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1.
Little is known about population-level contributions of school physical education to overall physical activity (PA) in youth. Because PA levels are lower in girls than boys, it is particularly important that the effects of PE programs in adolescent girls be understood. Thus, the purpose of this study was to determine the association of enrollment in physical education and overall physical activity participation in adolescent girls. A measurement protocol was administered to cross-sectional samples of 8th-, 9th-, and 12th-grade girls participating in a school-based PA intervention study (1998-2003). PA was assessed with the 3-Day Physical Activity Recall. Three-way analyses of variance were performed to compare groups formed on the basis of physical education enrollment. For each grade group of girls, those who were enrolled in physical education reported more moderate-to-vigorous PA and more vigorous PA than nonenrolled girls. When activity in physical education classes was deleted, 8th- and 9th-grade physical education enrollees were not more active than nonenrollees; however, 12th-grade physical education enrollees remained more active than nonenrollees. Girls who were enrolled in physical education were more physically active than nonenrolled girls in all three grade levels. These findings suggest that expanded enrollment in physical education may increase American adolescent girls' PA level.  相似文献   

2.
The aim of this study was to assess physical activity (PA) awareness of adolescents and to identify anthropometric and psychosocial factors that can lead to under or overestimation of PA. This study included 2044 adolescents. Participants wore a uniaxial accelerometer for 7 days to measure PA and completed a self-rated questionnaire about PA. Adolescents were classified into four PA awareness subgroups (realistically active, overestimators, underestimators and realistically inactive) according to the self-rated and objective assessment of PA. Characteristics and psychosocial factors of the self-rated physically active groups were compared using bivariate and multivariate mixed logistic regression models. Forty-five percent of adolescents reported their PA levels correctly (34.8% realistically active and 10.1% realistically inactive). Among the 59.4% who were objectively inactive, 82.9% tended to overestimate their PA level. Adolescents who overestimated their PA level were older (P < .05), had more support from mother and a best friend (P < .05) and had higher cardiorespiratory fitness (P < .001) compared with those who were realistically active. A significant number of adolescents believe that they are physically active when they are not. Improving awareness, especially in the high-risk groups identified here, might help to bring about behavioural changes in physically inactive adolescents.  相似文献   

3.
The aim of the study was to compare and contrast habitual physical activity (PA) profiles and muscular fitness in schoolchildren from northern and southern regions of England. Data were collected from two secondary schools in the north east (NE) of England. The study procedures followed methods employed by the East of England Healthy Hearts Study in 10–16-year-old boys and girls based in the south east (SE) region of England and data were compared. Habitual physical activity (PAQ-A), vertical jump test, and hand-grip (HG) strength were assessed. We converted raw scores from all assessments to age- and sex-normalised z-scores. We recruited 597 children (58% boys) in the NE and compared findings to 597 age- and sex-matched boys and girls from the SE. Boys in the SE had significantly stronger HG scores, jumped higher, were more powerful (mean peak power: 2131?W vs. 1782?W; P?P?P?相似文献   

4.
Participation in youth sport is assumed to promote and contribute towards more physically active lifestyles among children and adolescents. The aim of this study was to examine inter-participant variability in objectively measured habitual physical activity (PA) behaviours and sedentary time among youth sport participants and their implications for health. One-hundred-and-eighteen male youth sport footballers (Mean ± s = 11.72 ± 1.60) wore a GT3X accelerometer for 7 days. Average daily PA [min · day?1, in light (LPA), moderate (MPA), vigorous (VPA) and combined moderate-to-vigorous (MVPA)] and sedentary time were calculated. Participants’ body mass index adjusted for age and sex (BMI–standard deviation score), per cent body fat (BF%), waist circumference and cardiorespiratory fitness were assessed. Results revealed that variability in daily PA behaviours and sedentary time (min · day?1) was associated with BMI–standard deviation score [VPA (?), MVPA (?)], BF% [sedentary time (+), VPA (?), MVPA (?)], waist circumference [sedentary time (+), LPA (?)] and cardiorespiratory fitness [sedentary time (?), MPA (+), VPA (+), MVPA (+)]. Whilst sedentary time and MVPA were not related to health outcomes independent of one another, associations with markers of adiposity and cardiorespiratory fitness were stronger for sedentary time. Sedentary time was also significantly positively related to waist circumference independent of VPA. Results demonstrate inter-participant variability in habitual PA and sedentary time among youth sport participants which holds implications for their health. Thus, promoting PA and, in particular, reducing sedentary time may contribute towards the prevention of adverse health consequences associated with a physically inactive lifestyle for children and adolescents active in the youth sport context.  相似文献   

