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1
Moskalenko, Natalia, Oksana Demidova, and Daria Yelisieieva. "THE INFLUENCE OF INDEPENDENT CLASSES IN PHYSICAL EDUCATION ON THE PHYSICAL FITNESS OF SENIOR SCHOOLCHILDREN." Sports Bulletin of the Dnieper 1 (2020): 323–31. http://dx.doi.org/10.32540/2071-1476-2019-1-323.
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Introduction. The development of Ukraine cannot be achieved without the powerful educational potential of the nation, namely, not high-quality training of specialists in all sectors. The realization of this goal is impossible without one of the most important components of the educational process - physical education. Physical education helps students in the formation of professional skills, brings up the basics of a healthy lifestyle, improves their health, and increases the level of physical and functional fitness. Therefore, the issues of improving the content, forms and methods of physical education of schoolchildren in secondary schools remain relevant. The article considers and analyzes the importance of independent physical education classes. An innovative technology is proposed to increase the interest of schoolchildren in independent physical education classes with the aim of increasing physical fitness indicators, as well as maintaining and strengthening health. Hypothesis of the study is that independent physical education will improve the physical fitness of high school students. Research purpose to determine the impact of different types of independent physical education on the physical fitness of high school students. Research methods and materials. The proposed innovative technology contains the following components: purpose, objectives, directions, organizational and pedagogical conditions, stages of implementation and performance criteria, which in turn are related to each other and in the complex solve the problem of involving high school students in independent physical education. Methods: analysis and theoretical generalization of scientific and methodological literature, pedagogical observation, pedagogical experiment, pedagogical testing, methods of mathematical statistics. The study involved 74 high school seniors who belong to a major medical group and have no health disabilities. Results. The data of the experimental study of the impact of the developed innovative technology on the indicators of physical fitness of older school-age children are presented and its effectiveness is proved. Conclusions. In order to improve the performance of older school-age students, innovative technology was proposed that included the use of information technology and control systems. After the introduction of innovative technology, qualitative characteristics of physical fitness showed that the majority of students EG1, EG2, EG3 and EG4 after the experiment have a sufficient level of physical fitness (p <0,05). Keywords: innovative technology, health, high school students, self-study, physical education.
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Cocca, Armando, Francisco Espino Verdugo, Luis Tomás Ródenas Cuenca, and Michaela Cocca. "Effect of a Game-Based Physical Education Program on Physical Fitness and Mental Health in Elementary School Children." International Journal of Environmental Research and Public Health 17, no. 13 (July 7, 2020): 4883. http://dx.doi.org/10.3390/ijerph17134883.
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Promotion of healthy active behaviors should start from early ages, as behaviors learned in youth are more likely to endure. A fundamental body of research in this field focuses on the implementation of programs within physical education (PE), thanks to its favorable characteristics. However, traditional PE based on exercise training and controlling styles seems to have weaker association with students’ health benefits. For this reason, the aim of this study was to assess the effects of a game-based PE program on physical fitness and psychological health in schoolchildren aged 10 to 12 years old. A total of 252 students were distributed in experimental (EG, games-centered activities) and control (CG, traditional exercise training activities) groups. The program lasted 6 months. Health-related physical fitness components, psychological wellbeing, self-esteem, stress, and anxiety were assessed before and after the treatment. Both groups increased physical fitness at post-test; however, cardiorespiratory fitness did not improve. No differences were found between the groups at post-test. Our results show that games may be as effective as traditional training methods; yet, they suggest that PE alone may be insufficient for obtaining substantive benefits in cardiorespiratory fitness, regardless of the type of task presented.
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Leont’eva, Maria, Tatiana Levchenkova, and Tamara Mikhailova. "Social and educational setting to prepare pre-school children for study through physical education." BIO Web of Conferences 26 (2020): 00077. http://dx.doi.org/10.1051/bioconf/20202600077.
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The challenge of preparing children for study in school has acquired particular significance in the present moment. The pre-school training programmes need to be comprehensive, involving tools and methods aimed at the development of motor, intellectual, psychological and emotional abilities. A physical education programme based primarily on play method and teaching kids to play badminton, is an effective means to get children ready for school studies. An 8-month trial of this programme, implemented as part of physical education for pre-school age children attending kindergarten or a fitness club, demonstrated an improvement in the kids’ psychological and emotional qualities (assessed via Lüscher colour test), as well as physical fitness (assessed via physical fitness tests), and confirmed the kids’ readiness for school studies (through Kern-Irasek test).
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Vlasova, Sofiya. "Innovations in the Physical Education of Schoolchildren." Physical education, sports and health culture in modern society, no. 2(38) (June 30, 2017): 51–56. http://dx.doi.org/10.29038/2220-7481-2017-02-51-56.
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The article is devoted to the problems of application of the innovative technologies in the system of physical education. Iinnovation in the education is the process of creating, dissemination and application of the new means (novelties) for the solving those pedagogical problems which have been solving before in a different way. Leading scientists suggested innovative technologies like Nordic walk, fit ball aerobic, healthy movably thematic games for solving the problems of educational valeological aiming of the physical education of the primary school children and other. Practical demonstration of the sports and health improvement technologies in physical education is fitness programs. Application of the innovative sports and health improvement fitness technologies in the physical education process of the children of secondary school age will favor to increase of efficiency of both in school and after school work. Aerobic training is the most justified among the health building technologies. Therefore development of the programs aimed at sport and health improvement of this kind gain exceptional sense. Role skating is an effective means of improvement of health which involves a big number of muscles, without getting out aerobic regime of energy supply.
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Faigenbaum, Avery, Anne Farrel, Tracy Perron, and Tami Jakubowski. "FIT: A community-engaged approach to health and physical education." British Journal of Child Health 1, no. 5 (October 2, 2020): 242–47. http://dx.doi.org/10.12968/chhe.2020.1.5.242.
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Background: The purpose of the Smart Nutrition and Conditioning for Kids (SNACK) pilot study was to increase fitness levels and overall health of children aged 7 to 9 years in two elementary schools, one urban and one urban rim. Fundamental Integrative Training (FIT) was incorporated into physical education class and was considered a vital component of SNACK. Methods: The FIT intervention was performed twice weekly during physical education class for 8 weeks. Pre- and post-Fitnessgram fitness tests were completed by each child. Results: Fitnessgram fitness test scores improved for all fitness tests for both the experimental and control groups in both schools (P<0.05). Significant differences between groups were found in 4 areas: PACER, push-up, curl-ups, and long jump (P<0.05). Conclusions: FIT is one example of an interdisciplinary (nursing, health and exercise science students and faculty, elementary school administration and staff) collaborative approach to improving fitness levels with limited time and resources.
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Zhou, Li, Yin, Fu, Ren, Jin, Zhu, Howard, Lan, and Yin. "Impact on Physical Fitness of the Chinese CHAMPS: A Clustered Randomized Controlled Trial." International Journal of Environmental Research and Public Health 16, no. 22 (November 11, 2019): 4412. http://dx.doi.org/10.3390/ijerph16224412.
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Background: School physical activity (PA) policy, physical education curriculum, teacher training, knowledge of physical fitness, and parental support are among the key issues underlying the declining trend of physical fitness in children and adolescents. The Chinese CHAMPS was a multi-faceted intervention program to maximize the opportunities for moderate and vigorous physical activity (MVPA), and increase physical fitness in middle school students. The purpose of the study was to test whether the levels of modification in school physical education policy and curriculum incrementally influenced the changes in cardiorespiratory fitness and other physical fitness outcomes. Methods: This 8-month study was a clustered randomized controlled trial using a 2 × 2 factorial design. The participants were 680 7th grade students (mean age = 12.66 years) enrolled in 12 middle schools that were randomly assigned to one of four treatment conditions: school physical education intervention (SPE), afterschool program intervention (ASP), SPE+ASP, and control. Targeted behaviors of the Chinese CHAMPS were the student’s sedentary behavior and MVPA. The study outcomes were assessed by a test battery of physical fitness at the baseline and posttest. Sedentary behavior and MVPA were measured in randomly selected students using observations and accelerometry. Results: The terms contrasting the pooled effect of SPE, ASP, and SPE+ASP vs. Control, the pooled effect of SPE and SPE+ASP vs. ASP only, and the effect of SPE+ASP vs. ASP on CRF and other physical fitness outcomes were all significant after adjusting for covariates, supporting the study hypothesis. Process evaluation demonstrated high fidelity of the intervention in the targeted students’ behaviors. Conclusions: Chinese CHAMPS demonstrated the impact of varying the amount of MVPA and vigorous physical activity (VPA) on the physical fitness in middle school students in support of the need to increase the opportunity for PA in schools and to introduce high-intensity exercises in school-based PA programs. Modification of school policy, quality of physical education curriculum, and teacher training were important moderators of the improvement in physical fitness. (Trial registration: ChiCTR-IOR-14005388, the Childhood Health; Activity and Motor Performance Study.)
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Chow, Ronald, Cooper Midroni, Drew Hollenberg, and Stuart Cumner. "Is academic performance an indicator for physical fitness?" International Journal on Disability and Human Development 16, no. 1 (February 1, 2017): 33–35. http://dx.doi.org/10.1515/ijdhd-2016-0002.
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Abstract Many studies have investigated whether elevated levels of physical activity and fitness improve academic performance in children, but only a few have examined whether it is physical fitness which varies with academic performance. The purpose of this study was to examine if academic performance is indeed an indicator for physical fitness. For this study, middle school students were recruited for the necessary values and information. The data acquired for academic performance were based off of a public honour roll list distributed within the school community and physical fitness was evaluated via mile-run time, resting, post-active blood pressure and heart rate. There were no differences in proportion across the academic cohorts for any measurements of physical fitness. There was no conclusion such as “students with higher academic performance are less physically fit”; all academic cohorts had relatively similar levels of physical fitness. This may be due to mandatory physical and health education classes, which all students attend; the physical fitness levels are similar due to similar training.
