important environments built for physical activity, play critical roles in preventing chronic diseases and promoting public health. We used five commonly used park indicators to investigate the spatiotemporal trend of city parks in mainland China between 1981 and 2014 at three scales: national, provincial and city class. City parks in China increased significantly with a turning point occurring around the year 2000. Up until the end of 2014, there were 13,074 city parks totaling 367,962 ha with 0.29 parks per 10,000 residents, 8.26 m² of park per capita and 2.00% of parkland as a percentage of urban area. However, there is still a large gap compared to the established American and Japanese city park systems, and only 5.4% of people aged above 20 access city parks for physical activity. The low number of parks per 10,000 residents brings up the issue of the accessibility to physical activity areas that public parks provide. The concern of spatial disparity, also apparent for all five city park indicators, differed strongly at provincial and city class scales. The southern and eastern coastal provinces of Guangdong, Fujian, Zhejiang and Shandong have abundant city park resources. At the scale of the city classes, mega-city II had the highest of the three ratio indicators and the large city class had the lowest. On one hand, the leading province Guangdong and its mega-cities Shenzhen and Dongguan had park indicators comparable to the United States and Japan. On the other hand, there were still five cities with no city parks and many cities with extremely low park indicators. In China, few cities have realized the importance of city parks for the promotion of leisure time physical activity. It is urgent that state and city park laws or guidelines are passed that can serve as baselines for planning a park system and determining a minimum standard for city parks with free, accessible and safe physical activity areas and sports facilities.

  10. The Spatiotemporal Trend of City Parks in Mainland China between 1981 and 2014: Implications for the Promotion of Leisure Time Physical Activity and Planning

    PubMed Central

    Wang, Kai; Liu, Jianjun

    2017-01-01

    City parks, important environments built for physical activity, play critical roles in preventing chronic diseases and promoting public health. We used five commonly used park indicators to investigate the spatiotemporal trend of city parks in mainland China between 1981 and 2014 at three scales: national, provincial and city class. City parks in China increased significantly with a turning point occurring around the year 2000. Up until the end of 2014, there were 13,074 city parks totaling 367,962 ha with 0.29 parks per 10,000 residents, 8.26 m2 of park per capita and 2.00% of parkland as a percentage of urban area. However, there is still a large gap compared to the established American and Japanese city park systems, and only 5.4% of people aged above 20 access city parks for physical activity. The low number of parks per 10,000 residents brings up the issue of the accessibility to physical activity areas that public parks provide. The concern of spatial disparity, also apparent for all five city park indicators, differed strongly at provincial and city class scales. The southern and eastern coastal provinces of Guangdong, Fujian, Zhejiang and Shandong have abundant city park resources. At the scale of the city classes, mega-city II had the highest of the three ratio indicators and the large city class had the lowest. On one hand, the leading province Guangdong and its mega-cities Shenzhen and Dongguan had park indicators comparable to the United States and Japan. On the other hand, there were still five cities with no city parks and many cities with extremely low park indicators. In China, few cities have realized the importance of city parks for the promotion of leisure time physical activity. It is urgent that state and city park laws or guidelines are passed that can serve as baselines for planning a park system and determining a minimum standard for city parks with free, accessible and safe physical activity areas and sports facilities. PMID:28961182

  11. Peer 2 Peer: Efficacy of a Course-Based Peer Education Intervention to Increase Physical Activity among College Students

    ERIC Educational Resources Information Center

    Boyle, Jennifer; Mattern, Craig O.; Lassiter, Jill W.; Ritzler, Julia A.

    2011-01-01

    There are few physical activity (PA) interventions in higher education, and they have been only minimally effective. Objective: To determine if a course-based, peer education intervention was associated with increases in PA and physical fitness. Participants: Participants were 178 students enrolled in a personal health class during the 2007-2008…

  12. Effects of Requiring Physical Fitness in a Lecture-Based College Course: Students' Attitudes toward Physical Activity

    ERIC Educational Resources Information Center

    Esslinger, Keri A.; Grimes, Amanda R.; Pyle, Elizabeth

    2016-01-01

    In this study, we investigated students' attitudes toward physical activity (PA) when including a required PA component in a university-required personal wellness class. The study included (a) an experimental group of students enrolled in a personal wellness course in which there was a required PA requirement and (b) a control group of students…

  13. Eye on the Ball: Table Tennis as a Pro-Health Form of Leisure-Time Physical Activity

    PubMed Central

    Buchholtz, Sonia; Krzepota, Justyna

    2018-01-01

    Background: The article is devoted to an analysis of leisure-time (amateur) table tennis in Poland, its practitioners and the regularities of their activity. Methods: The study examined 12,406 persons in 4689 households (representative for the population). We used binary logistic regression and descriptive statistics in order to identify the patterns and determinants of table-tennis practice in Poland. Results: Table tennis is practised by 2.8% of population, and by 6.6% of physically active Poles. Among adults it is predominantly an occasional recreational game, not performed as a sport per se. Among children, it is often the part of physical education (PE) classes. Statistically significant predictors of contact with table tennis are: gender, age, income, place of residence, children in the household and being a student. Conclusions: Due to the undeniable benefits of table tennis (health, pleasure, personal and social development), the sport is recommended for use as a tool in increasing the (overall low) physical activity of Poles. Its popularization requires promotion in the media (as a health-oriented activity) and using various channels, including public places, the workplace (as part of corporate social responsibility) and physical education classes at school. PMID:29649160

  14. Eye on the Ball: Table Tennis as a Pro-Health Form of Leisure-Time Physical Activity.

    PubMed

    Biernat, Elżbieta; Buchholtz, Sonia; Krzepota, Justyna

    2018-04-12

    Background: The article is devoted to an analysis of leisure-time (amateur) table tennis in Poland, its practitioners and the regularities of their activity. Methods: The study examined 12,406 persons in 4689 households (representative for the population). We used binary logistic regression and descriptive statistics in order to identify the patterns and determinants of table-tennis practice in Poland. Results: Table tennis is practised by 2.8% of population, and by 6.6% of physically active Poles. Among adults it is predominantly an occasional recreational game, not performed as a sport per se. Among children, it is often the part of physical education (PE) classes. Statistically significant predictors of contact with table tennis are: gender, age, income, place of residence, children in the household and being a student. Conclusions: Due to the undeniable benefits of table tennis (health, pleasure, personal and social development), the sport is recommended for use as a tool in increasing the (overall low) physical activity of Poles. Its popularization requires promotion in the media (as a health-oriented activity) and using various channels, including public places, the workplace (as part of corporate social responsibility) and physical education classes at school.

  15. Adapting Physical Education: A Guide for Individualizing Physical Education Programs.

    ERIC Educational Resources Information Center

    Buckanavage, Robert, Ed.; And Others

    Guidelines are presented for organizing programs and modifying activities in physical education programs for children with a wide range of physical and emotional disabilities. The guidelines should result in a program that allows students to work to their maximum potential within the framework of regular physical education classes. In planning the…

  16. Should Physical Activity Be Included in Nutrition Education? A Comparison of Nutrition Outcomes with and without In-Class Activities

    ERIC Educational Resources Information Center

    Palmer-Keenan, Debra M.; Corda, Kirsten

    2014-01-01

    Limited-resource adults' dietary intakes and nutrition behaviors improve as a result of Expanded Food and Nutrition Education Program (EFNEP)/Supplemental Nutrition Assistance Program Education (SNAP-Ed) participation; however, physical activity education is needed for improved health. The experimental study reported here assessed if spending time…

  17. Incorporating Active Learning with Videos: A Case Study from Physics

    ERIC Educational Resources Information Center

    Lee, Kester J.; Sharma, Manjula D.

    2008-01-01

    Watching a video often results in passive learning and does not actively engage students. In this study, a class of 20 HSC Physics students were introduced to a teaching model that incorporated active learning principles with the watching of a video that explored the Meissner Effect and superconductors. Students would watch short sections of the…

  18. Dance for health: improving fitness in African American and Hispanic adolescents.

    PubMed

    Flores, R

    1995-01-01

    Cardiovascular disease begins early in life but might be prevented or delayed by primary prevention programs designed for children and adolescents. Regular physical activity is an important part of primary prevention programs, and school physical education programs have potential for the promotion of regular physical activity. Cardiovascular disease is the major cause of death among Hispanics and African Americans in the United States. Low levels of fitness and increased body mass index are common in African American and Hispanic adolescents. Increased physical activity and the adoption of healthy eating habits would increase fitness and reduce body mass index among these adolescents. The purpose of the study was to undertake a small-scale controlled trial to determine if Dance for Health, an intervention program designed to provide an enjoyable aerobic program for African American and Hispanic adolescents, has a significant effect on improving aerobic capacity, helping students maintain or decrease weight, and on improving attitudes toward physical activity and physical fitness. In the first year of the program (1990-91), approximately 110 boys and girls ages 10-13 years participated in an aerobic dance pilot program three times per week for 12 weeks. Dance for Health was revised and continued in the 1992-93 school year with seventh grade students and an added culturally sensitive health curriculum. Forty-three students were randomized to Dance for Health and 38 to usual physical activity. Those in the intervention class received a health education curriculum twice a week and a dance oriented physical education class three times a week. The usual physical activity consisted mostly of playground activities. Students in the intervention had a significantly greater lowering in body mass index and resting heart rate than students in regular physical activity.

  19. Patterns of Chronic Conditions and Their Associations With Behaviors and Quality of Life, 2010

    PubMed Central

    Mitchell, Sandra A.; Thompson, William W.; Zack, Matthew M.; Reeve, Bryce B.; Cella, David; Smith, Ashley Wilder

    2015-01-01

    Introduction Co-occurring chronic health conditions elevate the risk of poor health outcomes such as death and disability, are associated with poor quality of life, and magnify the complexities of self-management, care coordination, and treatment planning. This study assessed patterns of both singular and multiple chronic conditions, behavioral risk factors, and quality of life in a population-based sample. Methods In a national survey, adults (n = 4,184) answered questions about the presence of 27 chronic conditions. We used latent class analysis to identify patterns of chronic conditions and to explore associations of latent class membership with sociodemographic characteristics, behavioral risk factors, and health. Results Latent class analyses indicated 4 morbidity profiles: a healthy class (class 1), a class with predominantly physical health conditions (class 2), a class with predominantly mental health conditions (class 3), and a class with both physical and mental health conditions (class 4). Class 4 respondents reported significantly worse physical health and well-being and more days of activity limitation than those in the other latent classes. Class 4 respondents were also more likely to be obese and sedentary, and those with predominantly mental health conditions were most likely to be current smokers. Conclusions Subgroups with distinct patterns of chronic conditions can provide direction for screening and surveillance, guideline development, and the delivery of complex care services. PMID:26679491

  20. Assessing the development & implementation of a student-centered, "flipped" secondary physics curriculum in which IO-lab digital sensors are issued to students on a 1-to-1 basis

    NASA Astrophysics Data System (ADS)

    Cunnings, Christopher P.

    This teacher-driven, action research dissertation study chronicles the development and implementation of a transformative, two-pronged, student-centered secondary physics education curriculum. From an instructional perspective, the curriculum was situated in the "flipped classroom" teaching approach, which minimizes in-class lecturing and instead predicates classroom learning on collaborative, hands-on, and activity-based lessons. Additionally, all students were issued IO-Lab digital sensors--learning tools developed by professors at the University of Illinois at Urbana-Champaign capable of collecting a vast array of real-time physical data-- on a 1-to-1, 24/7 basis for both in-class and at-home use. In-class, students participated in predominantly activity-based learning, with a sizeable portion of in-class activities incorporating IO-Labs for experimental data collection. Outside of class, students designed real-world research projects using their IO-Labs to study the physics underlying their everyday experiences, and all projects were video recorded, uploaded to YouTube, and then watched in-class to simulate a "mock science conference" in which students provided constructive feedback to each other on their experimental methods and results. The synergistic blending of a) flipped physics instruction, and b) perpetual access to state-of-the-art laboratory equipment, the two prongs forming the basis of this research study, inspired the curriculum title "Flipped IO-Lab," or "F-IO" curriculum. This dissertation study will provide a comprehensive assessment of the benefits and challenges that emerged while designing and implementing the F-IO curriculum from a practitioner's perspective. The assessment of the F-IO curriculum came about through a mixed-methods research methodology during kinematics and dynamics instruction. Specifically, this study includes "Force Concept Inventory" (FCI) pretest/posttest analysis to gauge changes in students' conceptual understanding of physics, as well as "Colorado Learning Attitudes about Science Survey" (CLASS) pre/post data to monitor students' shifts in scientific attitudes throughout the study. The aforementioned pre/post data will be triangulated with field notes and web-based "course opinion survey questions" to provide a comprehensive view of the F-IO curriculum. Significant analysis of the development of the course, as well as the relevant benefits, challenges, and considerations for "flipping" physics instruction, is also contained in this dissertation. The results of the research study include an FCI normalized gain of 0.74 (a "high gain" course), which indicates significant improvement in students' conceptual understanding of Newtonian Mechanics. Additionally, CLASS results indicate significant shifts in student attitudes from generally novice initial scientific perspectives to predominantly expert scientific perspectives by the conclusion of the research study. Of particular interest was students' acknowledgement and appreciation of the real-world implications of what they learned in physics class, as evidenced by CLASS survey data, real-world video challenge projects, and student comments before, during, and after class sessions. However, even despite all of the positive results that emerged throughout the study, a variety of challenges and concerns also materialized with regards to the utilization of F-IO curriculum principles, with the most pronounced being a subset of students whom remained unwilling to embrace web-based and/or flipped instructional teaching methods, preferring instead a more traditional instructional approach. The results and implications of this research study may not only be of interest to physics instructors, but also STEM educators, secondary curriculum designers, digital learning tool designers and researchers, and educational researchers.

  1. Managing Active Learning Processes in Large First Year Physics Classes: The Advantages of an Integrated Approach

    ERIC Educational Resources Information Center

    Drinkwater, Michael J.; Gannaway, Deanne; Sheppard, Karen; Davis, Matthew J.; Wegener, Margaret J.; Bowen, Warwick P.; Corney, Joel F.

    2014-01-01

    Turning lectures into interactive, student-led question and answer sessions is known to increase learning, but enabling interaction in a large class seems an insurmountable task. This can discourage adoption of this new approach -- who has time to individualize responses, address questions from over 200 students and encourage active participation…

  2. Billiards in the Classroom: Learning Physics with Microworlds.

    ERIC Educational Resources Information Center

    Bertz, Michael D.

    1997-01-01

    Trickshot! is an exploratory environment that allows learners to experiment with various physical properties to develop an intuitive understanding of the behavior of objects in physical systems. The software is geared to secondary students with little exposure to pool or physics. When used in conjunction with meaningful class activities, such an…

  3. Teachers' Beliefs and Implementation of Competitive Activities for Multicultural Students

    ERIC Educational Resources Information Center

    Bernstein, Eve; Lysniak, Ulana

    2017-01-01

    Physical education teachers' (N = 9) beliefs and implementation of competitive activities for middle school multicultural student populations (Grades 6-8) in physical education class in the Greater New York area were examined. Data were collected by nonparticipant observation and field notes, two semistructured interviews, and postobservation…

  4. Increasing students' physical activity during school physical education: rationale and protocol for the SELF-FIT cluster randomized controlled trial.

    PubMed

    Ha, Amy S; Lonsdale, Chris; Lubans, David R; Ng, Johan Y Y

    2017-07-11

    The Self-determined Exercise and Learning For FITness (SELF-FIT) is a multi-component school-based intervention based on tenets of self-determination theory. SELF-FIT aims to increase students' moderate-to-vigorous physical activity (MVPA) during physical education lessons, and enhance their autonomous motivation towards fitness activities. Using a cluster randomized controlled trial, we aim to examine the effects of the intervention on students' MVPA during school physical education. Secondary 2 students (approximately aged 14 years) from 26 classes in 26 different schools will be recruited. After baseline assessments, students will be randomized into either the experimental group or wait-list control group using a matched-pair randomization. Teachers allocated to the experimental group will attend two half-day workshops and deliver the SELF-FIT intervention for 8 weeks. The main intervention components include training teachers to teach in more need supportive ways, and conducting fitness exercises using a fitness dice with interchangeable faces. Other motivational components, such as playing music during classes, are also included. The primary outcome of the trial is students' MVPA during PE lessons. Secondary outcomes include students' leisure-time MVPA, perceived need support from teachers, need satisfaction, autonomous motivation towards physical education, intention to engage in physical activity, psychological well-being, and health-related fitness (cardiorespiratory and muscular fitness). Quantitative data will be analyzed using multilevel modeling approaches. Focus group interviews will also be conducted to assess students' perceptions of the intervention. The SELF-FIT intervention has been designed to improve students' health and well-being by using high-intensity activities in classes delivered by teachers who have been trained to be autonomy needs supportive. If successful, scalable interventions based on SELF-FIT could be applied in physical education at large. The trial is registered at the Australia New Zealand Clinical Trial Registry (Trial ID: ACTRN12615000633583 ; date of registration: 18 June 2015).

  5. Promoting Behavior Change Among Working-Class, Multiethnic Workers: Results of the Healthy Directions—Small Business Study

    PubMed Central

    Sorensen, Glorian; Barbeau, Elizabeth; Stoddard, Anne M.; Hunt, Mary Kay; Kaphingst, Kimberly; Wallace, Lorraine

    2005-01-01

    Objectives. We examined the efficacy of a cancer prevention intervention designed to improve health behaviors among working-class, multiethnic populations employed in small manufacturing businesses. Methods. Worksites were randomly assigned to an intervention or minimal-intervention control condition. The intervention targeted fruit and vegetable consumption, red meat consumption, multivitamin use, and physical activity. Results. Employees in the intervention group showed greater improvements for every outcome compared with employees in the control group. Differences in improvement were statistically significant for multivitamin use and physical activity. Intervention effects were larger among workers than among managers for fruit and vegetable consumption and for physical activity. Conclusions. The social-context model holds promise for reducing disparities in health behaviors. Further research is needed to improve the effectiveness of the intervention. PMID:16006422

  6. Explicit reflection in an introductory physics course

    NASA Astrophysics Data System (ADS)

    Scott, Michael Lee

    This dissertation details a classroom intervention that supplements assigned in-class problems in weekly problem sets with reflective activities that are aimed to assist in knowledge integration. Using the framework of cognitive load theory, this intervention should assist in schema acquisition leading to (1) students recognizing the use and appropriately applying physical concepts across different problem contexts, and (2) enhanced physics understanding of students resulting in improved class performance. The intervention was embedded in the discussion component of an introductory, university physics course, and spanned a 14-week period. Evaluation of the intervention was based on the relative performance between a control and treatment group. Instruments used in this study to assess performance included the Force Concept Inventory (FCI), a physics problem categorization test, and four class exams. A full discussion of this implementation and the accompanying measures will be given. Possible limitations to this study and lines of future research will be proposed.

  7. Beyond METs: types of physical activity and depression among older adults

    PubMed Central

    Joshi, Spruha; Mooney, Stephen J.; Kennedy, Gary J.; Benjamin, Ebele O.; Ompad, Danielle; Rundle, Andrew G.; Beard, John R.; Cerdá, Magdalena

    2016-01-01

    Background/Objectives: physical activity may be beneficial in reducing depression incidence among the elderly. A key unanswered question is whether certain types of physical activity are particularly associated with decreased depression incidence. We examined the relationship between quantity and type of physical activity and subsequent depression using longitudinal data from elderly adults in New York City (NYC). Methods: we followed 3,497 adults aged 65–75 living in NYC for three years. Total physical activity was measured using the Physical Activity Scale for the Elderly (PASE) and type of physical activity was measured using a latent class analysis of PASE item responses. We used generalised estimating equations to measure the relationship between quantity and latent class of physical activity at waves 1–2 and depression at waves 2–3, controlling for wave-1 depression. Results: individuals in the second highest quartile (50–75%) (odds ratio (OR) = 0.45; 95% confidence interval (CI) = 0.23, 0.88) and highest quartile of activity (OR = 0.31; 95% CI = 0.16, 0.63) had lower odds of depression. Among all subjects, athletic types (OR = 0.25; 95% CI = 0.12, 0.51) and walker types (OR = 0.58; 95% CI = 0.34, 0.99) had lower odds of depression. Among non-disabled participants, walkers (OR = 0.36; 95% CI = 0.18, 0.73), athletic types (OR = 0.14; 95% CI = 0.06, 0.32), domestic/gardening types (OR = 0.29; 95% CI = 0.12, 0.73) and domestic/gardening athletic types (OR = 0.13; 95% CI = 0.02, 0.75) had lower odds of depression. Conclusion: respondents who practised the highest levels of physical activity and who performed athletic activities were at lower risk for depression. Interventions aimed at promoting athletic physical activity among older adults may generate benefits for mental health. PMID:26764399

  8. Beyond METs: types of physical activity and depression among older adults.

    PubMed

    Joshi, Spruha; Mooney, Stephen J; Kennedy, Gary J; Benjamin, Ebele O; Ompad, Danielle; Rundle, Andrew G; Beard, John R; Cerdá, Magdalena

    2016-01-01

    physical activity may be beneficial in reducing depression incidence among the elderly. A key unanswered question is whether certain types of physical activity are particularly associated with decreased depression incidence. We examined the relationship between quantity and type of physical activity and subsequent depression using longitudinal data from elderly adults in New York City (NYC). we followed 3,497 adults aged 65-75 living in NYC for three years. Total physical activity was measured using the Physical Activity Scale for the Elderly (PASE) and type of physical activity was measured using a latent class analysis of PASE item responses. We used generalised estimating equations to measure the relationship between quantity and latent class of physical activity at waves 1-2 and depression at waves 2-3, controlling for wave-1 depression. individuals in the second highest quartile (50-75%) (odds ratio (OR) = 0.45; 95% confidence interval (CI) = 0.23, 0.88) and highest quartile of activity (OR = 0.31; 95% CI = 0.16, 0.63) had lower odds of depression. Among all subjects, athletic types (OR = 0.25; 95% CI = 0.12, 0.51) and walker types (OR = 0.58; 95% CI = 0.34, 0.99) had lower odds of depression. Among non-disabled participants, walkers (OR = 0.36; 95% CI = 0.18, 0.73), athletic types (OR = 0.14; 95% CI = 0.06, 0.32), domestic/gardening types (OR = 0.29; 95% CI = 0.12, 0.73) and domestic/gardening athletic types (OR = 0.13; 95% CI = 0.02, 0.75) had lower odds of depression. respondents who practised the highest levels of physical activity and who performed athletic activities were at lower risk for depression. Interventions aimed at promoting athletic physical activity among older adults may generate benefits for mental health. © The Author 2016. Published by Oxford University Press on behalf of the British Geriatrics Society. All rights reserved. For Permissions, please email: journals.permissions@oup.com.

  9. Social aspects of classroom learning: Results of a discourse analysis in an inquiry-oriented physical chemistry class

    NASA Astrophysics Data System (ADS)

    Becker, Nicole M.

    Engaging students in classroom discourse offers opportunities for students to participate in the construction of joint understandings, to negotiate relationships between different types of evidence, and to practice making evidence-based claims about science content. However, close attention to social aspects of learning is critical to creating inquiry-oriented classroom environments in which students learn with understanding. This study examined the social influences that contribute to classroom learning in an inquiry-oriented undergraduate physical chemistry class using the Process Oriented Guided Inquiry Learning (POGIL) approach. A qualitative approach to analyzing classroom discourse derived from Toulmin's (1968) model of argumentation was used to document patterns in classroom reasoning that reflect normative aspects of social interaction. Adapting the constructs of social and sociomathematical norms from the work of Yackel and Cobb (1996), I describe social aspects of the classroom environment by discussing normative aspects of social interaction (social norms) and discipline-specific criteria related to reasoning and justification in chemistry contexts, referred to here as sociochemical norms. This work discusses four social norms and two sociochemical norms that were documented over a five-week period of observation in Dr. Black's POGIL physical chemistry class. In small group activities, the socially established expectations that students explain reasoning, negotiate understandings of terminology and symbolic representations, and arrive at a consensus on critical thinking questions shaped small group interactions and reasoning. In whole class discussion, there was an expectation that students share reasoning with the class, and that the instructor provide feedback on student reasoning in ways that extended student contributions and elaborated relationships between macroscopic, particulate, and symbolic-level ideas. The ways in which the class constructed evidence-based claims about chemistry content reflected the influence of sociochemical norms that were enacted through classroom discourse. Two sociochemical norms were documented in both whole class and small group activities: first, the class used particulate-level evidence to make claims about chemical and physical properties; second, particular ways of using mathematical reasoning to justify claims about thermodynamics content became normative for the class. These similarities and differences between social and sociochemical norms in small group and whole class discussion highlight ways in which instructor facilitation can support productive interactions in classroom activities.

  10. Organized Sport Trajectories from Childhood to Adolescence and Health Associations.

    PubMed

    Howie, Erin K; McVeigh, Joanne A; Smith, Anne J; Straker, Leon M

    2016-07-01

    The purpose of this study was to identify unique organized sport trajectories from early childhood to late adolescence in an Australian pregnancy cohort, the Raine Study. Participation in organized sport was assessed at ages 5, 8, 10, 14, and 17 yr. Physical activity, body composition, and self-rated physical and mental health were assessed at the age of 20 yr. Latent class analysis was used to identify patterns of sport participation. To assess the internal validity of the trajectory classes, differences in health characteristics between trajectories were analyzed using generalized linear models. For girls, three trajectory classes were identified: consistent sport participators (47.5%), sport dropouts (34.3%), and sport nonparticipators (18.1%). For boys, three trajectory classes were identified: consistent sport participators (55.2%), sport dropouts (36.9%), and sport joiners (8.1%). For girls, there were overall differences across trajectory classes in lean body mass (P = 0.003), lean mass index (P = 0.06), and physical health (P = 0.004). For boys, there were differences across classes in physical activity (P = 0.018), percent body fat (P = 0.002), lean body mass (P < 0.001), lean mass index (P < 0.001), physical health (P = 0.06), and depression scores (P = 0.27). This study identified unique, sex-specific trajectories of organized sport participation. The differences in health outcomes between trajectory classes, such as participants with consistent sport participation having more preferable health outcomes at the age of 20 yr, support the internal validity of the trajectories. Strategies are needed to identify and encourage those in the dropout trajectory to maintain their participation and those in the nonparticipator or joiner trajectories to join sport earlier. Specifically, interventions to encourage early sport participation in girls and help nonparticipating boys to join sport during adolescence may help more children receive the benefits of sport participation.

  11. Heart rate biofeedback fails to enhance children's ability to identify time spent in moderate to vigorous physical activity.

    PubMed

    Conley, Marguerite M; Gastin, Paul B; Brown, Helen; Shaw, Christine

    2011-03-01

    Physical activity recommendations for children in several countries advise that all young people should accumulate at least 60 min of moderate to vigorous physical activity every day. Perceiving physical activity intensity, however, can be a difficult task for children and it is not clear whether children can identify their levels of moderate to vigorous physical activity in accordance with the recommended guidelines. This study aimed to (1) explore whether children can identify time spent in moderate to vigorous physical activity; and (2) investigate whether heart rate biofeedback would improve children's ability to estimate time spent in moderate to vigorous physical activity. Thirty seven children (15 boys and 22 girls, mean age 12.6 years) wore data recording Polar E600 heart rate monitors during eight physical education lessons. At the end of each lesson children's estimated time in zone was compared to their actual time in zone. During a six lesson Intervention phase, one class was assigned to a biofeedback group whilst the other class acted as the control group and received no heart rate biofeedback. Post-Intervention, students in the biofeedback group were no better than the control group at estimating time spent in zone (mean relative error of estimation biofeedback group: Pre-Intervention 41±32% to Post-Intervention 28±26%; control group: Pre-Intervention 40±39% to Post-Intervention 31±37%). Thus it seems that identifying time spent in moderate to vigorous physical activity remains a complex task for children aged 11-13 even with the help of heart rate biofeedback. Copyright © 2010 Sports Medicine Australia. Published by Elsevier Ltd. All rights reserved.

  12. Differences in Weight-Related Behavioral Profiles by Sexual Orientation Among College Men: A Latent Class Analysis

    PubMed Central

    VanKim, Nicole A.; Erickson, Darin J.; Eisenberg, Marla E.; Lust, Katherine; Rosser, B. R. Simon; Laska, Melissa N.

    2015-01-01

    Purpose To identify and describe homogenous classes of male college students based on their weight-related behaviors (e.g., eating habits, physical activity, and unhealthy weight control) and to examine differences by sexual orientation. Design Study design was a cross-sectional sample of 2- and 4-year college students. Setting Study setting was forty-six 2- and 4-year colleges in Minnesota. Subjects Study subjects comprised 10,406 college males. Measures Measures were five categories of sexual orientation derived from self-reported sexual identity and behavior (heterosexual, discordant heterosexual [identifies as heterosexual and engages in same-sex sexual behavior], gay, bisexual, and unsure) and nine weight-related behaviors (including measures for eating habits, physical activity, and unhealthy weight control). Analysis Latent class models were fit for each of the five sexual orientation groups, using the nine weight-related behaviors. Results Overall, four classes were identified: “healthier eating habits” (prevalence range, 39.4%–77.3%), “moderate eating habits” (12.0%–30.2%), “unhealthy weight control” (2.6%–30.4%), and “healthier eating habits, more physically active” (35.8%). Heterosexual males exhibited all four patterns, gay and unsure males exhibited four patterns that included variations on the overall classes identified, discordant heterosexual males exhibited two patterns (“healthier eating habits” and “unhealthy weight control”), and bisexual males exhibited three patterns (“healthier eating habits,” “moderate eating habits,” and “unhealthy weight control”). Conclusion Findings highlight the need for multibehavioral interventions for discordant heterosexual, gay, bisexual, and unsure college males, particularly around encouraging physical activity and reducing unhealthy weight control behaviors. PMID:26305726

  13. Motivational Climate, 2×2 Achievement Goal Orientation and Dominance, Self-Regulation, and Physical Activity in Pre-Service Teacher Education

    ERIC Educational Resources Information Center

    Cecchini-Estrada, José-Antonio; Méndez-Giménez, Antonio

    2017-01-01

    This longitudinal study investigated the effects of a mastery motivational climate in physical education (PE) classes on 2×2 achievement goal orientation and dominance, self-regulated learning (SRL), and physical activity (PA) in leisure time. A total of 408 (264 women, 144 men) university students were randomly assigned to two groups:…

  14. Correspondence Between Physical Self-Concept and Participation in, and Fitness Change After, Biweekly Body Conditioning Classes in Sedentary Women.

    PubMed

    Aasa, Ulrika; Paulin, Johan; Madison, Guy

    2017-02-01

    Aasa, U, Paulin, J, and Madison, G. Correspondence between physical self-concept and participation in, and fitness change after, biweekly body conditioning classes in sedentary women. J Strength Cond Res 31(2): 451-461, 2017-The aims of the study were (a) to investigate the effects of participation in low impact body conditioning classes on physical fitness in sedentary women at different ages and (b) to examine the correspondence between physical self-concept and participation in, and fitness change after, the participation. Ninety-two sedentary women (mean age 44.2 years) participated in 11 weeks of biweekly classes that included cardiovascular, strength, core, endurance, and mobility exercises, all performed in synchrony with music. Cardiorespiratory fitness, maximal lifting strength, mobility, and balance tests were performed before and after the exercise period and the short-form of the Physical Self-Description Questionnaire (PSDQ-S) was completed. Zero-order Spearman correlation analyses showed that women who rated the PSDQ-S dimension sport competence higher participated in a larger number of sessions (rs = 0.24, p = 0.040). At posttests, all participants had increased their balance, the participants aged 20-34 years had increased their lifting strength, and the participants aged 35-65 years had increased their cardiorespiratory fitness and mobility. Most PSDQ-S dimensions did not affect performance change, but the perception of being physically active was related to increased cardiovascular fitness. We conclude that women with a sedentary lifestyle who wish to increase their physical capacity benefit from music exercise and that inquiries about perceived sport competence and physical activity can improve recommendations made by strength and conditioning professionals.

  15. Motivating students to read the textbook before class

    NASA Astrophysics Data System (ADS)

    Pepper, Rachel E.

    2016-11-01

    Many faculty in STEM courses assign textbook reading in advance of lecture, yet evidence shows few students actually read the textbook. Those students that do read often do so only after the material has been presented in class. Preparing for class by reading the textbook beforehand improves student learning and is particularly critical for classes that employ active engagement strategies. Here I present strategies I have used to successfully motivate my students to read the textbook before class in physics classes ranging from introductory algebra-based physics to advanced courses for physics majors. In the introductory course, I used pre-class reading quizzes, a common strategy that has been shown effective in previous studies, but one that is somewhat time-consuming to implement. In my more advanced courses I used reading reflections, which required considerably less time. While it was typical for less than 25% of students to read the textbook before I implemented reading quizzes or reflections, after implementing these strategies 70-90% of students reported reading the textbook before class most of the time. Students also report finding both the readings themselves and the quizzes and reflections valuable for their learning.

  16. Physical activity and sedentary lifestyle among children from private and public schools in Northern Brazil.

    PubMed

    Oliveira, Thiara Castro de; Silva, Antônio Augusto Moura da; Santos, Cristiane de Jesus Nunes dos; Silva, Josenilde Sousa e; Conceição, Sueli Ismael Oliveira da

    2010-12-01

    To analyze factors associated with physical activity and the mean time spent in some sedentary activities among school-aged children. A cross-sectional study was carried out in a random sample of 592 schoolchildren aged nine to 16 years in 2005, in São Luís, Northern Brazil. Data were collected by means of a 24-Hour Physical Activity Recall Questionnaire, concerning demographic and socioeconomic variables, physical activities practiced and time spent in certain sedentary activities. Physical activities were classified according to their metabolic equivalents (MET), and a physical activity index was estimated for each child. Sedentary lifestyle was estimated based on time spent watching television, playing videogames and on the computer/internet. Chi square test was used to compare proportions. Linear regression analysis was used to establish associations. Estimates were adjusted for the effect of the sampling design. The mean of the physical activity index was 605.73 MET-min/day (SD = 509.45). School children that were male (coefficient=134.57; 95%CI 50.77; 218.37), from public schools (coefficient.= 94.08; 95%CI 12.54; 175.62 and in the 5th to 7th grade (coefficient.=95.01; 95%CI 8.10;181.92 presented higher indices than females, children from private schools and in the 8th to the 9th grade (p<0.05). On average, students spent 2.66 hours/day in sedentary activities. Time spent in sedentary activities was significantly lower for children aged nine to 11 years (coefficient.= -0.49 hr/day; 95%CI -0.88; -0.10) and in lower socioeconomic classes (coefficient.=-0.87; 95%CI -1.45;-0.30). Domestic chores (59.43%) and walking to school (58.43%) were the most common physical activities. Being female, in private schools and in the 8th to 9th grade were factors associated with lower levels of physical activity. Younger schoolchildren and those from low economic classes spent less time engaged in sedentary activities.