5.
This paper explores the physical education (PE) and physical activity experiences of a group of South Asian, Muslim girls, a group typically marginalised in PE and physical activity research. The study responds to ongoing calls for research to explore across different spaces in young people's lives. Specifically, I draw on a ‘middle-ground’ approach, using Hill Collins' matrix of domination and the notion of intersectionality. These concepts offer the possibility to explore the kinds of settings (physical, social and cultural) in which girls undertake PE and physical activity, how these spaces influence experience and how the girls navigate these spaces. The study is based in a large, urban, co-educational, secondary school in Yorkshire, England (95% of the students are from minority ethnic communities, 91% are Muslim and 63% live in the top 10% most deprived neighbourhoods in the country). Data generation involved three phases: observations, creating research artefacts in focus groups and in-depth interviews. The findings reveal the diverse ways the girls are physically active. They also demonstrate a complexity to their involvement which is contingent upon space, discourses and people. For example, discourses of competition, ability and peers are more significant within PE; whilst family, religion and culture feature beyond this context. The paper concludes by acknowledging the girls' heterogeneity and agency in the ways they strategically navigate spaces in their quest to be physically active on their terms.  相似文献   

6.
Purpose: Physical education (PE) in school provides opportunities for physical activity (PA) engagement and reportedly results in improved health-related fitness. This study explored the underlying correlations between PE and activity-related healthy lifestyle practices with current level of cardiorespiratory fitness. Methods: A total of 13,138 students age 14 (boys = 7,094, 54.0%) in Grade 8 from the China National Assessment of Educational Quality - Physical Education & Health 2015 were included in this study. Two independent structural equation modeling (SEM) analyses were conducted to obtained sex-specific results. Data included the results of the 15-m progressive aerobic cardiovascular endurance run (PACER) and questionnaire data regarding PE curriculum implementation, learning and practice, perceived support from PE teachers, PE facilities, PE equipment, activity-related healthy lifestyle practices, habitual physical fitness, appropriate method of physical fitness, and breakfast eating habits. Structural equation modeling was applied to examine the associations between variables, controlling for socioeconomic status, the location of schools, and Body Mass Index. Results: There was a statistically significant relationship between cardiorespiratory fitness and activity-related healthy lifestyle practices, which was somewhat positively impacted by skill learning and practice and perceived support from PE teachers. Together, the boy’s model explained 21.8% of the variance in cardiorespiratory fitness, whereas the girl’s model explained 15.9%. Conclusions: A well-organized PE program is related to students’ activity-related healthy lifestyle practices, and consequently provides an improvement to cardiorespiratory fitness.  相似文献   