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Morano, Milena, Claudio Robazza, Irene Rutigliano, Laura Bortoli, Montse C. Ruiz, and Angelo Campanozzi. "Changes in Physical Activity, Motor Performance, and Psychosocial Determinants of Active Behavior in Children: A Pilot School-Based Obesity Program." Sustainability 12, no. 3 (February 5, 2020): 1128. http://dx.doi.org/10.3390/su12031128.
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The obesity epidemic and the decline of fitness among children highlights the need for suitable interventions designed to promote Physical Activity (PA) and healthy habits. The purpose of our pilot study was to assess the feasibility of a school-based program among overweight and obese children, by examining changes in their body composition, PA, physical fitness, and some psychosocial determinants of active behavior. An additional objective was to investigate the reciprocal relationship over time between PA and body image. Self-reported PA and health-related fitness tests were administered to 18 overweight and obese children (11.3 ± 0.4 years), before and after a 6-month intervention including nutritional education, skill-learning, playful physical activities, and exercise training. Participants were assessed on body composition, perceived physical ability, body image, and pleasant and unpleasant psychobiosocial states towards PA. After treatment, children showed decreased body mass index, body fat percentage, arm and waist circumferences, and skinfold thickness. Actual and perceived physical abilities, body image, and PA also improved over six months. Cross-lagged correlations suggest body image to be an antecedent to being physically active. Results showed that the multi-component school program may have sustainable benefits in reducing adiposity indicators and improving exercise adherence, physical fitness, and psychological well-being.
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Szakály, Zsolt, Ferenc Ihász, Csaba Konczos, Balázs Fügedi, and József Bognár. "Body composition and the level of fitness in 10 to 14-year-old girls in western Hungary: the impact of the new PE curriculum." Biomedical Human Kinetics 8, no. 1 (July 20, 2016): 95–102. http://dx.doi.org/10.1515/bhk-2016-0014.
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SummaryStudy aim: Over the last two decades, the body fat mass has been increasing and the level of physical fitness has been decreasing in school-aged children. Due to the health-related concerns that have arisen regarding school-aged children, the Hungarian government introduced everyday physical education in 2012. Since girls are more disposed to higher body fat and low fitness levels, the aim of our study was to characterise the physique, body composition and aerobic capacity of 10 to 14-year-old girls three years after the introduction of the new curriculum with daily PE lessons. Material and methods: All of the primary schools that were selected to participate in this study serve as partnership schools in the University of West Hungary’s teacher training programme (N = 8). The sample included only those upper primary school girls (10 to 14 years of age) who participated in the everyday physical education lesson (N = 543). Standard anthropometric techniques and a 20m shuttle run test were selected for the analysis. Results: An important result of this study was the finding that differences in the body composition features were consistently significant among the age groups. However, there were no differences among the age groups in the results of the 20 m multi-stage fitness test, nor in the girls’ relative aerobic capacity. Conclusions: It can be presumed that an unfavourable body composition and poor fitness occur primarily in the prepuberty years. Everyday physical education serves as a good opportunity for shaping the girls’ fitness level and body composition, and also for encouraging healthy active living.
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Shephard, Roy J., and Hughes Lavallée. "Impact of Enhanced Physical Education in the Prepubescent Child: Trois Rivières Revisited." Pediatric Exercise Science 5, no. 2 (May 1993): 177–89. http://dx.doi.org/10.1123/pes.5.2.177.
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The influence of 1 hour per day of required physical education upon aerobic fitness was tested in 546 prepubescent children recruited from an urban and a rural school in Québec. Two cohorts of experimental students began the enhanced program in Grade 1, with immediately preceding and succeeding classes as controls. V̇O2 peak (treadmill) and PWC170 were measured each year within 2 weeks of each child’s birthday. The data showed significant effects of sex (M>F) and environment (urban>rural). Experimental students showed a significant advantage of V̇O2 peak from 8 to 11 years (M>F; urban>rural). Many students reached less than a centrally limited V̇O2max, although the quality of peak effort was somewhat better in experimental than in control students. PWC170 values confirmed a training response in the boys but not in the girls. The data illustrate some of the problems of repeated testing of young children, but nevertheless support the value of training in the prepubescent years.
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Portnaya, I., and V. Ivanko. "Education of endurance in children of middle school age in lessons of physical culture." Scientific Journal of National Pedagogical Dragomanov University. Series 15. Scientific and pedagogical problems of physical culture (physical culture and sports), no. 1(121) (January 29, 2020): 90–93. http://dx.doi.org/10.31392/npu-nc.series15.2019.1(121)20.17.
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The influence of a set of exercises on the development of endurance of secondary school students is revealed in the article. One of the factors that adversely affects the health of school-age children is the low mobility of life. Therefore, physical education occupies a special place in the system of physical education of school-age children. Physical fitness testing is an element of stage control both in the sports training system and in the practice of physical education. However, the ability of children of different ages to exercise some physical activity is limited by the adaptive potential of the growing organism's systems, and as practice shows, the reserve capacity of the student body is significantly reduced, which negatively affects the physical qualities of children, and especially endurance. Endurance is considered one of the basic motor abilities of the person. The endurance index with great precision indicates the overall health of the person and the functionality of the respiratory and cardiovascular systems. Analyzing the indicators of the level of endurance development in the studied contingent of children it is established that the level of endurance development of students of 4-5 grades, is equal to the mark of 3 points, which corresponds to the "average level". The study shows changes in the level of endurance development in students engaged in the recommended complexes and the relationship of endurance types with indicators of overall physical performance. The results of the correlation analysis showed the presence of a high correlation of static endurance with dynamic endurance (r = 0,883). Also, a high statistical relationship is observed in the study of the relationship of dynamic strength endurance and speed-endurance (r = 0,858). Preparing a physically healthy and in all respects advanced generation is an important task of our society. Properly organized physical education and sports, which should be included in the daily life of young people from an early age, occupy the first place in this task.
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Jia, Zhao, Borhannudin Bin Abdullah, Roxana Dev Omar Dev, and Shamsulariffin Bin Samsudin. "Influence of Football basic technical training on youth soccer players in Shanxi province, China." Cypriot Journal of Educational Sciences 16, no. 2 (April 30, 2021): 777–88. http://dx.doi.org/10.18844/cjes.v16i2.5658.
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The aim of the study is to investigate the effect of fifteen-week basic soccer training and education by coaching youth soccer players who are under eight (U8) and under ten (U10) years old. This study has included 24 children (U8 and U10) who have participated in the physical fitness sessions of football at school. Twelve participants in the experimental group (EG) undertook intervention training in games. Twelve young players served as a control group (CG) undertook traditional training methods used in Dali Football Club. Experimental groups indicated greater improvements than control groups (P<0.05) at four tests of basic technical education of football. The results indicated that soccer education and training four times a week can improve the basic skills of football of U8 and U10 children. Study concluded that the training in games methods considered in this study might be suitable to design an effective coaching methods and training sessions aimed at the development of the fundamental skills in youth soccer players.
Keywords: Soccer training; coaching, Games; effective coaching methods, Sports Education, Physical Education
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Turchyn, Tamara, Viktoriia Lehin, Lesja Vysochan, Lidia Pletenicka, Maryna Tomchenko, and Borys Maksymchuk. "Vocational training of future primary school teachers in the use of new pedagogical technologies in working with pupils." (Scientific Journal of National Pedagogical Dragomanov University Series 15 Scientific and pedagogical problems of physical culture (physical culture and sports), no. 2(130) (February 22, 2021): 111–21. http://dx.doi.org/10.31392/npu-nc.series15.2021.2(130).26.
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The courses «physical education» and «increasing sportsmanship» are an important part of the entire process of preparing future primary school teachers for physical education. It is worth noting that the subject «physical education» should be professionally directed, because it is recommended to transform this course from a purely practical direction into a vocational and pedagogical one, introducing into «physical education» - theoretical, methodological, organizational and pedagogical blocks. The subject «physical education» addresses the tasks of improving the level of physical fitness and improving the quality of vocational and pedagogical training of students. The study of the subject «physical education» provides, in addition to solving the problems of strengthening the health and physical development of students, as well as mastering the technique of certain sports, the methods for teaching individual exercises of the school curriculum, methodological techniques, methods for organizing educational activities and the methodology of the chosen sport. Practical classes on the «theory and methods of physical education» provide for the formation of professional preparedness as a holistic state of certain realities. Examples of the restoration of various forms of out-of-class work in accordance with their functions in the general education system indicate the possibility of ensuring the versatile development of motor qualities of pupils, promoting the preservation and strengthening the mental and physical health of children of all age groups. Considering what has already been said, we propose the formation of professional qualities among students of the faculty for the training of primary school teachers to be held in physical education classes with a sports orientation.
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Moment, Artem, Denis Semyonov, Elena Karpenko, Irina Kolbasova, Lena Rubenkova, and Elena Tarasova. "Improving effectiveness of scoliotic posture prevention and correction in primary school children." SHS Web of Conferences 97 (2021): 01032. http://dx.doi.org/10.1051/shsconf/20219701032.
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For several decades the problem of prevention and correction of posture disorders in primary school children has not lost its relevance. Statistics show that 68-94 % of primary school students have posture disorders. A special place in the classification of posture disorders is occupied by a scoliotic posture. Such a statement indicates that health improving physical education does not fully solve the tasks assigned to it. Analysis of literature sources allowed us to establish two main reasons for the low effectiveness of prevention and correction of scoliotic posture in primary school children. The first reason relates to the low effectiveness of early diagnosis scoliotic posture, and the second reason is low overage of the aspects of the problem, revealing the model of periodization of fitness training with the children in the theory and practice of physical culture. The results of previous studies have allowed us to suggest ways to improve the effectiveness of prevention and correction of scoliotic posture in primary school children, namely: to expand the range of traditional methods of early diagnosis of scoliotic posture through motor and postural diagnostics; to use a nonlinear model of periodization of physical activity to create optimal conditions for leveling muscle imbalance and the formation of rational motor automatisms and patterns in the context of health training.