  17. Mixed method evaluation of the Virtual Traveller physically active lesson intervention: An analysis using the RE-AIM framework.

    PubMed

    Norris, E; Dunsmuir, S; Duke-Williams, O; Stamatakis, E; Shelton, N

    2018-02-02

    Physically active lessons integrating movement into academic content are a way to increase children's physical activity levels. Virtual Traveller was a physically active lesson intervention set in Year 4 (aged 8-9) primary school classes in Greater London, UK. Implemented by classroom teachers, it was a six-week intervention providing 10-min physically active Virtual Field Trips three times a week. The aim of this paper is to report the process evaluation of the Virtual Traveller randomized controlled trial according to RE-AIM framework criteria (Reach, Effectiveness, Adoption, Implementation and Maintenance). A mixed methods approach to evaluation was conducted with five intervention group classes. Six sources of data were collected via informed consent logs, teacher session logs, teacher and pupil questionnaires, teacher interviews and pupil focus groups. High participation and low attrition rates were identified (Reach) alongside positive evaluations of Virtual Traveller sessions from pupil and teachers (Effectiveness). Participants were from more deprived and ethnic backgrounds than local and national averages, with Virtual Traveller having the potential to be a free intervention (Adoption). 70% of sessions were delivered overall (Implementation) but no maintenance of the programme was evident at three month follow-up (Maintenance). Mixed method evaluation of Virtual Traveller showed potential for it to be implemented as a low-cost physically active lesson intervention in UK primary schools. Copyright © 2018 Elsevier Ltd. All rights reserved.

  18. Differences in energy expenditure, amount of physical activity and physical exertion level during a Zumba fitness class among adult women who are normal weight, overweight and obese.

    PubMed

    Yáñez-Sepúlveda, Rodrigo; Barraza-Gómez, Fernando; Báez-San Martin, Eduardo; Araneda, Oscar F; Zavala, Juan P; Hecht, Gernot K; Tuesta, Marcelo

    2018-01-01

    One of the most popular expressions of massive group classes of aerobic physical activity is Zumba fitness. The aim of the study was to compare and relate the energy expenditure and the amount and intensity of physical effort during a Zumba fitness class in women with different Body Mass Index (BMI). Body displacements of 61 adult women who performed a one-hour Zumba session were evaluated with triaxial accelerometers. In order to observe the effect of BMI women were divided into normal weight (N.=26), overweight (N.=21) and obese groups (N.=14). The average number of steps was 4533.3±1351 and the percentage of total class time of moderate to vigorous intensity (% MVPA) was 53.8±14.4%. The metabolic intensity average was 3.64±1.1 MET, with an energy expenditure by total body mass of 3.9±1.6 kcal/kg. When analyzing groups, the normal weight group had a greater number of steps (5184.2±1561.1 steps/class) compared to overweight (4244.8±1049.3 steps/class) and obese women (3756.9±685.7 steps/class) with P<0.05. Also, the normal weight group spent a lower percentage of class time at the lower levels of intensity (sedentary and lifestyle activity levels) and more time at the highest levels (vigorous and very vigorous) compared to obese women (P<0.05). Participants with a normal weight obtained a higher % MVPA (62.1±15%) compared to overweight (50.1±9.4%) and obese (44.1±11.9%) groups with P<0.05. A metabolic intensity of 4.6±1.9 MET in the normal weight group was higher compared to 3.5±1.0 MET in the overweight (P<0.05) and 3.1±1.2 MET in the obese group (P<0.05), was observed. The subjective perception of effort was 7.84±0.9 (Borg CR 10), no differences between groups. Also we observed in all participants that at higher BMI values, there were lower energy expenditure values per kilo of weight (r=-0.40; P<0.001), metabolic intensity (r=-0.39; P<0.001), step counts (r=-0.43; P<0.001) and % MVPA (r=-0.50; P<0.001). These results show that a higher BMI is associated with a lower intensity of effort, energy expenditure and amount of physical activity during a one-hour Zumba class, restricting to overweight and obese women to achieving the effort parameters recommended to control weight and improve cardiovascular fitness.

  19. NASA Celebrates the World Year of Physics

    NASA Technical Reports Server (NTRS)

    Szofran, Frank; Schneider, Twila

    2004-01-01

    One of the goals of NASA's Exploration Systems Education and Outreach team is to provide educators and students authentic, relevant opportunities and activities. In celebration of the World Year of Physics 2005, there will be several NASA-sponsored events and classroom activities geared to the teaching and learning of physics. Proposed events and activities include a contest for high school classes to design a reduced gravity experiment or demonstration for flight on an aircraft executing a parabolic flight path, amusement park activities with a NASA twist, and a symposium bringing together prominent leaders in the diverse areas of physics research.

  20. Assessment of student knowledge of the weak and strong nuclear forces

    NASA Astrophysics Data System (ADS)

    Shakya, Pramila

    The purpose of this study was to determine if the use of active-learning activities to teach weak force and strong force to students enrolled in various courses at The University of Southern Mississippi, Hattiesburg campus and Gulf Park campus at different class times would increase their knowledge. There were eighty-six students that took part in this study. The study was conducted in the lab classes of an introductory astronomy survey course (AST 111), an introductory algebra-based physics course (PHY 112), and an introductory calculus-based physics course (PHY 202) during fall semester, 2014. Each class was randomly assigned as active-learning or direct instruction. A pretest followed by lecture was administered to all groups. The active-learning group performed four activities whereas the direct group watched a video irrelevant to the lesson. At the end of the lesson, the same post-test was given to all groups. Various statistical methods were used to analyze the differences in mean pretest and posttest scores. Overall, results show that the mean posttest scores were higher than the mean pretest scores. Findings support the use of active-learning activities work to the small number of students or the equal number of students in a group. The mean posttest scores of the direct instruction classes were higher than those of the active-learning groups.

  1. Concepts first: A course with improved educational outcomes and parity for underrepresented minority groups

    NASA Astrophysics Data System (ADS)

    Webb, D. J.

    2017-08-01

    Two active learning physics courses were taught and compared. The "concepts first" course was organized to teach only concepts in the first part of the class, the ultimate goal being to increase students' problem-solving abilities much later in the class. The other course was taught in the same quarter by the same instructor using the same curricular materials, but covered material in the standard (chapter-by-chapter) order. After accounting for incoming student characteristics, students from the concepts-first course scored significantly better in two outcome measures: their grade on the final exam and the grade received in their subsequent physics course. Moreover, in the concepts-first class course, students from groups underrepresented in physics had final exam scores and class grades that were indistinguishable from other students. Finally, students who took at least one concepts-first course in introductory physics were found to have significantly higher rates of graduation with a STEM major than students from this cohort who did not.

  2. Prevalence and determinations of physical inactivity among public hospital employees in Shanghai, China: a cross-sectional study.

    PubMed

    Li, Xinjian; Cheng, Minna; Zhang, Hao; Ke, Ting; Chen, Yisheng

    2015-03-01

    This study aims to explore the prevalence and determinations of physical inactivity among hospital employees in Shanghai, China. A cross-sectional study of 4612 employees aged 19 to 68 years was conducted through stratified cluster sampling from different classes of Shanghai hospitals in 2011. The total physical activity was evaluated using the metabolic equivalent according to the Global Physical Activity Questionnaire. Among the participants, 38.5%, 32.3%, and 64.6% of the employees are inactive at work, commuting, and taking leisure time, respectively. Up to 41.8% of the men and 37.8% of the women (P = 0.012) are physically inactive. When the age and educational level are adjusted, male doctors and medical technicians show a higher percentage of physical inactivity than male workers in logistics (P = 0.001). Among females, employees who are working in second- and third-class hospitals show a higher proportion of physical inactivity than those who are working in community health care centers. Logistic regression analyses show that the odds ratios (ORs) of leisure-time physical inactivity associated with the intensity of physical activity at work are 2.259, 2.897, and 4.266 for men (P < 0.001) and 2.456, 3.259, and 3.587 for women (P < 0.001), respectively. The time during commuting activities is significantly associated with leisure-time physical inactivity in either sex (OR = 2.116 for men and 2.173 for women, P < 0.001). Hospital employees, particularly doctors and medical technicians, show a higher proportion of physical inactivity than other inhabitants in Shanghai. The time and intensity of activity at work and commuting are associated with leisure-time activities.

  3. 22 CFR 229.415 - Access to course offerings.

    Code of Federal Regulations, 2010 CFR

    2010-04-01

    ..., including health, physical education, industrial, business, vocational, technical, home economics, music, and adult education courses. (b)(1) With respect to classes and activities in physical education at... possible but in no event later than one year from September 29, 2000. With respect to physical education...

  4. 22 CFR 146.415 - Access to course offerings.

    Code of Federal Regulations, 2010 CFR

    2010-04-01

    ..., including health, physical education, industrial, business, vocational, technical, home economics, music, and adult education courses. (b)(1) With respect to classes and activities in physical education at... possible but in no event later than one year from September 29, 2000. With respect to physical education...

  5. Issues of Health, Appearance and Physical Activity in Aerobic Classes for Women

    ERIC Educational Resources Information Center

    D'Abundo, Michelle Lee

    2009-01-01

    The purpose of this research was to explore what appearance-focused messages were conveyed by aerobic instructors in aerobic classes for women. This qualitative research was influenced by the concept of wellness and how feminist pedagogy can be applied to promote individuals' well-being in aerobic classes. The practices of five aerobic instructors…

  6. Development and results of a new methodology to perform focus group with preschool children on their beliefs and attitudes on physical activity.

    PubMed

    Cammisa, Maria; Montrone, Rosa; Caroli, Margherita

    2011-10-01

    The aim of this study is to develop and test a method to perform focus groups (FGs) and to elicit the subjective views of preschool-age children on physical activity and perceived kindergarten barriers to practice it. FGs have been held in three different kindergarten classes with 49 children who were 4-5 years old. Children were asked to draw themselves in their preferred way of playing and were asked few questions about their drawings to understand their behaviours and ideas. In class A and B, 67% and 75% of the children, respectively, drew sedentary plays (table and impersonation games). Children referred that the main obstacle to perform active games outside home/kindergarten was the parents' and teachers' perceived risk that they could be hurt or catch a cold. The children would like to have more table games in the kindergarten. 81% of children in class C drew active group games. All these children were well satisfied with their kindergarten environment and did not refer to any adults' fear regarding active play. This class teacher spent a lot of time to develop children's motor abilities through active games and often used the garden to let the children to play freely. The use of drawings to understand children's habits on physical activity has turned out to be a reliable and easy tool in preschool children. The different results obtained in the two children groups show the need to change the beliefs and the behaviours of teachers and parents who seem to be non-architectural "invisible" barriers to be knocked down. This protocol has been developed by ASL Brindisi within the framework of PERISCOPE's objective to develop new methodologies.

  7. 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…

  8. Improving Student Learning and Views of Physics in a Large Enrollment Introductory Physics Class

    ERIC Educational Resources Information Center

    Shan, Kathy J.

    2013-01-01

    Introductory physics courses often serve as gatekeepers for many scientific and engineering programs and, increasingly, colleges are relying on large, lecture formats for these courses. Many students, however, leave having learned very little physics and with poor views of the subject. In interactive engagement (IE), classroom activities encourage…

  9. "Skating" and "Skiing" on Special "Skates" and "Skis"

    ERIC Educational Resources Information Center

    Torbert, Marianne; Stork, Steve

    2006-01-01

    It's become commonplace for concerned physical educators and parents to reminisce about the good old days when children played outside. What receives less attention is that for many children, there is too little physical activity outside of physical education class. Too few schools provide daily physical education, and those that do, don't always…

  10. Using Public Posting as a Motivation Strategy in Physical Education, Sport, and Adult Exercise Settings

    ERIC Educational Resources Information Center

    Martin, Matt; Sharpe, Tom

    2009-01-01

    One of the ongoing challenges that physical educators, coaches, and fitness professionals face is discovering and implementing motivational strategies that encourage long-term participation and effort. This challenge exists in public school physical education classes, on the playing field, and in structured adult physical activity settings. In…

  11. Developing skills versus reinforcing concepts in physics labs: Insight from a survey of students' beliefs about experimental physics

    NASA Astrophysics Data System (ADS)

    Wilcox, Bethany R.; Lewandowski, H. J.

    2017-06-01

    Physics laboratory courses have been generally acknowledged as an important component of the undergraduate curriculum, particularly with respect to developing students' interest in, and understanding of, experimental physics. There are a number of possible learning goals for these courses including reinforcing physics concepts, developing laboratory skills, and promoting expertlike beliefs about the nature of experimental physics. However, there is little consensus among instructors and researchers interested in the laboratory learning environment as to the relative importance of these various learning goals. Here, we contribute data to this debate through the analysis of students' responses to the laboratory-focused assessment known as the Colorado Learning Attitudes about Science Survey for Experimental Physics (E-CLASS). Using a large, national data set of students' responses, we compare students' E-CLASS performance in classes in which the instructor self-reported focusing on developing skills, reinforcing concepts, or both. As the classification of courses was based on instructor self-report, we also provide additional description of these courses with respect to how often students engage in particular activities in the lab. We find that courses that focus specifically on developing lab skills have more expertlike postinstruction E-CLASS responses than courses that focus either on reinforcing physics concepts or on both goals. Within first-year courses, this effect is larger for women. Moreover, these findings hold when controlling for the variance in postinstruction scores that is associated with preinstruction E-CLASS scores, student major, and student gender.

  12. Study design and protocol for a mixed methods evaluation of an intervention to reduce and break up sitting time in primary school classrooms in the UK: The CLASS PAL (Physically Active Learning) Programme

    PubMed Central

    Routen, Ash C; Biddle, Stuart J H; Bodicoat, Danielle H; Cale, Lorraine; Clemes, Stacy; Edwardson, Charlotte L; Glazebrook, Cris; Harrington, Deirdre M; Khunti, Kamlesh; Pearson, Natalie; Salmon, Jo; Sherar, Lauren B

    2017-01-01

    Introduction Children engage in a high volume of sitting in school, particularly in the classroom. A number of strategies, such as physically active lessons (termed movement integration (MI)), have been developed to integrate physical activity into this learning environment; however, no single approach is likely to meet the needs of all pupils and teachers. This protocol outlines an implementation study of a primary school-based MI intervention: CLASS PAL (Physically Active Learning) programme. This study aims to (A) determine the degree of implementation of CLASS PAL, (B) identify processes by which teachers and schools implement CLASS PAL and (C) investigate individual (pupil and teacher) level and school-level characteristics associated with implementation of CLASS PAL. Methods and analysis The intervention will provide teachers with a professional development workshop and a bespoke teaching resources website. The study will use a single group before-and-after design, strengthened by multiple interim measurements. Six state-funded primary schools will be recruited within Leicestershire, UK. Evaluation data will be collected prior to implementation and at four discrete time points during implementation: At measurement 0 (October 2016), school, teacher and pupil characteristics will be collected. At measurements 0 and 3 (June–July 2017), accelerometry, cognitive functioning, self-reported sitting and classroom engagement data will be collected. At measurements 1(December 2016–March 2017) and 3, teacher interviews (also at measurement 4; September–October 2017) and pupil focus groups will be conducted, and at measurements 1 and 2 (April–May 2017), classroom observations. Implementation will be captured through website analytics and ongoing teacher completed logs. Ethics and dissemination Ethical approval was obtained through the Loughborough University Human Participants Ethics Sub-Committee (Reference number: R16-P115). Findings will be disseminated via practitioner and/or research journals and to relevant regional and national stakeholders through print and online media and dissemination event(s). PMID:29122808

  13. Using Research-Based Interactive Video Vignettes to Enhance Out-of-Class Learning in Introductory Physics

    NASA Astrophysics Data System (ADS)

    Laws, Priscilla W.; Willis, Maxine C.; Jackson, David P.; Koenig, Kathleen; Teese, Robert

    2015-02-01

    Ever since the first generalized computer-assisted instruction system (PLATO1) was introduced over 50 years ago, educators have been adding computer-based materials to their classes. Today many textbooks have complete online versions that include video lectures and other supplements. In the past 25 years the web has fueled an explosion of online homework and course management systems, both as blended learning and online courses. Meanwhile, introductory physics instructors have been implementing new approaches to teaching based on the outcomes of Physics Education Research (PER). A common theme of PER-based instruction has been the use of active-learning strategies designed to help students overcome alternative conceptions that they often bring to the study of physics.2 Unfortunately, while classrooms have become more active, online learning typically relies on passive lecture videos or Kahn-style3 tablet drawings. To bring active learning online, the LivePhoto Physics Group has been developing Interactive Video Vignettes (IVVs) that add interactivity and PER-based elements to short presentations. These vignettes incorporate web-based video activities that contain interactive elements and typically require students to make predictions and analyze real-world phenomena.

  14. The Flipped Classroom and College Physics Students' Motivation and Understanding of Kinematics Graphs

    ERIC Educational Resources Information Center

    Cagande, Jeffrey Lloyd L.; Jugar, Richard R.

    2018-01-01

    Reversing the traditional classroom activities, in the flipped classroom model students view lectures at home and perform activities during class period inside the classroom. This study investigated the effect of a flipped classroom implementation on college physics students' motivation and understanding of kinematics graphs. A Solomon four-group…

  15. Science Instruction through the Game and Physical Activities Course: An Interdisciplinary Teaching Practice

    ERIC Educational Resources Information Center

    Boyraz, Celal; Serin, Gökhan

    2017-01-01

    The purpose of this study was to examine the effect of science instruction given through the game and physical activities course in accordance with interdisciplinary teaching approaches on students' science achievement and retention. The participants were 82 third grade students from a public elementary school. Three classes were chosen as…

  16. Health Awareness, Motor Performance and Physical Activity of Female University Students

    ERIC Educational Resources Information Center

    Konczos, Csaba; Bognar, Jozsef; Szakaly, Zsolt; Barthalos, Istvan; Simon, Istvan; Olah, Zsolt

    2012-01-01

    Study aim: To assess body composition, health awareness and cardiorespiratory fitness in female university students differing in volume of obligatory physical activity classes. Material and methods: 109 female students of the University of West Hungary volunteered to participate in the study. The subjects were divided into two groups according to…

  17. Instructional Activities in Physics and Chemistry Classroom.

    ERIC Educational Resources Information Center

    Freire, Ana Maria

    The purpose of this study is to describe types and structural properties of instructional activities used by physics and chemistry preservice teachers (N=4) during their teaching of pupils 14 to 16 years old. The study involved the observation and tape recording of 64 classes with all tapes transcribed verbatim. Analysis involved the decomposition…

  18. Human Activity Recognition from Smart-Phone Sensor Data using a Multi-Class Ensemble Learning in Home Monitoring.

    PubMed

    Ghose, Soumya; Mitra, Jhimli; Karunanithi, Mohan; Dowling, Jason

    2015-01-01

    Home monitoring of chronically ill or elderly patient can reduce frequent hospitalisations and hence provide improved quality of care at a reduced cost to the community, therefore reducing the burden on the healthcare system. Activity recognition of such patients is of high importance in such a design. In this work, a system for automatic human physical activity recognition from smart-phone inertial sensors data is proposed. An ensemble of decision trees framework is adopted to train and predict the multi-class human activity system. A comparison of our proposed method with a multi-class traditional support vector machine shows significant improvement in activity recognition accuracies.

  19. A pilot test of the Latin active hip hop intervention to increase physical activity among low-income Mexican-American adolescents.

    PubMed

    Romero, Andrea J

    2012-01-01

    The primary purpose of the current study was to develop, implement, and evaluate a hip hop dance intervention, Latin Active, among low-income Mexican-American adolescents. Mexican-descent adolescents tend to have disproportionate rates of low physical activity, overweight status, and obesity. A 5-week intervention design with pretest and post-test self-report measures. Charter middle school (grades 6-9) health/science classes in a low-income neighborhood were the setting for the Latin Active intervention. Overall, 81 participants were recruited; 73 (n  =  41, female; n  =  32, male) provided active parental consent to complete pretest/post-test surveys. Intervention . The Latin Active program included 10 interactive 50-minute lessons that were delivered twice a week during science/health classes. The curriculum was created on the basis of Social Cognitive Theory, Critical Hip Hop Pedagogy, and feedback from key stakeholders. The lessons focused on increasing physical activity as well as neighborhood barriers. The self-report pretest (n  =  73) and post-test (n  =  56) surveys included measures for frequency of vigorous physical activity, self-efficacy, and neighborhood barriers. Analysis . Paired-sample t-test analyses were conducted to assess mean differences from pretest to post-test results for intervention outcomes by gender. The Latin Active program (with 77% retention at post-test) significantly increased vigorous physical activity and dance (p < .05) and increased self-efficacy (p < .05) among girls, and it decreased perception of neighborhood barriers (p < .05) among boys. CONCLUSION . A hip hop physical activity program, Latin Active demonstrated preliminary efficacy to increase girl's vigorous physical activity and boy's perception of neighborhood barriers to physical activity. Future research will need to use a randomized, controlled design and investigate the effect of the program on measures of body mass index.

  20. "...lf I had a choice, I would..." a feminist poststructuralist perspective on girls in physical education.

    PubMed

    Azzarito, Laura; Solmon, Melinda A; Harrison, Louis

    2006-06-01

    A significant number of studies evidence girls' lack of participation in physical education. This study used feminist poststructuralism to examine the ways in which high school girls participated in or resisted physical education. Using qualitative research methods, researchers collected field notes, informal interviews, and formal interviews with the teacher and 15 female students. In contrast to previous studies, girls in this study enjoyed and valued physical activity. As active agents, they chose to participate in or resist specific physical activities through their negotiations of gender relations. Physical education classes emerged as a contested terrain in which girls supported the notion of equal opportunity in physical activity but perceived limits on their choices in physical education as compared to male peers.

  1. Let's Get Virtual

    ERIC Educational Resources Information Center

    Wills, Eric

    2006-01-01

    With gym time getting squeezed out by standardized tests and extracurriculars, schools are beginning to digitize physical education. This alternative method is first being offered by Minneapolis public schools in spring of 2005. In digital physical education, students can perform physical activities like they would in a traditional PE class but…

  2. Eating habits and physical activity of adolescents in Katowice--the teenagers' declarations vs. their parents' beliefs.

    PubMed

    Bąk-Sosnowska, Monika; Skrzypulec-Plinta, Violetta

    2012-09-01

    To analyse eating and physical activity preferences among adolescent school children and to compare the teenagers' lifestyle declarations with their parents' beliefs. Unfavorable behavior in eating habits and physical activity may result in serious dysfunctions and diseases, such as eating disorders and incorrect body mass. A retrospective cross-sectional study conducted in 2010-2011. The data was collated from 711 pupils and 266 parents. The survey included questions on: breakfast consumption, types of food eaten for breakfast, time of supper, the daily number of meals, the quantity of fruit and vegetables, food products purchased in the school shop, as well as the type and level of physical activity. In the population of children aged 14-15 years, 10% do not eat 1st breakfast and 15% do not eat 2nd breakfast, 50% eat dairy products for 1st breakfast, 70% have sandwiches for 2nd breakfast, 45% most frequently buy snacks in the school shop, 65% prefer physical activity in the form of team games, and 90% willingly participate in PE classes. The parents' beliefs differ from their children's declarations with regard to: breakfast consumption, the number of meals a day, the quantity of fruit, and participation in PE classes. The lifestyle of the studied adolescents is within the norms recommended for their age group, although there is a tendency to skip breakfast. A positive aspect is the adolescents' engagement in physical activity. Parents underestimate their children's level of physical activity and overestimate their daily number of meals. The study confirms the validity of conducting health education, addressed to both children and their parents, with regard to correct eating habits and physical activity, as well as prevention of eating disorders. © 2012 Blackwell Publishing Ltd.

  3. Change in physical education motivation and physical activity behavior during middle school.

    PubMed

    Cox, Anne E; Smith, Alan L; Williams, Lavon

    2008-11-01

    To test a mediational model of the relationships among motivation-related variables in middle-school physical education and leisure-time physical activity behavior. Sixth- and seventh-grade physical education students from five middle schools in the midwest United States completed a survey containing measures of study variables on two occasions, 1 year apart. Motivation-related constructs positively predicted leisure-time physical activity behavior. Enjoyment of activities in physical education and physical activity during class mediated the relationship between self-determined motivation in physical education and leisure-time physical activity. Perceived competence, autonomy, and relatedness were important antecedent variables in the model, with autonomy and relatedness showing less stability over time and positively predicting self-determined motivation. Students' leisure-time physical activity is linked to motivation-related experiences in physical education. Perceptions of competence, autonomy, and relatedness, self-determined motivation, enjoyment, and physical activity in the physical education setting directly or indirectly predict leisure-time physical activity. The associations suggest that more adaptive motivation corresponds to transfer of behavior across contexts. Also, the findings suggest that the efficacy of school-based physical activity interventions, within and outside of school, is linked to the degree of support for students' self-determined motivation.

  4. Integrative exercise and lifestyle intervention increases leisure-time activity in breast cancer patients.

    PubMed

    Casla, Soraya; Hojman, Pernille; Cubedo, Ricardo; Calvo, Isabel; Sampedro, Javier; Barakat, Ruben

    2014-11-01

    Physical activity has been demonstrated to increase survival in breast cancer patients, but few breast cancer patients meet the general recommendations for physical activity. The aim of this pilot study was to investigate if a supervised integrated counseling and group-based exercise program could increase leisure-time activity in women with breast cancer. This pilot project, designed as a single-arm study with pre-post testing, consisted of 24 classes of combined aerobic and strength exercise training as well as classes on dietary and health behavior. A total of 48 women with breast cancer who were undergoing or had recently completed anticancer treatment completed the study. Leisure-time physical activity, grip strength, functional capacity, quality of life (QoL), and depression were assessed at baseline, after intervention, and at the 12-week follow-up after intervention. The breast cancer patients increased their leisure-time physical activity (P = .004), global strength (P = .004), functional capacity (P = .001), and QoL (P = .009), and their depression score (P = .004) significantly decreased. These improvements were independent of whether the patients were in ongoing therapy or had completed their treatment. This integrated intervention may produce lifestyle changes in breast cancer patients and survivors using the teachable moment to increase their leisure-time physical activity and, thereby, their QoL. © The Author(s) 2014.

  5. Effects of Music on Physical Activity Rates of Junior High School Physical Education Students

    ERIC Educational Resources Information Center

    Brewer, Lindsey; Barney, David C.; Prusak, Keven A.; Pennington, Todd

    2016-01-01

    Music is an everyday occurrence in a person's life. Music is heard in the workplace, in homes, and in the mall. Music can also be heard as a person exercises. Therefore, the purpose of this study was to examine the effects of music on junior high students (n = 305) step counts and time in activity in junior high school physical education classes.…

  6. Physical activity during recess in low-income 3rd grade students in Texas

    PubMed Central

    Springer, Andrew E.; Tanguturi, Yasas; Ranjit, Nalini; Skala, Katherine A.; Kelder, Steven H.

    2012-01-01

    Objectives We estimated the prevalence of recess-based moderate and vigorous physical activity (MVPA) and vigorous physical activity (VPA) among third grade students attending low-income, urban schools in Texas. Methods Structured observations (n=77 class and 616 student observations) using SOFIT were conducted over three-months in 8 elementary schools with majority Hispanic students. Results Students engaged in 66.4% and 19.2% of their ~20 minute recess time in MVPA and VPA, respectively. Boys engaged in more MVPA and VPA (P<.007). Contextual differences in activity (setting and activity type) were identified. Conclusions Findings underscore the importance of scheduled recess time for children’s physical activity. PMID:23985178

  7. Providing Support to Inner-city Students and Teachers Through the Physics Van Inservice Institute

    NASA Astrophysics Data System (ADS)

    Sabella, Mel S.

    2007-02-01

    There are many programs for the professional development of high school physics teachers that have proven to be effective in preparing these teachers to conduct inquiry-based activities in the classroom. In this paper, we describe a small-scale professional development program called the Physics Van Inservice Institute. During the program, teachers are engaged in inquiry-based physics modules and are then able to borrow the equipment so that they can conduct the activities in their own classes.

  8. Prevalence of injuries among young adults in sport centers: relation to the type and pattern of activity.

    PubMed

    Lubetzky-Vilnai, A; Carmeli, E; Katz-Leurer, M

    2009-12-01

    The rate of injuries resulting from physical exercise in sport centers as well as related factors has not yet been described. The aims of this study were to describe the prevalence of self-reported activity-specific injuries, to identify the relations between injury profile and different types and patterns of physical activity and to assess whether gender is a modifying variable in that connection. Four hundred and fifty-seven men and women aged 20-35 years participated in this cross-sectional study. A questionnaire was used to evaluate the types and patterns of physical activity performed in the 12 months preceding the study and sports injuries sustained during that time. One hundred and ninety of the 457 subjects reported an injury as a result of exercising (41.6%). A relationship was found between weight training and injuries of the upper extremity (UE) for men and between spinning classes and knee injuries for women. Among those who participated in weight-training exercises, more frequent and longer duration exercise was associated with UE injury, and among those who participated in spinning classes more frequent exercise was associated with knee injury. Future injury prevention programs in sport centers should pay special attention to men who participate in weight training and to women who participate in spinning classes.

  9. Poetry Writing in General Physics Courses

    ERIC Educational Resources Information Center

    Schmidt, William L.

    2013-01-01

    Poetry writing in the context of physics is a student-centered activity that enables students to view the world through the window of physics and make connections to everyday life scenarios. Poetry assignments provide a creative and atypical challenge to students, creating more student-centered class discussions and a fun, light-hearted approach…

  10. Strategies for Maintaining Appropriate Behavior in Inclusive Physical Education Settings

    ERIC Educational Resources Information Center

    Sanderson, Sonya; Heckaman, Kelly A.; Ernest, James M.; Johnson, Sherifa; Raab, Scot

    2013-01-01

    The typical physical education class period consists of a number of instructional activities linked together by brief transitory phases, or transitions (e.g., lining up, identifying teams, handing out equipment, etc.). Transitions can challenge even the most experienced physical educators, because without good classroom management, transitions can…

  11. MO-C-9A-01: Effective Medical Physics Educational Activities: Models and Methods

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

    Sprawls, P

    Medical physics is learned in a combination of activities including classroom sessions, individual study, small-group collaborative problem solving, and direct experience in the laboratory or clinical environment. Each type of learning activity is characterized by its effectiveness in producing the desired knowledge for the learner and the cost in terms of resources and human effort required providing it. While learning and teaching is a human activity, modern technology provides a variety of tools that can be used to enhance human performance. The class or conference room is the common setting for educational sessions in both academic institutions and continuing educationmore » conferences and programs such as those sponsored by the AAPM. A major value of a class/conference room program is efficiency by bringing a group of learners together to share in a common learning experience under the guidance of one or more experienced learning facilitators (lecturers or presenters). A major challenge is that the class/conference room is separated from the real world of medical physics. The design of an educational activity needs to take into consideration the desired outcomes with respect to what the learners should be able to do. The distinction is that of being able to apply the knowledge to perform specific physics functions rather than just knowing and being able to recall facts, and perhaps do well on written examinations. These are different types of knowledge structures within the human brain and distinctly different learning activities to develop each. Much of medical physics education, especially at the post-graduate and continuing education level, is for the purpose of enhancing the ability of physicists and other related professionals to perform applied procedures and tasks and requires specific types of knowledge.In this session we will analyze various learning activity models, the values and limitations of each, and how they can be used in medical physics education. An example we will use is optimizing CT image quality and dose which is an important topic for medical physicists, radiologists and residents, along with technologists. The knowledge structure for this is best developed by a combination of learning activities including class/conference discussions, individual study and review, and direct observation and interaction in the clinical setting under the direction of a knowledgeable leader.The function of the human brain will be considered with respect to learning experiences that contribute to effective medical physics knowledge structures. The characteristics of various types of educational activities will be compared with respect to their effectiveness for producing desired outcomes along with their limitations. Emphasis will be given to the design of highly-effective classroom/conference presentations, and activities will be demonstrated with an emphasis on using technology to enhance human performance of both learners and the learning facilitators. Learning Objectives: Develop and provide highly effective medical physics educational sessions. Use technology to enhance human performance in the educational process. Identify and analyze various models of educational activities Select and use educational activities that contribute value to the medical physics profession.« less

  12. Physical Activity Opportunities Within the Schedule of Early Care and Education Centers.

    PubMed

    Mazzucca, Stephanie; Hales, Derek; Evenson, Kelly R; Ammerman, Alice; Tate, Deborah F; Berry, Diane C; Ward, Dianne S

    2018-02-01

    Physical activity has many benefits for young children's health and overall development, but few studies have investigated how early care and education centers allot time for physical activity, along with measured individual physical activity levels for indoor/outdoor activities during a typical day. Fifty early care and education centers in central North Carolina participated in 4 full-day observations, and 559 children aged 3-5 years within centers wore accelerometers assessing physical activity during observation days. Observation and physical activity data were linked and analyzed for associations between child activity and type of classroom activity. Children averaged 51 (13) minutes per day of moderate to vigorous physical activity and 99 (18) minutes per day of light physical activity while in child care. Children averaged 6 (10) and 10 (13) minutes per day of observed outdoor and indoor daily teacher-led physical activity, respectively. Outdoor time averaged 67 (49) minutes per day, and physical activity levels were higher during outdoor time than during common indoor activities (center time, circle time, and TV time). Physical activity levels varied between indoor and outdoor class activities. Policy and program-related efforts to increase physical activity in preschoolers should consider these patterns to leverage opportunities to optimize physical activity within early care and education centers.