7.
Cardiorespiratory fitness affords health benefits to youth. Among females, weight-relative fitness declines during puberty and is lower among African American (AA) than Caucasian girls. Data indicate racial differences in pubertal timing and tempo, yet the interactive influence of puberty and race on fitness, and the role of physical activity (PA) in these associations have not been examined. Thus, independent and interactive associations of race and pubertal development with fitness in adolescent girls, controlling for PA were examined. Girls in grades 5–8 (n = 1011; Caucasian = 25.2%, AA = 52.3%, Other Race group = 22.5%) completed the Pubertal Development Scale (pubertal stage assessment) and Fitnessgram® Progressive Aerobic Cardiovascular Endurance Run (PACER) test (cardiorespiratory fitness assessment). PA was assessed by accelerometry. Bivariate and multivariate analyses were used to examine associations among race, pubertal stage and fitness, controlling for vigorous PA, AA, and pubertally advanced girls demonstrated lower fitness than Caucasian and less mature counterparts. Puberty and race remained significantly associated with fitness after controlling for vigorous PA. The interaction effect of race and puberty on fitness was non-significant. The pubertal influence on fitness is observed among AA adolescents. Associations between fitness and race/puberty appear to be independent of each other and vigorous PA. Pubertally advanced AA girls represent a priority group for fitness interventions.  相似文献   

8.
Little is known about population-level contributions of school physical education to overall physical activity (PA) in youth. Because PA levels are lower in girls than boys, it is particularly important that the effects of PE programs in adolescent girls be understood. Thus, the purpose of this study was to determine the association of enrollment in physical education and overall physical activity participation in adolescent girls. A measurement protocol was administered to cross-sectional samples of 8th-, 9th-, and 12th-grade girls participating in a school-based PA intervention study (1998–2003). PA was assessed with the 3-Day Physical Activity Recall. Three-way analyses of variance were performed to compare groups formed on the basis of physical education enrollment. For each grade group of girls, those who were enrolled in physical education reported more moderate-to-vigorous PA and more vigorous PA than nonenrolled girls. When activity in physical education classes was deleted, 8th-and 9th-grade physical education enrollees were not more active than nonenrollees; however, 12th-grade physical education enrollees remained more active than nonenrollees. Girls who were enrolled in physical education were more physically active than nonenrolled girls in all three grade levels. These findings suggest that expanded enrollment in physical education may increase American adolescent girls' PA level.  相似文献   

9.
学生对体育课的喜欢程度与其体质的关系   总被引：1，自引：0，他引：1  
杜勤 《体育学刊》2004,11(2):110-112
通过问卷调查和体质测定结果的统计分析，研究深圳市中小学生对体育课喜欢的程度与其体质之间的关系。结论：喜欢体育课学生的体质合格率高，机能发育和身体素质发展优于不喜欢体育课和对体育课喜欢程度一般的学生；肥胖学生体质合格率和喜欢体育课的比例偏低；喜欢体育课的学生体质状况良好的结果，课外的体育活动也发挥了重要作用。  相似文献   

10.
ABSTRACT

Background: Motor competence, defined as a person’s ability to execute different motor skills, is directly associated with children’s physical, mental, and social development and may be essential in encouraging an active lifestyle in childhood. Although health-related quality of life (HRQoL) in children has been described as an individual’s subjective perception of the impact of health status on physical, psychological and social functioning, in very young children, a HRQoL parent-proxy report is needed since (pre)schoolchildren have problems expressing their feelings and understanding items on HRQoL instruments. In addition, the influence of motor competence on fitness levels has strong empirical support, so it seems reasonable to hypothesize that cardiorespiratory fitness might play a crucial role in the association between motor competence and HRQoL in children.

Objectives: This study examined the association between gross motor competence (G-MC) and HRQoL in typically developing children, and whether this association between G-MC and HRQoL was mediated by cardiorespiratory fitness.

Methods: An observational cross-sectional study with 1088 (pre)schoolchildren (51.84% boys, 48.16% girls) aged between 4 and 7 years (5.32?±?0.60) belonging to 21 schools in the Spanish provinces of Cuenca and Ciudad Real were included. G-MC was evaluated using the MABC-2 battery, HRQoL was assessed using the KINDL-R questionnaire and cardiorespiratory fitness using the 20m-shuttle-run-test. Partial correlations, covariance models and mediation analyses were conducted.