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Shpet, V., Yu Ovchinnikov, and V. Yakunina. "Popularization and Organization of Skipping Classes in Secondary Schools." Profession-Oriented School 8, no. 1 (February 27, 2020): 39–43. http://dx.doi.org/10.12737/1998-0744-2020-39-43.
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Lessons of physical culture in modern secondary school include not only physical exercises and outdoor games, but also new sports, allowing to develop not only health technologies in a new format, but also health-saving education to make realistic. Students of secondary school № 25 in Sochi with pleasure in physical education lessons master fashionable fitness technology-skipping (jumping rope). Skipping rope as a sports attribute was known and loved by children of the Soviet era to increase motor activity in different amplitudes of movement, but then forgotten. Skipping rope allows you to develop coordination, develops endurance, helps to correct posture, develops flexibility of the body, it is also an excellent anaerobic exercise in order not to suffer from obesity. Research has shown that skipping is interesting for children of different ages in secondary schools, but is not popularized and promoted as a recreational, sports discipline that allows you to participate in competitions. Students of the Kuban State University of physical culture sports and tourism not only in the training processes themselves use skipping exercises, but also in the direction of biomechanics in design technologies promote skipping as a popular form of motor activity.
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Sinđić, Marijana, Draženka Mačak, Nikola Todorović, Bianka Purda, and Maja Batez. "Effect of Integrated Neuromuscular Exercise in Physical Education Class on Health-Related Fitness in Female Children." Healthcare 9, no. 3 (March 11, 2021): 312. http://dx.doi.org/10.3390/healthcare9030312.
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Integrated neuromuscular training (INT) showed benefits for improving fundamental movement skills (FMS). However, the INT health-related fitness (HRF) effects are lacking. The current study aimed to determine the effects of INT implemented during physical education (PE) in a primary school in the Republic of Serbia on HRF in female children. The sample consisted of 72 healthy girls who were divided into the intervention (EG: n = 37; mean ± SD: age = 8.17 ± 0.31) and control (CG: n = 35; age = 8.11 ± 0.31) groups. The EG and CG performed the INT program and traditional PE activities two times per week within the first ~15 min of PE class, respectively. The Fitnessgram battery tests assessed the HRF (body composition, cardiorespiratory endurance, muscular fitness, and flexibility) before and after the program. After eight weeks, the EG significantly reduced all fat measures, while the CG decreased only triceps skinfold but to a smaller extent (F = 5.92, p < 0.02, ŋ2 = 0.09). Both groups significantly improved the performance of almost all muscular fitness tests (curl-ups, trunk lift, push-ups); however, the EG increased the push-ups more than the CG (F = 9.01, p < 0.01, ŋ2 = 0.14). The EG additionally improved the modified pull-ups (F = 14.09, p < 0.01, ŋ2 = 0.19) and flexed arm hang (F = 28.82, p < 0.01, ŋ2 = 0.33) tests. The flexibility and cardiorespiratory endurance of both groups did not significantly change after eight weeks. This approach of exercise showed positive acceptance and relatively good results after only eight weeks.
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Ketelhut, Sascha, Eva Kircher, Sebastian R. Ketelhut, Emanuel Wehlan, and Kerstin Ketelhut. "Effectiveness of Multi-activity, High-intensity Interval Training in School-aged Children." International Journal of Sports Medicine 41, no. 04 (January 14, 2020): 227–32. http://dx.doi.org/10.1055/a-1068-9331.
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AbstractThe present study aimed to evaluate the effectiveness of a school-based multi-activity HIIT on aerobic fitness (AF) and hemodynamic parameters in children. 46 students were randomized into an intervention group (INT) (N=22) and a control group (CON) (N=24). Throughout a 3-month intervention period, both INT and CON participated in the regular physical education classes (PE) twice a week. Only INT received an instructed HIIT during the first 20 min of the PE. In addition to an AF-test, peripheral (pBP) and central (cBP) blood pressure, augmentation pressure (AP), and aortic pulse wave velocity (aPWV) were assessed. Significant differences in intervention effects in favor of INT were detected for AF (7.73, P=0.007), peripheral systolic BP (−6.13 mmHg, P=0.038), central systolic BP (−5.19 mmHg, P = 0.041), AP (−2.02 mmHg, P=0.013), and aPWV (−0.19 m/sec, P=0.031). The regular HITT intervention showed beneficial effects on AF, BP, and parameters of vascular stiffness already in children.
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Jacobs, Julie, Jana Kay Slater, Kim Waldrep, JoAnn Miller, Krystal Boyechko, and Emily Ho. "Culinary Health Education and Fitness (C.H.E.F.): A Large-Scale Program to Reduce Rural Health Disparity Through Networking and Relationship Building." Current Developments in Nutrition 4, Supplement_2 (May 29, 2020): 1311. http://dx.doi.org/10.1093/cdn/nzaa059_028.
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Abstract Objectives The Culinary Health Education and Fitness (C.H.E.F.) program is a 3-year program designed to help children and families in three Oregon counties (Lincoln, rural Benton and East Linn) achieve higher-quality lives through the promotion of physical activity and nutrition. The program utilized nutrition-focused culinary education that included cooking classes and tasting tables to empower families to be self-sufficient in the kitchen, make healthy food choices and increase exposure to fruits and vegetables. The program also sought to strengthen relationships among health-advocacy stakeholders, train future physicians to deliver nutrition education, and to integrate the Coordinated Approach to Child Health (CATCH) program at school sites as a sustainable program for increasing physical activity in school-aged children. Methods Quantitative and qualitative data were gathered from classes, schools and stakeholders through pre- and post-surveys, interviews, program records, and observation to assess program reach, process evaluation, cooking self-efficacy, physical activity and change in nutrition knowledge. Our mixed methods approach was organized around the concepts of Exposure, Integrity and Intensity (for the process evaluation) and Outcomes. Results The program had extensive reach with >3200 children served at tasting tables, >800 participants in culinary education classes, and >2500 students participated in CATCH at their schools. Nearly 100 community partners, medical students and volunteers were trained to deliver the evidence-based culinary education. The implementation of CATCH increased vigorous physical activity in children. Culinary education courses effectively introduced children to new vegetables and fruits and raised confidence in their ability to prepare healthy foods at home. Relationships flourished through the various meetings, trainings and conferences related to the program. A robust network of health advocacy stakeholders continues to grow across the tri-county area through various activities related to this program work. Conclusions Through a wide array of relationships and community partnerships, the C.H.E.F. program promotes healthy lifestyles and a culture of health in rural Oregon communities. Funding Sources HRSA Rural Network Development Grant.
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Faigenbaum, Avery D., Gregory D. Myer, Anne Farrell, Tracy Radler, Marc Fabiano, Jie Kang, Nicholas Ratamess, Jane Khoury, and Timothy E. Hewett. "Integrative Neuromuscular Training and Sex-Specific Fitness Performance in 7-Year-Old Children: An Exploratory Investigation." Journal of Athletic Training 49, no. 2 (March 1, 2014): 145–53. http://dx.doi.org/10.4085/1062-6050-49.1.08.
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Context: Integrative neuromuscular training (INT) has successfully enhanced physical fitness and reduced abnormal biomechanics, which appear to decrease injury rates in adolescent female athletes. If not addressed at the proper time, low levels of physical fitness and abnormal mechanics may predispose female athletes to an increased risk of musculoskeletal injuries. Objectives To evaluate sex-specific effects of INT on selected measures of health- and skill-related fitness in children during physical education (PE). Design: Cohort study. Setting: Public primary school. Patients or Other Participants: Forty children (16 boys, 24 girls; age = 7.6 ± 0.3 years, height = 124.5 ± 6.4 cm, mass = 29.5 ± 7.6 kg) from 2 second-grade PE classes. Intervention(s): The classes were randomized into the PE-plus-INT group (10 boys, 11 girls) or the control group (6 boys, 13 girls) that participated in traditional PE. The INT was performed 2 times per week during the first approximately 15 minutes of each PE class and consisted of body weight exercises. Main Outcome Measure(s): Push-up, curl-up, standing long jump, single-legged hop, single-legged balance, sit-and-reach flexibility test, shuttle run, and 0.8-km run. Results: At baseline, the boys demonstrated higher levels of performance in most of the fitness measurements as evidenced by greater performance on the push-up, standing long jump, single-legged hop, shuttle run, and 0.8-km run (P < .05). In the evaluation of the training effects, we found intervention effects in the girls for enhanced INT-induced gains in performance relative to the control group on the curl-up, long jump, single-legged hop, and 0.8-km run (P < .05) after controlling for baseline. Boys did not demonstrate similar adaptations from the INT program (P ≥ .05). Conclusions: These data indicate that INT is an effective and time-efficient addition to PE for enhancing motor skills and promoting physical activity in children. Seven-year-old girls appeared to be more sensitive to the effects of INT than 7-year-old boys. Future research is warranted to confirm these effects in larger cohorts of children.
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Zhang, Yunting, Xiaochen Ma, Jin Zhao, Hong Shen, and Fan Jiang. "The Effect of Strengthened Physical Education on Academic Achievements in High School Students: A Quasi-Experiment in China." International Journal of Environmental Research and Public Health 16, no. 23 (November 25, 2019): 4688. http://dx.doi.org/10.3390/ijerph16234688.
