Observational analysis of student activity modes, lesson contexts and teacher interactions during games classes in high school (11—16 years) physical education

This purpose of this study was to examine student activity, lesson contexts and teacher interactions during secondary school physical education, using a recently validated systematic observation instrument termed the System for Observing the Teaching of Games in Physical Education (SOTG-PE). Thirty, single-gender high school (11—16 years) physical education games lessons were systematically observed and recorded using SOTG-PE. Results showed the pupils were engaged in high levels of inactivity. The highest level of inactivity was recorded (52.8 percent) in the striking/fielding category. In the lesson context category general management was recorded highest (47.4 percent). The highest recorded teacher interactions across the three games categories were verbally promoting technical behaviour (40.9 percent). </jats:p

Associations between selected demographic, biological, school environmental and physical education based correlates, and adolescent physical activity

The study investigated associations between selected physical activity correlates among 299 adolescents (90 boys, age 12-14 years) from 3 English schools. Physical activity was assessed by self-report and accelerometry. Correlates represented biological, predisposing, and demographic factors as described in the Youth Physical Activity Promotion Model. Boys engaged in more self-reported (p &amp;lt; .01) and accelerometer assessed physical activity than girls (p = .02). Positive associations between sex (male), BMI, Perceived PE Ability, Perceived PE Worth, number of enrolled students, and physical activity outcomes were evident (p &amp;lt; .05). Schoolbased physical activity promotion should emphasize sex-specific enhancement of students&#039; perceived PE competence and enjoyment

The Influence of Relative Age Effect in the Assessment of High School Students in Physical Education in the United Kingdom

The common practice of annually age grouping children in education, likely done under the assumption of similarly aged children sharing similar abilities and learner characteristics, may actually undermine equity and fairness in student assessments. This strategy has received criticism for (dis) advantaging those older children born closer to the “cut off” date for entry into an academic year and for promoting the existence of relative age effects (RAEs). This paper explores the possibility that RAEs may be prevalent in the end-of-year attainment levels of junior high school physical education (PE) students. The PE end-of-year attainment scores were collected from 582 students in grades 7, 8 and 9 (aged 11–14 years) in the United Kingdom (UK). The results from a one-way analysis of variance (ANOVA) indicated a significant main effect for month of birth (p = .001) and gender (p = .001). Follow up interviews with heads of PE (HoPE) revealed a lack of awareness of RAEs and inconsiderate assessment strategies, which deviated from the requirements of the formal curriculum. The implications of RAEs in school PE assessment and possible recommendations are discussed.</jats:p

Relationships between maturity status, physical activity and physical self-perceptions in primary school children

The aim of this study was to examine the influence of maturity status on primary school children\u27s physical activity and physical self-perceptions. Altogether, 175 children (97 girls, 78 boys) aged 10.6 &plusmn; 0.3 years completed the Children and Youth Physical Self-Perception Profile and wore an ActiGraph accelerometer for five consecutive days to assess moderate-to-vigorous physical activity. Anthropometric measures were completed to estimate maturity status. A two-level, multi-level analysis was used to assess the influence of maturity status on moderate-to-vigorous physical activity and physical self-perceptions. Boys performed more moderate-to-vigorous physical activity than girls (P &lt; 0.0001), but when the effect of maturity status was controlled the difference was reduced (P = 0.02). Significant differences between the sexes were also observed for physical self-perception sub-domains (boys &gt; girls, P = 0.02 to 0.0001). When maturity status was added to the model, significant differences were no longer apparent for each sub-domain, with the exception of perceived strength. Significant interactions between gender and maturity status revealed that boys\u27 physical self-perceptions improved with more advanced maturity status, whereas girls\u27 self-perceptions decreased (P = 0.07 to 0.002). Significant differences between the sexes in moderate-to-vigorous physical activity and some domains of physical self-perceptions were reduced or no longer evident when the effect of maturity status was controlled. Maturity status may differentially influence boys\u27 and girls\u27 physical self-perceptions. <br /