Results: The mean scores of HRQoL (physical well-being, self-esteem, friends, school and global score index) were significantly higher (p?<?0.05) in children with higher G-MC. When cardiorespiratory fitness was added as a covariate, all the results remained unchanged (p?<?0.05), except for physical well-being for the total sample as well as emotional well-being and the global score index for girls. Simple mediation analyses showed that cardiorespiratory fitness acted as a mediator between G-MC and physical well-being (Indirect Effect?=?0.04 [95% CI?=?0.01; 0.07]) for the total sample. For boys, it acted as a mediator between G-MC and physical well-being (Indirect Effect?=?0.04 [95% CI?=?0.00; 0.08]) and school (Indirect Effect?=?0.05 [95% CI?=?0.01; 0.09]), and, for girls, between G-MC and emotional well-being (Indirect Effect?=?0.04 [95% CI?=?0.01; 0.08]) and the global score index (Indirect Effect?=?0.02 [95% CI?=?0.00; 0.05]).

Conclusions: The results of this study suggest that good G-MC levels are associated with better HRQoL, mainly in global score index of HRQoL and self-esteem, friends, and school dimensions in typically developing children. Further, cardiorespiratory fitness mediates the association between G-MC and the physical dimension of HRQoL in (pre)schoolchildren. Additionally, physical and academic dimensions are mediated by cardiorespiratory fitness for boys and the emotional and global score indices of HRQoL are mediated by cardiorespiratory fitness for girls. These findings provide scientific evidence that improving motor competence and cardiorespiratory fitness might be a practical strategy to increase HRQoL in children. Thus, families and the educational community should promote effective interventions and incorporate opportunities inside and outside school that aim to jointly improve motor competence and cardiorespiratory fitness.  相似文献   

11.
This study aims to evaluate the effectiveness of two school-based physical education (PE) programmes (exercise-based and games-based) compared with traditional PE, on health- and skill-related physical fitness components in children in Tirana, Albania.

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

12.
Based on a socio-ecological framework for physical education (PE), this study explored and analysed the perspectives of physically active and inactive adolescent boys and girls with different socioeconomic status (SES), regarding the meanings that PE had on their physical activity (PA) lifestyles throughout childhood and adolescence. An interpretative and qualitative design was adopted and operationalised through an individual two-hours in-depth interview. Thematic analysis identified five main themes that distinguish active from inactive adolescents: ‘Early experiences of PE at primary school’; ‘PE experiences in middle and secondary school’; ‘Friendly, professional and pedagogue. That’s what I want from my PE teacher’; ‘Friends in PE and PA’; ‘Active lifestyles? Are schools and PE ready for making a difference?…’. Regardless of the lifestyle, girls revealed more PE negative experiences, related to uninteresting and competitive activities, groups’ constitution and logistic factors. SES played a major role on their PA and PE experiences, with low SES adolescents having limited opportunities inclusively within the primary school PE context. This study provides evidence for the importance of promoting positive PE and PA experiences in early years. Based on adolescents’ voices, several recommendations are discussed that can be considered for improving PE professionals’ effectiveness in promoting active lifestyles.  相似文献   

13.
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14.
Abstract

As an increase in pain symptoms among children has been shown in the last decades, the aim of this study was to describe perceptions of recurrent pain, measured physical fitness and levels of reported physical activity (PA) in children, and to investigate if any associations between PA, fitness and recurrent pain could be identified. A school-based study comprised 206 Swedish children 8–12 years old, 114 boys, 92 girls. A questionnaire with questions about perceived pain, self-reported PA and lifestyle factors was used. Health-related fitness was assessed by 11 physical tests. A physical index was calculated from these tests as a z score. High physical index indicated high fitness and low physical index indicated low fitness. ANOVA test, chi-square test and logistic regression analysis were used to compare active and inactive children. The prevalence of one pain location (head, abdomen or back) was 26%, two 11% and three 4% (n=206). Female gender, living in single-parent families, low PA and low subjective health were associated with reported recurrent pain. Children reporting high levels of PA had high physical index and reported low prevalence of pain symptoms. The physical index and level of self-reported PA decreased gradually the more pain locations. Physically active children had higher fitness levels and reported less pain symptoms than inactive peers. Coping with pain is an integral part of PA, and active children learn to cope with unpleasant body sensations which together with high fitness may reduce the perception of pain.  相似文献   