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Objectives: Evidence of school-based physical activity (PA) on academic performance in children and adolescents was inconsistent, especially in high school students who face a high academic burden. In this study, we tested the efficacy of a strengthened physical education (PE) program on academic outcomes in Shanghai. Methods: A quasi-experimental design was conducted to investigate the effect of strengthened PE on academic scores by calculating the grade-cohort difference before and after the intervention. PE curriculum switched from traditional short duration (40 minutes) general fitness training to long duration (90 minutes) specialized sports (e.g., football, aerobics). A total of 460 high school students (236 pre-intervention and 224 post-intervention) were enrolled in grade 10 and followed for two and three semesters. The academic outcome was assessed by district-standardized test scores. A difference-in-difference approach was employed. Results: After two semesters, the standardized Chinese language scores and English language scores for the post intervention group were increased by 0.61 SD (95% confidence interval (CI): 0.44, 0.78, p < 0.001) and 0.28 SD (95% CI: 0.09, 0.47, p = 0.01). However, the standardized math scores for the post intervention group were decreased in girls. After three semesters, standardized Chinese language scores for the post intervention group were increased by 0.27 SD (95% CI: 0.06, 0.48, p = 0.01). Math scores and English language scores decreased by 0.18 SD (95% CI: −0.36, −0.01, p = 0.04) and 0.23 SD (95% CI: −0.38, −0.09, p = 0.00), respectively. Conclusion: A school-based physical education program had mixed effects on academic scores in high school students.
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Kemper, Han C. G. "Change in the Mindset of a Paediatric Exercise Physiologist: A Review of Fifty Years Research." International Journal of Environmental Research and Public Health 17, no. 8 (April 22, 2020): 2888. http://dx.doi.org/10.3390/ijerph17082888.
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In this review, the career of a pediatric exercise physiologist (HCGK) is given over a period of almost 50 years. His research was concentrated on the relationship of physical activity (physical education, sport, and daily physical activity) with health and fitness in teenagers in secondary schools. (1) His first experiment was an exercise test on a bicycle ergometer to measure aerobic fitness by estimating physical work capacity at a heart rate of 170 beats/minute (PWC170). (2) Secondly, a randomized control trial (RCT) was performed with an intervention of more intensive physical education (PE) with circuit interval training during three lessons per week over a period of six weeks. (3) Thereafter, a second RCT was performed with an intervention of two extra PE lessons per week over a whole school year. The results of these two RCTs appeared to be small or nonsignificant, probably because the effects were confounded by differences in maturation and the habitual physical activity of these teenagers. (4) Therefore, the scope of the research was changed into the direction of a long-term longitudinal study (the Amsterdam Growth And Health Longitudinal Study). This study included male and female teenagers that were followed over many years to get insight into the individual changes in biological factors (growth, fitness, obesity, hypercholesterolemia, and hypertension) and lifestyle parameters such as nutrition, smoking, alcohol usage, and daily physical activity. With the help of new advanced statistical methods (generalized estimating equations, random coefficient analysis, and autoregression analysis) suitable for longitudinal data, research questions regarding repeated measurements, tracking, or stability were answered. New measurement techniques such as mineral bone density by means of dual-energy X-ray absorptiometry (DEXA) showed that bone can also be influenced by short bursts of mechanical load. This changed his mind: In children and adolescents, not only can daily aerobic exercise of at least 30 to 60 min duration increase the aerobic power of muscles, but very short highly intensive bursts of less than one minute per day can also increase the strength of their bones.
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Pion Makung, Yohanes Giovani, Gigih Siantoro, and Abdul Rachman Syam Tuasikal. "Modification of the Development of Children's Fitness Cards and Fitness Love Board for Down Syndrome School-Age Children in the Fit 5 Special Olympics Progam." Budapest International Research and Critics in Linguistics and Education (BirLE) Journal 4, no. 1 (January 16, 2021): 277–87. http://dx.doi.org/10.33258/birle.v4i1.1601.
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From the lock down condition, Down Syndrome children who are used to activities at school become lazy to do fitness exercises at home, while parents also increase their activities by accompanying their children while at home from morning to night. For this reason, it is necessary to provide a home fitness training program for Down Syndrome children by doing the Fit 5 Special Olympics program. And it is necessary to make a Fitness card and a fitness love board so that children with Down syndrome are more excited. The purpose of this study is to establish cooperation between physical education teachers and parents in maintaining the fitness of Down Syndrome children while at home, and to help maintain the fitness of Down Syndrome children during the lock down period this year and in the coming years if there is a lock down period. again. The subjects of this study were 3 Down syndrome students from Special Olympics Surabaya. The design of this research is development research with research instruments in the form of validation sheets and video recordings that will be used to draw descriptive conclusions. The data analysis technique used is descriptive. Product trial validation was carried out by 6 experts who have experience in treating children with Down syndrome and 3 parents of students. The results showed that the average validation score of the experts was 98% and the average validation score of the parents was 98% which was in the very good category. And it was concluded that the fit card and the love child fit board are fit for mass production. Suggestion for all of us is never to force a Down syndrome child to be willing to follow fitness movements according to our wishes, but let them do it themselves according to their own abilities.
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Larsen, Malte Nejst, Claus Malta Nielsen, Eva Wulff Helge, Mads Madsen, Vibeke Manniche, Lone Hansen, Peter Riis Hansen, Jens Bangsbo, and Peter Krustrup. "Positive effects on bone mineralisation and muscular fitness after 10 months of intense school-based physical training for children aged 8–10 years: the FIT FIRST randomised controlled trial." British Journal of Sports Medicine 52, no. 4 (June 13, 2016): 254–60. http://dx.doi.org/10.1136/bjsports-2016-096219.
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ObjectivesWe investigated whether musculoskeletal fitness of school children aged 8–10 years was affected by frequent intense PE sessions.Design and participants295 Danish school children aged 8–10 years were cluster randomised to a small-sided ball game group (SSG) (n=96, four schools, five classes), a circuit strength training group (CST) (n=83, four schools, four classes) or a control group (CON, n=116, two schools, five classes).InterventionSSG or CST was performed 3×40 min/week over 10 months. Whole-body dual-energy X-ray absorptiometry (DXA) scans were used to determine areal bone mineral density (aBMD), bone mineral content (BMC) and lean body mass (LBM). Flamingo balance, standing long jump and 20-m sprint tests were used to determine muscular fitness.ResultsAnalysis of baseline-to-10 months change scores showed between-group differences in favour of the interventions in whole-body aBMD (SSG vs CON: 8 mg/cm2, 95% CI 3 to 13; CST vs CON: 7 mg/cm2, 95% CI 2 to 13, p<0.05) and leg BMC (SSG vs CON: 11 g, 95% CI 4 to 18; CST vs CON: 11 g, 95% CI 3 to 18, p<0.05). SSG had higher change scores in leg aBMD compared with CON and CST (SSG vs CON: 19 mg/cm2, 95% CI 11 to 39, p<0.05; SSG vs CST: 12 mg/cm2, 95% CI 3 to 21, p<0.05), and CST had higher change scores in whole-body BMC compared with CON (CST vs CON: 25 g, 95% CI 10 to 39, p<0.05). Both training types resulted in higher change scores in postural balance (SSG vs CON: 2.4 fewer falls/min, 95% CI 0.3 to 4.5, CST vs CON: 3.6 fewer falls/min, 95% CI 1.3 to 5.9, p<0.05) and jump length (SSG vs CON: 10%, 95% CI 5 to 16%; CST vs CON: 9%, 95% CI 3 to 15%, p<0.05). No between-group differences were observed for sprint performance or LBM (p>0.05).ConclusionsIn conclusion, 3×40 min/week with SSG or CST over a full school year improves bone mineralisation and several aspects of muscular fitness of children aged 8–10 years, suggesting that well-organised intense physical education classes can contribute positively to develop musculoskeletal health in young children.Trial registration numberNCT02000492, post results.
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Kyrpenko, Y. V., M. I. Budur, S. V. Palevych, and О. G. Poddubny. "The influence of Kyokushinkai Karate classes on the adaptive capabilities of adolescents." Health, sport, rehabilitation 5, no. 4 (January 30, 2020): 48. http://dx.doi.org/10.34142/hsr.2019.05.04.06.
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<p><strong>The purpose of the work</strong><strong>: </strong>to determine the impact of Kyokushinkai Karate classes on the ability to adapt to different physical activities of boys of 10-12 years of age during classes.</p><p><strong>Material and methods</strong><strong>. </strong>78 boys of 10-12 years were surveyed, 27 of them expressed their desire to participate in the sports section of Kyokushinkai Karate (EG). CG (29) includes guys who do not have contraindications for playing sports. The essence of the forming experiment was to compare the growth rates of individual indicators of physical qualities, functional preparedness of children who attended the Kyokushinkai Karate training program (experimental group - EG) with children who were engaged in physical education only during physical culture lessons (control group - CG). During the year a monitoring examination of children is carried out to assess physical development, adaptation to exercise, adaptive potential of the circulatory system, the functional state of the apparatus of external respiration, the energy potential of the organism, physical fitness and methods of mathematical statistics.</p><p><strong>Results</strong><strong>. </strong>The plan of preparation of training groups on the basis of rational sequence of use of a set and volume of means and methods of physical education of normative part of the сurriculum "Kyokushinkai Karate" is presented. Adaptation processes occurring in the body of boys, during the acquisition of knowledge and skills within the walls of the school are determined by a number of educational, behavioral, everyday and other factors, each of which has a specific purposefulness to achieve a useful end result of learning. The course of study at school is undoubtedly accompanied by the adaptation of children to the new mode of study, rest, psychological and physical activity, and the question of the dynamics of indicators of functional systems of the child's organism came to the plane of our research.</p><p><strong>Conclusion. </strong>In the course of the research, we came to the conclusion that the plan developed and implemented in the sports circles improves the adaptation capabilities of the boys of this age group during Kyokoshinkai karate classes.</p>
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Andreev, V., A. Fominykh, O. Mikheeva, I. Konovalov, and A. Morozov. "COMPENSATION FOR THE AGE GAP IN THE DEVELOPMENT OF SPEED ABILITIES IN SCHOOLCHILDREN WITH HEARING IMPAIRMENT AGED 11–12 YEARS BASED ON THE MEANS OF ATHLETICS." Human Sport Medicine 20, no. 3 (December 1, 2020): 146–52. http://dx.doi.org/10.14529/hsm200317.