  13. Engaging Students in Physical Education: Key Challenges and Opportunities for Physical Educators in Urban Settings

    ERIC Educational Resources Information Center

    Sliwa, Sarah; Nihiser, Allison; Lee, Sarah; McCaughtry, Nathan; Culp, Brian; Michael, Shannon

    2017-01-01

    In October 2009, "JOPERD" published a special issue about "Engaging Urban Youths in Physical Education and Physical Activity." Seven years later, many of the considerations mentioned remain relevant, such as large class sizes, limited access to equipment, and the lack of a dedicated gymnasium or outdoor space. These structural…

  14. Effects of a 2-Year School-Based Intervention of Enhanced Physical Education in the Primary School

    ERIC Educational Resources Information Center

    Sacchetti, Rossella; Ceciliani, Andrea; Garulli, Andrea; Dallolio, Laura; Beltrami, Patrizia; Leoni, Erica

    2013-01-01

    Background: This study aimed to assess whether a school-based physical education intervention was effective in improving physical abilities and influencing daily physical activity habits in primary school children. The possible effect on body mass index (BMI) was also considered. Methods: Twenty-six 3rd-grade classes were randomly selected…

  15. CAN-flip: A Pilot Gymnastics Program for Children With Cerebral Palsy.

    PubMed

    Cook, Olivia; Frost, Gail; Twose, Donna; Wallman, Linda; Falk, Bareket; Galea, Victoria; Adkin, Allan; Klentrou, Panagiota

    2015-10-01

    This pilot study examined whether an adapted gymnastics program, CAN-flip, could be a feasible activity for children with cerebral palsy (CP) leading to improvements in muscle fitness, motor performance, and physical self-perception. Four girls and 1 boy (9.8 ± 1.3 yr) with CP participated in this multiple-baseline across-subjects design and were randomly assigned to start either the 6-wk gymnastics or the 6-wk control period. Muscle strength, neuromuscular activation, range of motion, gross motor performance, balance, and physical self-perception were assessed at baseline, after the first 6-wk period, and at the conclusion of the study. The gymnastics program comprised two 1-hr individualized classes per week. All participants were able to complete the gymnastics classes without injury and showed improvement in specific gymnastics skills. In addition, 3 of the 5 participants registered for regular gymnastics classes after the study, demonstrating the program's usability as a link to inclusive gymnastic classes.

  16. The effectiveness of module based on guided inquiry method to improve students’ logical thinking ability

    NASA Astrophysics Data System (ADS)

    Ash-Shiddieqy, M. H.; Suparmi, A.; Sunarno, W.

    2018-04-01

    The purpose of this research is to understand the effectiveness of module based on guided inquiry method to improve students’ logical thinking ability. This research only evaluate the students’ logical ability after follows the learning activities that used developed physics module based on guided inquiry method. After the learning activities, students This research method uses a test instrument that adapts TOLT instrument. There are samples of 68 students of grade XI taken from SMA Negeri 4 Surakarta.Based on the results of the research can be seen that in the experimental class and control class, the posttest value aspect of probabilistic reasoning has the highest value than other aspects, whereas the posttest value of the proportional reasoning aspect has the lowest value. The average value of N-gain in the experimental class is 0.39, while in the control class is 0.30. Nevertheless, the N-gain values obtained in the experimental class are larger than the control class, so the guided inquiry-based module is considered more effective for improving students’ logical thinking. Based on the data obtained from the research shows the modules available to help teachers and students in learning activities. The developed Physics module is integrated with every syntax present in guided inquiry method, so it can be used to improve students’ logical thinking ability.

  17. Physics education through computational tools: the case of geometrical and physical optics

    NASA Astrophysics Data System (ADS)

    Rodríguez, Y.; Santana, A.; Mendoza, L. M.

    2013-09-01

    Recently, with the development of more powerful and accurate computational tools, the inclusion of new didactic materials in the classroom is known to have increased. However, the form in which these materials can be used to enhance the learning process is still under debate. Many different methodologies have been suggested for constructing new relevant curricular material and, among them, just-in-time teaching (JiTT) has arisen as an effective and successful way to improve the content of classes. In this paper, we will show the implemented pedagogic strategies for the courses of geometrical and optical physics for students of optometry. Thus, the use of the GeoGebra software for the geometrical optics class and the employment of new in-house software for the physical optics class created using the high-level programming language Python is shown with the corresponding activities developed for each of these applets.

  18. Influence of Age, Sex, and Race on College Students' Exercise Motivation of Physical Activity

    ERIC Educational Resources Information Center

    Egli, Trevor; Bland, Helen W.; Melton, Bridget F.; Czech, Daniel R.

    2011-01-01

    Objective: The authors examined differences in exercise motivation between age, sex, and race for college students. Participants: Students from 156 sections of physical activity classes at a midsize university were recruited (n = 2,199; 1,081 men, 1,118 women) in 2005-2006 and volunteered to complete the Exercise Motivation Inventory. Methods:…

  19. Superhero Toys and Boys' Physically Active and Imaginative Play

    ERIC Educational Resources Information Center

    Parsons, Amy; Howe, Nina

    2006-01-01

    The influence of superhero versus nonsuperhero toys on boys' physically active and imaginative play was studied in 29 dyads (n = 58 middle-class preschool boys; M age = 54.95 mos, SD = 5.28 mos). Each dyad participated in two play sessions: 1) superhero toys (media related) and 2) nonsuperhero (nonmedia related) toys. Dyads were observed for the…

  20. Effects of an Inverted Instructional Delivery Model on Achievement of Ninth-Grade Physical Science Honors Students

    NASA Astrophysics Data System (ADS)

    Howell, Donna

    This mixed-methods action research study was designed to assess the achievement of ninth-grade Physical Science Honors students by analysis of pre and posttest data. In addition, perceptual data from students, parents, and the researcher were collected to form a complete picture of the flipped lecture format versus the traditional lecture format. The researcher utilized a 4MAT learning cycle in two Physical Science Honors classes. One of these classes was traditionally delivered with lecture-type activities taking place inside the classroom and homework-type activities taking place at home; the other inverted, or flipped, delivered with lecture-type activities taking place outside the classroom and homework-type activities taking place inside the classroom. Existing unit pre and posttests for both classes were analyzed for differences in academic achievement. At the completion of the units, the flipped class students and parents were surveyed, and student focus groups were convened to ascertain their perceptions of the flipped classroom delivery model. Statistical analysis of posttest data revealed that there is no significant difference between the traditional lecture delivery format and the flipped delivery format. Analysis of perceptual data revealed six themes that must be considered when deciding to flip the classroom: how to hold students accountable for viewing the at-home videos, accessibility of students to the required technology, technical considerations relating to the video production, comprehension of the material both during and after viewing the videos, pedagogy of the overall flipped method, and preference for the flipped method overall. Findings revealed that students, parents, and the researcher all had a preference for the flipped class format, provided the above issues are addressed. The flipped class format encourages students to become more responsible for their learning, and, in addition, students reported that the hands-on inquiry activities done in class aided them in learning the subject matter. It is recommended, however, that before instructors decide to flip the classroom, they ensure that all students have access to needed technology, that there is a plan in place for ensuring that the students actually view the assigned videos, that they have a way to create the videos and ensure adequate quality, and that some discussion is held in class after each assigned video to ensure comprehension of the material.

  1. Information Technology and Lifestyle: A Systematic Evaluation of Internet and Mobile Interventions for Improving Diet, Physical Activity, Obesity, Tobacco, and Alcohol Use.

    PubMed

    Afshin, Ashkan; Babalola, Damilola; Mclean, Mireille; Yu, Zhi; Ma, Wenjie; Chen, Cheng-Yu; Arabi, Mandana; Mozaffarian, Dariush

    2016-08-31

    Novel interventions are needed to improve lifestyle and prevent noncommunicable diseases, the leading cause of death and disability globally. This study aimed to systematically review, synthesize, and grade scientific evidence on effectiveness of novel information and communication technology to reduce noncommunicable disease risk. We systematically searched PubMed for studies evaluating the effect of Internet, mobile phone, personal sensors, or stand-alone computer software on diet, physical activity, adiposity, tobacco, or alcohol use. We included all interventional and prospective observational studies conducted among generally healthy adults published between January 1990 and November 2013. American Heart Association criteria were used to evaluate and grade the strength of evidence. From 8654 abstracts, 224 relevant reports were identified. Internet and mobile interventions were most common. Internet interventions improved diet (N=20 studies) (Class IIa A), physical activity (N=33), adiposity (N=35), tobacco (N=22), and excess alcohol (N=47) (Class I A each). Mobile interventions improved physical activity (N=6) and adiposity (N=3) (Class I A each). Evidence limitations included relatively brief durations (generally <6 months, nearly always <1 year), heterogeneity in intervention content and intensity, and limited representation from middle/low-income countries. Internet and mobile interventions improve important lifestyle behaviors up to 1 year. This systematic review supports the need for long-term interventions to evaluate sustainability. © 2016 The Authors. Published on behalf of the American Heart Association, Inc., by Wiley Blackwell.

  2. Sleep quality subtypes and obesity.

    PubMed

    Magee, Christopher A; Reddy, Prasuna; Robinson, Laura; McGregor, Alisha

    2016-12-01

    Poor sleep quality could be a risk factor for obesity. This article utilized a person-centered approach to investigate whether distinct sleep quality subtypes were associated with obesity directly, and indirectly via physical activity. The sample included 8,932 Australian employees who participated in the Household, Income and Labor Dynamics in Australia Survey. Structured interviews and self-report questionnaires collected information on sleep quality, obesity, and relevant demographic, health, and work-related variables. Latent class analysis identified distinct subtypes of sleep quality. General linear modeling examined the associations of sleep quality subtypes with body mass index (BMI) and waist circumference. Multicategorical mediation models examined indirect paths linking sleep quality classes with obesity via physical activity. Five distinct sleep quality subtypes were identified: Poor Sleepers (20.0%), Frequent Sleep Disturbances (19.2%), Minor Sleep Disturbances (24.5%), Long Sleepers (9.6%), and Good Sleepers (26.7%). BMI, waist circumference, and physical activity differed among the sleep quality subtypes, with similar results observed for males and females. For example, Poor Sleepers had the highest BMIs, followed by Frequent Sleep Disturbances and Minor Sleep Disturbances; Long Sleepers and Good Sleepers had the lowest BMIs. Mediation analyses indicated that low levels of physical activity linked the Poor Sleep, Frequent Sleep Disturbance, and Long Sleep classes with higher BMI. These results provide new insights into the nature of sleep quality in employees. In particular, distinct sleep quality patterns had differing associations with measures of obesity, suggesting the need for tailored workplace interventions. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

  3. Sex differences in obesity, dietary habits, and physical activity among urban middle-class Bangladeshis.

    PubMed

    Saquib, Juliann; Saquib, Nazmus; Stefanick, Marcia L; Khanam, Masuma Akter; Anand, Shuchi; Rahman, Mahbubur; Chertow, Glenn M; Barry, Michele; Ahmed, Tahmeed; Cullen, Mark R

    2016-07-01

    The sustained economic growth in Bangladesh during the previous decade has created a substantial middle-class population, who have adequate income to spend on food, clothing, and lifestyle management. Along with the improvements in living standards, has also come negative impact on health for the middle class. The study objective was to assess sex differences in obesity prevalence, diet, and physical activity among urban middle-class Bangladeshi. In this cross-sectional study, conducted in 2012, we randomly selected 402 adults from Mohammedpur, Dhaka. The sampling technique was multi-stage random sampling. We used standardized questionnaires for data collection and measured height, weight, and waist circumference. Mean age (standard deviation) was 49.4 (12.7) years. The prevalence of both generalized (79% vs. 53%) and central obesity (85% vs. 42%) were significantly higher in women than men. Women reported spending more time watching TV and spending less time walking than men (p<.05); however, men reported a higher intake of unhealthy foods such as fast food and soft drinks. We conclude that the prevalence of obesity is significantly higher in urban middle-class Bangladeshis than previous urban estimates, and the burden of obesity disproportionately affects women. Future research and public health efforts are needed to address this severe obesity problem and to promote active lifestyles.

  4. Use of a Classwide Peer Recording Program To Enhance the Quality and Accuracy of Responses of Physical Education Majors in a Physical Activity Class.

    ERIC Educational Resources Information Center

    Ocansey, Reginald T-A.

    This study employed a classwide peer recording (CWPR) program to demonstrate the efficacy of peers as behavior change agents in a physical activity setting. The study sought to determine whether or not the frequency of stimuli conditions presented by a game changes when a CWPR procedure is in effect, and whether or not the frequency of actual…

  5. The influence of a yoga exercise program for young adults with intellectual disabilities.

    PubMed

    Hawkins, Brent L; Stegall, Joanna B; Weber, Madalyn F; Ryan, Joseph B

    2012-07-01

    Individuals with intellectual disabilities (ID) have an increased risk of obesity and are significantly less likely to engage in physical activity compared to their nondisabled peers. A growing body of research supports the physical and mental health benefits of yoga. While the benefits of yoga have been studied across a host of populations with varying ages and physical disabilities, no studies could be identified investigating the benefits of yoga for young adults with ID. This study investigated the impact of participating in yoga classes on the amount of exercise behavior and perception of physical exertion when compared to non-structured exercise sessions between two young adults with ID in a post-secondary education setting. A single subject multiple baseline research design was implemented across two young adults with mild ID to determine the effects of a yoga exercise class on frequency of exercise behavior and perception of physical exertion when compared to non-structured exercise sessions. Partial interval recording, the Eston-Parfitt curvilinear rating of perceived exertion scale, and the physical activity enjoyment scale were implemented to collect data on dependent variables and consumer satisfaction during each non-structured exercise session and each yoga class. indicated that percentage of exercise behavior and perceived exertion levels during yoga group exercise sharply increased with large effect sizes when compared to non-structured exercise sessions.

  6. Physical and sedentary activity in school children grades 5-8: the Bogalusa Heart Study.

    PubMed

    Myers, L; Strikmiller, P K; Webber, L S; Berenson, G S

    1996-07-01

    Physical and sedentary activity in children and adolescents has immediate health benefits and can also set a pattern that carries over into adulthood, resulting in long-term health benefits. Activity levels in a free-living biracial sample of children and adolescents, ages 9-15 yr (N = 995), were examined using a 24-h recall instrument, the Self-Administered Physical Activity Checklist. Selected sedentary activities (television watching and video-/computergame playing) were also assessed. Overall, boys were more physically active than girls and engaged in more heavy physical activity, while girls reported a larger percentage of time spent in light and moderate physical activities. Gender and, to a lesser extent, ethnic differences were seen in the types of activities reported. Although most physical activity occurred after school, children who reported no physical education class during school had less physical activity overall. There was a decrease in moderate physical activity with increasing grade levels in school and an increase in sedentary behavior. Black children reported more sedentary activity than white children, and girls reported more than boys. Although this 24-h recall method has limitations, it allows characterization of the activity of groups of children and provides useful data for policy recommendations.

  7. Influence of sedentary, social, and physical alternatives on food reinforcement.

    PubMed

    Carr, Katelyn A; Epstein, Leonard H

    2018-02-01

    This study examined the potential for nonfood alternative activities to compete with the reinforcing value of food. Participants rated the frequency and pleasantness of engaging in a variety of activities and made hypothetical choices between food and 4 types of alternatives; cognitive-enriching (reading, listening to music), social (attending a party or event), sedentary (watching TV), and physically active (running, biking). Two-hundred seventy-six adults completed an online survey using a crowdsourcing platform. Adults with higher BMI reported engaging in fewer activities within the cognitive-enriching, social, and physically active categories. When examining how well each alternative activity type was able to compete with food, sedentary alternatives were associated with the highest food reinforcement, or were least able to compete with food reinforcers, as compared with cognitive-enriching, social, and physical. Social activities were associated with the lowest food reinforcement, or the best able to compete with food reinforcers. These results suggest that increasing the frequency and range of nonfood alternative activities may be important to obesity. This study also suggests that the class of social activities may have the biggest impact on reducing food reinforcement, and the class of sedentary may have the smallest effect on food reinforcement. These tools have relevance to clinical interventions that capitalize on increasing access to behaviors that can reduce the motivation to eat in clinical interventions for obesity. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

  8. Physical activity among African American and Latino middle school girls: consistent beliefs, expectations, and experiences across two sites.

    PubMed

    Taylor, W C; Yancey, A K; Leslie, J; Murray, N G; Cummings, S S; Sharkey, S A; Wert, C; James, J; Miles, O; McCarthy, W J

    1999-01-01

    Physical inactivity is a major public health concern. Low levels of physical activity are reported in many subgroups of women including adolescent girls. More data are needed to better understand factors related to physical activity participation in adolescent girls. Therefore, we explored adolescent girls' reasons for participating and not participating in physical activity. Two independent samples were taken in California and Texas; the total sample included thirty-four African American and Latino girls. Six focus groups were conducted by trained facilitators. Based on independent qualitative analyses, six replicated themes emerged from the focus groups. Fun, social support, and concern with body image facilitated participation in activity. In contrast, negative experiences in physical education classes, concerns about appearance after activity, and lack of opportunity impeded participation in activity. Overall, the girls showed an interest in physical activity and identified activity motivators and barriers. We discuss the implications of our findings for future research.

  9. Ideas Exchange: How Do You Use NASPE's Teacher Toolbox to Enhance Professional Activities with Students, Sport or Physical Education Lessons, Faculty Wellness Classes or Community Programs?

    ERIC Educational Resources Information Center

    Simpkins, Mary Ann; McNeill, Shane; Dieckman, Dale; Sissom, Mark; LoBianco, Judy; Lund, Jackie; Barney, David C.; Manson, Mara; Silva, Betsy

    2009-01-01

    NASPE's Teacher Toolbox is an instructional resource site which provides educators with a wide variety of teaching tools that focus on physical activity. This service is provided by NASPE to support instructional activities as well as promote quality programs. New monthly issues support NASPE's mission to enhance knowledge, improve professional…

  10. Changes in Physical Activity Involvement and Attitude to Physical Activity in a 16-Year Follow-Up Study among the Elderly

    PubMed Central

    Päivi, Mäkilä; Mirja, Hirvensalo; Terttu, Parkatti

    2010-01-01

    We studied changes of physical activity among noninstitutionalized 65 years and older persons over a sixteen-year follow-up period. The focus of our interest was on changes in involvement, frequency, intensity, and various modes of physical activity. Furthermore, we studied changes in perceived importance, motives for, and obstacles to participation in physical activity. The results showed that the proportion of those reporting less frequent and intensive activities increased. Men were more active than women over the follow-up time (in 1988 P = .015, in 1996 P = .007, in 2004 P = .001). The biggest difference at the end of the followup between men and women was found in participation in supervised exercise classes (39% and 14%, resp.). Most popular forms of physical activity were walking and calisthenics at home. Men undertook more modes of physical activity than women. The importance of physical activity declined during the followup in both gender groups but more among women than men. The most common obstacles to physical activity were poor health and lack of interest. The promotion of health maintained it's place as the most important reason for physical activity over the follow-up period. PMID:21152195

  11. Learning in a Physics Classroom Community: Physics Learning Identity Construct Development, Measurement and Validation

    ERIC Educational Resources Information Center

    Li, Sissi L.

    2012-01-01

    At the university level, introductory science courses usually have high student to teacher ratios which increases the challenge to meaningfully connect with students. Various curricula have been developed in physics education to actively engage students in learning through social interactions with peers and instructors in class. This learning…

  12. Structured Recess: Finding a Way to Make It Work

    ERIC Educational Resources Information Center

    Scudieri, Dena; Schwager, Susan

    2017-01-01

    Time is a highly contested resource in today's schools. Proactive physical educators and savvy school administrators are acknowledging the benefits of devoting time during the school day, beyond regular physical education classes, for students to engage in physical activity with an eye toward enhancing student's health and well-being, as well as…

  13. 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…

  14. Four minutes of in-class high-intensity interval activity improves selective attention in 9- to 11-year olds.

    PubMed

    Ma, Jasmin K; Le Mare, Lucy; Gurd, Brendon J

    2015-03-01

    The amount of time allocated to physical activity in schools is declining. Time-efficient physical activity solutions that demonstrate their impact on academic achievement-related outcomes are needed to prioritize physical activity within the school curricula. "FUNtervals" are 4-min, high-intensity interval activities that use whole-body actions to complement a storyline. The purpose of this study was to (i) explore whether FUNtervals can improve selective attention, an executive function posited to be essential for learning and academic success; and (ii) examine whether this relationship is predicted by students' classroom off-task behaviour. Seven grade 3-5 classes (n = 88) were exposed to a single-group, repeated cross-over design where each student's selective attention was compared between no-activity and FUNtervals days. In week 1, students were familiarized with the d2 test of attention and FUNterval activities, and baseline off-task behaviour was observed. In both weeks 2 and 3 students completed the d2 test of attention following either a FUNterval break or a no-activity break. The order of these breaks was randomized and counterbalanced between weeks. Neither motor nor passive off-task behaviour predicted changes in selective attention following FUNtervals; however, a weak relationship was observed for verbal off-task behaviour and improvements in d2 test performance. More importantly, students made fewer errors during the d2 test following FUNtervals. In supporting the priority of physical activity inclusion within schools, FUNtervals, a time efficient and easily implemented physical activity break, can improve selective attention in 9- to 11-year olds.

  15. Physical activity classification with dynamic discriminative methods.

    PubMed

    Ray, Evan L; Sasaki, Jeffer E; Freedson, Patty S; Staudenmayer, John

    2018-06-19

    A person's physical activity has important health implications, so it is important to be able to measure aspects of physical activity objectively. One approach to doing that is to use data from an accelerometer to classify physical activity according to activity type (e.g., lying down, sitting, standing, or walking) or intensity (e.g., sedentary, light, moderate, or vigorous). This can be formulated as a labeled classification problem, where the model relates a feature vector summarizing the accelerometer signal in a window of time to the activity type or intensity in that window. These data exhibit two key characteristics: (1) the activity classes in different time windows are not independent, and (2) the accelerometer features have moderately high dimension and follow complex distributions. Through a simulation study and applications to three datasets, we demonstrate that a model's classification performance is related to how it addresses these aspects of the data. Dynamic methods that account for temporal dependence achieve better performance than static methods that do not. Generative methods that explicitly model the distribution of the accelerometer signal features do not perform as well as methods that take a discriminative approach to establishing the relationship between the accelerometer signal and the activity class. Specifically, Conditional Random Fields consistently have better performance than commonly employed methods that ignore temporal dependence or attempt to model the accelerometer features. © 2018, The International Biometric Society.

  16. The physical activity climate in Minnesota middle and high schools.

    PubMed

    Samuelson, Anne; Lytle, Leslie; Pasch, Keryn; Farbakhsh, Kian; Moe, Stacey; Sirard, John Ronald

    2010-11-01

    This article describes policies, practices, and facilities that form the physical activity climate in Minneapolis/St. Paul, Minnesota metro area middle and high schools and examines how the physical activity climate varies by school characteristics, including public/private, school location and grade level. Surveys examining school physical activity practices, policies and environment were administered to principals and physical education department heads from 115 middle and high schools participating in the Transdisciplinary Research on Energetics and Cancer-Identifying Determinants of Eating and Activity (TREC-IDEA) study. While some supportive practices were highly prevalent in the schools studied (such as prohibiting substitution of other classes for physical education); other practices were less common (such as providing opportunity for intramural (noncompetitive) sports). Public schools vs. private schools and schools with a larger school enrollment were more likely to have a school climate supportive of physical activity. Although schools reported elements of positive physical activity climates, discrepancies exist by school characteristics. Of note, public schools were more than twice as likely as private schools to have supportive physical activity environments. Establishing more consistent physical activity expectations and funding at the state and national level is necessary to increase regular school physical activity.

  17. Physical Performance and Physical Activity in Older Adults: Associated but Separate Domains of Physical Function in Old Age

    PubMed Central

    van Lummel, Rob C.; Walgaard, Stefan; Pijnappels, Mirjam; Elders, Petra J. M.; Garcia-Aymerich, Judith; van Dieën, Jaap H.; Beek, Peter J.

    2015-01-01

    Background Physical function is a crucial factor in the prevention and treatment of health conditions in older adults and is usually measured objectively with physical performance tests and/or physical activity monitoring. Objective To examine whether 1) physical performance (PP) and physical activity (PA) constitute separate domains of physical function; 2) differentiation of PA classes is more informative than overall PA. Design Cross-sectional study to explore the relationships within and among PP and PA measures. Methods In 49 older participants (83±7 years; M±SD), performance-based tests were conducted and PA was measured for one week. Activity monitor data were reduced in terms of duration, periods, and mean duration of periods of lying, sitting, standing and locomotion. The relation between and within PP scores and PA outcomes were analysed using rank order correlation and factor analysis. Results Factor structure after varimax rotation revealed two orthogonal factors explaining 78% of the variance in the data: one comprising all PA variables and one comprising all PP variables. PP scores correlated moderately with PA in daily life. Differentiation of activity types and quantification of their duration, intensity and frequency of occurrence provided stronger associations with PP, as compared to a single measure of acceleration expressing overall PA. Limitations For independent validation, the conclusions about the validity of the presented conceptual framework and its clinical implications need to be confirmed in other studies. Conclusions PP and PA represent associated but separate domains of physical function, suggesting that an improvement of PP does not automatically imply an increase of PA, i.e. a change to a more active lifestyle. Differentiation of activity classes in the analysis of PA provides more insights into PA and its association with PP than using a single overall measure of acceleration. PMID:26630268

  18. Impact of Short Duration Health & Science Energizers in the Elementary School Classroom

    ERIC Educational Resources Information Center

    Raney, Marcella; Henriksen, Adriel; Minton, Jessica; Lynch, Timothy Joseph

    2017-01-01

    Background: Acute physical activity breaks lasting 10--60 min have been related to positive effects on student focus and academic performance. The aim of this study was to evaluate the impact of repeated brief physical activity-infused academic lessons (1-5 min) on student retention and on-task behavior. Methods: One class from each K-2 grade…

  19. Evaluating a Physical Activity App in the Classroom: A Mixed Methodological Approach among University Students

    ERIC Educational Resources Information Center

    Melton, Bridget; Bland, Helen; Harris, Brandonn; Kelly, Destiny; Chandler, Kristin

    2015-01-01

    The purpose of this study was to evaluate the effectiveness of using an exercise-based app in increasing student motivation, social support, self-efficacy, and enjoyment in a university physical activity class. A convenience sample of 48 college-aged students (28 males, 20 females) from one university located in the Southeastern United States…

  20. The Influence of the Sport Education Model on Amotivated Students' In-Class Physical Activity

    ERIC Educational Resources Information Center

    Perlman, Dana

    2012-01-01

    The Sport Education Model (SEM) was designed by Siedentop to provide students with a holistic sport-based experience. As research on the SEM continues, an aspect that has gained interest is the influence on (a) students with low levels of motivation and (b) opportunities to engage in health-enhancing levels of physical activity. The purpose of…

  1. Changes in Attitudes and Behaviors toward Physical Activity, Nutrition, and Social Support for Middle School Students Using the AFIT App as a Supplement to Instruction in a Physical Education Class

    ERIC Educational Resources Information Center

    Watterson, Tom

    2012-01-01

    Finding ways to improve nutritional and physical activity components with today's adolescents is a significant problem. The obesity epidemic is over 10 years old and little research has been done on successful interventions that motivate today's students using the latest technology. A total of 140 middle school students and four physical…

  2. Active Learning with Ubiquitous Presenter and Tablet PCs

    NASA Astrophysics Data System (ADS)

    Price, Edward; Simon, B.

    2006-12-01

    Ubiquitous Presenter (UP)* is a digital presentation system that facilitates spontaneity and interactivity in the classroom. Using the system, an instructor with a Tablet PC can spontaneously modify prepared slides. Furthermore, students with web-enabled devices can add digital 'ink' or text to the instructor's slides and submit them to the instructor during class. We have used this system to facilitate interactive engagement techniques in an introductory physics class where approximately one-third of the students had access to a Tablet PC during class. Class time was used for Interactive Lecture Demonstrations, Peer Instruction, and group problem solving. We describe the implementation of these active learning activities with UP and Tablet PCs, show examples of student contributions, and describe the impact on the classroom setting. *http://up.ucsd.edu/about/

  3. Multi-sensor physical activity recognition in free-living.

    PubMed

    Ellis, Katherine; Godbole, Suneeta; Kerr, Jacqueline; Lanckriet, Gert

    Physical activity monitoring in free-living populations has many applications for public health research, weight-loss interventions, context-aware recommendation systems and assistive technologies. We present a system for physical activity recognition that is learned from a free-living dataset of 40 women who wore multiple sensors for seven days. The multi-level classification system first learns low-level codebook representations for each sensor and uses a random forest classifier to produce minute-level probabilities for each activity class. Then a higher-level HMM layer learns patterns of transitions and durations of activities over time to smooth the minute-level predictions. [Formula: see text].

  4. Development of a measurement approach to assess time children participate in organized sport, active travel, outdoor active play, and curriculum-based physical activity.

    PubMed

    Borghese, Michael M; Janssen, Ian

    2018-03-22

    Children participate in four main types of physical activity: organized sport, active travel, outdoor active play, and curriculum-based physical activity. The objective of this study was to develop a valid approach that can be used to concurrently measure time spent in each of these types of physical activity. Two samples (sample 1: n = 50; sample 2: n = 83) of children aged 10-13 wore an accelerometer and a GPS watch continuously over 7 days. They also completed a log where they recorded the start and end times of organized sport sessions. Sample 1 also completed an outdoor time log where they recorded the times they went outdoors and a description of the outdoor activity. Sample 2 also completed a curriculum log where they recorded times they participated in physical activity (e.g., physical education) during class time. We describe the development of a measurement approach that can be used to concurrently assess the time children spend participating in specific types of physical activity. The approach uses a combination of data from accelerometers, GPS, and activity logs and relies on merging and then processing these data using several manual (e.g., data checks and cleaning) and automated (e.g., algorithms) procedures. In the new measurement approach time spent in organized sport is estimated using the activity log. Time spent in active travel is estimated using an existing algorithm that uses GPS data. Time spent in outdoor active play is estimated using an algorithm (with a sensitivity and specificity of 85%) that was developed using data collected in sample 1 and which uses all of the data sources. Time spent in curriculum-based physical activity is estimated using an algorithm (with a sensitivity of 78% and specificity of 92%) that was developed using data collected in sample 2 and which uses accelerometer data collected during class time. There was evidence of excellent intra- and inter-rater reliability of the estimates for all of these types of physical activity when the manual steps were duplicated. This novel measurement approach can be used to estimate the time that children participate in different types of physical activity.

  5. From Surveillance to Intervention: Overview and Baseline Findings for the Active City of Liverpool Active Schools and SportsLinx (A-CLASS) Project

    PubMed Central

    McWhannell, Nicola; Henaghan, Jayne L.

    2018-01-01

    This paper outlines the implementation of a programme of work that started with the development of a population-level children’s health, fitness and lifestyle study in 1996 (SportsLinx) leading to selected interventions one of which is described in detail: the Active City of Liverpool, Active Schools and SportsLinx (A-CLASS) Project. The A-CLASS Project aimed to quantify the effectiveness of structured and unstructured physical activity (PA) programmes on children’s PA, fitness, body composition, bone health, cardiac and vascular structures, fundamental movement skills, physical self-perception and self-esteem. The study was a four-arm parallel-group school-based cluster randomised controlled trial (clinical trials no. NCT02963805), and compared different exposure groups: a high intensity PA (HIPA) group, a fundamental movement skill (FMS) group, a PA signposting (PASS) group and a control group, in a two-schools-per-condition design. Baseline findings indicate that children’s fundamental movement skill competence levels are low-to-moderate, yet these skills are inversely associated with percentage body fat. Outcomes of this project will make an important contribution to the design and implementation of children’s PA promotion initiatives.

  6. Active lifestyles in older adults: an integrated predictive model of physical activity and exercise

    PubMed Central

    Galli, Federica; Chirico, Andrea; Mallia, Luca; Girelli, Laura; De Laurentiis, Michelino; Lucidi, Fabio; Giordano, Antonio; Botti, Gerardo

    2018-01-01

    Physical activity and exercise have been identified as behaviors to preserve physical and mental health in older adults. The aim of the present study was to test the Integrated Behavior Change model in exercise and physical activity behaviors. The study evaluated two different samples of older adults: the first engaged in exercise class, the second doing spontaneous physical activity. The key analyses relied on Variance-Based Structural Modeling, which were performed by means of WARP PLS 6.0 statistical software. The analyses estimated the Integrated Behavior Change model in predicting exercise and physical activity, in a longitudinal design across two months of assessment. The tested models exhibited a good fit with the observed data derived from the model focusing on exercise, as well as with those derived from the model focusing on physical activity. Results showed, also, some effects and relations specific to each behavioral context. Results may form a starting point for future experimental and intervention research. PMID:29875997

  7. High intensity interval and moderate continuous cycle training in a physical education programme improves health-related fitness in young females.

    PubMed

    Mazurek, K; Zmijewski, P; Krawczyk, K; Czajkowska, A; Kęska, A; Kapuściński, P; Mazurek, T

    2016-06-01

    The aim of the study was to investigate the effects of eight weeks of regular physical education classes supplemented with high intensity interval cycle exercise (HIIE) or continuous cycle exercises of moderate intensity (CME). Forty-eight collegiate females exercising in two regular physical education classes per week were randomly assigned to two programmes (HIIE; n = 24 or CME; n = 24) of additional (one session of 63 minutes per week) physical activity for 8 weeks. Participants performed HIIE comprising 2 series of 6x10 s sprinting with maximal pedalling cadence and active recovery pedalling with intensity 65%-75% HRmax or performed CME corresponding to 65%-75% HRmax. Before and after the 8-week programmes, anthropometric data and aero- and anaerobic capacity were measured. Two-way ANOVA revealed a significant time main effect for VO2max (p < 0.001), similar improvements being found in both groups (+12% in HIIE and +11% in CME), despite body mass not changing significantly (p = 0.59; +0.4% in HIIE and -0.1% in CME). A significant main time effect was found for relative fat mass (FM) and fat-free mass (FFM) (p < 0.001 and p < 0.001, respectively). A group x time interaction effect was found for relative FM and FFM (p = 0.018 and p = 0.018); a greater reduction in FM and greater increase in FFM were noted in the CME than the HIIE group. Improvements in anaerobic power were observed in both groups (p < 0.001), but it was greater in the HIIE group (interaction effect, p = 0.022). Weight loss is not mandatory for exercise-induced effects on improving aerobic and anaerobic capacity in collegiate females. Eight weeks of regular physical education classes supplemented with CME sessions are more effective in improving body composition than physical education classes supplemented with HIIE sessions. In contrast to earlier, smaller trials, similar improvements in aerobic capacity were observed following physical activity with additional HIIE or CME sessions.