15.
Recent years have seen an increase in scholarly attention to minority pupils and their experience of physical education (PE). UK research identifies specific challenges related to Muslim pupils' participation in PE. In Norway, little research has been undertaken on Muslim pupils' experiences in PE, something this paper hopes to redress in part. In particular, it addresses the role and significance of religiosity to their experience of PE. The work is positioned within third-wave feminism; as such it aims to be sensitive to issues of cultural and religious diversity. The study is based on life-history interviews with 21 Muslim girls aged between 16 and 25. All the girls had attended PE lessons at school, mostly in mixed-gender classes, but with some gender-segregated PE as well. In terms of religious affiliation, the girls describe themselves as Muslim, though their degree of religiosity varies. Five wear the hijab. The general picture drawn by the data shows that the Muslim girls enjoy their PE lessons and the majority preferred gender-mixed PE. Religiosity seems to have little influence on Muslim girls' experience of PE, with the exception of swimming lessons and showering facilities. We can understand the objections of some of the girls to gender-mixed PE by looking at the dominance of the male gender, and, as such, their experiences are similar to those of non-Muslim girls. However, objections to gender-mixed swimming classes are best explained by the girls' gendered religious identities and embodied faith. In term of intersectionality, the study shows that different categories dominate in different PE contexts. As such, what Muslim girls make of PE is not always dictated by religiosity.  相似文献   

16.
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17.
Girls’ identity constructions are influenced by the dominant sport, health and beauty discourses in their society. Recent research indicates that sport and health discourses embedded in physical education (PE) compete for influence. Some of these studies have illustrated how these discourses inform girls’ social construction of body ideals and femininities, as well as their choices among physical activities. Our purpose in posing the question, ‘How are girls’ identity construction in PE influenced by current fitness and sport discourses?’ is to explore their identity construction and how they negotiate within the PE discourse as embodied subjects, as well as how they use their body as an object of display. This study is based on fieldwork among 10th grade students (15-year-olds) in a school in Oslo, Norway. The methods used include participant observation, informal conversations with the students and two group interviews. We hope that our findings concerning how sport and fitness discourses influence the students’ concepts of both the ideal body and their choices among bodily activities in PE will contribute to the debate on the future of PE. In particular, the girls’ embrace of the fitness discourse in PE is relevant to a question of great current concern: How should schools and PE teachers meet and relate to the fitness discourse in contemporary society? We believe that if left unchallenged and permitted to deepen its influence on PE, this discourse may well ensure that body modification becomes the primary purpose of PE.  相似文献   

18.
Physical Education (PE) in school aims to help pupils experience the joy of movement through various forms of physical activity and to acquire a positive attitude to physical activity and exercise. The teacher's task is to mediate the joy of movement and instil a positive attitude to exercise in the pupils. Drawing on the methodology of van Manen [(2002). Writing in the dark: Phenomenological studies in interpretic inquiry. London: The Althouse Press], this article takes a closer look at mediating the joy of movement and conveying attitudes through legitimate, expert and referent power [French, J. R. P., & Raven, B. (1959). The bases of social power. In D. Cartwright (Ed.), Studies in social power (pp. 150–167). Ann Arbor: The University of Michigan] as narrated by an experienced Norwegian PE teacher. The teacher's narrative is interpreted within a framework where these typologies of power refer to the teacher's formal position in PE classes and the teacher's athletic skills and teaching qualities. The teacher's narrative indicates that legitimate, expert and referent power influence pupils’ views on PE, attitudes and effort in class. Referent power provides the potential to instil attitudes in the pupils, even to the point of getting them to enjoy taking exercise to the limit. It even embraces teachers’ potential to influence pupils by displaying their own active lifestyle, which goes beyond teaching itself. However, some problematic and unresolved issues are pointed out within this approach. A didactic approach, where the teachers use their own lifestyle as a pedagogical tool, may prompt a negative rather than a positive reaction from pupils, because they may be (mis)construed as being too eager and physically active to the extreme. Referent power depends on establishing credibility with the pupils, and conveying attitudes through referent power implies a didactic instability. On the other hand, the approach may be a good strategy for achieving what teachers should be trying to achieve, which is to convey and instil the joy of movement and a positive attitude to physical exercise in the pupils.  相似文献   