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Aim. The article aims to organize and implement inclusive physical education of students with hearing impairment, as well as to experimentally justify the use of athletics-oriented tools for speed abilities based on an individual approach. Materials and methods. The experiment involved 23 students with hearing deprivation, 11 of them from the Special secondary boarding school for deaf and hard-of-hearing children and 12 from School No 24 implementing inclusive education. The first group followed a standard curriculum for these types of educational organizations, the second group used an experimental method of working in inclusive classes with healthy peers. Special testing was applied to determine the level of speed abilities, and a variable scheme was used to apply an individual approach. Methods of mathematical statistics were used to process the results of the study. The calculations were performed in Microsoft Excel 2007. Results. The experimental method for compensating the age gap in the development of speed abilities in schoolchildren with hearing impairment is a developed and implemented system for conducting classes in inclusive education. The high-level indicators obtained are the result of a set of measures carried out at the preliminary and main stage of the study. This type of training represents a systematic approach to inclusive physical education and provides the development of a multi stage alternative education with comprehensive support. Conclusion. As a result of applying the method in the experimental group, the results of participants with hearing impairment began to correspond with those of healthy peers. Moreover, the concomitant influence increased the indicators of physical fitness, there was a complex positive effect on the motor and emotional spheres.
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Aizman, Roman Idelevich, Irina Igorevna Novikova, and Elena Aleksandrovna Pushkareva. "Methodological justification of the possibility of participation of teachers in the implementation of school medicine project." Science for Education Today 10, no. 5 (October 31, 2020): 141–59. http://dx.doi.org/10.15293/2658-6762.2005.08.
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Introduction. The deterioration of the health and physical fitness of school children in recent decades has actualized the need to introduce a health-saving system in educational organizations and as one of its components - school medicine. The introduction of school medicine in education dictated the need to solve two problems: the creation of a material and technical base (school medical offices and their equipment) and the training of school medical workers (bachelors of school medicine) or the redistribution of medical workers from the health system to education. However, the quantitative deficit in the country of pediatricians and secondary medical workers dictated only the first option of solving the problem. In this logic, the project “School medicine” was developed, aimed the training of bachelors in this field in medical universities and their subsequent employment in educational organizations. However, the introduction of school medicine did not take into account the ability of the teaching staff to form and preserve the health of students in the process of education and upbringing. This prompted us to consider the possibility of teachers' participation in the implementation of this project as full members of the school medicine system. The purpose of the study: to justify the role and importance of teachers in the implementation of the project “School medicine”. Materials and Methods. The research methodology is based on modern concepts of health as a holistic system, including physical, mental and moral components that have a mutual influence on each other, and the inextricable connection of this system with the natural and social environment (the principles of integrity, consistency, unity). The analytical and synthetic methods to study the problem paper has been used. Results. Based on the data of the authors and generalization results, the main directions of teachers' work on creating a health-preserving environment in an educational organization, participating in screening diagnostics and monitoring of physical and mental health of pupils, forming a healthy and safe lifestyle, as well as cooperation with medical personnel in the implementation of medical and hygienic tasks defined in the project are shown. The system of assessment of pupils' health, which can be defined as the first stage of medical examination of schoolchildren, is presented. Conclusions. The authors come to the conclusion that the training of students of a pedagogical University with the introduction of the “School medicine” program can provide a comprehensive approach to assessing the health of students and the sanitary and hygienic conditions of the educational environment and the educational process using modern innovative technologies, which can be implemented by teachers both independently and in cooperation with medical personnel.
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Froud, Robert, Solveig Hakestad Hansen, Hans Kristian Ruud, Jonathan Foss, Leila Ferguson, and Per Morten Fredriksen. "Relative Performance of Machine Learning and Linear Regression in Predicting Quality of Life and Academic Performance of School Children in Norway: Data Analysis of a Quasi-Experimental Study." Journal of Medical Internet Research 23, no. 7 (July 16, 2021): e22021. http://dx.doi.org/10.2196/22021.
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Background Machine learning techniques are increasingly being applied in health research. It is not clear how useful these approaches are for modeling continuous outcomes. Child quality of life is associated with parental socioeconomic status and physical activity and may be associated with aerobic fitness and strength. It is unclear whether diet or academic performance is associated with quality of life. Objective The purpose of this study was to compare the predictive performance of machine learning techniques with that of linear regression in examining the extent to which continuous outcomes (physical activity, aerobic fitness, muscular strength, diet, and parental education) are predictive of academic performance and quality of life and whether academic performance and quality of life are associated. Methods We modeled data from children attending 9 schools in a quasi-experimental study. We split data randomly into training and validation sets. Curvilinear, nonlinear, and heteroscedastic variables were simulated to examine the performance of machine learning techniques compared to that of linear models, with and without imputation. Results We included data for 1711 children. Regression models explained 24% of academic performance variance in the real complete-case validation set, and up to 15% in quality of life. While machine learning techniques explained high proportions of variance in training sets, in validation, machine learning techniques explained approximately 0% of academic performance and 3% to 8% of quality of life. With imputation, machine learning techniques improved to 15% for academic performance. Machine learning outperformed regression for simulated nonlinear and heteroscedastic variables. The best predictors of academic performance in adjusted models were the child’s mother having a master-level education (P<.001; β=1.98, 95% CI 0.25 to 3.71), increased television and computer use (P=.03; β=1.19, 95% CI 0.25 to 3.71), and dichotomized self-reported exercise (P=.001; β=2.47, 95% CI 1.08 to 3.87). For quality of life, self-reported exercise (P<.001; β=1.09, 95% CI 0.53 to 1.66) and increased television and computer use (P=.002; β=−0.95, 95% CI −1.55 to −0.36) were the best predictors. Adjusted academic performance was associated with quality of life (P=.02; β=0.12, 95% CI 0.02 to 0.22). Conclusions Linear regression was less prone to overfitting and outperformed commonly used machine learning techniques. Imputation improved the performance of machine learning, but not sufficiently to outperform regression. Machine learning techniques outperformed linear regression for modeling nonlinear and heteroscedastic relationships and may be of use in such cases. Regression with splines performed almost as well in nonlinear modeling. Lifestyle variables, including physical exercise, television and computer use, and parental education are predictive of academic performance or quality of life. Academic performance is associated with quality of life after adjusting for lifestyle variables and may offer another promising intervention target to improve quality of life in children.
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Kuchma, Vladislav R. "MEDICALLY-PREVENTIVE FOUNDATIONS OF HEALTH SAFETY OF PUPILS OVER THE DECADE OF CHILDHOOD IN RUSSIA (2018-2027)." Russian Pediatric Journal 21, no. 1 (April 29, 2019): 31–37. http://dx.doi.org/10.18821/1560-9561-2018-21-1-31-37.
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There are goals, tasks and expected results in the sphere of health saving of students which can be implemented in the Decade of Childhood, announced by the Decree of the President of the Russian Federation for the period 2018-2027. The program measures on the development of health care for children, adolescents and young people friendly to children and their healthy life include proposals for the improving legislation and regulatory legal acts in the sphere of the organization of medical care for students in educational organizations, for intersectoral interaction in the sphere of the protection and promotion of children’s health, training employees and payment for their labor, the restoration of medical offices in schools and their equipping with modern equipment and medicines, the quality assessment of medical care in schools, the development of adolescent medicine, the development of strategies for the formation of a healthy lifestyle for children, adolescents and youth, the development of national standards for physical and cognitive development of children, monitoring the quality of life and behavioral risk factors, hazardous to health of students, the formation of databases of health saving pedagogical, health and fitness sports technologies, active recreation technologies, safety of digital education, monitoring healthy nutrition, safety of adolescents’ labor, safety of products for children and learning objects, social advertising for children. Activities held within the framework of the Decade of Childhood should be discussed by professional communities, their effectiveness should be assessed and corrections should be made, if necessary.
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Uzunboylu, Huseyin, and Cigdem Hursen. "Message From the Editors." Cypriot Journal of Educational Sciences 12, no. 1 (March 30, 2017): 1. http://dx.doi.org/10.18844/cjes.v12i1.1636.
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Dear Colleagues
It is a great honour for us to welcome you as Editors of Cypriot Journal of Educational Sciences which has accepted publications indexed in qualified databases since 2006. Our main aim is to increase the quality of the journal day by day. We are ready to publish the new issue of Cypriot Journal of Educational Sciences which has 5 articles written by authors from Ethiopia, Romania and Turkey.
The aim of this issue is to give the researchers an opportunity to share their academic studies. First of all, I would like to thank all authors who have contributed to this issue. There are different focuses in the articles. For example, Sutuma Edessa aimed of this study was to assess and determine impacts of insufficient instructional materials and ineffective lesson delivery methods on teaching in biology higher education. The study was concluded with emphasis on the need to integrate theory and practice through using adequate instructional materials and proper teaching methods in the higher education biology teaching. On the other hand, Ileana Monica Popovici, Lucian Popescu and Liliana-Elisabeta Radu in their study intended to explore the levels of physical fitness of the students between 11 and 13 years of age. The participants of this study were 251 volunteer students including 95 boys and 156 girls between the ages of 11and13 and joined in physical education lessons twice a week. The students were assessed for six anthropometric characteristics and five physical tests. The findings suggest some differences between female and male students and between ages; male participants obtained higher results as means compared to female participants. Another study conducted by Cigdem Akkanat and Murat Gokdere. They developed an objective measure of science ability of gifted middle school students. Also, Ahmet Uzun, Latif Aydos, Metin Kaya, Mehmet Fatih Yuksel and Hacı Ahmet Pekel examined the effect of maximal force applied to the floor area and contact area of the athletes with related to mid-distance training for athletics. Finally, Ozgul Polat, Ezgi Aksin Yavuz and Ayse Betul Ozkarabak Tunc investigated the effect of mind mapping activities on the maths and science skills of children from 48 to 60 months of age. The study was designed using an experimental model with a pre-test post-test and a control group. Accordingly, the hypotheses of the study was that there would be meaningful differences in the values obtained from the pre-test and post-test scores in favor of the children working with mind maps compared to the ones who did not work with mind maps. In the examination of the development of mind maps, it was observed that as the children engaged in preparing mind maps, they used skills requiring high-level mind organization. Mind maps, which can be used in all areas of life, are believed to be supportive of children's development areas and to be an important strategy for children to adopt and experience during the time of childhood.