  8. Sports practice is related to parasympathetic activity in adolescents

    PubMed Central

    Cayres, Suziane Ungari; Vanderlei, Luiz Carlos Marques; Rodrigues, Aristides Machado; Coelho e Silva, Manuel João; Codogno, Jamile Sanches; Barbosa, Maurício Fregonesi; Fernandes, Rômulo Araújo

    2015-01-01

    OBJECTIVE: To analyze the relationship among sports practice, physical education class, habitual physical activity and cardiovascular risk in adolescents. METHODS: Cross-sectional study with 120 schoolchildren (mean: 11.7±0.7 years old), with no regular use of medicines. Sports practice and physical education classes were assessed through face-to-face interview, while habitual physical activity was assessed by pedometers. Bodyweight, height and height-cephalic trunk were used to estimate maturation. The following variables were measured: body fatness, blood pressure, resting heart rate, blood flow velocity, intima-media thickness (carotid and femoral) and heart rate variability (mean between consecutive heartbeats and statistical index in the time domain that show the autonomic parasympathetic nervous system activity root-mean by the square of differences between adjacent normal R-R intervals in a time interval). Statistical treatment used Spearman correlation adjusted by sex, ethnicity, age, body fatness and maturation. RESULTS: Independently of potential confounders, sports practice was positively related to autonomic parasympathetic nervous system activity (β=0.039 [0.01; 0.76]). On the other hand, the relationship between sport practice and mean between consecutive heartbeats (β=0,031 [-0.01; 0.07]) was significantly mediated by biological maturation. CONCLUSIONS: Sport practice was related to higher heart rate variability at rest. PMID:25887927

  9. A Ballroom Dance Classroom Program Promotes Moderate to Vigorous Physical Activity in Elementary School Children

    PubMed Central

    2013-01-01

    Purpose To determine if an existing ballroom dance classroom program meets national recommendations to engage children in moderate to vigorous physical activity (MVPA) for > 50% of class time and to determine class effects on body mass index (BMI). Design Prospective descriptive study. Setting Two New York City public schools. Subjects Seventy-nine fourth and fifth grade students. Measurements The System for Observing Fitness Instruction Time (SOFIT) and direct heart rate monitoring were used to determine subjects’ MVPA levels during class time. Weight and height were measured to calculate BMI. Analysis Means were calculated for continuous variables; frequency counts and percentages were calculated for categorical variables. Change in BMI percentiles was assessed using Bhapkar’s chi-square test of overall marginal homogeneity. Results Data from SOFIT observations showed that a mean of 50.0% and 67.0% of class time in the first and second halves of the program were spent in MVPA. Data from the heart rate monitoring data revealed that 71.1% of students were at ≥25% heart rate reserve, indicating MVPA, for ≥50% of class time. Improvement was seen in BMI percentile (P=0.051). Conclusion Ballroom dance provides MVPA in elementary school children for ≥50 % of class time and has a positive impact on BMI percentiles. PMID:22208413

  10. Heart rate and physical activity patterns in persons with profound intellectual and multiple disabilities.

    PubMed

    Waninge, Aly; van der Putten, Annette A J; Stewart, Roy E; Steenbergen, Bert; van Wijck, Ruud; van der Schans, Cees P

    2013-11-01

    Because physical fitness and health are related to physical activity, it is important to gain an insight into the physical activity levels of persons with profound intellectual and multiple disabilities (PIMD). The purpose of this study was to examine heart rate patterns to measure the activity levels of persons with PIMD and to analyze these heart rate patterns according to participant characteristics, observed level of activity, days, and time of day. The heart rate patterns of 24 participants with PIMD were measured continuously using a heart rate monitor for 8 h · d for a period of 6 days. Physical activity levels were measured with questionnaires. Data were analyzed using multilevel analysis. The results indicate that the participants use only 32% of their heart rate reserve over 6 days. The intensity of heart rate reserve ranged from 1 to 62%. On a given day, wide ranges in heart rates between participants and within persons were observed. Between days, only small ranges in the heart rate were found. The participants could be grouped into 4 classes according to their heart rate. In addition, factors such as time of day, physical activity, and age are significantly related to heart rate patterns. In conclusion, this study is an important first step in exploring activity patterns based on heart rate patterns in persons with PIMD. The participants used relatively small fractions of their heart rate reserves. Time of day and age appear to have a considerable influence on heart rate patterns. The observed classes in heart rate patterns suggest that other probably more personal and psychosocial factors have significant influences on heart rate patterns, as well.

  11. [The reliability of a questionnaire regarding Colombian children's physical activity].

    PubMed

    Herazo-Beltrán, Aliz Y; Domínguez-Anaya, Regina

    2012-10-01

    Reporting the Physical Activity Questionnaire for school children's (PAQ-C) test-retest reliability and internal consistency. This was a descriptive study of 100 school-aged children aged 9 to 11 years old attending a school in Cartagena, Colombia. The sample was randomly selected. The PAQ-C was given twice, one week apart, after the informed consent forms had been signing by the children's parents and school officials. Cronbach's alpha coefficient of reliability was used for assessing internal consistency and an intra-class correlation coefficient for test-retest reliability SPSS (version 17.0) was used for statistical analysis. The questionnaire scored 0.73 internal consistencies during the first measurement and 0.78 on the second; intra-class correlation coefficient was 0.60. There were differences between boys and girls regarding both measurements. The PAQ-C had acceptable internal consistency and test-retest reliability, thereby making it useful for measuring children's self-reported physical activity and a valuable tool for population studies in Colombia.

  12. Exploring possible selves in a first-year physics foundation class: Engaging students by establishing relevance

    NASA Astrophysics Data System (ADS)

    Bennett, Dawn; Roberts, Lynne; Creagh, Christine

    2016-06-01

    Students often complain that they cannot see the relevance of what they are being taught in foundation physics classes. While revising and adjusting the curriculum and teaching are important, this study suggests it might also be useful to help students view their learning in relation to their future career aspirations. This paper reports on a study conducted with first-year students enrolled in a compulsory foundation physics unit with a history of low pass rates. Working within a "possible selves" framework, activities were designed to help students position their learning in relation to possible future lives and careers. Two cohorts of students (N =93 ) engaged in an intensive workshop comprising multiple activities relating to self and career. Self-reflection worksheets were analyzed using content analysis. The results indicate that students experience immediate benefits from these activities through self-reflection on the current self, future possible professional selves, and the role of current studies in narrowing the gap between the two.

  13. Study design and protocol for a mixed methods evaluation of an intervention to reduce and break up sitting time in primary school classrooms in the UK: The CLASS PAL (Physically Active Learning) Programme.

    PubMed

    Routen, Ash C; Biddle, Stuart J H; Bodicoat, Danielle H; Cale, Lorraine; Clemes, Stacy; Edwardson, Charlotte L; Glazebrook, Cris; Harrington, Deirdre M; Khunti, Kamlesh; Pearson, Natalie; Salmon, Jo; Sherar, Lauren B

    2017-11-08

    Children engage in a high volume of sitting in school, particularly in the classroom. A number of strategies, such as physically active lessons (termed movement integration (MI)), have been developed to integrate physical activity into this learning environment; however, no single approach is likely to meet the needs of all pupils and teachers. This protocol outlines an implementation study of a primary school-based MI intervention: CLASS PAL (Physically Active Learning) programme. This study aims to (A) determine the degree of implementation of CLASS PAL, (B) identify processes by which teachers and schools implement CLASS PAL and (C) investigate individual (pupil and teacher) level and school-level characteristics associated with implementation of CLASS PAL. The intervention will provide teachers with a professional development workshop and a bespoke teaching resources website. The study will use a single group before-and-after design, strengthened by multiple interim measurements. Six state-funded primary schools will be recruited within Leicestershire, UK.Evaluation data will be collected prior to implementation and at four discrete time points during implementation: At measurement 0 (October 2016), school, teacher and pupil characteristics will be collected. At measurements 0 and 3 (June-July 2017), accelerometry, cognitive functioning, self-reported sitting and classroom engagement data will be collected. At measurements 1(December 2016-March 2017) and 3 , teacher interviews (also at measurement 4; September-October 2017) and pupil focus groups will be conducted, and at measurements 1 and 2 (April-May 2017), classroom observations. Implementation will be captured through website analytics and ongoing teacher completed logs. Ethical approval was obtained through the Loughborough University Human Participants Ethics Sub-Committee (Reference number: R16-P115). Findings will be disseminated via practitioner and/or research journals and to relevant regional and national stakeholders through print and online media and dissemination event(s). © 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.

  14. Effects of sex composition by class and instructor's sex on physical self-efficacy of college men.

    PubMed

    Gibbons, E S; Rust, D M; Blassingame, C L; Reed, J L

    2000-02-01

    The relationship of sex composition of class and instructor's sex to Physical Self-efficacy has yielded conflicting results in several studies. This study examined the relationship of sex composition of class and instructor's sex to scores on Physical Self-efficacy, Perceived Physical Ability, and Physical Self-presentation Confidence of 80 male students enrolled in one of four sections of a strength training class. Analysis indicated no significant difference on Physical Self-efficacy between male students who were enrolled in all male classes or in coeducational classes; improvements in scores on Physical Self-efficacy were not specific to the sex composition of the class or sex of the instructor and no significant difference on Perceived Physical Ability and Physical Self-presentation Confidence between male students who joined an all male class or a coeducational class. Perceived Physical Ability improved from the pretest to the posttest in all classes; and no improvement in scores for Physical Self-presentation Confidence was found in all classes. In conclusion, the analysis showed sex composition of the class and sex of the instructor were not significantly related to scores for self-efficacy.

  15. A Comparison of Children's Physical Activity Levels in Physical Education, Recess, and Exergaming.

    PubMed

    Gao, Zan; Chen, Senlin; Stodden, David F

    2015-03-01

    To compare young children's different intensity physical activity (PA) levels in physical education, recess and exergaming programs. Participants were 140 first and second grade children (73 girls; Meanage= 7.88 years). Beyond the daily 20-minute recess, participants attended 75-minute weekly physical education classes and another 75-minute weekly exergaming classes. Children's PA levels were assessed by ActiGraph GTX3 accelerometers for 3 sessions in the 3 programs. The outcome variables were percentages of time spent in sedentary, light PA and moderate-to-vigorous PA (MVPA). There were significant main effects for program and grade, and an interaction effect for program by grade. Specifically, children's MVPA in exergaming and recess was higher than in physical education. The 2nd-grade children demonstrated lower sedentary behavior and MVPA than the first-grade children during recess; less light PA in both recess and exergaming than first-grade children; and less sedentary behavior but higher MVPA in exergaming than first-grade children. Young children generated higher PA levels in recess and exergaming as compared with physical education. Hence, other school-based PA programs may serve as essential components of a comprehensive school PA program. Implications are provided for educators and health professionals.

  16. "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…

  17. 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.

  18. Support or competition? How online social networks increase physical activity: A randomized controlled trial.

    PubMed

    Zhang, Jingwen; Brackbill, Devon; Yang, Sijia; Becker, Joshua; Herbert, Natalie; Centola, Damon

    2016-12-01

    To identify what features of online social networks can increase physical activity, we conducted a 4-arm randomized controlled trial in 2014 in Philadelphia, PA. Students (n = 790, mean age = 25.2) at an university were randomly assigned to one of four conditions composed of either supportive or competitive relationships and either with individual or team incentives for attending exercise classes. The social comparison condition placed participants into 6-person competitive networks with individual incentives. The social support condition placed participants into 6-person teams with team incentives. The combined condition with both supportive and competitive relationships placed participants into 6-person teams, where participants could compare their team's performance to 5 other teams' performances. The control condition only allowed participants to attend classes with individual incentives. Rewards were based on the total number of classes attended by an individual, or the average number of classes attended by the members of a team. The outcome was the number of classes that participants attended. Data were analyzed using multilevel models in 2014. The mean attendance numbers per week were 35.7, 38.5, 20.3, and 16.8 in the social comparison, the combined, the control, and the social support conditions. Attendance numbers were 90% higher in the social comparison and the combined conditions (mean = 1.9, SE = 0.2) in contrast to the two conditions without comparison (mean = 1.0, SE = 0.2) (p = 0.003). Social comparison was more effective for increasing physical activity than social support and its effects did not depend on individual or team incentives.

  19. Sociodemographic variations in obesity among Ghanaian adults.

    PubMed

    Amoah, Albert G B

    2003-12-01

    To determine the sociodemographic associations of obesity in Ghana. A cross-sectional descriptive study was conducted on a sample of 6300 adults aged 25 years and over who were selected by random cluster sampling. Two urban (high-class and low-class suburbs) and a rural community in Accra, Ghana. In total, 4731 (1857 males, 2874 females) subjects participated. Demographic data were obtained by a questionnaire and height and weight were determined with subjects in light clothing and without shoes. The overall crude prevalence of overweight and obesity was 23.4 and 14.1%, respectively. The rates of overweight (27.1 vs. 17.5%) and obesity (20.2 vs. 4.6%) were higher in females than males. Obesity increased with age up to 64 years. There were more overweight and obesity in the urban high-class residents compared with the low-class residents and in urban than rural subjects. Overweight and obesity were highest among the Akan and Ga tribes and relatively low among Ewes. Subjects with tertiary education had the highest prevalence of obesity (18.8%) compared with less literate and illiterate subjects (12.5-13.8%). Subjects whose jobs were of a sedentary nature had higher levels of obesity (15%) than subjects whose jobs involved heavy physical activity (10%). Subjects who did not engage in leisure-time physical activity were more obese than those who had three or more sessions of leisure-time physical activity per week (15.3 vs. 13.5%). Overweight and obesity are common among residents in the Accra area. Older age, female gender, urban, high-class residence, sedentary occupation and tertiary education were associated with higher levels of obesity. Policies and programmes that promote healthy lifestyles may prove beneficial.

  20. High School Physics Students' Personal Epistemologies and School Science Practice

    ERIC Educational Resources Information Center

    Alpaslan, Muhammet Mustafa; Yalvac, Bugrahan; Loving, Cathleen

    2017-01-01

    This case study explores students' physics-related personal epistemologies in school science practices. The school science practices of nine eleventh grade students in a physics class were audio-taped over 6 weeks. The students were also interviewed to find out their ideas on the nature of scientific knowledge after each activity. Analysis of…

  1. Using Sport Education to Teach the Lifetime Sport of Golf

    ERIC Educational Resources Information Center

    Scarboro, Shot; Pritchard, Tony

    2015-01-01

    Golf is a lifetime sport activity that can be taught in physical education classes. How one teaches golf in physical education could influence whether students will want to continue to participate outside of physical education. The sport education model (SEM) is an instructional model that promotes student learning in all three domains by ensuring…

  2. Physical Activity Promotion: A Responsibility for Both K-12 Physical Education and Kinesiology

    ERIC Educational Resources Information Center

    Corbin, Charles B.; McKenzie, Thomas L.

    2008-01-01

    As the discipline and the various professions evolved over time, the content of disciplinary classes offered at universities sometimes became less "connected" with physical education. "Core" courses in the discipline were required to try to meet the demands of the expanding professional programs, while at the same time meeting the knowledge…

  3. Predictors of long-term change of a physical activity promotion programme in primary care.

    PubMed

    Sanchez, Alvaro; Grandes, Gonzalo; Ortega Sánchez-Pinilla, Ricardo; Torcal, Jesus; Montoya, Imanol

    2014-02-04

    Further research is needed to improve the evidence regarding determinants of physical activity (PA) as a crucial step to plan higher effective intervention strategies. The goal of the present study is to identify socio-demographic and clinical characteristics of primary care (PHC) insufficiently active patients that are associated with longitudinal changes in the level of physical activity. Longitudinal analysis of baseline socio-demographic and clinical predictors of physical activity change in insufficiently active PHC patients who participated in a PA-promoting multi-centre randomized clinical trial conducted from October 2003 through March 2006. The primary outcome measure was the self-reported physical activity assessed with the 7-day Physical Activity Recall (PAR), at baseline, 6, 12 and 24 months. Baseline covariates included sex, age, social class, anthropometric measures and other cardiovascular risk factors or associated diseases (Diabetes, HTA, tobacco use, etc.), and stage of readiness to change PA. Generalized linear mixed models were used to estimate longitudinal association of studied variables on PA change over the three follow-up measurements. A total of 3691 patients (85% of the 4317 recruited in the trial) with at least one follow-up measurement were included in the longitudinal analysis. At baseline, analysed patients (mean age: 50.6 years; 64.6% women) devoted 34.7 minutes and 2.36 metabolic equivalent hours per week (MET.h/week) to moderate and vigorous physical activity. Older age, male gender, higher social class, lower BMI, diagnosis of diabetes or hypertension, and measurement season were significant predictors of PA longitudinal change. The effect of baseline readiness to change on PA dose was modified by time, showing a positive gradient in favour of those with more readiness to change that increases significantly at 12 and 24 months (p-value interaction < .0001). Identified baseline characteristics such as readiness to change and risk factors can guide physicians to prioritize time and intervention efforts for maximizing their impact on insufficiently active PHC patients.

  4. Sex differences in obesity, dietary habits, and physical activity among urban middle-class Bangladeshis

    PubMed Central

    Saquib, Juliann; Saquib, Nazmus; Stefanick, Marcia L.; Khanam, Masuma Akter; Anand, Shuchi; Rahman, Mahbubur; Chertow, Glenn M.; Barry, Michele; Ahmed, Tahmeed; Cullen, Mark R.

    2016-01-01

    Background The sustained economic growth in Bangladesh during the previous decade has created a substantial middle-class population, who have adequate income to spend on food, clothing, and lifestyle management. Along with the improvements in living standards, has also come negative impact on health for the middle class. The study objective was to assess sex differences in obesity prevalence, diet, and physical activity among urban middle-class Bangladeshi. Methods In this cross-sectional study, conducted in 2012, we randomly selected 402 adults from Mohammedpur, Dhaka. The sampling technique was multi-stage random sampling. We used standardized questionnaires for data collection and measured height, weight, and waist circumference. Results Mean age (standard deviation) was 49.4 (12.7) years. The prevalence of both generalized (79% vs. 53%) and central obesity (85% vs. 42%) were significantly higher in women than men. Women reported spending more time watching TV and spending less time walking than men (p<.05); however, men reported a higher intake of unhealthy foods such as fast food and soft drinks. Conclusions We conclude that the prevalence of obesity is significantly higher in urban middle-class Bangladeshis than previous urban estimates, and the burden of obesity disproportionately affects women. Future research and public health efforts are needed to address this severe obesity problem and to promote active lifestyles. PMID:27610059

  5. Teaching Strategies with Pedometers for All Children

    ERIC Educational Resources Information Center

    Foley, John Thomas; Lieberman, Lauren J.; Wood, Barbara

    2008-01-01

    The authors suggest incorporating pedometers into the physical education curricula for schoolchildren, especially children with visual impairment, as a way to combat childhood obesity. The authors offer activity ideas to incorporate pedometers into physical education classes and to encourage children with visual impairment to participate more…

  6. Lunatics in Introductory Physics: Using Collectivized Student Moon Position Observations To Teach Basic Orbital Mechanics In Calculus Based Introductory Physics.

    NASA Astrophysics Data System (ADS)

    Bottorff, Mark

    2012-01-01

    A large (74 student) calculus based physics class was required to make observations of the moon over two lunar cycles using a small telescope equipped with mechanical setting circles. The data was collectivized and then analyzed in the laboratory to determine the period of the moon and to search for evidence of the eccentricity of the moon's orbit. These results were used in conjunction with the simple pendulum experiment in which the students inferred the acceleration due to gravity. The student inferred lunar orbital period and acceleration due to gravity (augmented with the radius of the Earth) enabled the students to infer the average Earth to moon distance. Class lectures, activities, and homework on gravitation and orbits were tailored to this observational activity thereby forming a learning module. A basic physics and orbital mechanics knowledge questionnaire was administered before and after the learning module. The resulting learning gains are reported here.

  7. Heart Rates of High School Physical Education Students during Team Sports, Individual Sports, and Fitness Activities

    ERIC Educational Resources Information Center

    Laurson, Kelly R.; Brown, Dale D.; Cullen, Robert W.; Dennis, Karen K.

    2008-01-01

    This study examined how activity type influenced heart rates and time spent in target heart rate zones of high school students participating in physical education classes. Significantly higher average heart rates existed for fitness (142 plus or minus 24 beats per minute [bpm]) compared to team (118 plus or minus 24 bpm) or individual (114 plus or…

  8. Just Be It! Healthy and Fit Increases Fifth Graders' Fruit and Vegetable Intake, Physical Activity, and Nutrition Knowledge

    ERIC Educational Resources Information Center

    DelCampo, Diana; Baca, Jacqueline S.; Jimenez, Desaree; Sanchez, Paula Roybal; DelCampo, Robert

    2011-01-01

    Just Be It! Healthy and Fit reduces the risk factors for childhood obesity for fifth graders using hands-on field trips, in-class lessons, and parent outreach efforts. Pre-test and post-test scores from the year-long classroom instruction showed a statistically significant increase in fruit and vegetable intake, physical activity, and nutrition…

  9. Improving Wellness on Campus: Service Learning in a Human Nutrition Class

    ERIC Educational Resources Information Center

    Wood, Bonnie

    2003-01-01

    In a human nutrition class, students are paired with university faculty or staff volunteer participants. Students teach their service learning partners how to record their food consumption and physical activity during a typical 7-day period. Using these data, students complete nutritional assessments of their partners. (Contains 2 figures.)

  10. Autonomous Learner Model Resource Book

    ERIC Educational Resources Information Center

    Betts, George T.; Carey, Robin J.; Kapushion, Blanche M.

    2016-01-01

    "Autonomous Learner Model Resource Book" includes activities and strategies to support the development of autonomous learners. More than 40 activities are included, all geared to the emotional, social, cognitive, and physical development of students. Teachers may use these activities and strategies with the entire class, small groups, or…

  11. Bike Desks in the Classroom: Energy Expenditure, Physical Health, Cognitive Performance, Brain Functioning, and Academic Performance.

    PubMed

    Torbeyns, Tine; de Geus, Bas; Bailey, Stephen; Decroix, Lieselot; Van Cutsem, Jeroen; De Pauw, Kevin; Meeusen, Romain

    2017-06-01

    Physical activity is positively associated with physical health, cognitive performance, brain functioning and academic performance. The aim of this study is to investigate the influence of bike desks in the classroom on adolescents' energy expenditure, physical health, cognitive performance, brain functioning and academic performance. Forty-four adolescents were randomly assigned to control group (CG) or intervention group (IG). During 5 months, the IG used a bike desk for 4 class hours/week. Energy expenditure was measured during 6 consecutive days. Anthropometric parameters, aerobic fitness, academic performance, cognitive performance and brain functioning were assessed before (T0) and after (T1) the intervention. Energy expenditure of the IG was significantly higher during the class hours in which they used the bike desks relative to normal class hours. The CG had a significantly higher BMI at T1 relative to T0 while this was not significantly different for the IG. Aerobic fitness was significantly better in the IG at T1 relative to T0. No significant effects on academic performance cognitive performance and brain functioning were observed. As the implementation of bike desks in the classroom did not interfere with adolescents' academic performance, this can be seen as an effective means of reducing in-class sedentary time and improving adolescents' physical health.

  12. Repeatability of self-report measures of physical activity, sedentary and travel behaviour in Hong Kong adolescents for the iHealt(H) and IPEN - Adolescent studies.

    PubMed

    Cerin, Ester; Sit, Cindy H P; Huang, Ya-Jun; Barnett, Anthony; Macfarlane, Duncan J; Wong, Stephen S H

    2014-06-06

    Physical activity and sedentary behaviour are important contributors to adolescents' health. These behaviours may be affected by the school and neighbourhood built environments. However, current evidence on such effects is mainly limited to Western countries. The International Physical Activity and the Environment Network (IPEN)-Adolescent study aims to examine associations of the built environment with adolescent physical activity and sedentary behaviour across five continents.We report on the repeatability of measures of in-school and out-of school physical activity, plus measures of out-of-school sedentary and travel behaviours adopted by the IPEN - Adolescent study and adapted for Chinese-speaking Hong Kong adolescents participating in the international Healthy environments and active living in teenagers-(Hong Kong) [iHealt(H)] study, which is part of IPEN-Adolescent. Items gauging in-school physical activity and out-of-school physical activity, and out-of-school sedentary and travel behaviours developed for the IPEN - Adolescent study were translated from English into Chinese, adapted, and pilot tested. Sixty-eight Chinese-speaking 12-17 year old secondary school students (36 boys; 32 girls) residing in areas of Hong Kong differing in transport-related walkability were recruited. They self-completed the survey items twice, 8-16 days apart. Test-retest reliability was assessed for the whole sample and by gender using one-way random effects intra-class correlation coefficients (ICC). Test-retest reliability of items with restricted variability was assessed using percentage agreement. Overall test-retest reliability of items and scales was moderate to excellent (ICC = 0.47-0.92). Items with restricted variability in responses had a high percentage agreement (92%-100%). Test-retest reliability was similar in girls and boys, with the exception of daily hours of homework (reliability higher in girls) and number of school-based sports teams or after-school physical activity classes (reliability higher in boys). The translated and adapted self-report measures of physical activity, sedentary and travel behaviours used in the iHealt(H) study are sufficiently reliable. Levels of reliability are comparable or slightly higher than those observed for the original measures.

  13. Using a Learning Activity Sequence in Large-Enrollment Physical Geology Classes: Supporting the Needs of Underserved Students While Motivating Interest, Learning, and Success

    NASA Astrophysics Data System (ADS)

    Pun, A.; Smith, G. A.

    2011-12-01

    The learning activity sequence (LAS) strategy is a student-focused pedagogy that emphasizes active classroom learning to promote learning among all students, and in particular, those with diverse backgrounds. Online assessments both set the stage for active learning and help students synthesize material during their learning. UNM is one of only two Carnegie Research University Very High institutions also designated as Hispanic-serving and the only state flagship university that is also a majority-minority undergraduate institution. In 2010 Hispanics comprised 40% of 20,655 undergraduates (and 49% of freshmen), 37% of undergraduates were Pell Grant recipients (the largest proportion of any public flagship research university; J. Blacks Higher Ed., 2009) and 44% of incoming freshmen were first-generation students. To maximize student learning in this environment rich in traditionally underserved students, we designed a LAS for nonmajor physical geology (enrollments 100-160) that integrates in-class instruction with structured out-of-class learning. The LAS has 3 essential parts: Students read before class to acquire knowledge used during in-class collaborative, active-learning activities that build conceptual understanding. Lastly, students review notes and synthesize what they've learned before moving on to the next topic. The model combines online and in-class learning and assessment: Online reading assessments before class; active-learning experiences during class; online learning assessments after class. Class sessions include short lectures, peer instruction "clickers", and small-group problem solving (lecture tutorials). Undergraduate Peer-Learning Facilitators are available during class time to help students with problem solving. Effectiveness of the LAS approach is reflected in three types of measurements. (1) Using the LAS strategy, the overall rate of students earning a grade of C or higher is higher than compared to the average for all large-enrollment department sections taught during the same period. (2) Anonymous student surveys show that: 97% of students do at least some of the assigned reading before class while 58% indicate they would not do the reading if online reading assessments were not assigned; 72% indicate post-lecture online assessments prepare them for exams; greater than 80% of students feel that they learn more in the LAS approach than with traditional instruction; 90% favor active learning in the classroom to only lecture; learning opportunities motivate 82% to attend class to participate in peer instruction and in-class exercises, even if these assignments did not contribute at all to their grade. Notably, first-generation students show disproportionately greater preference for active in-class learning. (3) Learning gains were assessed with the geoscience concept inventory (GCI) of Libarkin and Anderson (2005, J Geo Ed 53(4):395-401). Paired pre- and post-test scores (n=404) in 5 classes show an improvement from 46% to 52% (11% normalized gain), within the target goal that McConnell et al. (2008, GSA Abst Prog 41(1):49) propose for introductory geology courses that produce improved conceptual geoscience learning.

  14. 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

  15. Math Machines: Using Actuators in Physics Classes

    ERIC Educational Resources Information Center

    Thomas, Frederick J.; Chaney, Robert A.; Gruesbeck, Marta

    2018-01-01

    Probeware (sensors combined with data-analysis software) is a well-established part of physics education. In engineering and technology, sensors are frequently paired with actuators--motors, heaters, buzzers, valves, color displays, medical dosing systems, and other devices that are activated by electrical signals to produce intentional physical…

  16. Using Time-on-Task Measurements to Understand Student Performance in a Physics Class: A Ten-Year Study

    NASA Astrophysics Data System (ADS)

    Stewart, John

    2015-04-01

    The amount of time spent on out-of-class activities such as working homework, reading, and studying for examinations is presented for 10 years of an introductory, calculus-based physics class at a large public university. While the class underwent significant change in the 10 years studied, the amount of time invested by students in weeks not containing an in-semester examination was constant and did not vary with the length of the reading or homework assignments. The amount of time spent preparing for examinations did change as the course was modified. The time spent on class assignments, both reading and homework, did not scale linearly with the length of the assignment. The time invested in both reading and homework per length of the assignment decreased as the assignments became longer. The class average time invested in examination preparation did change with the average performance on previous examinations in the same class, with more time spent in preparation for lower previous examination scores (R2 = 0 . 70).

  17. Learning Pedagogy in Physics

    NASA Astrophysics Data System (ADS)

    Harlow, Danielle B.; Swanson, Lauren H.; Dwyer, Hilary A.; Bianchini, Julie A.

    2010-10-01

    We report on an adapted version of the Physics and Everyday Thinking (PET) curriculum. A unique aspect of PET is its inclusion of special activities that focus on Learning about Learning (LAL) in which undergraduates analyze videos of children talking about science and explicitly consider the nature of science. To create a course that intentionally linked science content, children's ideas, and strategies for science instruction, we augmented the existing LAL activities with discussions about teaching, and added activities focused on LAL from companion curricula such as Physical Science and Everyday Thinking (PSET) and Learning Physical Science (LEPS). To compensate for the additional time on LAL, we reduced the content activities to only those that directly supported LAL activities. We found that students made significant gains on the CLASS and expressed beliefs about teaching consistent with the PET pedagogy.

  18. Validity of consumer-grade activity monitor to identify manual wheelchair propulsion in standardized activities of daily living.

    PubMed

    Leving, Marika T; Horemans, Henricus L D; Vegter, Riemer J K; de Groot, Sonja; Bussmann, Johannes B J; van der Woude, Lucas H V

    2018-01-01

    Hypoactive lifestyle contributes to the development of secondary complications and lower quality of life in wheelchair users. There is a need for objective and user-friendly physical activity monitors for wheelchair-dependent individuals in order to increase physical activity through self-monitoring, goal setting, and feedback provision. To determine the validity of Activ8 Activity Monitors to 1) distinguish two classes of activities: independent wheelchair propulsion from other non-propulsive wheelchair-related activities 2) distinguish five wheelchair-related classes of activities differing by the movement intensity level: sitting in a wheelchair (hands may be moving but wheelchair remains stationary), maneuvering, and normal, high speed or assisted wheelchair propulsion. Sixteen able-bodied individuals performed sixteen various standardized 60s-activities of daily living. Each participant was equipped with a set of two Activ8 Professional Activity Monitors, one at the right forearm and one at the right wheel. Task classification by the Active8 Monitors was validated using video recordings. For the overall agreement, sensitivity and positive predictive value, outcomes above 90% are considered excellent, between 70 and 90% good, and below 70% unsatisfactory. Division in two classes resulted in overall agreement of 82.1%, sensitivity of 77.7% and positive predictive value of 78.2%. 84.5% of total duration of all tasks was classified identically by Activ8 and based on the video material. Division in five classes resulted in overall agreement of 56.6%, sensitivity of 52.8% and positive predictive value of 51.9%. 59.8% of total duration of all tasks was classified identically by Activ8 and based on the video material. Activ8 system proved to be suitable for distinguishing between active wheelchair propulsion and other non-propulsive wheelchair-related activities. The ability of the current system and algorithms to distinguish five various wheelchair-related activities is unsatisfactory.

  19. Validity of consumer-grade activity monitor to identify manual wheelchair propulsion in standardized activities of daily living

    PubMed Central

    Horemans, Henricus L. D.; Vegter, Riemer J. K.; de Groot, Sonja; Bussmann, Johannes B. J.; van der Woude, Lucas H. V.

    2018-01-01

    Background Hypoactive lifestyle contributes to the development of secondary complications and lower quality of life in wheelchair users. There is a need for objective and user-friendly physical activity monitors for wheelchair-dependent individuals in order to increase physical activity through self-monitoring, goal setting, and feedback provision. Objective To determine the validity of Activ8 Activity Monitors to 1) distinguish two classes of activities: independent wheelchair propulsion from other non-propulsive wheelchair-related activities 2) distinguish five wheelchair-related classes of activities differing by the movement intensity level: sitting in a wheelchair (hands may be moving but wheelchair remains stationary), maneuvering, and normal, high speed or assisted wheelchair propulsion. Methods Sixteen able-bodied individuals performed sixteen various standardized 60s-activities of daily living. Each participant was equipped with a set of two Activ8 Professional Activity Monitors, one at the right forearm and one at the right wheel. Task classification by the Active8 Monitors was validated using video recordings. For the overall agreement, sensitivity and positive predictive value, outcomes above 90% are considered excellent, between 70 and 90% good, and below 70% unsatisfactory. Results Division in two classes resulted in overall agreement of 82.1%, sensitivity of 77.7% and positive predictive value of 78.2%. 84.5% of total duration of all tasks was classified identically by Activ8 and based on the video material. Division in five classes resulted in overall agreement of 56.6%, sensitivity of 52.8% and positive predictive value of 51.9%. 59.8% of total duration of all tasks was classified identically by Activ8 and based on the video material. Conclusions Activ8 system proved to be suitable for distinguishing between active wheelchair propulsion and other non-propulsive wheelchair-related activities. The ability of the current system and algorithms to distinguish five various wheelchair-related activities is unsatisfactory. PMID:29641582

  20. 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…

  1. Teaching Newton's Laws with the iPod Touch in Conceptual Physics

    NASA Astrophysics Data System (ADS)

    Kelly, Angela M.