Correlates of children’s moderate and vigorous physical activity during weekdays and weekends

Background:Vigorous-intensity physical activity (VPA) may confer superior health benefits for children compared to moderate-intensity physical activity (MPA), but the correlates of MPA and VPA may differ. The study purpose was to investigate associations between selected enabling, predisposing, and demographic physical activity correlates, and MPA and VPA during weekdays and at weekends.Methods:Data were gathered from 175 children (aged 10 to 11 years). MPA and VPA were assessed using accelerometers. Correlates were measured at child and school levels. Multilevel analyses identified correlates that significantly predicted MPA and VPA.Results:Gender significantly predicted weekday MPA (P &lt; .001), and weekend MPA (P = .022) and VPA (P = .035). Weekday VPA was predicted by gender (P &lt; .001), indices of multiple deprivation score (P &lt; .003), BMI (P = .018), and school playground area (P = .046).Conclusions:Gender was the most significant correlate of MPA and VPA. Children most likely to engage in weekday VPA were boys with lower deprivation scores and BMI values, with access to larger playground areas.</jats:sec

Twelve-month effects of a playground intervention on children\u27s morning and lunchtime recess physical activity levels

Background: Recess is an opportunity for children to engage in daily physical activity. The aim of this study was to investigate the 12-month effects of a playground intervention on children&rsquo;s moderate-to-vigorous (MVPA) and vigorous physical activity (VPA) during morning and lunchtime recess. Methods: Four hundred and seventy children (232 boys, 238 girls) from 26 elementary schools participated in the study. Fifteen schools redesigned the playground environment using playground markings and physical structures. Eleven schools served as socioeconomic matched controls. Physical activity levels were quantified using heart rate and accelerometry at baseline, 6 months, and 12 months post-intervention. A 3-level (time, pupil, and school) multilevel analysis was used to determine the effects of the intervention across time on MVPA and VPA. Results: Positive yet nonsignificant intervention effects were found for MVPA and VPA during morning and lunchtime recess. Intervention children were more active during recess than control children. Interactions revealed that the intervention effect was stronger at 6 months than 12 months post-intervention. Conclusions: A playground markings and physical structures intervention had a positive effect on intervention children&rsquo;s morning and lunchtime MVPA and VPA when assessed using heart rate and accelerometry, but this effect is strongest 6-months post-intervention and decreased between 6 months and 12 months.<br /

Variables associated with children's physical activity levels during recess: the A-CLASS project

BackgroundSchool recess provides a daily opportunity for children to engage in physically active behaviours. However, few studies have investigated what factors may influence children\u27s physical activity levels in this context. Such information may be important in the development and implementation of recess interventions. The aim of this study was to investigate the association between a range of recess variables and children\u27s sedentary, moderate and vigorous physical activity in this context.MethodsOne hundred and twenty-eight children (39% boys) aged 9-10 years old from 8 elementary schools had their physical activity levels observed during school recess using the System for Observing Children\u27s Activity and Relationships during Play (SOCARP). Playground variables data were also collected at this time. Multilevel prediction models identified variables that were significantly associated with children\u27s sedentary, moderate and vigorous physical activity during recess.ResultsGirls engaged in 13.8% more sedentary activity and 8.2% less vigorous activity than boys during recess. Children with no equipment provision during recess engaged in more sedentary activity and less moderate activity than children provided with equipment. In addition, as play space per child increased, sedentary activity decreased and vigorous activity increased. Temperature was a significant negatively associated with vigorous activity.ConclusionsModifiable and unmodifiable factors were associated with children\u27s sedentary, moderate and vigorous physical activity during recess. Providing portable equipment and specifying areas for activities that dominate the elementary school playground during recess may be two approaches to increase recess physical activity levels, though further research is needed to evaluate the short and long-term impact of such strategies.<br /