I would like to express my thanks to all authors preferring Cypriot Journal of Educational Sciences to publish their articles, and also all reviewers working seriously in this process.
Best regards,
Editor-in-Chief
Prof. Dr. Huseyin Uzunboylu
Executive Editor
Assoc. Prof. Dr. Cigdem Hursen
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Reilly, Erin, and Julia A. Karlstad. "Career Fitness Training for High School Physical Education." Journal of Physical Education, Recreation & Dance 75, no. 3 (March 2004): 21–26. http://dx.doi.org/10.1080/07303084.2004.10609248.
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Crum, Bart. "How to win the battle for survival as a school subject? Reflections on justification, objectives, methods and organization of PE in schools of the 21st century (¿Cómo ganar la batalla por la supervivencia como materia escolar? Reflexiones sobre la justif." Retos, no. 31 (November 21, 2016): 238–44. http://dx.doi.org/10.47197/retos.v0i31.53496.
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This paper starts with the observation that in many countries around the world school PE is sailing in rough waters and in real danger of losing its position in the curriculum. A second observation is that this situation is due to confusion in and failure of the PE profession itself. Too many physical educators speak about ‘teaching PE’ without any evidence of an intention to produce learning. Consequently, PE in the reality of our public schools does not achieve the profile of a relevant teaching-learning activity and therefore is losing political and public support. Next, it is argued that the precarious position of the PE profession can, at least partly, be explained by the ideological legacy of the profession. Two longstanding PE ideologies – namely “the training-of-the physical” concept and “the education-through-the-physical” concept – which were constructed in order to gain respect and recognition, continue to negatively influence the perspectives of physical educators and their practices in schools. Both concepts induce non-teaching PE practices. The first ideology leads to PE as fitness training, the latter to PE as supervised recess or entertainment. In conclusion: in order to save PE as part of the curriculum, the profession needs a new paradigm, a new way of theoretical thinking and a new way of acting in practice. The paper goes on to outline the main characteristics of a new paradigm and the following issues are discussed: (a) justification as a school subject, (b) objectives of ‘teaching movement and sport’, (c) view of human movement, (d) didactical principles and (e) an ‘ecological’ curriculum and institutional openness. For the justification of ‘teaching movement and sport’ (a better label than PE), the following starting assumptions are applied: the school should concentrate on subjects that (1) are emancipating because they prepare youngsters for a relevant, humane and independent participation in social-cultural life; (2) can be arranged according to the typical institutional status of the school; and (3) cannot be fulfilled better by other socialization agencies. The justification can be summarized in three propositions:In modern societies participation in movement culture contributes to the quality of life of many of its members.A lasting and satisfying participation in movement culture demands a repertoire of competencies that does not come automatically to people and thus requires organized teaching-learning processes.Since every youngster goes to school for at least 12 years and since schools are provided with professional teachers, the responsibility for the introduction into movement culture should be in the hands of the school.‘Planned introduction into movement culture’ is seen as an appropriate label for the teaching-learning process in schools and ‘competencies for lasting participation in movement culture’ as a general label for the desired outcomes. Objectives of ‘teaching movement and sport’ are then specified and formulated in terms of affective learning (learning to like to be active, to play, to participate in sport), technomotor learning, sociomotor learning and cognitive / reflective learning.Next the view of human movement is discussed. Because of its educational productivity a ‘relational’ view of the body and a ‘relational’ view of human movement are recommended instead of the traditional substantial view of the body and the Newtonian view of movement. Teaching movement and sport is not about the physical, the body machine, but about children moving and teaching them how to move, teaching how to solve movement problems. In line with this view two didactical principles are elaborated on namely (1) problem orientation, and (2) student orientation. The final paragraph contains a plea in favor of ‘ecological’ curricula and institutional openness.Resumen. En este trabajo se inicia con la observación que en muchos países de todo el mundo la Educación Física Escolar (EF) está navegando en aguas turbulentas y en peligro real de perder su posición en el currículo. La segunda observación es que esta situación se debe a la confusión y fracaso de la propia profesión de EF. Demasiados educadores físicos hablan de "enseñar EF” sin ninguna evidencia de la intención de producir aprendizaje. En consecuencia, la educación física en la realidad de nuestras escuelas públicas no logra el perfil de la actividad de enseñanza-aprendizaje relevante y por lo tanto está perdiendo apoyo político y público. A continuación, se argumenta que la situación precaria de la profesión EF puede, al menos en parte, ser explicada por el legado ideológico de la profesión. Dos ideologías de EF desde que hace mucho tiempo - a saber, el concepto de "la capacitación física" y el concepto de "la educación a través del físico" - fueron construidos con el fin de ganar el respeto y el reconocimiento, siguen influyendo negativamente las perspectivas de los educadores físicos y sus prácticas en las escuelas. Ambos conceptos inducen prácticas de non enseñanza en educación física. La primera ideología conduce al entrenamiento de fitness, la segunda a una EF como un recreo o entretenimiento supervisado. En conclusión: con el objetivo de mantener la EF en el currículo, la profesión necesita un nuevo paradigma, una nueva forma de pensamiento teórico y una nueva forma de actuar en la práctica. En el artículo se pasa a describir las principales características del nuevo paradigma y se discuten las cuestiones siguientes: (a) la justificación como materia escolar, (b) los objetivos de 'la enseñanza del movimiento y el deporte', (c) una visión del movimiento humano (d) los principios didácticos y (e) un currículo 'ecológico' y la apertura institucional. Para la justificación de la "enseñanza del movimiento y el deporte" (un nombre más adecuado que EF), se aplican los supuestos de partida siguiente: La escuela debe concentrarse en temas que (1) son emancipadores porque preparan los jóvenes para la participación relevante, humana e independiente en la vida social y cultural; (2) pueden organizarse de acuerdo con el estatus institucional típico de la escuela; y (3) no pueden ser mejor cumplidos por otras agencias de socialización. La justificación se puede resumir en tres proposiciones:• En las sociedades modernas, la participación en la cultura del movimiento contribuye para la calidad de vida de muchos de sus miembros.• Una participación duradera y satisfactoria en la cultura del movimiento exige un repertorio de competencias que no viene automáticamente a las personas y que requiere en consecuencia procesos de enseñanza-aprendizaje organizados.• Debido a que cada joven va a la escuela por lo menos 12 años y que las escuelas cuentan con maestros profesionales, la responsabilidad de la introducción en la cultura del movimiento debería estar en las manos de la escuela.“Introducción intencional en la cultura del movimiento" es una designación adecuada para el proceso de enseñanza-aprendizaje en las escuelas y desarrollo de las "competencias para la participación perdurable en la cultura movimiento” un nombre general para los resultados deseados. Objetivos de la “enseñanza del movimiento y el deporte " son especificados y formulados en términos de aprendizaje afectivo (aprender a ser activo, para jugar, para participar en el deporte), aprendizaje technomotor, aprendizaje sociomotriz y el aprendizaje cognitivo / reflexivo.A continuación se discute la visión sobre el movimiento humano. A continuación se discute la visión del movimiento humano. Debido a su productividad educativa, se recomienda una visión "relacional" del cuerpo y una visión "relacional" del movimiento humano en lugar de la visión tradicional del cuerpo y la visión newtoniana del movimiento. La enseñanza del movimiento y el deporte no trata del físico, del cuerpo como una máquina, sino de los niños que se mueven y enseñarles cómo moverse, enseñando cómo resolver los problemas de movimiento. En consonancia con este punto de vista, se elaboran dos principios didácticos: 1) orientación hacia el problema y 2) orientación al estudiante. El último párrafo contiene un argumento a favor del currículo "ecológico" y de la apertura institucional.
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Šarkauskienė, Asta, Sigita Derkintienė, and Šarūnas Paplauskas. "NON-FORMAL PHYSICAL EDUCATION OF CHILDREN: INCREASE FACTOR OF PHYSICAL ACTIVITY AND PHYSICAL FITNESS." Baltic Journal of Sport and Health Sciences 3, no. 102 (2016): 44–51. http://dx.doi.org/10.33607/bjshs.v3i102.64.
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Background. Studies on physical activity, which is positively associated with physical fitness, reveal that children’s activity is not sufficient (BHFNC, 2010; Chen, Zheng, Yi, & Yao, 2014; Currie et al., 2012), and their physical fitness deteriorates (Volbekienė & Kavaliauskas, 2002; Мирошниченко & Астраханцев, 2005; Синявский, Власов, & Сергеев, 2009). Non-formal physical education (NFPE) is one of the means to increase children’s physical activity and physical fitness. The aim of this study was to determine the influence of NFPE on the physical fitness of 6th grade pupils. Methods. The research was conducted in May, 2013; 356 six-graders (48.0% of girls) from four Klaipėda city comprehensive schools participated in the research. As many as 56.5% of children (48.3% of girls) participated in NFPE in school and out of school. The participants completed five physical fitness tests. Results. Independent t test revealed that the results of boys who attended the NFPE group of cardiorespiratory fitness, t(180) = −2.093, p = .038; upper body muscular strength and endurance, t(182) = 2.413, p = .017; abdominal muscular strength and endurance, t(186) = 3.282, p = .001; explosive leg power, t(183) = 1.967, p = .049, and girls’ results of abdominal muscular strength and endurance, t(172) = 2.687, p = .008 were significantly higher than those in the NFPE non attended group. Conclusion. Non-formal physical education is a meaningful educational form for increasing children’s, particularly boys’, health related physical fitness; therefore it is purposeful to encourage children to participate in physical activities in school and after classes.
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Greier, Klaus, Clemens Drenowatz, Gerhard Ruedl, Martin Kopp, Martin Burtscher, and Carla Greier. "Effect of Daily Physical Education on Physical Fitness in Elementary School Children." Advances in Physical Education 10, no. 02 (2020): 97–105. http://dx.doi.org/10.4236/ape.2020.102009.