    2011-04-01

    One of the greatest challenges in teaching physics is helping students achieve a conceptual understanding of Newton's laws. I find that students fresh from middle school can sometimes recite the laws verbatim ("An object in motion stays in motion…" and "For every action…"), but they rarely demonstrate a working knowledge of how to apply them to observable phenomena. As a firm believer in inquiry-based teaching methods, I like to develop activities where students can experiment and construct understandings based on relevant personal experiences. Consequently, I am always looking for exciting new technologies that can readily demonstrate how physics affects everyday things. In a conceptual physics class designed for ninth-graders, I created a structured activity where students applied Newton's laws to a series of free applications downloaded on iPod Touches. The laws had been introduced during the prior class session with textual descriptions and graphical representations. The course is offered as part of the Enlace Latino Collegiate Society, a weekend enrichment program for middle and high school students in the Bronx. The majority of students had limited or no prior exposure to physics concepts, and many attended high schools where physics was not offered at all.

  2. Psychological factors related to physical education classes as predictors of students' intention to partake in leisure-time physical activity.

    PubMed

    Baena-Extremera, Antonio; Granero-Gallegos, Antonio; Ponce-de-León-Elizondo, Ana; Sanz-Arazuri, Eva; Valdemoros-San-Emeterio, María de Los Ángeles; Martínez-Molina, Marina

    2016-04-01

    In view of the rise in sedentary lifestyle amongst young people, knowledge regarding their intention to partake in physical activity can be decisive when it comes to instilling physical activity habits to improve the current and future health of school students. Therefore, the object of this study was to find a predictive model of the intention to partake in leisure- time physical activity based on motivation, satisfaction and competence. The sample consisted of 347 Spanish, male, high school students and 411 female students aged between 13 and 18 years old. We used a questionnaire made up of the Sport Motivation Scale, Sport Satisfaction Instrument, and the competence factor in the Basic Psychological Needs in Exercise Scale and Intention to Partake in Leisure-Time Physical Activity, all of them adapted to school Physical Education. We carried out confirmatory factor analyses and structural equation models. The intention to partake in leisure-time physical activity was predicted by competence and the latter by satisfaction/fun. Intrinsic motivation was revealed to be the best predictor of satisfaction/fun. Intrinsic motivation should be enhanced in order to predict an intention to partake in physical activity in Physical Education students.

  3. Does school physical education really contribute to accelerometer-measured daily physical activity and non sedentary behaviour in high school students?

    PubMed

    Mayorga-Vega, Daniel; Martínez-Baena, Alejandro; Viciana, Jesús

    2018-09-01

    Physical education has been highlighted as an important environment for physical activity promotion, however, to our knowledge there are no previous studies examining the contribution of physical education to daily accelerometer-measured physical activity and non sedentary behaviour. The purpose was to compare the accelerometer-measured physical activity and sedentary behaviour between physical education, non-physical education and weekend days in adolescents. Of the 394 students from a Spanish high school that were invited to participate, 158 students (83 boys and 75 girls) aged 13-16 years were analyzed (wear time ≥ 600 min). Participants' physical activity and sedentary behaviour were objectively-measured by GT3X+ accelerometers during physical education (one session), non-physical education and weekend days. Results indicated that overall adolescents had statistically significant greater physical activity levels and lower values of sedentary behaviour on physical education days than on non-physical education and weekend days (e.g., moderate-to-vigorous physical activity = 71, 54 and 57 min; sedentary = 710, 740 and 723 min) (p < 0.05). Physical education contributes significantly to reducing students' daily physical inactivity and sedentary behaviour. Increasing the number of physical education classes seems to be an effective strategy to reduce the high current prevalence of physical inactivity and sedentary behaviour in adolescence.

  4. [Analysis on prevalence of physical activity time <1 hour and related factors in students aged 9-22 years in China, 2014].

    PubMed

    Wang, Z H; Dong, Y H; Song, Y; Yang, Z P; Ma, J

    2017-03-10

    Objective: To explore the prevalence of physical activity time <1 hour and related factors in students aged 9-22 years in China. Methods: A total of 220 159 students (110 039 boys and 110 120 girls) aged 9-22 years who completed the questionnaire of physical activity and lifestyle behaviors were selected from " 2014 National Physical Fitness and Health Surveillance" for the current study. All the participants were divided into 2 groups, i.e. physical activity time <1 hour and physical activity time ≥1 hour according the suggestion of Central Government, stratified by age and gender. χ (2) tests were used to compare the difference in the prevalence of physical activity time <1 hour between boys and girls in every age groups. Univariate and multivariate log-binomial regression models were used to explore the factors that influenced the prevalence of physical activity time <1 hour. Results: The boy's prevalence of physical activity time <1 hour was 73.3%, with the lowest (57.0%) in 9-years-old group, and highest (82.5%) in 18 years old group. The girl's prevalence of physical activity time <1 hour was 79.1%, with the lowest (60.1%) in 9-years-old group, and highest (89.8%) in 21 years old group. Overall, The prevalence of physical activity time <1 hour was significantly higher in girls than in boys ( P <0.001), and the prevalence were significantly higher in girls than in boys in all the age groups ( P <0.001), and it was observed that the prevalence of physical activity <1 hour increased with age in both boys and girls ( P <0.001). Multivariate log-binomial regression model found that being girl ( PR =1.05, 95 %CI : 1.05-1.06), parents' disliking children to participate physical activity ( PR =1.08, 95 % CI : 1.07-1.09), heavy homework ( PR =1.13, 95 % CI : 1.12-1.14), long homework time ( PR =1.08, 95 %CI : 1.07-1.08), long time spending on electronic screen watching ( PR =1.01, 95 %CI : 1.00-1.01) and disliking physical class ( PR =1.11, 95 %CI : 1.10-1.12) could be the risk factors for physical activity time <1 hour, however, living in rural area ( PR =0.99, 95 % CI : 0.98-0.99) and no supporting from parents for children to participate physical activity ( PR =0.99, 95 %CI : 1.98-1.00) could be the protective factors, but no consistent association with the time of TV watching was observed ( P =0.226). Conclusions: The prevalence of physical activity time <1 hour was high in students aged 9-22 years in China. Female, parents; disliking children to participate physical activity, heavy homework, long homework time, long electronic screen watching time and disliking physical class might be the risk factors.

  5. Promotion of Autonomy for Participation in Physical Activity: A Study Based on the Trans-Contextual Model of Motivation

    ERIC Educational Resources Information Center

    González-Cutre, David; Ferriz, Roberto; Beltrán-Carrillo, Vicente J.; Andrés-Fabra, José A.; Montero-Carretero, Carlos; Cervelló, Eduardo; Moreno-Murcia, Juan Antonio

    2014-01-01

    The aim of this study was to analyse the effects of a school-based intervention to promote physical activity, utilising the postulates of the trans-contextual model of motivation. The study examined two separate classes of elementary school students (mean age 11.28?years), one of which served as the control group (n?=?26) and the other as the…

  6. Resource Letter ALIP-1: Active-Learning Instruction in Physics

    NASA Astrophysics Data System (ADS)

    Meltzer, David E.; Thornton, Ronald K.

    2012-06-01

    This Resource Letter provides a guide to the literature on research-based active-learning instruction in physics. These are instructional methods that are based on, assessed by, and validated through research on the teaching and learning of physics. They involve students in their own learning more deeply and more intensely than does traditional instruction, particularly during class time. The instructional methods and supporting body of research reviewed here offer potential for significantly improved learning in comparison to traditional lecture-based methods of college and university physics instruction. We begin with an introduction to the history of active learning in physics in the United States, and then discuss some methods for and outcomes of assessing pedagogical effectiveness. We enumerate and describe common characteristics of successful active-learning instructional strategies in physics. We then discuss a range of methods for introducing active-learning instruction in physics and provide references to those methods for which there is published documentation of student learning gains.

  7. The effect of an intervention combining self-efficacy theory and pedometers on promoting physical activity among adolescents.

    PubMed

    Lee, Ling-Ling; Kuo, Yu-Chi; Fanaw, Dilw; Perng, Shoa-Jen; Juang, Ian-Fei

    2012-04-01

    To study the effect of an intervention combining self-efficacy theory and pedometers on promoting physical activity among adolescents. The beneficial effects of regular physical activity on health in youths are well-documented. However, adolescence is found to be the age of greatest decline in physical activity participation. Physical activity participation among girls was generally less frequent and less intense than boys. Therefore, there is a strong need for effective interventions that can help promote physical activity in this population. An experimental design. Two classes of female junior college students (mean age = 16) were randomly sampled from a total of four classes and, of those, one each was randomly assigned to either the intervention (n = 46) or the control group (n = 48). Self-efficacy was used as a core theoretical foundation of the intervention design, and pedometers were provided to the students in the intervention group. Distances between each domestic scenic spot were illustrated graphically in a walking log for students to mark the extent of their walking or running. Students in the control group participated in a usual physical education programme. The primary outcome was a change in the number of aerobic steps. The secondary outcomes were changes in cardiopulmonary endurance and exercise self-efficacy. At 12-week follow-up, the mean change in aerobic steps was 371 steps and 108 steps in the intervention and control group, respectively. The difference in mean change between the two groups was 467 steps. Effects of the intervention on changes of cardiopulmonary endurance and perceived exercise self-efficacy scores were not found. Among adolescent girls, a 12-week intervention designed on the theoretical foundation of self-efficacy theory and provision of pedometers was found to have an effect on increasing their physical activity. The intervention, using graphs of domestic scenic spots to represent the distance of walking or running as monitored by pedometers, might enhance motivation regarding physical activity. It is important for health professionals, including school health nurses, involved in the care of adolescent health, to design and provide a physical activity intervention combining self-efficacy theory and provision of pedometer to promote physical activity. © 2011 Blackwell Publishing Ltd.

  8. Assessment of the effectiveness of physical activity interventions in the Brazilian Unified Health System.

    PubMed

    Ribeiro, Evelyn Helena Corgosinho; Garcia, Leandro Martin Totaro; Salvador, Emanuel Péricles; Costa, Evelyn Fabiana; Andrade, Douglas Roque; Latorre, Maria do Rosario Dias de Oliveira; Florindo, Alex Antonio

    2017-06-26

    To assess the effect of interventions on the levels of physical activity of healthy adults, users of the Brazilian Unified Health System and attended by the Family Health Strategy. Non-randomized experimental study with 157 adults allocated in three groups: 1) physical exercise classes (n = 54), 2) health education (n = 54), 3) control (n = 49). The study lasted for18 months, with 12 months of interventions and six months of follow-up after intervention. Assessments took place at the beginning, in the 12 months, and in the 18 months of study. Physical activity has been assessed by questionnaires and accelerometry. For the analyses, we have used the intention-to-treat principle and generalized estimating equations. After 12 months, both intervention groups have increased the minutes of weekly leisure time physical activity and annual scores of physical exercise, leisure and transport-related physical activity. The exercise class group has obtained the highest average annual physical exercises score when compared to the other groups (p < 0.001). In the follow-up period, the exercise class group reduced its annual score (average: -0.3; 95%CI -0.5--0.1), while the health education group increased this score (average: 0.2; 95%CI 0.1-0.4). There have been no differences in the levels of physical activity measured by accelerometry. The interventions have been effective in increasing the practice of physical activity. However, we have observed that the health education intervention was more effective for maintaining the practice of physical activity in the period after intervention. We recommend the use of both interventions to promote physical activity in the Brazilian Unified Health System, according to the local reality of professionals, facilities, and team objectives. Avaliar o efeito de intervenções nos níveis de atividade física de adultos saudáveis, usuários do Sistema Único de Saúde e atendidos pela Estratégia de Saúde da Família. Estudo experimental, não randomizado, com 157 adultos alocados em três grupos: 1) classes de exercícios físicos (n = 54); 2) educação em saúde (n = 54); 3) controle (n = 49). O estudo teve duração de 18 meses, sendo 12 meses de intervenções e seis meses de acompanhamento pós-intervenção. As avaliações ocorreram no início, nos 12 e nos 18 meses de estudo. A atividade física foi avaliada por questionários e por acelerometria. Para as análises, utilizaram-se o princípio de intenção de tratar e equações de estimativas generalizadas. Após 12 meses, ambos os grupos de intervenção aumentaram os minutos semanais de atividade física no lazer e os escores anuais de exercícios físicos, de lazer e de deslocamento. O grupo das classes de exercícios físicos obteve maior média de escore anual de exercícios físicos em comparação com os outros grupos (p < 0,001). No período pós-intervenção, o grupo de classes de exercícios físicos reduziu o escore anual de exercícios físicos (média: -0,3; IC95% -0,5--0,1), enquanto o grupo de educação em saúde aumentou este escore (média: 0,2; IC95% 0,1-0,4). Não houve diferenças nos níveis de atividade física mensurados por acelerometria. As intervenções foram efetivas para aumentar a prática de atividade física. No entanto, observou-se que a intervenção de educação em saúde foi mais efetiva para a manutenção da prática de atividade física no período pós-intervenção. Recomenda-se a utilização de ambas as intervenções para a promoção da atividade física no Sistema Único de Saúde, de acordo com as realidades locais de profissionais, instalações e objetivos das equipes.

  9. Using Cooperative Learning Strategies to Teach Children Fitness

    ERIC Educational Resources Information Center

    Kane, Jennifer J.; Kane, Richard J., Jr.

    2004-01-01

    Educating children in the development of positive attitudes toward health related fitness so that they are motivated to engage in lifetime fitness activities both inside and outside of the physical education class is an ongoing challenge for physical education teachers. This article presents several lesson ideas which have been developed to…

  10. Learning Simple Machines through Cross-Age Collaborations

    ERIC Educational Resources Information Center

    Lancor, Rachael; Schiebel, Amy

    2008-01-01

    In this project, introductory college physics students (noneducation majors) were asked to teach simple machines to a class of second graders. This nontraditional activity proved to be a successful way to encourage college students to think critically about physics and how it applied to their everyday lives. The noneducation majors benefited by…

  11. A Practical Approach to Sex Fair Performance Evaluation in Secondary Physical Education.

    ERIC Educational Resources Information Center

    McGonagle, Kenneth; Stevens, Ann

    A method of sex-fair performance evaluation is presented which can be used in coeducational secondary school physical education classes. This method tallies specific skill areas associated with athletic activities, disregarding such concepts as student improvement, level of competition, participation, effort, and exact skill measurement.…

  12. Identification of Physically Underdeveloped Pupils: Activities to Improve Their Performance.

    ERIC Educational Resources Information Center

    President's Council on Physical Fitness and Sports, Washington, DC.

    Screening tests consisting of observation procedures and simple physical exercises requiring only a chinning bar, stopwatch, and record forms are suggested for identifying pupils aged ten to seventeen who are underdeveloped in strength, flexibility, agility, or cardiorespiratory endurance. Classes should be divided into pairs with one pupil acting…

  13. Implementation of a Personal Fitness Unit Using the Personalized System of Instruction Model

    ERIC Educational Resources Information Center

    Prewitt, Steven; Hannon, James C.; Colquitt, Gavin; Brusseau, Timothy A.; Newton, Maria; Shaw, Janet

    2015-01-01

    Levels of physical activity and health-related fitness (HRF) are decreasing among adolescents in the United States. Several interventions have been implemented to reverse this downtrend. Traditionally, physical educators incorporate a direct instruction (DI) strategy, with teaching potentially leading students to disengage during class. An…

  14. 14 CFR 117.3 - Definitions.

    Code of Federal Regulations, 2013 CFR

    2013-01-01

    ... or physical performance capability resulting from lack of sleep or increased physical activity that... that provides a flightcrew member with a sleep opportunity. (1) Class 1 rest facility means a bunk or... ability to control light that provides a flightcrew member with the ability to sleep either in a bed, bunk...

  15. Physical Education Students' Ownership, Empowerment, and Satisfaction with PE and Physical Activity

    ERIC Educational Resources Information Center

    Moore, E. Whitney G.; Fry, Mary D.

    2017-01-01

    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. Purpose: This study examined the relationship between ownership and empowerment in exercise, with 2 context-specific outcomes, satisfaction with physical…

  16. Whole Class Laboratories: More Examples

    ERIC Educational Resources Information Center

    Kouh, Minjoon

    2016-01-01

    Typically, introductory physics courses are taught with a combination of lectures and laboratories in which students have opportunities to discover the natural laws through hands-on activities in small groups. This article reports the use of Google Drive, a free online document-sharing tool, in physics laboratories for pooling experimental data…

  17. Video Analysis of Muscle Motion

    ERIC Educational Resources Information Center

    Foster, Boyd

    2004-01-01

    In this article, the author discusses how video cameras can help students in physical education and sport science classes successfully learn and present anatomy and kinesiology content at levels. Video analysis of physical activity is an excellent way to expand student knowledge of muscle location and function, planes and axes of motion, and…

  18. Got Ice? Teaching Ice-Skating as a Lifelong Activity

    ERIC Educational Resources Information Center

    Tarkinton, Brenda C.; Karp, Grace Goc

    2010-01-01

    With today's focus on the importance of lifelong physical activity, educators are increasingly offering a variety of such activities in their classes, as well as in before- and after-school programs. This article describes the benefits of offering ice skating as a challenging and rewarding lifetime activity, either before or after school or in…

  19. Learning in a Physics Classroom Community: Physics Learning Identity Construct Development, Measurement and Validation

    NASA Astrophysics Data System (ADS)

    Li, Sissi L.

    At the university level, introductory science courses usually have high student to teacher ratios which increases the challenge to meaningfully connect with students. Various curricula have been developed in physics education to actively engage students in learning through social interactions with peers and instructors in class. This learning environment demands not only conceptual understanding but also learning to be a scientist. However, the success of student learning is typically measured in test performance and course grades while assessment of student development as science learners is largely ignored. This dissertation addresses this issue with the development of an instrument towards a measure of physics learning identity (PLI) which is used to guide and complement case studies through student interviews and in class observations. Using the conceptual framework based on Etienne Wenger's communities of practice (1998), I examine the relationship between science learning and learning identity from a situated perspective in the context of a large enrollment science class as a community of practice. This conceptual framework emphasizes the central role of identity in the practices negotiated in the classroom community and in the way students figure out their trajectory as members. Using this framework, I seek to understand how the changes in student learning identity are supported by active engagement based instruction. In turn, this understanding can better facilitate the building of a productive learning community and provide a measure for achievement of the curricular learning goals in active engagement strategies. Based on the conceptual framework, I developed and validated an instrument for measuring physics learning identity in terms of student learning preferences, self-efficacy for learning physics, and self-image as a physics learner. The instrument was pilot tested with a population of Oregon State University students taking calculus based introductory physics. The responses were analyzed using principal component exploratory factor analysis. The emergent factors were analyzed to create reliable subscales to measure PLI in terms of physics learning self-efficacy and social expectations about learning. Using these subscales, I present a case study of a student who performed well in the course but resisted the identity learning goals of the curriculum. These findings are used to support the factors that emerged from the statistical analysis and suggest a potential model of the relationships between the factors describing science learning and learning identity in large enrollment college science classes. This study offers an instrument with which to measure aspects of physics learning identity and insights on how PLI might develop in a classroom community of practice.

  20. Toward better physics labs for future biologists

    NASA Astrophysics Data System (ADS)

    Moore, K.; Giannini, J.; Losert, W.

    2014-05-01

    We have developed a set of laboratories and hands on activities to accompany a new two-semester interdisciplinary physics course that has been developed and tested in two small test classes at the University of Maryland, College Park (UMD) in 2012-2013. We have designed the laboratories to be taken accompanying a reformed course in the student's second year, with calculus, biology, and chemistry as prerequisites. These prerequisites permit the laboratories to include significant content on physics relevant to cellular scales, from chemical interactions to random motion and charge screening in fluids. We also introduce students to research-grade equipment and modern physics analysis tools in contexts relevant to biology while maintaining the pedagogically valuable open-ended laboratory structure of reformed laboratories. Preliminary student response results from these two classes are discussed.

  1. The Role of Physical Activity and Feeding Schedule on the Kinetics of Inhaled and Oral Toluene in Rats

    EPA Science Inventory

    This manuscript provides new information regarding factors that affect the toxicokinetics of toluene, a hazardous air pollutant with acute neurotoxic activity. Toluene is a prototype compound of the class of volatile organic compounds (VOCs), which have similar CNS activity and k...

  2. Physical Activity, Self-Regulation, and Early Academic Achievement in Preschool Children

    ERIC Educational Resources Information Center

    Becker, Derek R.; McClelland, Megan M.; Loprinzi, Paul; Trost, Stewart G.

    2014-01-01

    Research Findings: The present study investigated whether active play during recess was associated with self-regulation and academic achievement in a prekindergarten sample. A total of 51 children in classes containing approximately half Head Start children were assessed on self-regulation, active play, and early academic achievement. Path…

  3. How Time is Spent in Elementary Classrooms.

    ERIC Educational Resources Information Center

    Rosenshine, Barak V.

    1981-01-01

    Time allocation in the second and fifth grades was divided into three major categories: (1) academic activities such as reading, mathematics, science, and social studies; (2) nonacademic activities such as music, art, and physical education; and (3) noninstructional activities such as transitions and class business. The number of minutes engaged…

  4. Supporting the "Collaborative" Part of Wiki-Mediated Collaborative Learning Activities

    ERIC Educational Resources Information Center

    Larusson, Johann Ari

    2010-01-01

    Prior research has highlighted the educational benefit of enabling students to participate in collaborative learning activities. Developing technology that extends the physical boundaries of the classroom and enables students to engage in meaningful collaborative learning activities outside class time can be of significant value. For any…

  5. Exploring the relationship between entheseal changes and physical activity: a multivariate study.

    PubMed

    Milella, Marco; Cardoso, Francisca Alves; Assis, Sandra; Lopreno, Geneviève Perréard; Speith, Nivien

    2015-02-01

    Analyses of entheseal changes (EC) in identified skeletal samples employ a common research strategy based on the comparison between occupations grouped on the basis of shared biomechanical and/or social characteristics. Results from this approach are often ambiguous, with some studies that point to differences in EC between occupational samples and others failing to provide evidence of behavioral effects on EC. Here we investigate patterns of EC among documented occupations by means of a multivariate analysis of robusticity scores in nine postcranial entheses from a large (N = 372) contemporary skeletal sample including specimens from one Italian and two Portuguese identified collections. Data on entheseal robusticity, analyzed by pooled sides as well by separated sides and levels of asymmetry, are converted in binary scores and then analyzed through nonlinear principal component analysis and hierarchical cluster analysis. Results of these analyses are then used for the classification of occupations. Differences between occupational classes are tested by MANOVA and pairwise Hotelling's test. Results evidence three classes which separate occupations related to farming, physically demanding but generalized occupation, and physically undemanding occupations, with the more consistent differences between the first and the last classes. Our results are consistent with differences in biomechanical behavior between the occupations included in each class, and point to the physical and social specificity of farming activities. On the other hand, our study exemplifies the usefulness of alternative analytical protocols for the investigation of EC, and the value of research designs devoid of a priori assumptions for the test of biocultural hypotheses. Copyright © 2014 Wiley Periodicals, Inc.

  6. Circuit class therapy and 7-day-week therapy increase physiotherapy time, but not patient activity: early results from the CIRCIT trial.

    PubMed

    English, Coralie; Bernhardt, Julie; Hillier, Susan

    2014-10-01

    The optimum model of physiotherapy service delivery for maximizing active task practice during rehabilitation after stroke is unknown. The purpose of the study was to examine the relative effectiveness of 2 alternative models of physiotherapy service delivery against a usual care control with regard to increasing patient activity. Substudy within a large 3-armed randomized controlled trial, which compared 3 different models of physiotherapy service delivery, was provided for 4 weeks during subacute, inpatient rehabilitation (n=283). The duration of all physiotherapy sessions was recorded. In addition, 32 participants were observed at 10-minute intervals for 1 weekday and 1 weekend day between 8:00 am and 4:30 pm. At each observation, we recorded physical activity, location, and people present. Participants receiving 7-day-week and circuit class therapy received an additional 3 hours and 22 hours of physiotherapy time, respectively, when compared with usual care. Participants were standing or walking for a median of 8.2% of observations. On weekdays, circuit class therapy participants spent more time in therapy-related activity (10.2% of observations) when compared with usual care participants (6.1% of observations). On weekends, 7-day therapy participants spent more time in therapy-related activity (4.2% of observations) when compared with both usual care and circuit class therapy participants (0% of observations for both groups). Activity levels outside of therapy sessions did not differ between groups. A greater dosage of physiotherapy time did not translate into meaningful increases in physical activity across the day. http://www.anzctr.org.au/. Unique identifier: ACTRN12610000096055. © 2014 American Heart Association, Inc.

  7. Leonardo's Tree Theory.

    ERIC Educational Resources Information Center

    Werner, Suzanne K.

    2003-01-01

    Describes a series of activities exploring Leonardo da Vinci's tree theory that are designed to strengthen 8th grade students' data collection and problem solving skills in physical science classes. (KHR)

  8. The health paradox of occupational and leisure-time physical activity.

    PubMed

    Holtermann, A; Hansen, J V; Burr, H; Søgaard, K; Sjøgaard, G

    2012-03-01

    Occupational and leisure-time physical activity are considered to provide similar health benefits. The authors tested this hypothesis. A representative sample of Danish employees (n=7144, 52% females) reported levels of occupational and leisure-time physical activity in 2005. Long-term sickness absence (LTSA) spells of ≥3 consecutive weeks were retrieved from a social-transfer payment register from 2005 to 2007. 341 men and 620 females experienced a spell of LTSA during the period. Cox analyses adjusted for age, gender, smoking, alcohol, body mass index, chronic disease, social support from immediate superior, emotional demands, social class and occupational or leisure-time physical activity showed a decreased risk for LTSA among workers with moderate (HR 0.85, CI 0.72 to 1.01) and high (HR 0.77, CI 0.62 to 0.95) leisure-time physical activity in reference to those with low leisure-time physical activity. In contrast, an increased risk for LTSA was shown among workers with moderate (HR 1.59, CI 1.35 to 1.88) and high (HR 1.84, CI 1.55 to 2.18) occupational physical activity referencing those with low occupational physical activity. The hypothesis was rejected. In a dose-response manner, occupational physical activity increased the risk for LTSA, while leisure-time physical activity decreased the risk for LTSA. The findings indicate opposing effects of occupational and leisure-time physical activity on global health.

  9. Associations between obesity and physical activity in dogs: a preliminary investigation.

    PubMed

    Morrison, R; Penpraze, V; Beber, A; Reilly, J J; Yam, P S

    2013-11-01

    To assess whether obesity has any association with objectively measured physical activity levels in dogs. Thirty-nine dogs wore Actigraph GT3X accelerometers (Actigraph) for 7 consecutive days. Each dog was classified as ideal weight, overweight or obese using the 5-point body condition scoring system. Total volume of physical activity and time spent in sedentary behaviour, light-moderate intensity physical activity and vigorous intensity physical activity were compared between body condition categories. Valid accelerometry data were returned for 35 of 39 dogs recruited. Eighteen dogs were classed as ideal weight, 9 as overweight and the remaining 8 as obese. All dogs spent a significant proportion of the day sedentary and obese dogs spent significantly less time in vigorous intensity physical activity than ideal weight dogs (7 ±3 minute/day versus 21 ±15 minute/day, P=0·01). Obesity is associated with lower vigorous intensity physical activity in dogs, as is also thought to occur in humans. These preliminary findings will help inform a future, larger study and may also improve our understanding of the associations between obesity and physical activity in dogs. © 2013 British Small Animal Veterinary Association.

  10. Using synchronous distance-education technology to deliver a weight management intervention.

    PubMed

    Dunn, Carolyn; Whetstone, Lauren MacKenzie; Kolasa, Kathryn M; Jayaratne, K S U; Thomas, Cathy; Aggarwal, Surabhi; Nordby, Kelly; Riley, Kenisha E M

    2014-01-01

    To compare the effectiveness of online delivery of a weight management program using synchronous (real-time), distance-education technology to in-person delivery. Synchronous, distance-education technology was used to conduct weekly sessions for participants with a live instructor. Program effectiveness was indicated by changes in weight, body mass index (BMI), waist circumference, and confidence in ability to eat healthy and be physically active. Online class participants (n = 398) had significantly greater reductions in BMI, weight, and waist circumference than in-person class participants (n = 1,313). Physical activity confidence increased more for in-person than online class participants. There was no difference for healthy eating confidence. This project demonstrates the feasibility of using synchronous distance-education technology to deliver a weight management program. Synchronous online delivery could be employed with no loss to improvements in BMI, weight, and waist circumference. Copyright © 2014 Society for Nutrition Education and Behavior. Published by Elsevier Inc. All rights reserved.

  11. Combined aerobic and resistance exercise program improves task performance in patients with heart failure.

    PubMed

    Gary, Rebecca A; Cress, M Elaine; Higgins, Melinda K; Smith, Andrew L; Dunbar, Sandra B

    2011-09-01

    To assess the effects of a home-based aerobic and resistance training program on the physical function of adults with New York Heart Association (NYHA) class II and III patients and systolic heart failure (HF). Randomized controlled trial. Home based. Stable patients (N=24; mean age, 60 ± 10 y; left ventricular ejection fraction, 25% ± 9%; 50% white; 50% women) with New York Heart Association (NYHA) classes II and III (NYHA class III, 58%) systolic heart failure (HF). A 12-week progressive home-based program of moderate-intensity aerobic and resistance exercise. Attention control wait list participants performed light stretching and flexibility exercises. A 10-item performance-based physical function measure, the Continuous Scale Physical Functional Performance test (CS-PFP10), was the major outcome variable and included specific physical activities measured in time to complete a task, weight carried during a task, and distance walked. Other measures included muscle strength, HRQOL (Minnesota Living With Heart Failure Questionnaire, Epworth Sleepiness Scale), functional capacity (Duke Activity Status Index), and disease severity (brain natriuretic peptide) levels. After the exercise intervention, 9 of 10 specific task activities were performed more rapidly, with increased weight carried by exercise participants compared with the attention control wait list group. Exercise participants also showed significant improvements in CS-PFP10 total score (P<.025), upper and lower muscle strength, and HRQOL (P<.001) compared with the attention control wait list group. Adherence rates were 83% and 99% for the aerobic and resistance training, respectively. Patients with stable HF who participate in a moderate-intensity combined aerobic and resistance exercise program may improve performance of routine physical activities of daily living by using a home-based exercise approach. Performance-based measures such as the CS-PFP10 may provide additional insights into physical function in patients with HF that more commonly used exercise tests may not identify. Early detection of subtle changes that may signal declining physical function that are amenable to intervention potentially may slow further loss of function in this patient population. Copyright © 2011 American Congress of Rehabilitation Medicine. Published by Elsevier Inc. All rights reserved.

  12. The effects of a sportsmanship curriculum intervention on generalized positive social behavior of urban elementary school students

    PubMed Central

    Sharpe, Tom; Brown, Marty; Crider, Kim

    1995-01-01

    This study evaluated the effects of an elementary physical education curriculum in which development of positive social skills, including leadership and conflict-resolution behaviors, was the primary focus. A second goal was to determine possible generalization effects beyond the primary intervention setting. Students in two urban elementary physical education classes served as subjects, with a third class used as a comparison. The effects of the curriculum intervention were evaluated in the training setting and in the students' regular education classrooms using a multiple baseline across classrooms design. Results showed (a) an immediate increase in student leadership and independent conflict-resolution behaviors, (b) an increase in percentage of class time devoted to activity participation, and (c) decreases in the frequency of student off-task behavior and percentage of class time that students devoted to organizational tasks. Similar changes in student behavior were also observed in the regular classroom settings. PMID:16795872

  13. Contemporary Elementary and Middle School Physical Education Conference (Georgia State University, Atlanta, Georgia, January 15-17, 1981). Proceedings, Friday, Activity and Position Paper Sessions.

    ERIC Educational Resources Information Center

    Jones, Margaret A., Ed.

    The second session of the January conference on Contemporary Elementary and Middle School Physical Education was devoted to over 35 workshops and demonstrations of games and sports that could be used by teachers with their classes. Emphasis was placed on the development of individual skills, physical fitness through sports, and noncompetitive…

  14. Using Visual Methods to Understand Physical Activity Maintenance following Cardiac Rehabilitation

    PubMed Central

    Hardcastle, Sarah J.

    2015-01-01

    Few studies have explored the factors associated with long-term maintenance of exercise following cardiac rehabilitation. The present study used auto-photography and interviews to explore the factors that influence motivation and continued participation in physical activity among post cardiac rehabilitation patients. Twenty-three semi-structured interviews were conducted alongside participant-selected photographs or drawings with participants that had continued participation in physical activity for at least two years following the cardiac rehabilitation programme. Participants were recruited from circuit training classes in East Sussex in the UK. Thematic content analysis revealed seven main themes: fear of death and ill health avoidance, critical incidents, overcoming aging, social influences, being able to enjoy life, provision of routine and structure, enjoyment and psychological well-being. Fear of death, illness avoidance, overcoming aging, and being able to enjoy life were powerful motives for continued participation in exercise. The social nature of the exercise class was also identified as a key facilitator of continued participation. Group-based exercise suited those that continued exercise participation post cardiac rehabilitation and fostered adherence. PMID:26381147

  15. School and class-level variations and patterns of physical activity: a multilevel analysis of Danish high school students.

    PubMed

    Steenholt, Carina Bjørnskov; Pisinger, Veronica Sofie Clara; Danquah, Ida Høgstedt; Tolstrup, Janne Schurmann

    2018-02-14

    There is limited knowledge of physical activity (PA) patterns among high school students. High schools plays an important role as context for the students, but it is uncertain to what extent schools influence student participation in PA during leisure time. The purpose of this study is to describe patterns of PA and assess variations between schools and classes in PA, in a large cohort of Danish high school students. Self-reported cross-sectional data came from The Danish National Youth Study, comprising a total of 70,674 students attending 119 different schools and 3213 classes. Multilevel logistic regressions were applied to evaluate the association between socio-demographic variables and patterns of PA, and to assess the impact of schools and classes on PA measures. Students whose parents have achieved a lower level of education, older students and girls of perceived ethnic minority generally participated less in several forms of PA during leisure time. Substantial variations between schools were observed in terms of participation in PA at school during leisure time and in terms of use of active transportation to and from school. The school-level accounted for 9% (intra-class correlation coefficient (ICC) = 0.09 (95% CI: 0.06-0.11)) and 8% (ICC = 0.08 (95% CI: 0.07-0.11)) of the variation for participation in PA during leisure time and active transportation. Overall, students whose parents achieved a lower level of education, older students and girls of perceived ethnic minority represent vulnerable groups in relation to participation in several forms of PA during leisure time. The ICCs indicate that schools, in particular, have the potential to influence participation in PA at school during leisure time and active transportation to and from school. Thus, high schools should encourage and facilitate activities aimed at engaging students in PA during leisure time as well as encourage active transportation.