19.
Pupils with disabilities have been found to experience a narrower physical education curriculum and participate less frequently than pupils without disabilities. A lack of knowledge, skills, relevant experiences and confidence amongst physical education (PE) teachers has been said to contribute to these differential educational experiences. This article adds to the paucity of research that analyses the PE experiences of pupils with disabilities while, at the same time, evaluating embodied pedagogy as a tool for better preparing PE teachers for their role as inclusive educators. Specifically, the article aims to: (1) explore the PE experiences of a university student named Violeta who lives with the condition of Osteogenesis Imperfecta (OI); (2) analyse the views of a group of prospective teachers who participated in a PE lesson (Experience 1) which included Violeta; and (3) examine the perceptions of a group of prospective teachers who participated in a simulated attempt at embodied pedagogy (Experience 2). Data were gathered using field notes, observations and interviews with Violeta and the prospective teachers who participated in Experience 1 and Experience 2. The findings suggest that in both Experience 1 and 2, the prospective teachers developed a greater aware of OI and a more positive attitude towards inclusive PE. That said, the nature of the student learning experience and their ability to empathetically imagine themselves in, and through, the bodies of others that were different from themselves varied significantly in Experience 1 and 2. Such a contrast, especially in relation to notions of alterity, related to the presence or absence of the other as a corporeal entity involved in the lessons. Neither Experience 1 or 2 was found to be ‘better’ than the other, they simply provided different contexts, resources and opportunities for learning to take place. We discuss some implications of these differences for those wishing to engage in embodied forms of pedagogy as a way of helping prospective teachers to have the knowledge, skills and experience to develop a more inclusive culture in school PE.  相似文献   

20.
Abstract

Physical education (PE) at school is an important starting point for long-term interventions improving quality of life in elderly. To evaluate the effectiveness of professionally led PE on motor and health-related abilities of Italian primary schoolchildren (3rd–5th graders), three schools were assigned to the experimental groups “A” (38 pupils, 17 M, 21 F) and “B” (37 pupils, 16 M, 21 F), and to control group “C” (26 pupils, 18 M, 8 F). All groups underwent a six-month, twice-a-week (60 min each session) PE intervention. The PE program of the EGs was age-tailored, included strength training and was administered by specialised teachers. Group A and B programs differed in the strength training devices used, while they were identical in terms of training load. The control group program was not structured and administered by generalist teachers. At baseline and follow-up, children underwent a motor and health-related abilities test battery. At follow-up, children in group C gained significantly more weight than children in the EGs and scored significantly less than the children in the EGs in the following assessments: counter movement jump (C:+0.15% vs. A:+4.1% and B:+6.99%), plate tapping (C:+13.56% vs. A:+19.37% and B:+36.12%), sit-and-reach (C:?311.15% vs. B:+409.57%), pinch strength (C:+2.39% vs. B:+10.83, on average) and sit-up (C:+29.69% vs. A:+72.61%). In conclusion, specialist-led pupils demonstrated greater increases in some motor and health-related abilities tests compared to generalist-led peers, while different strength training devices produced comparable increases of strength in both EGs.  相似文献   

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