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Sherrill, Claudine, Omar Holguin, and Alma Jean Caywood. "Fitness, Attitude toward Physical Education, and Self-Concept of Elementary School Children." Perceptual and Motor Skills 69, no. 2 (October 1989): 411–14. http://dx.doi.org/10.2466/pms.1989.69.2.411.
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Elementary school children scoring in the highest and lowest 26% or 27% of their classes on the Texas Physical Fitness test were compared for attitude toward physical education and self-concept. Data were collected on the Children's Attitude Inventory Toward Physical Education, a Game of Pairs for Preferences Among School Subjects, and the Children's Self-concept Scale. Analysis of variance indicated significant differences on all tests between boys high in fitness, girls high in fitness, boys low in fitness, and girls low in fitness. Subsequent Scheffé tests indicated that highly fit girls had significantly higher attitude and self-concept scores than boys low in fitness. Highly fit boys had higher self-concepts than boys low in fitness. No other group comparisons were significant. Pearson correlations indicated nonsignificant associations between fitness and attitude and self-concept for the four groups.
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Klizienė, Irina, Laura Kimantienė, Ginas Čižauskas, Laura Daniusevičiūtė-Brazaitė, Gintautas Cibulskas, and Arūnė Janulevičienė. "PHYSICAL ACTIVITY, PHYSICAL FITNESS AND ACADEMIC ACHIEVEMENTS OF PRIMARY SCHOOL CHILDREN." Baltic Journal of Sport and Health Sciences 1, no. 108 (2018): 9–16. http://dx.doi.org/10.33607/bjshs.v1i108.4.
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Background.The purpose of this study is to estimate physical activity, physical fitness and assessment of mathematical achievements in primary schoolchildren. Methods. The study involved 1st grade students (N = 93), 45 of which were girls and 48 were boys. The flexibility test, the long jump test, 3 × 10 m speed shuttle run test, a medical (stuffed) 1 kg ball pushing from the chest test were used. Physical activity was measured using Children’s Physical Activity Questionnaire. Academic achievements were assessed using Mathematical diagnostic progress tests and mathematical learning achievements according to curriculum content. Results. It turned out that both boys (95.87 MET/min/week) and girls (91.30 MET / min/ week) were physically active in physical education lessons (p > 0.05). Long jump results ranged from 105.2 cm (girls) to 118.3 cm (boys), statistically significant differences were detected (p < 0.05) The best score of the girls’ shuttle running 3 × 10 m was 9.55 s, for boys it was 9.2 s, the worst performance time for boys was 13.68 s, for girls – 13.54 s (p < .05). Mathematics Diagnostic Progress Tests for both girls and boys indicated satisfactory levels. Conclusion. We should note that all 4 fitness tests had a positive, linear association with physical fitness tests and mathematics test scores.
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Zaichkowsky, Leonard D., and Gerald A. Larson. "Physical, Motor, and Fitness Development in Children and Adolescents." Journal of Education 177, no. 2 (April 1995): 55–79. http://dx.doi.org/10.1177/002205749517700205.
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The purpose of this paper is to help fill the void that exists in the teacher preparation literature on the topic of physical, motor, and fitness development of children and adolescents. The first section describes important physical and motor development characteristics of children from early childhood to adolescence. Theories of motor skill development are then discussed, followed by practical applications for parents and teachers. The final section treats the problem of declining fitness levels in children and concludes with recommendations for improving physical fitness in school-age children.
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Coe, Dawn P., James M. Pivarnik, Christopher J. Womack, Mathew J. Reeves, and Robert M. Malina. "Role Of Physical Education On Cardiorespiratory Fitness In Middle School Children." Medicine & Science in Sports & Exercise 37, Supplement (May 2005): S17. http://dx.doi.org/10.1249/00005768-200505001-00119.
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Coe, Dawn P., James M. Pivarnik, Christopher J. Womack, Mathew J. Reeves, and Robert M. Malina. "Role Of Physical Education On Cardiorespiratory Fitness In Middle School Children." Medicine & Science in Sports & Exercise 37, Supplement (May 2005): S17. http://dx.doi.org/10.1097/00005768-200505001-00119.
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Eveland-Sayers, Brandi M., Richard S. Farley, Dana K. Fuller, Don W. Morgan, and Jennifer L. Caputo. "Physical Fitness and Academic Achievement in Elementary School Children." Journal of Physical Activity and Health 6, no. 1 (January 2009): 99–104. http://dx.doi.org/10.1123/jpah.6.1.99.
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Background:The benefits of physical fitness are widely acknowledged and extend across many domains of wellness. The association between fitness and academic achievement, however, remains to be clarified, especially in young children. Therefore, the purpose of this study was to examine the relationship between fitness and academic achievement in elementary school children.Methods:Data were collected from 134 third-, fourth-, and fifth-grade children. One-mile run time, body mass index, curl-up, and sit-and-reach data were collected from physical education instructors in Middle Tennessee. The percentage of questions answered correctly for the mathematics and reading/language arts sections of the Terra-Nova achievement test was taken as a measure of academic achievement.Results:A negative association (P < .01) was noted between 1-mile run times and mathematics scores (r = –.28), whereas a positive relationship (P < .05) was observed between muscular fitness and mathematics scores (r = .20). Relative to sex differences, inverse relationships (P < .05) were observed between 1-mile run times and reading/language arts and mathematics scores in girls (r = –.31 and –.36, respectively), but no significant associations were evident in boys.Conclusions:Results from this study support a link between specific components of physical fitness and academic achievement in elementary school children.
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Hammons, Amber J., and Kimberly Rafael. "Breakfast Consumption and Physical Fitness in Elementary School Children." Californian Journal of Health Promotion 12, no. 3 (December 1, 2014): 88–92. http://dx.doi.org/10.32398/cjhp.v12i3.1584.
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Background and Purpose: Breakfast consumption is associated with many benefits, including lower rates of school absenteeism and tardiness, improved cognitive function, healthy eating, increased physical activity, and lower body weight, but it is estimated that 20% of children and 31.5% of teens skip breakfast. This study examines the relationship between breakfast consumption and performance on an endurance run among 10-12 year old children. Methods: Seventy-two children filled out questionnaires about breakfast and physical activity habits and participated in a researcher-facilitated fitness test. Results: Daily breakfast consumers were 3.82 times more likely to be in the healthy fitness zone for the endurance test ((OR) 3.82, 95% CI 1.07-13.73) compared to those who only sometimes consume breakfast. Conclusions and Implications: Emphasizing the importance of eating breakfast may be a significant component to reiterate in physical education curriculum and interventions focused on health. Additionally, increasing in-classroom school breakfast programs may contribute to improvements in children’s physical fitness.
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Park, Jeong Min, Kwang Seok Hyun, and Gyeong Rae Kim. "Effects of Regular After-School Physical Education on Body composition and Physical fitness in Elementary school children." Korean Association For Learner-Centered Curriculum And Instruction 16, no. 10 (October 5, 2016): 59–70. http://dx.doi.org/10.22251/jlcci.2016.16.10.59.
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Hall, Tina J., Lori K. Hicklin, and Karen E. French. "Relationship of Teacher Training and School Characteristics to Middle School State Assessment Results." Journal of Teaching in Physical Education 36, no. 4 (October 2017): 467–76. http://dx.doi.org/10.1123/jtpe.2016-0148.
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Purpose:To examine the relationship between the South Carolina middle school physical education assessment results and the school characteristics. In addition, the relationship between teacher training attendance and student achievement were determined.Method:Student performance on four physical education indicators in 63 middle schools (and 116 teachers) were reported to the South Carolina Physical Education Assessment Program. Multiple regression analyses were conducted to determine the relationships between school characteristics as predictors of the performance indicator. ANOVAs were conducted to determine the relationship to teacher training and the performance indicators.Results:Statewide averages of student performance indicated that slightly over 50% of middle school students were rated as competent in all physical education indicators except health-related fitness (31.2%). The variability was high among all indicators. The correlations between the poverty index and the physical education indicators were significant and low. Teachers who attended data collection training sessions scored higher on all performance indicators, particularly health-related fitness knowledge. Teachers who attended professional development had significantly higher scores on motor skills, health-related fitness knowledge, and the overall weighted scores and approached significance on the health-related fitness performance.Discussion/Conclusion:This study suggests that teachers and the programs they deliver have a greater impact on student learning than do school characteristics. Teacher training and professional development is warranted. Most compelling is that the results of this study provide a strong argument against the practice of using student scores from other academic content areas to evaluate teacher effectiveness in physical education.
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Sarkauskiene, Asta, Brendon Noble, and Laimute Kardeliene. "NON – FORMAL PHYSICAL EDUCATION INFLUENCE ON HEALTH RELATED PHYSICAL FITNESS OF CHILDREN." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 4 (May 21, 2019): 252. http://dx.doi.org/10.17770/sie2019vol4.3865.
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The aim of this study was to develop and implement curriculum of non-formal physical education in school and assess its effectiveness for health related physical fitness of 11-13 year old children. The research was conducted in two stages. In the first stage 51 11-13 year old children participated in a quasi-experiment for two years. Pupils were organized into E (experimental) and C (control) groups. Both groups shared the duration (1 hour) and frequency (twice a week) but were different in their education curriculum. In the second stage 72 pupils (groups A and B) attended in the research from the same schools. The curriculum of the group A was modified and differed from group E, group B - the same as group C. In both stages the focus groups performed four physical fitness tests and BMI was calculated. Group E girls’ indices of three tests and boys’ indices of all four tests were significantly (p<0.05) higher than young adolescents’ from group C. Group A girls’ flexibility and aerobic endurance as well as boys aerobic endurance were higher (p < 0.05) than pupils from group B. Results suggest that the individualized, diverse, 11‒13 years old children hobbies, needs, abilities, physical and functional powers answering non-formal curriculum, which expands knowledge and develops new skills and when various child-activating teaching methods and forms are used, positively influence their health related physical fitness.