  16. Developmental patterns and parental correlates of youth leisure-time physical activity.

    PubMed

    Lam, Chun Bun; McHale, Susan M

    2015-02-01

    This study examined the developmental patterns and parental correlates of youth leisure-time physical activity from middle childhood through adolescence. On 5 occasions across 7 years, fathers, mothers, and children who were first- and second born from 201 European American, working- and middle-class families participated in home and multiple nightly phone interviews. Multilevel modeling revealed that, controlling for family socioeconomic status, neighborhood characteristics, and youth overweight status and physical health, leisure-time physical activity increased during middle childhood and declined across adolescence, and the decline was more pronounced for girls than for boys. Moreover, controlling for time-varying, parental work hours and youth interest in sports and outdoor activities, on occasions when fathers and mothers spent proportionally more time on these activities with youth than usual, youth also spent more total time on these activities than usual. The within-person association between mother-youth joint involvement and youth's total involvement in leisure-time physical activity reached statistical significance at the transition to adolescence, and became stronger over time. Findings highlight the importance of maintaining adolescents', especially girls', physical activity levels and targeting both fathers' and mothers' involvement to promote youth's physical activity. PsycINFO Database Record (c) 2015 APA, all rights reserved.

  17. Clustering of Multiple Risk Behaviors Among a Sample of 18-Year-Old Australians and Associations With Mental Health Outcomes: A Latent Class Analysis.

    PubMed

    Champion, Katrina E; Mather, Marius; Spring, Bonnie; Kay-Lambkin, Frances; Teesson, Maree; Newton, Nicola C

    2018-01-01

    Risk behaviors commonly co-occur, typically emerge in adolescence, and become entrenched by adulthood. This study investigated the clustering of established (physical inactivity, diet, smoking, and alcohol use) and emerging (sedentary behavior and sleep) chronic disease risk factors among young Australian adults, and examined how clusters relate to mental health. The sample was derived from the long-term follow-up of a cohort of Australians. Participants were initially recruited at school as part of a cluster randomized controlled trial. A total of 853 participants (M age  = 18.88 years, SD = 0.42) completed an online self-report survey as part of the 5-year follow-up for the RCT. The survey assessed six behaviors (binge drinking and smoking in the past 6 months, moderate-to-vigorous physical activity/week, sitting time/day, fruit and vegetable intake/day, and sleep duration/night). Each behavior was represented by a dichotomous variable reflecting adherence to national guidelines. Exploratory analyses were conducted. Clusters were identified using latent class analysis. Three classes emerged: "moderate risk" (moderately likely to binge drink and not eat enough fruit, high probability of insufficient vegetable intake; Class 1, 52%); "inactive, non-smokers" (high probabilities of not meeting guidelines for physical activity, sitting time and fruit/vegetable consumption, very low probability of smoking; Class 2, 24%), and "smokers and binge drinkers" (high rates of smoking and binge drinking, poor fruit/vegetable intake; Class 3, 24%). There were significant differences between the classes in terms of psychological distress ( p  = 0.003), depression ( p  < 0.001), and anxiety ( p  = 0.003). Specifically, Class 3 ("smokers and binge drinkers") showed higher levels of distress, depression, and anxiety than Class 1 ("moderate risk"), while Class 2 ("inactive, non-smokers") had greater depression than the "moderate risk" group. Results indicate that risk behaviors are prevalent and clustered in 18-year old Australians. Mental health symptoms were significantly greater among the two classes that were characterized by high probabilities of engaging in multiple risk behaviors (Classes 2 and 3). An examination of the clustering of lifestyle risk behaviors is important to guide the development of preventive interventions. Our findings reinforce the importance of delivering multiple health interventions to reduce disease risk and improve mental well-being.

  18. [The impact of a 14- day regular physical exercise regime on the concentration of the classes and subclasses of lipoprotein particles in young subjects with a sedentary lifestyle].

    PubMed

    Sabaka, P; Dukát, A; Oravec, S; Mistríková, L; Baláž, D; Bendžala, M; Gašpar, L

    2013-10-01

    Recommendations from the cardiological professional companies working in the area of primary prevention of cardiovascular diseases put an emphasis on regular aerobic physical activity. Its positive effect on both cardiovascular and overall mortality has repea-tedly been proven by the observations of prospective and cross sectional epidemiological studies. One of the possible explanations of this positive effect is a change in the concentration of lipoprotein classes and their subclasses, which is expressed as a change in their average size. In a group of young healthy men and women with a sedentary lifestyle we observed the effect of medium intensive physical exercise in the form of a 30- minute slow run per day lasting for 14 days. The concentration of lipoprotein classes and subclasses were determined through the method of a linear electrophoresis in polyacrylamide gel. In the observed group we found a statistically significant decrease of VLDL, large IDL particles, medium sized LDL, small dense LDL, and medium sized HDL particles. In the light of current knowledge all these lipoprotein particles are deemed as atherogenic. Thus, as little as 14 days of regular exercising has a positive effect on the concentration of plasmatic lipoproteins, and emphasises the role of regular physical activity in the primary prevention of cardiovascular diseases.

  19. Using assistive robots to promote inclusive education.

    PubMed

    Encarnação, P; Leite, T; Nunes, C; Nunes da Ponte, M; Adams, K; Cook, A; Caiado, A; Pereira, J; Piedade, G; Ribeiro, M

    2017-05-01

    This paper describes the development and test of physical and virtual integrated augmentative manipulation and communication assistive technologies (IAMCATs) that enable children with motor and speech impairments to manipulate educational items by controlling a robot with a gripper, while communicating through a speech generating device. Nine children with disabilities, nine regular and nine special education teachers participated in the study. Teachers adapted academic activities so they could also be performed by the children with disabilities using the IAMCAT. An inductive content analysis of the teachers' interviews before and after the intervention was performed. Teachers considered the IAMCAT to be a useful resource that can be integrated into the regular class dynamics respecting their curricular planning. It had a positive impact on children with disabilities and on the educational community. However, teachers pointed out the difficulties in managing the class, even with another adult present, due to the extra time required by children with disabilities to complete the activities. The developed assistive technologies enable children with disabilities to participate in academic activities but full inclusion would require another adult in class and strategies to deal with the additional time required by children to complete the activities. Implications for Rehabilitation Integrated augmentative manipulation and communication assistive technologies are useful resources to promote the participation of children with motor and speech impairments in classroom activities. Virtual tools, running on a computer screen, may be easier to use but further research is needed in order to evaluate its effectiveness when compared to physical tools. Full participation of children with motor and speech impairments in academic activities using these technologies requires another adult in class and adequate strategies to manage the extra time the child with disabilities may require to complete the activities.

  20. The Recreovía of Bogotá, a Community-Based Physical Activity Program to Promote Physical Activity among Women: Baseline Results of the Natural Experiment Al Ritmo de las Comunidades

    PubMed Central

    Sarmiento, Olga L.; Rios, Ana Paola; Paez, Diana C.; Quijano, Karoll; Fermino, Rogério César

    2017-01-01

    Community-based physical activity (PA) programs in Latin America have been recognized because of the use of available environmental resources to offer PA classes. Yet, the evaluation of programs focused on PA classes involving dancing in public spaces is limited. The aim of this study was to assess the physical activity levels, park use, and the contextual characteristics of public parks with and without the Recreovía in Bogotá in Colombia. Al Ritmo de las Comunidades is a natural experiment conducted in nine parks (3 parks implementing new Recreovías, 3 control parks and 3 parks with existing Recreovías) during 2013. We used the System for Observing Play and Recreation in Communities to evaluate park use (gender, age, and physical activity level) and target areas. A total of 4925 people were observed during 702 observation visits to parks. The percentage of women was higher in parks with Recreovía, compared to parks without Recreovía (53% vs. 40% vs. 33%; p < 0.001). Women using parks with Recreovía compared to women in parks without Recreovía were less likely to be sedentary (25% vs. 39%; p < 0.0001) and more likely to engage in moderate-to-vigorous activity (75% vs. 61%; p < 0.0001). Among men, the activity pattern was the opposite. The Recreovía is a promising strategy to promote park use and PA, especially among women who are less likely to meet PA recommendations during their leisure time. The provision of a cost-free community program may be an effective approach and a good investment for health. PMID:28608844

  1. The Recreovía of Bogotá, a Community-Based Physical Activity Program to Promote Physical Activity among Women: Baseline Results of the Natural Experiment Al Ritmo de las Comunidades.

    PubMed

    Sarmiento, Olga L; Rios, Ana Paola; Paez, Diana C; Quijano, Karoll; Fermino, Rogério César

    2017-06-13

    Community-based physical activity (PA) programs in Latin America have been recognized because of the use of available environmental resources to offer PA classes. Yet, the evaluation of programs focused on PA classes involving dancing in public spaces is limited. The aim of this study was to assess the physical activity levels, park use, and the contextual characteristics of public parks with and without the Recreovía in Bogotá in Colombia. Al Ritmo de las Comunidades is a natural experiment conducted in nine parks (3 parks implementing new Recreovías, 3 control parks and 3 parks with existing Recreovías) during 2013. We used the System for Observing Play and Recreation in Communities to evaluate park use (gender, age, and physical activity level) and target areas. A total of 4925 people were observed during 702 observation visits to parks. The percentage of women was higher in parks with Recreovía, compared to parks without Recreovía (53% vs. 40% vs. 33%; p < 0.001). Women using parks with Recreovía compared to women in parks without Recreovía were less likely to be sedentary (25% vs. 39%; p < 0.0001) and more likely to engage in moderate-to-vigorous activity (75% vs. 61%; p < 0.0001). Among men, the activity pattern was the opposite. The Recreovía is a promising strategy to promote park use and PA, especially among women who are less likely to meet PA recommendations during their leisure time. The provision of a cost-free community program may be an effective approach and a good investment for health.

  2. Teaching Physics to Environmental Science Majors Using a Flipped Course Approach

    NASA Astrophysics Data System (ADS)

    Hill, N. B.; Riha, S. J.; Wysocki, M. W.

    2014-12-01

    Coursework in physics provides a framework for quantitative reasoning and problem solving skill development in budding geoscientists. To make physical concepts more accessible and relevant to students majoring in environmental science, an environmental physics course was developed at Cornell University and offered for the first time during spring 2014. Principles of radiation, thermodynamics, and mechanics were introduced and applied to the atmosphere, hydrosphere, and lithosphere to describe energy and mass transfers in natural and built environments. Environmental physics was designed as a flipped course where students viewed online material outside of class and worked in groups in class to solve sustainability problems. Experiential learning, just-in-time teaching, and peer collaboration strategies were also utilized. In-class problems were drawn from both local and global environmental sustainability concerns. Problems included an investigation of Cornell's lake source cooling system, calculations on the energy consumed in irrigation with groundwater in the southwestern United States, and power generated by wind turbines at various locations around the world. Class attendance was high, with at least 84% of students present at each meeting. Survey results suggest that students enjoyed working in groups and found the in-class problems helpful for assimilating the assigned material. However, some students reported that the workload was too heavy and they preferred traditional lectures to the flipped classroom. The instructors were able to actively engage with students and quickly identify knowledge and skill gaps that needed to be addressed. Overall, the integration of current environmental problems and group work into an introductory physics course could help to inspire and motivate students as they advance their ability to analyze problems quantitatively.

  3. Kick, Glide, Pole! Cross-Country Skiing Fun (Part I)

    ERIC Educational Resources Information Center

    Duoos, Bridget A.

    2011-01-01

    Cross-country skiing is a great activity for taking a physical education class outside during the cold winter months. It is also a diverse activity that appeals to students of all ages, and is an excellent cardio-respiratory activity to keep students active. This article has provided the first steps in preparing a cross-country skiing lesson in…

  4. Prevalence of physical inactivity and associated factors among high school students from state's public schools.

    PubMed

    Ceschini, Fabio L; Andrade, Douglas R; Oliveira, Luis C; Araújo Júnior, Jorge F; Matsudo, Victor K R

    2009-01-01

    To describe the prevalence of physical inactivity and associated factors among high school students from state's public schools in the city of São Paulo, state of São Paulo, Brazil. Sixteen state's public schools were randomly selected according to the geographic areas of the city (North, South, East, and West). The sample consisted of 3,845 high school students in 2006. Physical inactivity was measured using the International Physical Activity Questionnaire (short IPAQ) and was defined as practicing moderate and/or vigorous physical activity for a period of less than 300 minutes per week. The independent variables analyzed were: gender, age, socioeconomic level, geographic area of the city, awareness of the Agita São Paulo program, participation in physical education classes, smoking, alcohol intake and time spent per day watching television. Three-level Poisson regression was used for assessing the variables, with a significance level of p < 0.05. The general prevalence of physical inactivity among adolescents in São Paulo was 62.5% (95%CI 60.5-64.1). The factors associated with physical inactivity were gender, age, socioeconomic level, geographic area of the city, awareness of the Agita São Paulo program, non-participation in physical education classes, smoking, alcohol intake and time spent per day watching television. It was concluded that the prevalence of physical inactivity among adolescents in São Paulo was high in all the geographic areas evaluated, and that sociodemographic and behavioral factors contributed significantly to physical inactivity.

  5. Using Target Heart-Rate Zones in Your Class

    ERIC Educational Resources Information Center

    Gilbert, Jennie A.

    2005-01-01

    Should teachers teach the calculation of target heart rate to students? And when is it appropriate to engage students in the attainment of these heart rates during physical education class activities? The answers to these questions are not easy. One might be tempted to state a simple yes or no and to identify a specific age to begin using training…

  6. How to Use the Science of Snow to Engage Middle School Students in an Interdisciplinary Experience

    ERIC Educational Resources Information Center

    Lange, Catherine; Huff, Kenneth L.; Silverman, Scott; Wallace, Karen

    2012-01-01

    In this interdisciplinary and field-based activity, grade 5 to 9 students engage in a comprehensive scientific study of snow. Through a series of in-class and out-of-class structured interdisciplinary and team-teaching lesson progressions, students will collect data to be able to analyze and apply knowledge about weather, the physical properties…

  7. The Impact of Physical Activity on Academics in English Classes at the Junior High School Level

    ERIC Educational Resources Information Center

    Helgeson, John L., Jr.

    2013-01-01

    The pressure educators, schools, and school districts face with meeting Adequate Yearly Progress on state assessments as a result of the No Child Left Behind Act has made some schools and school district reduce class offerings and time for subjects not considered core subjects. In addition, the rising obesity rates in students have prompted…

  8. Computers with Wings: Flight Simulation and Personalized Landscapes

    ERIC Educational Resources Information Center

    Oss, Stefano

    2005-01-01

    We propose, as a special way to explore the physics of flying objects, to use a flight simulator with a personalized scenery to reproduce the territory where students live. This approach increases the participation and attention of students to physics classes but also creates several opportunities for addressing side activities and arguments of…

  9. Using a Dual Safeguard Web-Based Interactive Teaching Approach in an Introductory Physics Class

    ERIC Educational Resources Information Center

    Li, Lie-Ming; Li, Bin; Luo, Ying

    2015-01-01

    We modified the Just-in-Time Teaching approach and developed a dual safeguard web-based interactive (DGWI) teaching system for an introductory physics course. The system consists of four instructional components that improve student learning by including warm-up assignments and online homework. Student and instructor activities involve activities…

  10. Increasing the Drive of Your Physics Class

    ERIC Educational Resources Information Center

    Eisenstein, Stanley

    2008-01-01

    First-year physics students often have a difficult time grasping Newton's laws of motion and recognizing the forces that these laws depend on. The "Paper Car" project is an experiential activity that is rich in application of force principles. It is also simple enough that students are able to integrate straightforward but non-trivial physics…

  11. Nutrition Super Stars [7th and 8th Grades].

    ERIC Educational Resources Information Center

    Houtkooper, Linda; And Others

    This kit is designed to be used as part of health, science, physical education, and home economics education at the middle school level. It provides current information about and describes student learning activities in food, nutrition, physical fitness, and ecology. Class plans are offered for five lesson topics: (1) Food supplies nutrients,…

  12. Teaching Touch Rugby in Physical Education Classes

    ERIC Educational Resources Information Center

    Pugh, Steven F.; Alford, Alan

    2004-01-01

    Physical educators are always looking for new ideas that introduce moderate-to-vigorous activity, involve skill, encourage teamwork, and increase student interest. Touch rugby has the potential to contribute to these outcomes. Though the sport is not new, it is not a mainstream sport. Therefore, students see it as something new. Their motivation…

  13. Family, Class and Embodiment: Why School Physical Education Makes so Little Difference to Post-School Participation Patterns in Physical Activity

    ERIC Educational Resources Information Center

    Evans, John; Davies, Brian

    2010-01-01

    This paper draws attention to the political economy of embodiment: how, as symbolic and economic capital intersect, particular characteristics, forms and expressions of corporeality are "produced", nurtured, resourced and subsequently ascribed value as "ability", in and outside schools. The analyses suggest that increasing…

  14. Instructional designing the STEM education model for fostering creative thinking abilities in physics laboratory environment classes

    NASA Astrophysics Data System (ADS)

    Chanthala, Chumpon; Santiboon, Toansakul; Ponkham, Kamon

    2018-01-01

    To investigate the effects of students' activity-based on learning approaching management through the STEM Education Instructional Model for fostering their creative thinking abilities of their learning achievements in physics laboratory classroom environments with the sample size consisted of 48 students at the 10th grade level in two classes in Mahasarakham University Demonstration School(Secondary Division) in Thailand. Students' creative thinking abilities were assessed with the with the 24-item GuilfordCreative Thinking Questionnaire (GCTQ). Students' perceptions of their physics classroom learning environments were obtained using the 35-item Physics Laboratory Environment Inventory (PLEI). Associations between students' learning achievements of their post-test assessment indicated that 26% of the coefficient predictive value (R2) of the variance in students' creative thinking abilities was attributable to their perceptions for the GCTQ. Students' learning outcomes of their post-test assessment, the R2value indicated that 35% of the variances for the PLEI, the R2value indicated that 63% of the variances for their creative thinking abilities were attributable to theiraffecting the activity-based on learning for fostering their creative thinking are provided.

  15. Experiences in Sport, Physical Activity, and Physical Education Among Christian, Buddhist, and Hindu Asian Adolescent Girls

    PubMed Central

    Kodani, Iku; Gupta, Nidhi; Gill, Diane L.

    2013-01-01

    Multicultural scholarship in sport and exercise psychology should help us understand and apply cultural competencies for all to be physically active. In the present study, two Asian countries, Japan and Singapore, were chosen. The participation rate for physical activities among adolescent girls tends to be lower than that of boys in both countries. Thus, the purpose of the project was to gain knowledge and understanding about sociocultural factors that may explain adolescent girls' perceptions and behaviors toward sport, physical activity, and physical education (PE). A qualitative approach using semi-structured interviews with focus groups was used to understand meanings of physical activity among Buddhist Japanese, and Hindu Indians and Christian Chinese from Singapore. Each focus group consisted of four or five girls and female researchers. Based on the analysis, we created four themes which were "cultural identities," "Asian girls and sport/physical activities," "PE experiences," "motivation for future involvement." The Buddhist Japanese, Hindu Indian, and Christian Chinese participants each reported unique physical activity experiences, and all the participants were aware of how Asian culture may affect being physically active. Experiences of PE classes were similar but perceptions of their PE attire were different for Christian Chinese and Hindu Indian adolescent girls. Based on the results, the importance of nurturing cultural competencies and ways to encourage girls to be physically active throughout life were discussed. PMID:23412952

  16. Experiences in sport, physical activity, and physical education among Christian, Buddhist, and Hindu Asian adolescent girls.

    PubMed

    Araki, Kaori; Kodani, Iku; Gupta, Nidhi; Gill, Diane L

    2013-01-01

    Multicultural scholarship in sport and exercise psychology should help us understand and apply cultural competencies for all to be physically active. In the present study, two Asian countries, Japan and Singapore, were chosen. The participation rate for physical activities among adolescent girls tends to be lower than that of boys in both countries. Thus, the purpose of the project was to gain knowledge and understanding about sociocultural factors that may explain adolescent girls' perceptions and behaviors toward sport, physical activity, and physical education (PE). A qualitative approach using semi-structured interviews with focus groups was used to understand meanings of physical activity among Buddhist Japanese, and Hindu Indians and Christian Chinese from Singapore. Each focus group consisted of four or five girls and female researchers. Based on the analysis, we created four themes which were "cultural identities," "Asian girls and sport/physical activities," "PE experiences," "motivation for future involvement." The Buddhist Japanese, Hindu Indian, and Christian Chinese participants each reported unique physical activity experiences, and all the participants were aware of how Asian culture may affect being physically active. Experiences of PE classes were similar but perceptions of their PE attire were different for Christian Chinese and Hindu Indian adolescent girls. Based on the results, the importance of nurturing cultural competencies and ways to encourage girls to be physically active throughout life were discussed.

  17. Energy expenditure estimation during daily military routine with body-fixed sensors.

    PubMed

    Wyss, Thomas; Mäder, Urs

    2011-05-01

    The purpose of this study was to develop and validate an algorithm for estimating energy expenditure during the daily military routine on the basis of data collected using body-fixed sensors. First, 8 volunteers completed isolated physical activities according to an established protocol, and the resulting data were used to develop activity-class-specific multiple linear regressions for physical activity energy expenditure on the basis of hip acceleration, heart rate, and body mass as independent variables. Second, the validity of these linear regressions was tested during the daily military routine using indirect calorimetry (n = 12). Volunteers' mean estimated energy expenditure did not significantly differ from the energy expenditure measured with indirect calorimetry (p = 0.898, 95% confidence interval = -1.97 to 1.75 kJ/min). We conclude that the developed activity-class-specific multiple linear regressions applied to the acceleration and heart rate data allow estimation of energy expenditure in 1-minute intervals during daily military routine, with accuracy equal to indirect calorimetry.

  18. The Self-Presentation Motives for Physical Activity Questionnaire: Instrument Development and Preliminary Construct Validity Evidence.

    PubMed

    Howle, Timothy C; Dimmock, James A; Whipp, Peter R; Jackson, Ben

    2015-06-01

    With the aim of advancing the literature on impression management in physical activity settings, we developed a theoretically derived 2 by 2 instrument that was designed to measure different types of context-specific self-presentation motives. Following item generation and expert review (Study 1), the instrument was completed by 206 group exercise class attendees (Study 2) and 463 high school physical education students (Study 3). Our analyses supported the intended factor structure (i.e., reflecting acquisitive-agentic, acquisitive-communal, protective-agentic, and protective-communal motives). We found some support for construct validity, and the self-presentation motives were associated with variables of theoretical and applied interest (e.g., impression motivation and construction, social anxiety, social and achievement goals, efficacy beliefs, engagement). Taken together, the results indicate that the Self-presentation Motives for Physical Activity Questionnaire (SMPAQ) may be useful for measuring various types of self-presentation motives in physical activity settings.

  19. Predictors of long-term change of a physical activity promotion programme in primary care

    PubMed Central

    2014-01-01

    Background Further research is needed to improve the evidence regarding determinants of physical activity (PA) as a crucial step to plan higher effective intervention strategies. The goal of the present study is to identify socio-demographic and clinical characteristics of primary care (PHC) insufficiently active patients that are associated with longitudinal changes in the level of physical activity. Methods Longitudinal analysis of baseline socio-demographic and clinical predictors of physical activity change in insufficiently active PHC patients who participated in a PA-promoting multi-centre randomized clinical trial conducted from October 2003 through March 2006. The primary outcome measure was the self-reported physical activity assessed with the 7-day Physical Activity Recall (PAR), at baseline, 6, 12 and 24 months. Baseline covariates included sex, age, social class, anthropometric measures and other cardiovascular risk factors or associated diseases (Diabetes, HTA, tobacco use, etc.), and stage of readiness to change PA. Generalized linear mixed models were used to estimate longitudinal association of studied variables on PA change over the three follow-up measurements. Results A total of 3691 patients (85% of the 4317 recruited in the trial) with at least one follow-up measurement were included in the longitudinal analysis. At baseline, analysed patients (mean age: 50.6 years; 64.6% women) devoted 34.7 minutes and 2.36 metabolic equivalent hours per week (MET.h/week) to moderate and vigorous physical activity. Older age, male gender, higher social class, lower BMI, diagnosis of diabetes or hypertension, and measurement season were significant predictors of PA longitudinal change. The effect of baseline readiness to change on PA dose was modified by time, showing a positive gradient in favour of those with more readiness to change that increases significantly at 12 and 24 months (p-value interaction < .0001). Conclusions Identified baseline characteristics such as readiness to change and risk factors can guide physicians to prioritize time and intervention efforts for maximizing their impact on insufficiently active PHC patients. PMID:24491081

  20. Making the Most of Your First Day of Class

    NASA Astrophysics Data System (ADS)

    Gaffney, Jon D. H.; Whitaker, Jacob T.

    2015-03-01

    Instructors of physics courses face the demanding challenge of creating a safe, nurturing community in their classroom while maintaining sufficient rigor. First-day activities are especially important, because they need to both motivate their students and prepare them for the course. Experienced instructors happily share their successful first-day activities,1,2 but what works for one instructor or class might not be as successful for another. We postulate that to be successful, an activity will set expectations, attend to the face needs of the students, and build the instructor's credibility. By modeling the course activities and fostering a supportive learning community, well-suited activities can both orient and motivate students.

  1. Physically Active Math and Language Lessons Improve Academic Achievement: A Cluster Randomized Controlled Trial.

    PubMed

    Mullender-Wijnsma, Marijke J; Hartman, Esther; de Greeff, Johannes W; Doolaard, Simone; Bosker, Roel J; Visscher, Chris

    2016-03-01

    Using physical activity in the teaching of academic lessons is a new way of learning. The aim of this study was to investigate the effects of an innovative physically active academic intervention ("Fit & Vaardig op School" [F&V]) on academic achievement of children. Using physical activity to teach math and spelling lessons was studied in a cluster-randomized controlled trial. Participants were 499 children (mean age 8.1 years) from second- and third-grade classes of 12 elementary schools. At each school, a second- and third-grade class were randomly assigned to the intervention or control group. The intervention group participated in F&V lessons for 2 years, 22 weeks per year, 3 times a week. The control group participated in regular classroom lessons. Children's academic achievement was measured before the intervention started and after the first and second intervention years. Academic achievement was measured by 2 mathematics tests (speed and general math skills) and 2 language tests (reading and spelling). After 2 years, multilevel analysis showed that children in the intervention group had significantly greater gains in mathematics speed test (P < .001; effect size [ES] 0.51), general mathematics (P < .001; ES 0.42), and spelling (P < .001; ES 0.45) scores. This equates to 4 months more learning gains in comparison with the control group. No differences were found on the reading test. Physically active academic lessons significantly improved mathematics and spelling performance of elementary school children and are therefore a promising new way of teaching. Copyright © 2016 by the American Academy of Pediatrics.

  2. Disseminating Evidence-Based Physical Education Practices in Rural Schools: The San Luis Valley Physical Education Academy.

    PubMed

    Belansky, Elaine S; Cutforth, Nick; Kern, Ben; Scarbro, Sharon

    2016-09-01

    To address childhood obesity, strategies are needed to maximize physical activity during the school day. The San Luis Valley Physical Education Academy was a public health intervention designed to increase the quality of physical education and quantity of moderate to vigorous physical activity (MVPA) during physical education class. Elementary school physical education teachers from 17 schools participated in the intervention. They received SPARK curriculum and equipment, workshops, and site coordinator support for 2 years. A pre/post/post within physical education teacher design was used to measure intervention effectiveness. System for Observing Fitness Instruction Time (SOFIT) and a physical education teacher survey were collected 3 times. MVPA increased from 51.1% to 67.3% over the 2-year intervention resulting in approximately 14.6 additional hours of physical activity over a school year and 4662 kcal or 1.33 lbs. of weight gain prevention. More time was spent on skill drills and less time on classroom management and free play. The San Luis Valley Physical Education Academy succeeded in increasing rural, low-income students' physical activity. The multicomponent intervention contributed to the program's success. However, cost-effective approaches are needed to disseminate and implement evidencebased practices aimed at increasing students' physical activity during the school day.

  3. In-Class Cycling to Augment College Student Academic Performance and Reduce Physical Inactivity: Results from an RCT.

    PubMed

    Joubert, Lanae; Kilgas, Matthew; Riley, Alexandrea; Gautam, Yuba; Donath, Lars; Drum, Scott

    2017-11-04

    Most college students sit 14 hours per week on average, excluding sedentary study time. Researchers observing workplace and elementary school settings with active workstations to combat sedentary behavior have shown enhanced cognition without distraction. Until now, incorporating active workstations in college classroom settings remained relatively unexplored. This study's purpose was to assess academic performance using in-class stationary cycle desks during a semester-long lecture course. Twenty-one college students (19-24 years) enrolled in a lecture course volunteered and were split into traditional sit (SIT) and stationary cycle (CYC) groups randomly, matched on a calculated factor equal to a physical activity (PA) score (0-680) multiplied by grade point average (GPA; 4.0 scale). CYC pedaled a prescribed rate of perceived exertion (RPE) of less than 2 out of 10 during a 50-min lecture, 3 × week for 12 weeks. CYC averaged 42 min, 7.9 miles, and 1.7 RPE during class throughout the semester. No significant differences ( p > 0.05) were observed between CYC and SIT on in-class test scores or overall course grades. Although statistically insignificant, CYC had higher mean test scores and overall course grades vs. SIT (i.e., B⁺ vs. B, respectively). Low intensity cycling during a college lecture course maintained student academic performance and possibly reduced weekly sedentary behavior time.

  4. A translational research evaluation of the Stay Active and Independent for Life (SAIL) community-based fall prevention exercise and education program.

    PubMed

    York, Sally C; Shumway-Cook, Anne; Silver, Ilene F; Morrison, A Clare

    2011-11-01

    Falls in older adults are the leading cause of injury hospitalizations and fatalities in the United States; primary risk factors are muscle weakness, impaired mobility, and balance deficits. This article describes the 12-month translational research evaluation of the Stay Active and Independent for Life (SAIL) community-based public health, public domain fall prevention exercise and education program. Recruitment reached the target goal by 154%; 331 adults (mean age = 74.6) attended more than one class (mean classes attended = 24.8, SD = 26.6, range = 1-120) at nine community sites in one county in the 12-month period; 173 completed health and demographic forms, 132 completed program surveys, and 91 completed baseline and follow-up physical function tests. Physical function test results showed significant improvements in strength, balance, and mobility in those who were below normal limits at baseline, and in those who attended classes twice a week or more for more than 2 months. Survey results found that 93% of respondents reported improved performance of daily activities; 92% reported improved strength, balance, fitness, or flexibility; and 80% found the SAIL information guide education component helpful.

  5. Investigating elementary school children's daily physical activity and sedentary behaviours during weekdays.

    PubMed

    Gao, Zan; Chen, Senlin; Huang, Charles C; Stodden, David F; Xiang, Ping

    2017-01-01

    The purpose of the study was to quantify the contributions of physical education, exergaming (active video games that also are a type of exercise), recess, lunch break and after-school time segments to children's daily physical activity and sedentary behaviours. Participants were 138 second and third graders (71 girls) who attended 20-min recess and 75-min lunch time daily, 25-min regular physical education or exergaming-based classes being alternated daily. The after-school period was defined as 3:20-10:00pm. Physical activity was assessed via accelerometry and the dependent variables were children's time spent in moderate-to-vigorous physical activity (MVPA), light physical activity and sedentary behaviour. Children's percentages of time spent in MVPA (P < .001; except for the difference between exergaming and lunch break: P = .63), light physical activity (P < .001) and sedentary behaviour (P < .001) differed significantly across the time segments (i.e., physical education/exergaming, recess, lunch break and after-school). Additionally, children accumulated significantly more MVPA (t = 10.22, P < .001) but less light physical activity (t = -3.17, P = .002) and sedentary behaviour (t = -3.91, P < .001) in physical education than in exergaming. Overall, physical education was more effective in generating MVPA than other segments over the school day. The after-school segment holds potential as an avenue for promoting children's MVPA, as this long period could be better utilised to organise structured physical activity.

  6. Investigating Elementary School Children's Daily Physical Activity and Sedentary Behaviors during Weekdays

    PubMed Central

    Gao, Zan; Chen, Senlin; Huang, Chaoqun; Stodden, David F.; Xiang, Ping

    2017-01-01

    Purpose The purpose of the study was to quantify the contributions of physical education, exergaming (active video games that also are a type of exercise), recess, lunch break and after-school time segments to children's daily physical activity and sedentary behaviors. Methods Participants were 138 second and third graders (71 girls) who attended 20-minute recess and 75-minute lunch time daily, 25-minute regular physical education or exergaming-based classes being alternated daily. The after-school period was defined as 3:20-10:00pm. Physical activity was assessed via accelerometry and the dependent variables were children's time spent in moderate-to-vigorous physical activity (MVPA), light physical activity, and sedentary behavior. Results Children's percentages of time spent in MVPA (p < .001; except for the difference between exergaming and lunch break: p = .63), light physical activity (p < .001), and sedentary behavior (p < .001) differed significantly across the time segments (i.e., physical education/exergaming, recess, lunch break, and after-school). Additionally, children accumulated significantly more MVPA (t = 10.22, p < .001) but less light physical activity (t = -3.17, p = .002) and sedentary behavior (t = -3.91, p < .001) in physical education than in exergaming. Conclusions Overall, physical education was more effective in generating MVPA than other segments over the school day. The after-school segment holds potential as an avenue for promoting children's MVPA, as this long period could be better utilized to organize structured physical activity. PMID:26950823

  7. 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.

  8. Factors associated with BMI, underweight, overweight, and obesity among adults in a population of rural south India: a cross-sectional study.

    PubMed

    Little, Matthew; Humphries, Sally; Patel, Kirit; Dewey, Cate

    2016-01-01

    Overweight, obesity, and related chronic diseases are becoming serious public health concerns in rural areas of India. Compounded with the existing issue of underweight, such concerns expose the double burden of disease and may put stress on rural healthcare. The purpose of this article was to present the prevalence and factors associated with underweight, overweight, and obesity in an area of rural south India. During 2013 and 2014, a random sample of adults aged 20-80 years were selected for participation in a cross-sectional study that collected information on diet (using a food frequency questionnaire), physical activity (using the Global Physical Activity Questionnaire), socioeconomic position (using a wealth index), rurality (using the MSU rurality index), education, and a variety of descriptive factors. BMI was measured using standard techniques. Using a multivariate linear regression analysis and multivariate logistic regression analyses, we examined associations between BMI, overweight, obesity, and underweight, and all potential risk factors included in the survey. Age and sex-adjusted prevalence of overweight, obesity class I, and obesity class II were 14.9, 16.1, and 3.3 % respectively. Prevalence of underweight was 22.7 %. The following variables were associated with higher BMI and/or increased odds of overweight, obesity class I, and/or obesity class II: Low physical activity, high wealth index, no livestock, low animal fat consumption, high n-6 polyunsaturated fat consumption, television ownership, time spent watching television, low rurality index, and high caste. The following variables were associated with increased odds of underweight: low wealth index, high rurality index, and low intake of n-6 PUFAs. Underweight, overweight, and obesity are prevalent in rural regions of southern India, indicating a village-level dual burden. A variety of variables are associated with these conditions, including physical activity, socioeconomic position, rurality, television use, and diet. To address the both underweight and obesity, policymakers must simultaneously focus on encouraging positive behaviour through education and addressing society-level risk factors that inhibit individuals from achieving optimal health.

  9. Physical activity and the association with fatigue and sleep in Danish patients with rheumatoid arthritis.

    PubMed

    Løppenthin, K; Esbensen, B A; Østergaard, M; Jennum, P; Tolver, A; Aadahl, M; Thomsen, T; Midtgaard, J

    2015-10-01

    The aim of this study was to examine physical activity behavior in patients with rheumatoid arthritis and to identify potential correlates of regular physical activity including fatigue, sleep, pain, physical function and disease activity. A total of 443 patients were recruited from a rheumatology outpatient clinic and included in this cross-sectional study. Physical activity was assessed by a four-class questionnaire, in addition to the Physical Activity Scale. Other instruments included the Multidimensional Fatigue Inventory (MFI), the Pittsburgh Sleep Quality Index and the Health Assessment Questionnaire. Disease activity was obtained from a nationwide clinical database. Of the included patients, 80 % were female and mean age was 60 (range 21-88 years). Hereof, 22 % (n = 96) were regularly physically active, and 78 % (n = 349) were mainly sedentary or having a low level of physical activity. An inverse univariate association was found between moderate to vigorous physical activity, and fatigue (MFI mental, MFI activity, MFI physical and MFI general), sleep, diabetes, depression, pain, patient global assessment, HAQ and disease activity. The multivariate prediction model demonstrated that fatigue-related reduced activity and physical fatigue were selected in >95 % of the bootstrap samples with median odds ratio 0.89 (2.5-97.5 % quantiles: 0.78-1.00) and 0.91 (2.5-97.5 % quantiles: 0.81-0.97), respectively, while disease activity was selected in 82 % of the bootstrap samples with median odds ratio 0.90. Moderate to vigorous physical activity in patients with rheumatoid arthritis is associated with the absence of several RA-related factors with the most important correlates being reduced activity due to fatigue, physical fatigue and disease activity.

  10. A multilevel examination of school and student characteristics associated with moderate and high levels of physical activity among elementary school students (Ontario, Canada).

    PubMed

    Hobin, Erin P; Leatherdale, Scott T; Manske, Steve R; Robertson-Wilson, Jennifer

    2010-01-01

    Schools represent an important environment for physical activity (PA) promotion among youth. Schools can promote PA through policies and programs but our understanding of how these school characteristics associate with student PA levels is largely unknown. Developing this understanding is critical for implementing new prevention interventions. The aim of this study was to identify the school- and student-related characteristics associated with moderate and high levels of PA in a sample of Ontario elementary schools. Using multi-level logistic regression analyses, we explored the school- and student-level characteristics associated with being moderately and highly active using data collected from administrators and from students in grades 5 to 8 at 30 elementary schools in Ontario. Students' PA levels, sex, grade, and the number of physical education classes per week were linked to school environment data--specifically, a school's chosen implementation model for daily physical activity and whether it offers intramural and interschool PA programming. Findings indicate that there was significant between-school variation for being moderately and highly active. Students were less likely to be moderately or highly active if they attended a school offering interschool PA programming. An important student characteristic positively associated with student PA levels included participating in at least two physical education classes per week. The residual differences in PA by school suggest that school-level characteristics facilitate higher levels of student PA beyond individual-level factors. Although most variation in student PA lies between students within schools, there is sufficient between-school variation to be of interest to practitioners and policy-makers.

  11. The Stream Table in Physical Geography Instruction.

    ERIC Educational Resources Information Center

    Wikle, Thomas A.; Lightfoot, Dale R.

    1997-01-01

    Outlines a number of activities to be conducted with a stream table (large wooden box filled with sediment and designed for water to pass through) in class. Activities illustrate such fluvial processes as stream meandering, erosion, transportation, and deposition. Includes a diagram for constructing a stream table. (MJP)

  12. Habitat Study. Transect Study. [Environmental Education Units.

    ERIC Educational Resources Information Center

    Minneapolis Independent School District 275, Minn.

    These three documents outline teaching activities intended to involve children with their environment. Suggested preliminary studies to motivate and familiarize elementary school students with some characteristics of organisms and their physical environment are followed by descriptions of class activities that may be undertaken in the field.…

  13. Effect of a Nutrition Supplement and Physical Activity Program on Pneumonia and Walking Capacity in Chilean Older People: A Factorial Cluster Randomized Trial

    PubMed Central

    Dangour, Alan D.; Albala, Cecilia; Allen, Elizabeth; Grundy, Emily; Walker, Damian G.; Aedo, Cristian; Sanchez, Hugo; Fletcher, Olivia; Elbourne, Diana; Uauy, Ricardo

    2011-01-01

    Background Ageing is associated with increased risk of poor health and functional decline. Uncertainties about the health-related benefits of nutrition and physical activity for older people have precluded their widespread implementation. We investigated the effectiveness and cost-effectiveness of a national nutritional supplementation program and/or a physical activity intervention among older people in Chile. Methods and Findings We conducted a cluster randomized factorial trial among low to middle socioeconomic status adults aged 65–67.9 years living in Santiago, Chile. We randomized 28 clusters (health centers) into the study and recruited 2,799 individuals in 2005 (∼100 per cluster). The interventions were a daily micronutrient-rich nutritional supplement, or two 1-hour physical activity classes per week, or both interventions, or neither, for 24 months. The primary outcomes, assessed blind to allocation, were incidence of pneumonia over 24 months, and physical function assessed by walking capacity 24 months after enrolment. Adherence was good for the nutritional supplement (∼75%), and moderate for the physical activity intervention (∼43%). Over 24 months the incidence rate of pneumonia did not differ between intervention and control clusters (32.5 versus 32.6 per 1,000 person years respectively; risk ratio = 1.00; 95% confidence interval 0.61–1.63; p = 0.99). In intention-to-treat analysis, after 24 months there was a significant difference in walking capacity between the intervention and control clusters (mean difference 33.8 meters; 95% confidence interval 13.9–53.8; p = 0.001). The overall cost of the physical activity intervention over 24 months was US$164/participant; equivalent to US$4.84/extra meter walked. The number of falls and fractures was balanced across physical activity intervention arms and no serious adverse events were reported for either intervention. Conclusions Chile's nutritional supplementation program for older people is not effective in reducing the incidence of pneumonia. This trial suggests that the provision of locally accessible physical activity classes in a transition economy population can be a cost-effective means of enhancing physical function in later life. Trial registration Current Controlled Trials ISRCTN 48153354 Please see later in the article for the Editors' Summary PMID:21526229

  14. Relation between body mass index, physical inactivity and use of prescription drugs: the Doetinchem Cohort Study.

    PubMed

    Milder, I E J; Klungel, O H; Mantel-Teeuwisse, A K; Verschuren, W M M; Bemelmans, W J E

    2010-06-01

    Obesity and physical inactivity are associated with several diseases such as diabetes, cardiovascular diseases, musculoskeletal complaints, osteoporosis, certain types of cancer and depression. However, few data are available on the specific types of medication associated with obesity and physical inactivity. The aim of this study was to determine the independent association of body mass index (BMI) and physical inactivity with use of specific classes of prescription drugs, and the interaction between BMI and physical inactivity. The Doetinchem Cohort Study is a population-based longitudinal study. We analyzed cross-sectional data of 1703 men and 1841 women, examined between 1998 and 2002, for whom drug-dispending data were available from the PHARMO database. Drugs were coded according to the WHO Anatomical Therapeutic Chemical (ATC) classification system. Body weight was measured during the physical examination. Physical activity was assessed using an extensive questionnaire. Persons were defined as a user of a certain drug class if they filed at least one prescription in the year around (+/-6 months) the examination. Compared with normal weight persons (BMI 18.5-25 kg m(-2)), obese persons (BMI>30 kg m(-2)) had a higher use of prescription drugs of several drug classes, especially cardiovascular drugs (OR (95% CI): 3.83 (2.61-5.64) in men and 2.80 (2.03-3.86) in women) and diabetes drugs (OR (95% CI): 5.72 (2.32-14.14) in men and 3.92 (1.80-8.54) in women). In women, physical inactivity was also associated with higher use of certain drug classes, such as drugs for blood and blood-forming organs (OR (95% CI): 2.11 (1.22-3.65)) and musculoskeletal drugs (OR (95% CI): 2.07 (1.45-2.97)), whereas in men this was not the case. We found no interaction between BMI and physical inactivity with respect to use of prescription drugs. In both men and women, obesity was associated with a higher use of several types of prescription drugs, whereas physical inactivity was only associated with a higher use of certain drug classes in women.

  15. School physics teacher class management, laboratory practice, student engagement, critical thinking, cooperative learning and use of simulations effects on student performance

    NASA Astrophysics Data System (ADS)

    Riaz, Muhammad

    The purpose of this study was to examine how simulations in physics class, class management, laboratory practice, student engagement, critical thinking, cooperative learning, and use of simulations predicted the percentage of students achieving a grade point average of B or higher and their academic performance as reported by teachers in secondary school physics classes. The target population consisted of secondary school physics teachers who were members of Science Technology, Engineeering and,Mathematics Teachers of New York City (STEMteachersNYC) and American Modeling Teachers Association (AMTA). They used simulations in their physics classes in the 2013 and 2014 school years. Subjects for this study were volunteers. A survey was constructed based on a literature review. Eighty-two physics teachers completed the survey about instructional practice in physics. All respondents were anonymous. Classroom management was the only predictor of the percent of students achieving a grade point average of B or higher in high school physics class. Cooperative learning, use of simulations, and student engagement were predictors of teacher's views of student academic performance in high school physics class. All other variables -- class management, laboratory practice, critical thinking, and teacher self-efficacy -- were not predictors of teacher's views of student academic performance in high school physics class. The implications of these findings were discussed and recommendations for physics teachers to improve student learning were presented.

  16. Activity patterns of elderly men and women.

    PubMed

    Sidney, K H; Shephard, R J

    1977-01-01

    The activity patterns of elderly men and women (greater than 60 years) were examined by diaries, ECG taperecorders, and electro-chemical integrators. Although the subjects thought that they were active relative to others of their age, both activity measurements and initial assessments of fitness indicated an inactive life style. At different periods of the day, the heart rate averaged 70-90 beats per minute, and the physical training threshold was rarely approached. During the week, the women engaged in 90 min. more physical activity than the men. However, at the weekend the men added an average of 100 min. of physical activity, whereas the women carried out 30 min. less physical work. Introduction of a 1-hour physical activity class four times per week increased the average daily energy expenditure by 150-200 kCal, to 2500 kCal in the men and 2200 kCal in the women. The added activity was sufficient to augment aerobic power, to induce favorable changes in body composition and to initiate change in other areas of life style, including a diminished use of the car.

  17. Ion channel-transporter interactions

    PubMed Central

    Neverisky, Daniel L.; Abbott, Geoffrey W.

    2016-01-01

    All living cells require membrane proteins that act as conduits for the regulated transport of ions, solutes and other small molecules across the cell membrane. Ion channels provide a pore that permits often rapid, highly selective, and tightly regulated movement of ions down their electrochemical gradient. In contrast, active transporters can move moieties up their electrochemical gradient. The secondary active transporters (such as SLC superfamily solute transporters) achieve this by coupling uphill movement of the substrate to downhill movement of another ion, such as sodium. The primary active transporters (including H+/K+-ATPases and Na+/K+-ATPases) utilize ATP hydrolysis as an energy source to power uphill transport. It is well known that proteins in each of these classes work in concert with members of the other classes to ensure, for example, ion homeostasis, ion secretion, and restoration of ion balance following action potentials. More recently, evidence is emerging of direct physical interaction between true ion channels, and some primary or secondary active transporters. Here, we review the first known members of this new class of macromolecular complexes that we term “chansporters”, explore their biological roles, and discuss the pathophysiological consequences of their disruption. We compare functional and/or physical interactions between the ubiquitous KCNQ1 potassium channel and various active transporters, and examine other newly discovered chansporter complexes that suggest we may be seeing the tip of the iceberg in a newly emerging signaling modality. PMID:27098917

  18. Design of the iPlay study: systematic development of a physical activity injury prevention programme for primary school children.

    PubMed

    Collard, Dorine C M; Chinapaw, Mai J M; van Mechelen, Willem; Verhagen, Evert A L M

    2009-01-01

    Health benefits of physical activity in children are well known. However, a drawback is the risk of physical activity-related injuries. Children are at particular risk for these injuries, because of a high level of exposure. Because of the high prevalence of physical activity injuries and the negative short- and long-term consequences, prevention of these injuries in children is important. This article describes how we systematically developed a school-based physical activity injury prevention programme using the intervention mapping (IM) protocol. IM describes a process for developing theory- and evidence-based health promotion programmes. The development can be described in six steps: (i) perform a needs assessment; (ii) identify programme and performance objectives; (iii) select methods and strategies; (iv) develop programme; (v) adopt and implement; and (vi) evaluate. First, the results of the needs assessment showed the injury problem in children and the different risk factors for physical activity injuries. Based on the results of the needs assessment the main focus of the injury prevention programme was described. Second, the overall programme objective of the injury prevention programme was defined as reducing the incidence of lower extremity physical activity injuries. Third, theoretical methods and practical strategies were selected to accomplish a decrease in injury incidence. The theoretical methods used were active learning, providing cues and scenario-based risk information, and active processing of information. The practical strategy of the injury prevention programme was an 8-month course about injury prevention to be used in physical education classes in primary schools. Fourth, programme materials that were used in the injury prevention programme were developed, including newsletters for children and parents, posters, exercises to improve motor fitness, and an information website. Fifth, an implementation plan was designed in order to ensure that the prevention programme would be implemented, adopted and sustained over time. Finally, an evaluation plan was designed. The injury prevention programme is being evaluated in a cluster randomized controlled trial with more than 2200 children from 40 primary schools throughout the Netherlands. The IM process is a useful process for developing an injury prevention programme. Based on the steps of the IM we developed an 8-month injury prevention programme to be used in physical education classes of primary schools.

  19. Colors of Competence in Competition: A Guide for Active Learning in Competitive Activities

    ERIC Educational Resources Information Center

    Bernstein, Eve; Rasmussen, Jennifer F.

    2013-01-01

    The idea of actively involving children in the learning process can be beneficial for both teacher and student on a number of levels. Allowing students in physical education class to make choices has been incorporated into elementary-age teaching successfully. As a way to invite students to become more active participants in their learning,…

  20. Extragalactic Astrophysics

    NASA Astrophysics Data System (ADS)

    Webb, James R.

    2016-09-01

    This book is intended to be a course about the creation and evolution of the universe at large, including the basic macroscopic building blocks (galaxies) and the overall large-scale structure. This text covers a broad range of topics for a graduate-level class in a physics department where students' available credit hours for astrophysics classes are limited. The sections cover galactic structure, external galaxies, galaxy clustering, active galaxies, general relativity and cosmology.

  1. 25 CFR 36.11 - Standard II-Administrative requirements.

    Code of Federal Regulations, 2011 CFR

    2011-04-01

    ... exceed 150 students (ADM) except in activity type classes such as music and physical education. (4..., meet the following requirements: (1) The overall school ratio of regular program students to regular...

  2. MO-E-18C-03: Incorporating Active Learning Into A Traditional Graduate Medical Physics Course

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

    Burmeister, J

    Purpose: To improve the ability of graduate students to learn medical physics concepts through the incorporation of active learning techniques. Methods: A traditional lecture-based radiological physics course was modified such that: (1) traditional (two-hour) lectures were provided online for students to watch prior to class, (2) a student was chosen randomly at the start of each class to give a two minute synopsis of the material and its relevance (two-minute drill), (3) lectures were significantly abbreviated and remaining classroom time used for group problem solving, and (4) videos of the abbreviated lectures were made available online for review. In themore » transition year, students were surveyed about the perceived effects of these changes on learning. Student performance was evaluated for 3 years prior to and 4 years after modification. Results: The survey tool used a five point scale from 1=Not True to 5=Very True. While nearly all students reviewed written materials prior to class (4.3±0.9), a minority watched the lectures (2.1±1.5). A larger number watched the abbreviated lectures for further clarification (3.6±1.6) and found it helpful in learning the content (4.2±1.0). Most felt that the two-minute drill helped them get more out of the lecture (3.9±0.8) and the problem solving contributed to their understanding of the content (4.1±0.8). However, no significant improvement in exam scores resulted from the modifications (mean scores well within 1 SD during study period). Conclusion: Students felt that active learning techniques improved their ability to learn the material in what is considered the most difficult course in the program. They valued the ability to review the abbreviated class lecture more than the opportunity to watch traditional lectures prior to class. While no significant changes in student performance were observed, aptitude variations across the student cohorts make it difficult to draw conclusions about the effectiveness of active learning.« less

  3. The Effect of Online Collaboration on Adolescent Sense of Community in Eighth-Grade Physical Science

    ERIC Educational Resources Information Center

    Wendt, Jillian L.; Rockinson-Szapkiw, Amanda J.

    2015-01-01

    Using a quasi-experimental, nonequivalent pretest/posttest control group design, the researchers examined the effects of online collaborative learning on eighth-grade student's sense of community in a physical science class. For a 9-week period, students in the control group participated in collaborative activities in a face-to-face learning…

  4. Does "Sneaky Fox" Facilitate Learning? Examining the Effects of Seductive Details in Physical Education

    ERIC Educational Resources Information Center

    Shen, Bo; McCaughtry, Nate; Martin, Jeffrey; Dillion, Suzanna

    2006-01-01

    While seductive details are enjoyable, they are unimportant content or activities intentionally inserted to make class fun and interesting. The purpose of this study was to examine the effect of seductive details on students' learning of net games in physical education. Participants were 240 middle school students. A videotaped lesson example…

  5. A Health Passport to Promote Children's Regular Practice of Physical Activity outside of School

    ERIC Educational Resources Information Center

    Blais, Mireille

    2008-01-01

    Most of the existing ecological studies have been conducted during class instructional time. The purpose of this qualitative study was to describe (a) how students (N = 102; grade 2-4) engaged in a strategy named "Health Passport" taking place mainly outside of school time and (b) how four physical education teachers held students…

  6. 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…

  7. Effect of the Sport Education Tactical Model on Coeducational and Single Gender Game Performance

    ERIC Educational Resources Information Center

    Pritchard, Tony; McCollum, Starla; Sundal, Jacqueline; Colquit, Gavin

    2014-01-01

    Physical education teachers are faced with a decision when teaching physical activities in schools. What type of instructional model should be used, and should classes be coeducational or single gender? The current study had two purposes. The first purpose investigated the effectiveness of the sport education tactical model (SETM) during game play…

  8. Physical inactivity, TV-watching hours and body composition in children and adolescents.

    PubMed

    Rivera, Ivan Romero; Silva, Maria Alayde Mendonça da; Silva, Renata D'Andrada Tenório Almeida; Oliveira, Bruno Almeida Viana de; Carvalho, Antonio Carlos Camargo

    2010-08-01

    Physical inactivity is a predisposing factor to the onset/worsening of other cardiovascular risk factors, particularly obesity. To determine physical activity level (PAL) and daily number of hours of TV (HTV) and the association and/or correlation of these variables with age, gender, economic class, public/private school, overweight and obesity in children and adolescents. Cross sectional study, school-based population, public and private education, primary and secondary education. The sample was calculated based on the minimum expected prevalence of several variables, including physical inactivity. Cluster sampling. structured questionnaire, including Physical Activity for Older Children Questionnaire (PAQ-C) measurements of weight, height, body mass index (BMI) and triceps skinfold (TSF). Chi-square, linear correlation. Among the 1,253 students, averaging 12.4 ± 2.9 years old, of which 549 were male, there was a prevalence of inactivity in 93.5%, more commonly found in female adolescents and there was no association between PAL and excess weight or body fat, soccer and dance were the most frequent activities in boys and girls, respectively; 60% of students did not have physical education classes. Average and median HTV were respectively 3.6 and 3 hours; there was a significant association between HTV and obesity and significant correlation between PAL and age (negative) and between BMI and TSF (positive). Physical inactivity is present in 93.5% of children and adolescents from Maceió. It is more commonly found among teenagers and females, with no association or correlation of this variable with excess weight or body fat; obesity was associated with ≥ 3 HTV.

  9. Prediction of adolescents doing physical activity after completing secondary education.

    PubMed

    Moreno-Murcia, Juan Antonio; Huéscar, Elisa; Cervelló, Eduardo

    2012-03-01

    The purpose of this study, based on the self-determination theory (Ryan & Deci, 2000) was to test the prediction power of student's responsibility, psychological mediators, intrinsic motivation and the importance attached to physical education in the intention to continue to practice some form of physical activity and/or sport, and the possible relationships that exist between these variables. We used a sample of 482 adolescent students in physical education classes, with a mean age of 14.3 years, which were measured for responsibility, psychological mediators, sports motivation, the importance of physical education and intention to be physically active. We completed an analysis of structural equations modelling. The results showed that the responsibility positively predicted psychological mediators, and this predicted intrinsic motivation, which positively predicted the importance students attach to physical education, and this, finally, positively predicted the intention of the student to continue doing sport. Results are discussed in relation to the promotion of student's responsibility towards a greater commitment to the practice of physical exercise.

  10. Developing a Critical Curriculum in Physical Education Classes.

    ERIC Educational Resources Information Center

    de Souza, Doralice Lange

    Physical education classes are usually seen as the least politicized of all disciplines in schools. This paper gives examples of how to promote critical thinking in physical education classes, transforming them into a forum of critical reflection about corporeal culture. Even though the main goal of physical education classes is to promote…

  11. Open Minds to Equality: A Source Book of Learning Activities to Affirm Diversity and Promote Equity. Third Edition

    ERIC Educational Resources Information Center

    Schniedewind, Nancy; Davidson, Ellen

    2006-01-01

    "Open Minds to Equality" is an educator's sourcebook of activities to help students understand and change inequalities based on: race, gender, class, age, language, sexual orientation, physical/mental ability, and religion. The activities promote respect for diversity and interpersonal equality among students, fostering a classroom that is…

  12. Influence of Negotiations on Graduate Teaching Assistants' Instruction within University Activity Courses

    ERIC Educational Resources Information Center

    Wahl-Alexander, Zachary; Curtner-Smith, Matthew D.

    2018-01-01

    Purpose: To examine the influence of negotiations between students and graduate teaching assistants (GTAs) on GTAs' instruction within university physical activity classes. Method: Participants were 10 GTAs working in one university. Data collection and analysis were guided by constructs from the classroom ecology paradigm. Data collection…

  13. Information Robots and Manipulators.

    ERIC Educational Resources Information Center

    Katys, G. P.; And Others

    In the modern concept a robot is a complex automatic cybernetics system capable of executing various operations in the sphere of human activity and in various respects combining the imitative capacity of the physical and mental activity of man. They are a class of automatic information systems intended for search, collection, processing, and…

  14. An Inquiry into the Phases of Matter

    ERIC Educational Resources Information Center

    Young, Sarah

    2010-01-01

    The "What's the "matter" With XOD" activity addresses students' misconceptions and refines their ideas about phases of matter. This activity introduces the characteristics for solids, liquids, and gases, and begins a discussion about physical and chemical changes and how matter can cycle through different phases. Depending on class size and…

  15. Basketball Bowling

    ERIC Educational Resources Information Center

    Mirabile, Chris; Cooper, Michael; Petrie, Heather

    2006-01-01

    Basketball bowling was developed after students in the authors' physical education class participated in a bowling unit sponsored through Bowl America. Basketball bowling is a lead-up activity for elementary-age students that incorporates basic skills from basketball and bowling. The general object of this activity is to be the first team to roll…

  16. Developing and supporting self-efficacy in physics undergraduates at California State University, Long Beach

    NASA Astrophysics Data System (ADS)

    Duitsman, Brooke Erin

    Self-efficacy is regarded as a significant predictor of academic success. This study examines the development of self-efficacy in upper-division physics majors within the Physics 310 - Analytic Mechanics course at California State University, Long Beach during the fall semester of 2015. The Sources of Self-Efficacy in Science Courses - Physics (SOSESC-P), as developed by Drs. Heidi Fencl and Karen Scheel in 2002, was administered to students enrolled in the class in a pre-test/post-test format to identify increases in self-efficacy during the course. Students demonstrated a statistically significant increase in self-efficacy on only one subscore of the SOSESC-P. The collaborative nature of the class is thought to have had an effect on the Social Persuasion (t (23) = 2.11, p = 0.023) aspect of self-efficacy development. Students also reported perceptions of departmental support and participation in department-sponsored activities.

  17. Toward Better Physics Labs for Future Biologists

    NASA Astrophysics Data System (ADS)

    Giannini, John; Moore, Kim; Losert, Wolfgang

    2014-03-01

    We have developed a set of laboratories and hands on activities to accompany a new two-semester interdisciplinary physics course that has been successfully developed and tested in two small test classes of students at the University of Maryland, College Park (UMD) in 2012-2013, and is currently being used on a wider scale. We have designed the laboratories to be taken accompanying a reformed course in the student's second year, with calculus, biology, and chemistry as prerequisites. This permits the laboratories to include significant content on physics relevant to cellular scales, from chemical interactions to random motion and charge screening in fluids. One major focus of the laboratories is to introduce the students to research-grade equipment and modern physics analysis tools in contexts relevant to biology, while maintaining the pedagogically valuable open-ended laboratory structure of reformed laboratories. Lab development procedures along with some preliminary student results from these two small test classes are discussed.

  18. Effects of Epstein's TARGET on adolescents' intentions to be physically active and leisure-time physical activity.

    PubMed

    Cecchini, Jose A; Fernandez-Rio, Javier; Mendez-Gimenez, Antonio

    2014-06-01

    The aim of this study was to examine the effects of Epstein's TARGET strategies on adolescents' intentions to be physically active and leisure-time physical activity (LTPA) levels. A total of 447 secondary education students (193 females and 254 males), range age 12-17 years, were divided in two groups: control (N = 224) and experimental (N = 223). Epstein's TARGET strategies were applied by especially trained teachers only to the experimental group in their physical education (PE) classes during 12 consecutive weeks. Participants' intentions to be physically active and their LTPA levels were assessed prior to the intervention (pre), at the end of it (post-1) and 3 months after the intervention (post-2). Significant increases were observed only in the experimental group in post-1 and post-2 on both variables. PE interventions based on TARGET strategies seem to be effective increasing adolescents' intentions to be physically active, as well as time spent in LTPA. As most adolescents participate in PE, these interventions could lead to substantial public health benefits. © The Author 2014. Published by Oxford University Press. All rights reserved. For permissions, please email: journals.permissions@oup.com.

  19. Can Programmed or Self-Selected Physical Activity Affect Physical Fitness of Adolescents?

    PubMed Central

    Neto, Cláudio F.; Neto, Gabriel R.; Araújo, Adenilson T.; Sousa, Maria S. C.; Sousa, Juliana B. C.; Batista, Gilmário R.; Reis, Victor M. M. R.

    2014-01-01

    The aim of this study was to verify the effects of programmed and self-selected physical activities on the physical fitness of adolescents. High school adolescents, aged between 15 and 17 years, were divided into two experimental groups: a) a self-selected physical activity group (PAS) with 55 students (aged 15.7 ± 0.7 years), who performed physical activities with self-selected rhythm at the following sports: basketball, volleyball, handball, futsal and swimming; and b) a physical fitness training group (PFT) with 53 students (aged 16.0 ± 0.7 years), who performed programmed physical fitness exercises. Both types of activity were developed during 60 min classes. To assess physical fitness the PROESP-BR protocol was used. The statistical analysis was performed by repeated measures ANOVA. The measurements of pre and post-tests showed significantly different values after PFT in: 9 minute running test, medicine ball throw, horizontal jump, abdominal endurance, running speed and flexibility. After PAS differences were detected in abdominal endurance, agility, running speed and flexibility. The intervention with programmed physical activity promoted more changes in the physical abilities; however, in the self-selected program, agility was improved probably because of the practice of sports. Therefore, physical education teachers can use PFT to improve cardiorespiratory fitness and power of lower and upper limbs and PAS to improve agility of high school adolescents. PMID:25713652

  20. CLASS Shifts in Modeling Instruction

    NASA Astrophysics Data System (ADS)

    Brewe, Eric; Kramer, Laird; O'Brien, George

    2008-10-01

    Among the most surprising findings in Physics Education Research is the lack of positive results on attitudinal measures, such as Colorado Learning Attitudes about Science Survey (CLASS) and Maryland Physics Expectations Survey (MPEX). The uniformity with which physics teaching manages to negatively shift attitudes toward physics learning is striking. Strategies which have been shown to improve learning, such as interactive engagement and studio format classes, provide more authentic science experiences for students, yet do not produce positive attitudinal results. Florida International University's Physics Education Research Group has implemented Modeling Instruction in University Physics classes. Using the CLASS as a pre/post measure has shown attitudinal improvements through both semesters of the introductory physics sequence. In this paper, we report positive shifts on the CLASS in two sections of Modeling Physics, one in Mechanics (N=30) and one in Electricity and Magnetism, (N=31) and examine how these results reflect on Modeling Instruction.

  1. Accelerometer's position independent physical activity recognition system for long-term activity monitoring in the elderly.

    PubMed

    Khan, Adil Mehmood; Lee, Young-Koo; Lee, Sungyoung; Kim, Tae-Seong

    2010-12-01

    Mobility is a good indicator of health status and thus objective mobility data could be used to assess the health status of elderly patients. Accelerometry has emerged as an effective means for long-term physical activity monitoring in the elderly. However, the output of an accelerometer varies at different positions on a subject's body, even for the same activity, resulting in high within-class variance. Existing accelerometer-based activity recognition systems thus require firm attachment of the sensor to a subject's body. This requirement makes them impractical for long-term activity monitoring during unsupervised free-living as it forces subjects into a fixed life pattern and impede their daily activities. Therefore, we introduce a novel single-triaxial-accelerometer-based activity recognition system that reduces the high within-class variance significantly and allows subjects to carry the sensor freely in any pocket without its firm attachment. We validated our system using seven activities: resting (lying/sitting/standing), walking, walking-upstairs, walking-downstairs, running, cycling, and vacuuming, recorded from five positions: chest pocket, front left trousers pocket, front right trousers pocket, rear trousers pocket, and inner jacket pocket. Its simplicity, ability to perform activities unimpeded, and an average recognition accuracy of 94% make our system a practical solution for continuous long-term activity monitoring in the elderly.

  2. Naturally occurring workplace facilities to increase the leisure time physical activity of workers: A propensity-score weighted population study.

    PubMed

    Biswas, Aviroop; Smith, Peter M; Gignac, Monique A M

    2018-06-01

    The benefit of providing access to physical activity facilities at or near work to support the leisure time physical activity (LTPA) of workers is uncertain. We examined the association between access to physical activity facilities at or near work and the LTPA of workers after adjusting for a range of individual and occupational characteristics. Data was obtained from 60,650 respondents to the 2007-2008 Canadian Community Health Survey. Participants were employed adults ≥18 years of age who had no long-term health condition which reduced their participation in physical activity. Latent class analysis determined naturally occurring combinations of physical activity facilities at or near work. Each combination was balanced by 19 individual and occupational covariate characteristics using inverse probability of treatment weights derived from propensity scores. The association between combinations of physical activity facilities at or near work on LTPA level was estimated by multinomial logistic regression. Five different combinations of physical activity facilities were available to respondents at or near work. Data were analyzed in 2017. All possible physical facilities increased the likelihood for LTPA (OR, 2.08, 95% CI, 1.03-4.20) and other combinations were also positively associated. Respondents with no physical activity facilities were characterized as having a low education, low income, high physically demanding work, poor health and mental health, non-white racial background, and being an immigrant. Access to supportive workplace environments can help workers be physically active. Future research should assess a range of personal, social and environmental factors that may be driving this relationship.

  3. Optical Analogies for Teaching Physics of X-rays and CAT Scans*

    NASA Astrophysics Data System (ADS)

    Kalita, Spartak; Zollman, D. A.