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Rymar, Olga, Alla Solovey, Nataliya Sorokolit, Uliana Shevtsiv, and Vasyl Matviiv. "TOOLS FOR CHILDREN FITNESS IN THE PHYSICAL EDUCATION OF PRIMARY SCHOOL PUPILS." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 3 (May 20, 2020): 540. http://dx.doi.org/10.17770/sie2020vol3.4852.
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The results of pedagogical experiment that lasted from 2017 to 2018 are published in this research. 82 children took part in the experiment, among them were 42 boys and 40 girls. The actual age of children was nine years old. The purpose of the work was to discover the influence of fitness tools on physical development, physical preparation, psycho-emotional condition on younger school-age pupils. There was noticed a significant improvement of results of physical development according to Kettle index. In particular, it is about high level (from 16,9% to 43,1%), decreasing the average (from 54,4% to 46,8%) and especially the low level of physical development (from 28,7% to 10,1%),(p<0,05). Probably, positive changes appeared in the result of Ruffier Dickson tests, improvement indicators of intermediate level (from 4,8% to 14,1%),(p<0,05), decreasing in indicators of lower-intermediate level (from 38,4% to 16,7%),(p<0,05). The stable dynamics was noticed in the results of physical preparation (p<0,05), in particular after “30m run” exercise. Boys have got the result from 6,2±0,7sec to 5,4±0,5sec, girls - from 6,9±0,5sec to 6,1±0,5sec. The exercise “tilting torso forward from sitting position” represented result 3,9cm among boys and 5,5cm among girls; the exercise “long jump from place” represented 14,7cm among boys and 22,5cm among girls; in the exercise “shuttle running” boys got result from 11,7±1sec to 9,2±0,9sec and girls – from 12,1±1,2sec to 10,2±1 sec. What is more, positive and statistically important changes (p<0,05) where in results of pupils’ psycho-emotional condition evaluation. We have noticed increasing in levels of well-being, activeness, mood.
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Morano, Milena, Claudio Robazza, Laura Bortoli, Irene Rutigliano, Montse C. Ruiz, and Angelo Campanozzi. "Physical Activity and Physical Competence in Overweight and Obese Children: An Intervention Study." International Journal of Environmental Research and Public Health 17, no. 17 (September 1, 2020): 6370. http://dx.doi.org/10.3390/ijerph17176370.
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With the current obesity epidemic and the decline of fitness among school-aged children, the importance of obesity interventions to promote physical activity and healthy habits has become indisputable. The purpose of this study was to assess the efficacy of a school-based multicomponent intervention in increasing physical activity (PA) levels, actual physical abilities, and perceived physical abilities in clinical and nonclinical samples of overweight/obese boys and girls aged 10–12 years. The clinical intervention group (n = 35) participated in a 7-month after-school program in addition to curricular physical education lessons, while the nonclinical control group (n = 29) received usual curricular lessons. Measures included levels of PA and fitness and individual’s perceptions of physical ability. After treatment, the intervention group showed improved PA levels, perceived physical ability, and throwing and jumping task performances compared to the control group. Results indicate that a multicomponent program can improve levels of PA, fitness, and perceived competence of overweight participants. Findings highlight the importance of a comprehensive healthy lifestyle program that includes physical, psychosocial, and behavioral factors and suggest practical implications for educators, trainers, and teachers in identifying best practices targeting childhood obesity.
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Kelly, Inas Rashad, Mary Ann Phillips, Michelle Revels, and Dawud Ujamaa. "Contribution of the School Environment to Physical Fitness in Children and Youth." Journal of Physical Activity and Health 7, no. 3 (May 2010): 333–42. http://dx.doi.org/10.1123/jpah.7.3.333.
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Background:This study analyzed the effect of school practices regarding the provision of physical education (PE) on the physical fitness of children and youth.Methods:Using an untapped sample of approximately 5000 5th and 7th graders from 93 schools in Georgia in 2006, individual-level and merged school-level data on physical education were analyzed. Multivariate regression analyses were conducted to estimate the potential influence of the school environment on measured health outcomes. Controls were included for grade, gender, race/ethnicity, urbanicity, and county of residence.Results:Variables measuring 8 school-level practices pertaining to physical education were found to have significant effects on cardiovascular fitness as measured by the FitnessGram, with signs in the expected direction. These variables, combined with demographic variables, explained 29.73% of the variation in the Progressive Aerobic Cardiovascular Endurance Run but only 4.53% of the variation in the body mass index.Conclusions:School-level variables pertaining to PE practices were collectively strong predictors of physical fitness, particularly cardiovascular fitness. Schools that adopt these policies will likely encourage favorable physical activity habits that may last into adulthood. Future research should examine the causal relationships among physical education practices, physical activity, and health outcomes.
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Vanata, David F., and Beth J. Patton. "Strength-Training as an Alternative Physical Education Pilot Program for Non-Active Middle-School Girls." Women in Sport and Physical Activity Journal 18, no. 1 (April 2009): 54–63. http://dx.doi.org/10.1123/wspaj.18.1.54.
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Although opportunities for female adolescents to participate in organized sports and physical activities are readily available, currently observed trends among female adolescents indicate nationwide decreases in physical fitness and involvement in physical education (PE) classes. The objective of this study was to evaluate the effects of an alternative strength-conditioning PE pilot program among non-active middle-school-aged girls who were not involved in sports. The alternative strength-training PE program met twice weekly for eight-weeks and incorporated exercises using free-weights, exercise balls, resistance bands, and fitness steps. Students participating in this program tailored their workouts to meet their individual interests. Results indicated that girls involved in the alternative program significantly improved from their baseline means scores for cardiovascular and strength measurements. No significant differences in fitness assessments were observed pre/post among the girls involved in traditional PE classes. The present study demonstrates that alternative strength-training PE classes can be effective in improving fitness levels among non-active middle-school-aged female students who are not involved in sports.
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Kaylene, Peter, and Tressa Lawrence Rosone. "MULTICULTURAL PERSPECTIVE ON THE MOTIVATION OF STUDENTS IN TEACHING PHYSICAL EDUCATION." Jurnal Ilmiah Peuradeun 4, no. 1 (January 28, 2016): 115. http://dx.doi.org/10.26811/peuradeun.v4i1.90.
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With the rollover of a new century, society in America has become more dynamic. These changes in student demographics throughout the U.S. have spawned an increased need for awareness by teachers for their students’ needs across curriculums. This study examined attitudes of high school students toward fitness and sports activities taught in physical education, and the perceived effectiveness of their physical education curriculum for improving their fitness and skill levels. This research has focused on providing teachers with multicultural training with the hope that through this training, teachers will convey the importance of respect and sensitivity for all cultures to their students. Overall, successful physical education teachers in the culturally diverse school setting (e.g., urban schools) tend to maintain high expectations for student accomplishment, provide the best possible learning environments, and implement activities that aid increased student involvement.
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Drenowatz, Clemens, Gerson Ferrari, Klaus Greier, and Franz Hinterkörner. "Relative Age Effect in Physical Fitness during the Elementary School Years." Pediatric Reports 13, no. 2 (June 8, 2021): 322–33. http://dx.doi.org/10.3390/pediatric13020040.
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Age-groups are commonly implemented in education and sports in order to provide fair and equal opportunities. Various studies, however, have shown a competitive advantage for early born children over their relatively younger peers, which is referred to as relative age effect. The present study examined differences in various components of physical fitness in Austrian elementary-school children. A total of 18,168 children (51% boys) between 6 and 11 years of age provided valid data on anthropometric characteristics and physical fitness. Specifically, children completed eight fitness tests that assessed cardiorespiratory endurance, muscular strength and power, speed, agility, flexibility and object control. Across age-specific quartiles, older children were significantly taller and heavier than their younger peers. Older children also displayed better performance for strength and power, speed, agility and object control, while differences in cardio-respiratory endurance were less pronounced. These results highlight the presence of a relative age effect during the elementary school years and emphasize the need to consider individual differences in the evaluation of children’s performance. As all children should be given equal opportunities to engage successfully in physical education and sports, physical education teachers and youth coaches need to be educated on the implications of a relative age effect.
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Jiang, Ruichen, Chun Xie, Jilong Shi, Xuechen Mao, Qin Huang, Fanying Meng, Zhiguang Ji, Anmin Li, and Chunhua Zhang. "Comparison of physical fitness and mental health status among school-age children with different sport-specific training frequencies." PeerJ 9 (February 2, 2021): e10842. http://dx.doi.org/10.7717/peerj.10842.
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This cross-sectional study compared the physical fitness and mental health status of 140 school-age children who participated in sport-specific training with 180 age-matched peers. All the participants were grouped by sport-specific training frequencies in extracurricular time into the following: (i) high sports training frequency group (HFG): training three to five times per week (n = 77, mean [SD] age: 9.60 [0.12] years); (ii) low sports training frequency group (LFG): training once per week (n = 63, mean [SD] age: 9.88 [0.14] years); and (iii) control group (CG): maintaining routine life (n = 180, mean (SD) age: 9.77(0.09) years). Physical fitness status, including body composition (body mass index), endurance (vital capacity; 50 × 8 round trip), speed and agility (50 m sprint), flexibility (sit-and-reach), coordination (1-min rope skipping), and core strength (1-min sit-ups) as well as mental health status was measured. Overall, the results showed that Grade 3 to 4 HFG students showed better total physical fitness scores than the LFG and CG students. Grade 2 and 5 participants in the three groups showed no significant difference in the total physical fitness score. Children in HFG performed better in several PF indicators (i.e., cardiopulmonary function, flexibility, core strength, and coordination) than those in LFG and CG, and children in LFG got a higher score than those in CG on a testing item of 1-min rope skipping. The mental health test results showed that HFG performed better than LFG and CG. The results indicated that participating in sport-specific training 3–5 times per week was beneficial for children’s physical and mental health. Additionally, there was a weak and negative correlation between physical fitness and mental health in LFG and CG, while no correlation was found between physical fitness and mental health in HFG.