    2006-12-01

    Our Modern Miracle Medical Machines project is devoted to improving motivation and performance of pre-med students in their undergraduate Physics classes. Under its framework we designed some non-traditional hands-on lab activities involving optical analogies to teach the application of contemporary physics to medical imaging. On the basis of our previous research (primarily clinical interviews with the target student population) we created activities using semi-transparent Lego blocks as analogs for understanding the image reconstruction process in computerized axial tomography (CAT or CT). Teaching interviews have been conducted with pre-med and other health-related majors using these materials. Students had to determine the shape of an object constructed of Lego blocks and hidden within a closed box. This arrangement imitated an unknown entity within a part of the human body. Using LEDs (light-emitting diodes) and a photo detector the students attempted to learn the contents of the box. They also had access to another similar Lego arrangement which they were free to open. Interviewees successfully transferred knowledge from their science and math classes (as well as from other sources) while completing activities and expressed great interest in this endeavor. Improvements to the activities have been based on the students’ feedback. *Supported by the National Science Foundation under grant 04-2675

  4. ‘Keeping your body and mind active’: an ethnographic study of aspirations for healthy ageing

    PubMed Central

    Shefer, Guy; Griffin, Simon; Ogilvie, David

    2016-01-01

    Objective To describe and explore perceptions, practices and motivations for active living in later life. Design Qualitative study with semistructured interviews and ‘semistructured’ participant observations of participant-selected activities, such as exercise classes, private or organised walks, shopping and gardening. Participants 27 participants (65–80 years) from the European Prospective Investigation into Cancer Norfolk study, purposefully selected by gender, age, occupational class, living status and residential location; 19 of the participants agreed to be accompanied for observed activities. Setting Participants’ homes, neighbourhoods, places of leisure activities and workplaces in Norfolk, England. Results All participants regarded a positive attitude as important for healthy ageing; this included staying active, both physically and mentally through sedentary activities such as reading and crosswords. ‘Getting out of the house’, being busy, or following a variety of interests were regarded as both important motivators and descriptions of their ‘activeness’. Purposeful activities formed an important part of this, for example, still being engaged in paid or voluntary work, having caring responsibilities, or smaller incidental activities such as helping neighbours or walking for transport. Many also reported adapting previous, often lifelong, activity preferences and habits to their ageing body, or replacing them altogether with lower impact activities such as walking. This included adapting to the physical limitations of partners and friends which dictated the intensity and frequency of shared activities. The social context of activities could thus form a barrier to active living, but could also encourage it through companionship, social responsibilities and social pressures. Conclusions Promoting and maintaining physical activity among older people may require more attention to activeness as an attitude and way of life as well as to its social context, and initiatives encouraging broader activity habits rather than discrete activities. PMID:26743707

  5. Creating Inclusive Physical Activity Spaces: The Case of Body-Positive Yoga.

    PubMed

    Pickett, Andrew C; Cunningham, George B

    2017-09-01

    Within the modern cultural climate, those in larger bodies face high levels of weight stigma, particularly in sport and physical activity spaces, which serves as a strong barrier to their participation. However, given the strong link between physical activity and general health and well-being for participants, it is important to explore strategies that encourage participation of these individuals. Thus, the current research examined strategies that physical activity instructors use to develop inclusive exercise spaces for all body sizes. This study employed a series of semistructured qualitative interviews (n = 9) with instructors of body-inclusive yoga classes to explore the ways in which they encourage participation for those in larger bodies. Emergent themes from the current study suggested support for 6 factors for creating body-inclusive physical activity spaces: authentic leadership, a culture of inclusion, a focus on health, inclusive language, leader social activism, and a sense of community. This study revealed that leaders must intentionally cultivate inclusion in their spaces to encourage those in nonconforming bodies to participate. These findings have important health and management implications for the sport and physical activity context and provide a basic outline of practical strategies that practitioners can use to foster inclusion in their spaces.

  6. Adherence to a physical activity intervention among older adults in a post-transitional middle income country: a quantitative and qualitative analysis.

    PubMed

    Garmendia, M L; Dangour, A D; Albala, C; Eguiguren, P; Allen, E; Uauy, R

    2013-01-01

    The effectiveness of community level interventions depends to a great extent on adherence. Currently, information on factors related to adherence in older adults from developing countries is scarce. Our aim was to identify factors associated to adherence to a physical activity intervention in older adults from a post-transitional middle income country. Using a combination of quantitative and qualitative methods we studied 996 older Chilean subjects (65-67.9 years at baseline) with low to medium socioeconomic status from 10 health centers randomized to receive a physical activity intervention as part of the CENEX cluster trial (ISRCTN48153354). Using a multilevel regression model, the relationship between adherence (defined a priori as attendance at a minimum of 24 physical activity classes spread over at least 12 months) and individual, intervention-related and contextual factors was evaluated. We also conducted 40 semi-structured interviews with older adults (n=36) and instructors (n=4). Transcripts of the interviews were analyzed using content analysis to identify barriers and facilitators to adherence. Adherence to physical activity intervention was 42.6% (CI 95% 39.5 to 45.6). Depression, diabetes mellitus, percentage of impoverished households and rate of arrests for violent crimes in the neighborhood predicted less adherence (p<0.05) while being retired, participation in physical activity prior to the intervention, and green areas per habitant were positively associated with adherence (p<0.05). The qualitative interviews identified three primary barriers to adherence: current health problems, lack of time due to commitments for caring for family members, and being employed, and two primary facilitators to adherence: the health benefits attributed to the intervention and the opportunity the classes provided for social interaction with others. In order to enhance effectiveness of community exercise interventions, strategies to improve participation should be targeted to older adults from deprived areas and those with psychological and medical conditions.

  7. Prevention of fall-related injuries in 7-year-old to 12-year-old children: a cluster randomised controlled trial.

    PubMed

    Nauta, Joske; Knol, Dirk L; Adriaensens, Lize; Klein Wolt, Karin; van Mechelen, Willem; Verhagen, Evert A L M

    2013-09-01

    To counteract the recently observed increase in forearm fractures in children worldwide, an educational programme to improve fall skills was developed. In this 8-week programme children learned basic martial arts falling techniques in their physical education classes. In this study, the effectiveness of this educational programme to improve fall skills was evaluated. A cluster randomised controlled trial was conducted in 33 primary schools. The intervention group received the educational programme to improve falling skills during their physical education (PE) classes whereas the control group received their regular PE curriculum. At baseline (October 2009) and follow-up (May 2010), a questionnaire was completed by the children about their physical activity behaviours. Furthermore, fall-related injuries were registered continuously during an entire school-year. A total of 36 incident injuries was reported in the intervention group, equalling an injury incidence density (IID) of 0.14 fall-related injuries per 1000 h of physical activity (95% CI 0.09 to 0.18). In contrast, 96 injuries were reported by the control group corresponding to an IID of 0.26 (95% CI 0.21 to 0.32). However, because intracluster correlation was high (ICC=0.46), differences in injury incidence were not statistically significant. When activity level was taken into account, a trend was shown suggesting that the 'falling is a sport' programme was effective in decreasing falling-related injury risk, but only in the least active children. Although results did not reach significance because of strong clustering effects, a trend was found suggesting that a school-based educational programme to improve falling skills may be more beneficial for the prevention of falling-related injuries in children with low levels of habitual physical activity.

  8. Coupled Collaborative In-Class Activities and Individual Follow-Up Homework Promote Interactive Engagement and Improve Student Learning Outcomes in a College-Level "Environmental Geology" Course

    ERIC Educational Resources Information Center

    Arthurs, Leilani; Templeton, Alexis

    2009-01-01

    Interactive engagement pedagogies that emerge from a constructivist model of teaching and learning are often a challenge to implement in larger classes for a number of reasons including the physical layout of the classroom (e.g. fixed chairs in an amphitheater-style room), the logistics of organizing a large number of students into small…

  9. 49 CFR 225.15 - Accidents/incidents not to be reported.

    Code of Federal Regulations, 2012 CFR

    2012-10-01

    ... recreational activity such as blood donation, physical examination, flu shot, exercise class, racquetball, or baseball; (3) The injury or illness is solely the result of an employee eating, drinking, or preparing food...

  10. 49 CFR 225.15 - Accidents/incidents not to be reported.

    Code of Federal Regulations, 2014 CFR

    2014-10-01

    ... recreational activity such as blood donation, physical examination, flu shot, exercise class, racquetball, or baseball; (3) The injury or illness is solely the result of an employee eating, drinking, or preparing food...

  11. 49 CFR 225.15 - Accidents/incidents not to be reported.

    Code of Federal Regulations, 2013 CFR

    2013-10-01

    ... recreational activity such as blood donation, physical examination, flu shot, exercise class, racquetball, or baseball; (3) The injury or illness is solely the result of an employee eating, drinking, or preparing food...

  12. 49 CFR 225.15 - Accidents/incidents not to be reported.

    Code of Federal Regulations, 2011 CFR

    2011-10-01

    ... recreational activity such as blood donation, physical examination, flu shot, exercise class, racquetball, or baseball; (3) The injury or illness is solely the result of an employee eating, drinking, or preparing food...

  13. Diabetes and physical activity in school.

    PubMed

    Kollipara, Sobha; Warren-Boulton, Elizabeth

    2004-05-01

    Physical activity and exercise are critical components of diabetes management. Everyone can benefit from regular exercise, but it is even more important for a student with diabetes. In addition to maintaining cardiovascular fitness and controlling weight, physical activity can help to lower blood glucose levels and increase insulin sensitivity. With the nearly epidemic incidence of childhood obesity and type 2 diabetes in youth, physical education should be part of the school day for all children. Students with diabetes should participate fully in physical education classes and team sports. To maintain blood glucose levels within their target ranges during exercise, students with type 1 diabetes will make adjustments in their insulin and food intake. To prevent hypoglycemia, they also will need to check their blood glucose levels more frequently while engaging in physical activity. Physical education instructors and sports coaches must be able to recognize and assist with the treatment of hypoglycemia. A quick-acting source of glucose and the student's glucose meter should always be available, along with water. The student's Diabetes Medical Management Plan, nursing care plan, 504 Plan, IEP, or other education plan should include specific instructions.

  14. 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

  15. 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.

  16. Galaxy interactions and strength of nuclear activity

    NASA Technical Reports Server (NTRS)

    Simkin, S. M.

    1990-01-01

    Analysis of data in the literature for differential velocities and projected separations of nearby Seyfert galaxies with possible companions shows a clear difference in projected separations between type 1's and type 2's. This kinematic difference between the two activity classes reinforces other independent evidence that their different nuclear characteristics are related to a non-nuclear physical distinction between the two classes. The differential velocities and projected separations of the galaxy pairs in this sample yield mean galaxy masses, sizes, and mass to light ratios which are consistent with those found by the statistical methods of Karachentsev. Although the galaxy sample discussed here is too small and too poorly defined to provide robust support for these conclusions, the results strongly suggest that nuclear activity in Seyfert galaxies is associated with gravitational perturbations from companion galaxies, and that there are physical distinctions between the host companions of Seyfert 1 and Seyfert 2 nuclei which may depend both on the environment and the structure of the host galaxy itself.

  17. A Critical View of Static Stretching and Its Relevance in Physical Education

    ERIC Educational Resources Information Center

    Parrott, James Allen; Zhu, Xihe

    2013-01-01

    Stretching before activity has been a customary part of most physical education classes (PE), with static stretching typically the preferred method due to its ease of implementation. Historical and implicit support for its continued use is due in part to the sit-and-reach test and flexibility as one of the components of health-related fitness.…

  18. Initial Employment Report: Physics and Astronomy Degree Recipients of 2003 & 2004. AIP Report. Number R-282.26

    ERIC Educational Resources Information Center

    Tesfaye, Casey Langer; Mulvey, Patrick J.

    2007-01-01

    This report describes the initial employment and educational paths pursued by physics and astronomy degree recipients at the bachelor's, master's, and PhD levels for the classes of 2002-03 and 2003-04. The report includes starting salaries, primary work activities, ratings of professional challenge and other aspects of initial employment. The…

  19. Adolescent Girls' Preferences Pertaining to Cardiovascular Fitness Testing: A Comparison between the One-Mile Run and PACER Tests

    ERIC Educational Resources Information Center

    Wilkinson, Carol; Brown, Lanell; Graser, Sue Vincent; Pennington, Todd R.

    2012-01-01

    Many adolescent girls are not participating in the recommended levels of physical activity (PA) and are at risk for unhealthy lifestyles (U.S. Department of Health and Human Services, 2008). Helping girls understand the importance of PA and giving them positive experiences in physical education classes, including fitness testing, may help to…

  20. A qualitative theory guided analysis of stroke survivors' perceived barriers and facilitators to physical activity.

    PubMed

    Nicholson, Sarah L; Donaghy, Marie; Johnston, Marie; Sniehotta, Falko F; van Wijck, Frederike; Johnston, Derek; Greig, Carolyn; McMurdo, Marion E T; Mead, Gillian

    2014-01-01

    After stroke, physical activity and physical fitness levels are low, impacting on health, activity and participation. It is unclear how best to support stroke survivors to increase physical activity. Little is known about the barriers and facilitators to physical activity after stroke. Thus, our aim was to explore stroke survivors' perceived barriers and facilitators to physical activity. Semi-structured interviews with 13 ambulatory stroke survivors exploring perceived barriers and facilitators to physical activity post stroke were conducted in participants' homes, audio-recorded and transcribed verbatim. The Theoretical Domains Framework (TDF) informed content analysis of the interview transcripts. Data saturation was reached after interviews with 13 participants (median age of 76 years (inter-quartile range (IQR) = 69-83 years). The median time since stroke was 345 d (IQR = 316-366 d). The most commonly reported TDF domains were "beliefs about capabilities", "environmental context and resources" and "social influence". The most commonly reported perceived motivators were: social interaction, beliefs of benefits of exercise, high self-efficacy and the necessity of routine behaviours. The most commonly reported perceived barriers were: lack of professional support on discharge from hospital and follow-up, transport issues to structured classes/interventions, lack of control and negative affect. Stroke survivors perceive several different barriers and facilitators to physical activity. Stroke services need to address barriers to physical activity and to build on facilitators to promote physical activity after stroke. Physical activity post stroke can improve physical fitness and function, yet physical activity remains low among stroke survivors. Understanding stroke survivors' perceived barriers and facilitators to physical activity is essential to develop targeted interventions to increase physical activity. Beliefs about capabilities, environmental context and resources and social influences were the mostly commonly report influences on stroke survivors' perceived barriers and facilitators to physical activity.

  1. The Subsistence Agriculture Game: A Simulation of Farming. Instructional Activities Series IA/S-17.

    ERIC Educational Resources Information Center

    Martinson, Tom; Harnapp, Vern

    This activity is one of a series of 17 teacher-developed instructional activities for geography at the secondary-grade level described in SO 009 140. Through a simulation, students develop an understanding of subsistence agriculture in Central America and how it is influenced by cultural and physical factors. During four 50-minute class periods,…

  2. Zumba: From Secondary Physical Education Classes to Adulthood Workouts: Staying up to Date with the Growing Trends of Physical Activity in and out of the Schools

    ERIC Educational Resources Information Center

    Benham, Lindsey; Hall, Amber; Barney, David

    2013-01-01

    This article discusses the background of Zumba, the need for it as a result of its growing popularity, the national standards it supports, and the necessary steps that need to be taken to properly implement Zumba in physical education programs. When taking a closer look at the standards that Zumba supports, it is evident that Zumba can serve as a…

  3. Using community-based participatory research to identify potential interventions to overcome barriers to adolescents’ healthy eating and physical activity

    PubMed Central

    Goh, Ying-Ying; Sipple-Asher, Bessie Ko; Uyeda, Kimberly; Hawes-Dawson, Jennifer; Olarita-Dhungana, Josephina; Ryan, Gery W.; Schuster, Mark A.

    2010-01-01

    Using a community-based participatory research approach, we explored adolescent, parent, and community stakeholder perspectives on barriers to healthy eating and physical activity, and intervention ideas to address adolescent obesity. We conducted 14 adolescent focus groups (n = 119), 8 parent focus groups (n = 63), and 28 interviews with community members (i.e., local experts knowledgeable about youth nutrition and physical activity). Participants described ecological and psychosocial barriers in neighborhoods (e.g., lack of accessible nutritious food), in schools (e.g., poor quality of physical education), at home (e.g., sedentary lifestyle), and at the individual level (e.g., lack of nutrition knowledge). Participants proposed interventions such as nutrition classes for families, addition of healthy school food options that appeal to students, and non-competitive physical education activities. Participants supported health education delivered by students. Findings demonstrate that community-based participatory research is useful for revealing potentially feasible interventions that are acceptable to community members. PMID:19544091

  4. In the Physics Class: University Physics Students' Enactment of Class and Gender in the Context of Laboratory Work

    ERIC Educational Resources Information Center

    Danielsson, Anna T.

    2014-01-01

    This article explores how the doing of social class and gender can intersect with the learning of science, through case studies of two male, working-class university students' constitutions of identities as physics students. In doing so, I challenge the taken-for-granted notion that male physics students have an unproblematic relation to…

  5. Is Your School a Dumping Ground?: Hidden Hazards You Can Identify and Eliminate.

    ERIC Educational Resources Information Center

    Cronin-Jones, Linda L.

    1992-01-01

    Describes how teachers and students can conduct a schoolwide hazardous waste survey. The activity is an introduction to hazardous waste management and is useful in general physical science, chemistry, and environmental science classes. Two activity worksheets are provided. Explains how schools can clean up hazardous waste problems. (PR)

  6. Tips to Increase Girls' Participation in Flag Football Units

    ERIC Educational Resources Information Center

    Hannon, James C.; Ratliffe, Thomas

    2006-01-01

    Despite the apparent popularity of flag football as an activity in physical education class and football as an after-school offering for girls, studies related to gender stereotyping of sports have found overwhelming evidence indicating that football is perceived as a masculine activity among males and females in primary school, secondary school,…

  7. Changes in household, transport and recreational physical activity and television viewing time across the transition to retirement: longitudinal evidence from the EPIC-Norfolk cohort

    PubMed Central

    Barnett, Inka; van Sluijs, Esther; Ogilvie, David; Wareham, Nicholas J

    2014-01-01

    Background Retirement is associated with an increase in recreational physical activity but its impact on other domains of activity (at home, for transport) and sedentary behaviour, such as time spent watching television (TV) is unknown. We examined the association between retirement and changes in domain-specific and overall activity and TV viewing. Methods Data were derived from the population-based EPIC (European Prospective Investigation into Cancer)–Norfolk cohort. Physical activity and TV viewing time were self-reported at baseline (1997–2000) and follow-up 2 (2006–2007) by 3334 participants employed at baseline, of whom 785 (24%) were retired at follow-up 1 (2002–2006). Multivariable regression models were fitted to estimate the association between retirement and changes in physical activity and weekly TV viewing time. Results Compared with continued employment, retirement was associated with a decline in overall activity (men: non-manual, −40.9 MET h/wk; manual, −49.6 MET h/wk; women: non-manual, −26.9 MET h/wk; manual, −31.6 MET h/wk; all p<0.001 (MET, metabolic equivalent of task)). Domain-specific activity declined for transport and occupational (p<0.001) and increased for recreational (p<0.02) and household (p≤0.002) activity. We observed significant interaction between retirement and social class in respect of overall and domain-specific activity apart from household activity. Retirement was associated with a mean increase in TV viewing time, with the largest increase among manual social classes (men: +3.9 h/wk; women: +2.8 h/wk; both p<0.001). Conclusions Interventions should aim to promote household and transport as well as recreational activity. Further research on the impact of retirement on sedentary behaviour is needed. PMID:24302753

  8. Active Learning in an Introductory Meteorology Class

    NASA Astrophysics Data System (ADS)

    Marchese, P. J.; Bluestone, C.

    2007-12-01

    Active learning modules were introduced to the primarily minority population in the introductory meteorology class at Queensborough Community College (QCC). These activities were developed at QCC and other 4 year colleges and designed to reinforce basic meteorological concepts. The modules consisted of either Interactive Lecture Demonstrations (ILD) or discovery-based activities. During the ILD the instructor would describe an experiment that would be demonstrated in class. Students would predict what the outcome would be and compare their expected results to the actual outcome of the experiment. In the discovery-based activities students would learn about physical concepts by performing basic experiments. These activities differed from the traditional lab in that it avoided "cookbook" procedures and emphasized having the students learn about the concept using the scientific method. As a result of these activities student scores measuring conceptual understanding, as well as factual knowledge, increased as compared to student scores in a more affluent community college. Students also had higher self- efficacy scores. Lower scoring students demonstrated the greatest benefit, while the better students had little (or no) changes.

  9. [Project to improve abdominal obesity in day care ward psychiatric patients].

    PubMed

    Liu, Yu-Chieh; Wang, Hui-Yu; Huang, Hui-Ling; Chen, Min-Li

    2011-06-01

    Over half (57.14%) of patients in our ward suffer from abdominal obesity. This rate is on a continuing upward trend. Reasons for such obesity include lack of physical activity classes, inadequate physical activity, high calorie diets and unhealthy eating habits, chronic diseases and drug side effects, poor motivation to reduce weight, and lack of crisis awareness of abdominal obesity. This project was designed to lessen the problem of abdominal obesity among psychiatric day care inpatients. Resolution measures implemented included: (1) arranging aerobic exercise classes; (2) scheduling classes to teach patients healthy diet habits and knowledge regarding diseases and drugs; (3) holding a waistline reduction competition; (4) displaying health education bulletin boards; (5) holding a quiz contest with prizes for correct answers. The eight abdominally obese patients in the ward achieved an average waist circumference reduction of 2.9 cm and the overall abdominal obesity rate in the ward fell to 35.7%. BMI, eating habits, and awareness of weight loss importance and motivation all improved. The outcome achieved targeted project objectives. We recommend the integration of obesity prevention into routine ward activities and quality control indicators. Nurses should provide patients with weight loss concepts, regularly monitor risk factors, and encourage patient family cooperation to maintain medical care quality.

  10. Reliability and validity of the transport and physical activity questionnaire (TPAQ) for assessing physical activity behaviour.

    PubMed

    Adams, Emma J; Goad, Mary; Sahlqvist, Shannon; Bull, Fiona C; Cooper, Ashley R; Ogilvie, David

    2014-01-01

    No current validated survey instrument allows a comprehensive assessment of both physical activity and travel behaviours for use in interdisciplinary research on walking and cycling. This study reports on the test-retest reliability and validity of physical activity measures in the transport and physical activity questionnaire (TPAQ). The TPAQ assesses time spent in different domains of physical activity and using different modes of transport for five journey purposes. Test-retest reliability of eight physical activity summary variables was assessed using intra-class correlation coefficients (ICC) and Kappa scores for continuous and categorical variables respectively. In a separate study, the validity of three survey-reported physical activity summary variables was assessed by computing Spearman correlation coefficients using accelerometer-derived reference measures. The Bland-Altman technique was used to determine the absolute validity of survey-reported time spent in moderate-to-vigorous physical activity (MVPA). In the reliability study, ICC for time spent in different domains of physical activity ranged from fair to substantial for walking for transport (ICC = 0.59), cycling for transport (ICC = 0.61), walking for recreation (ICC = 0.48), cycling for recreation (ICC = 0.35), moderate leisure-time physical activity (ICC = 0.47), vigorous leisure-time physical activity (ICC = 0.63), and total physical activity (ICC = 0.56). The proportion of participants estimated to meet physical activity guidelines showed acceptable reliability (k = 0.60). In the validity study, comparison of survey-reported and accelerometer-derived time spent in physical activity showed strong agreement for vigorous physical activity (r = 0.72, p<0.001), fair but non-significant agreement for moderate physical activity (r = 0.24, p = 0.09) and fair agreement for MVPA (r = 0.27, p = 0.05). Bland-Altman analysis showed a mean overestimation of MVPA of 87.6 min/week (p = 0.02) (95% limits of agreement -447.1 to +622.3 min/week). The TPAQ provides a more comprehensive assessment of physical activity and travel behaviours and may be suitable for wider use. Its physical activity summary measures have comparable reliability and validity to those of similar existing questionnaires.

  11. Design Steps for Physic STEM Education Learning in Secondary School

    NASA Astrophysics Data System (ADS)

    Teevasuthonsakul, C.; Yuvanatheeme, V.; Sriput, V.; Suwandecha, S.

    2017-09-01

    This study aimed to develop the process of STEM Education activity design used in Physics subjects in the Thai secondary schools. The researchers have conducted the study by reviewing the literature and related works, interviewing Physics experts, designing and revising the process accordingly, and experimenting the designed process in actual classrooms. This brought about the five-step process of STEM Education activity design which Physics teachers applied to their actual teaching context. The results from the after-class evaluation revealed that the students’ satisfaction level toward Physics subject and critical thinking skill was found higher statistically significant at p < .05. Moreover, teachers were advised to integrate the principles of science, mathematics, technology, and engineering design process as the foundation when creating case study of problems and solutions.

  12. Impact of the "Planning to be Active" leisure time physical exercise program on rural high school students.

    PubMed

    Hortz, Brian; Petosa, Rick

    2006-10-01

    The purpose of the study was to evaluate the effects of a Social Cognitive Theory-based intervention designed to increase the frequency of leisure time planned moderate and vigorous physical exercise among rural high school students attending physical education class. Students in treatment and comparison groups were exposed to an activity-based physical education curricula. The treatment group received eight behavioral skill-building lessons integrated into the existing curriculum. The Social Cognitive Theory-based educational treatment increased levels of moderate physical exercise occurring outside the classroom. This study demonstrated an impact on adolescent leisure time moderate physical exercise using classroom instruction. The intervention was most effective with students who were previously sedentary. The curricular approaches used to promote regular moderate exercise may be useful for sedentary adolescents.

  13. Recent Activities of the Physical Society of Japan for the Promotion of Gender Equality (abstract)

    NASA Astrophysics Data System (ADS)

    Maeda, Atsutaka; Yonenaga, Ichiro; Tajima, Setsuko; Hiyama, Emiko; Torikai, Eiko

    2009-04-01

    We present activities of the Gender Equality Promotion Committee of the Physical Society of Japan (JPS) untaken after the Second IUPAP Women in Physics Conference, Rio de Janiero, 2005. These include: (1) summer and spring classes for high school girls, (2) symposia on the promotion of gender equality at annual JPS meetings, (3) continuous cooperation with the Japan Inter-Society Liaison Association Committee for Promoting Equal Participation of Men and Women in Science and Engineering (EPMEWSE), (4) consultation for JPS members on the Restart Postdoctoral Fellowship (RPD) program conducted by the Japan Society for the Promotion of Science (JSPS), (5) publication of a series of articles in the JPS membership journal, and (6) presentation at international meetings such as the Asia Pacific Physics Conference 10 (APPC10). We report that these activities were successful.

  14. Social identity, perceived urban neighborhood quality, and physical inactivity: A comparison study of China, Taiwan, and South Korea.

    PubMed

    Chen, Duan-Rung; Lin, Yi-Ching

    2016-09-01

    Asian countries are currently witnessing unprecedented increase in physical inactivity and subsequent negative health outcomes; however, few cross-country studies documenting this trend exist. This paper presents the findings of a nationally representative sample, based on the East Asian Social Survey in 2011. The study sought to examine the association of social identity factors, such as objective socio-economic position, perceived social status and neighborhood quality with physical inactivity, while controlling for psychosocial and physical health. A sample of 5222 adults living in urban areas across China, Taiwan, and South Korea were surveyed. Multivariate nested logistic regressions were constructed. Perceived social status was positively associated with physical activity. Gender difference in physical activity was significant, and this difference widened as educational levels increased. Class division in physical activity was also found. Perceived physical and social features of neighborhood such as suitability for walking and jogging, air quality, and help from neighbors were to different degrees associated with physical inactivity. Gender, marital status, education and perceived social status were common factors associated with physical inactivity in East Asian countries. Perceived urban neighborhood quality is particularly important for Chinese people to stay physically active. Cultural-behavioral norms for physical activity associated with gender and social status call for more studies on cultural perspective for health behaviors in cross-cultural contexts. Copyright © 2016 Elsevier Ltd. All rights reserved.

  15. The evaluation and planning method of Spanish sport and physical activity instructors: A comparative study across gender, age, level of studies and work experience.

    PubMed

    Bernabé, Beatriz; González-Rivera, María Dolores; Campos-Izquierdo, Antonio

    2017-01-01

    The purpose of this study is to investigate the planning and the evaluation of Spanish sport and physical activity instructors as well as to analyze and compare the two variables in terms of their gender, age, level of studies and work experience. This research falls inside the quantitative type methodology of descriptive cut through standardized interview using the standardized questionnaire: "Human resources of sport and physical activity". It analyses the situation and performance of people working in functions of sport and physical activity. The questionnaire was completed by 600 sport and physical activity instructors from Spain. Key results revealed that 48.0% of them plan their classes and 58.17% assess. The study also found male university graduates between the ages of 60 and 70, with 10 years of experience or more spend the most time on planning and assessment. Daily classroom observation was the tool which physical activity and sport instructors used the most, followed by execution tests. The lesser used tools were theoretical knowledge exams, diaries and the personally created tests, across all of the variables.

  16. Grandparents raising grandchildren: a response to a nutrition and physical activity intervention.

    PubMed

    Kicklighter, Jana R; Whitley, Deborah M; Kelley, Susan J; Shipskie, Sherry M; Taube, Julie L; Berry, Rashelle C

    2007-07-01

    This pilot study explored the impact of an educational program on nutrition and physical activity knowledge of urban African-American grandparents raising their grandchildren. The program was integrated into a community-based intervention, Project Healthy Grandparents, and was implemented during the first 15 minutes of 10 grandparent support groups and parenting classes. Subjects included 22 grandparents who attended at least six sessions and completed pre- and posttests of nutrition and physical activity knowledge. Participants' posttest scores were significantly higher than their pretest scores (P<0.05), indicating an increase in knowledge. Eighteen grandparents provided insights about diet and physical activity and barriers to lifestyle changes during an audiotaped focus group. Based on analysis of the focus group's discussion, three major influences on healthful eating and physical activity emerged, including financial considerations, presence of grandchildren in the home, and preference for traditional cultural foods. Themes from the focus group were consistent with responses on the nutrition and physical activity knowledge test. Satisfaction with the program was very high and no specific recommendations for improvements were made. Results can guide future nutrition interventions for this target group and potentially contribute to grandparents' improved health and ability to care for their grandchildren.

  17. Interesting Guided-Inquiry Labs for a Large-Enrollment, Active Learning Physics II Course

    NASA Astrophysics Data System (ADS)

    Wagoner, Kasey; Hynes, K. Mairin; Flanagan, Daniel

    2018-04-01

    Introductory physics labs often focus on a series of common experiments intending to teach the student the measurement side of physics. While these experiments have the potential to be quite instructive, we observed that our students often consider them to be boring and monotonous, which often leads to them being uninstructive. To combat this, we have designed a series of labs with two major goals: the experiments should be relevant to the students' world, and the labs should gently guide the students to develop the experimental process on their own. Meeting these goals is difficult, particularly in a course with large enrollment where labs are instructed by graduate students. We have had success meeting these goals in our classroom, where over the last decade our introductory physics course has transformed from a traditional, lecture-learning class to a flipped class based on the textbook Six Ideas that Shaped Physics. Here we describe the structure of the new labs we have designed to capitalize on our classroom success while overcoming the aforementioned difficulties. These new labs are more engaging and instructive for our introductory physics students.

  18. Relationships of inflammatory and haemostatic markers with social class: results from a population-based study of older men.

    PubMed

    Ramsay, Sheena; Lowe, Gordon D O; Whincup, Peter H; Rumley, Ann; Morris, Richard W; Wannamethee, S Goya

    2008-04-01

    Haemostatic and inflammatory markers have been hypothesised to mediate the relationship of social class and cardiovascular disease (CVD). We investigated whether a range of inflammatory/haemostatic markers are associated with social class independent of chronic diseases and behavioural risk factors in a population-based sample of 2682 British men aged 60-79 without a physician diagnosis of CVD, diabetes or musculoskeletal disease requiring anti-inflammatory medications. Men in lower social classes had higher mean levels of C-reactive protein, fibrinogen, interleukin-6, white blood cell count, von Willebrand factor (vWF), factor VIII, activated protein C (APC) resistance, plasma viscosity, fibrin D-dimer and platelet count, compared to higher social class groups; but not of tissue plasminogen activator antigen, haematocrit or activated partial prothrombin time. After adjustment for behavioural risk factors (smoking, alcohol, physical activity and body mass), the associations of social class with vWF, factor VIII, APC resistance, plasma viscosity, and platelet count though weakened, remained statistically significant, while those of other markers were considerably attenuated. In this study of older men without CVD, the social gradient in inflammatory and haemostatic markers was substantially explained by behavioural risk factors. The effect of socio-economic gradient on the factor VIII-vWF complex, APC resistance, plasma viscosity and platelet count merits further study.

  19. Physical experience enhances science learning.

    PubMed

    Kontra, Carly; Lyons, Daniel J; Fischer, Susan M; Beilock, Sian L

    2015-06-01

    Three laboratory experiments involving students' behavior and brain imaging and one randomized field experiment in a college physics class explored the importance of physical experience in science learning. We reasoned that students' understanding of science concepts such as torque and angular momentum is aided by activation of sensorimotor brain systems that add kinetic detail and meaning to students' thinking. We tested whether physical experience with angular momentum increases involvement of sensorimotor brain systems during students' subsequent reasoning and whether this involvement aids their understanding. The physical experience, a brief exposure to forces associated with angular momentum, significantly improved quiz scores. Moreover, improved performance was explained by activation of sensorimotor brain regions when students later reasoned about angular momentum. This finding specifies a mechanism underlying the value of physical experience in science education and leads the way for classroom practices in which experience with the physical world is an integral part of learning. © The Author(s) 2015.

  20. The influence of Pilates exercises on body balance in the standing position of hearing impaired people.

    PubMed

    Walowska, Jagoda; Bolach, Bartosz; Bolach, Eugeniusz

    2017-11-13

    Hearing impairment may affect the body posture maintenance. The aim of the study was to evaluate the effect of modified Pilates exercise program on the body posture maintenance in hearing impaired people. Eighty students (aged 13-24) were enrolled and randomly allocated into two groups: test group (n = 41) which attended an original program based on modified Pilates exercises and control group (n = 39) which attended standard physical education classes. Stabilographic tests were conducted at baseline and after 6-week training program. Both groups showed improved control of body balance in a standing position manifested in reductions of the length of path, surface area, and speed of deflection. Modified Pilates program was significantly more effective in improving body balance control in relaxed posture and with feet together than standard physical education classes. The greater efficiency of the modified Pilates program was expressed in a significant improvement in balance control parameters, i.e., path length, surface area, and speed of deflection. The modified Pilates program was more effective in improving body balance control in the hearing impaired people than standard physical education classes. Modification of physical activity recommendations for hearing impaired students may be considered; however, further research is required. Implications for Rehabilitation Hearing impairment impacts the mental, social and, physical spheres of life as well as deteriorates equivalent reactions and the way body posture is maintained. In hearing impaired people, control of body balance and muscle coordination is often disturbed, thus more attention should be paid to exercises associated with balance which may improve the ability to learn and develop motor skills. Modified Pilates program was significantly more effective in improving body balance control than standard physical education classes in hearing impaired people.

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