U.S. Children and Youth’s Physical Activities Inside and Outside of School PE: 1985 vs. 2012 (original) (raw)
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Health & Place, 2012
Empirical research on the effects of school sport policies on children's physical activity is limited. This study examined sport policies (intramural vs. varsity), physical settings within schools, and supervision in relation to physical activity using the System for Observing Play and Leisure in Youth (SOPLAY). Data were collected on physical activity levels of children in four middle schools. Regression analyses assessed the main effects of sport policy, type of physical activity setting, and supervision as well as interactions. Regression models were stratified by gender. Children in intramural schools were more likely to use indoor spaces and be boys. Regression models indicated that varsity sport programs were associated with lower physical activity levels among boys but not girls. Significant associations between type of physical activity settings and physical activity levels were observed only for boys. Adult supervision was not associated with children's physical activity levels. Finally, descriptive results showed athletic facilities were under-utilized in all schools.
Advances in Physical Education, 2012
The comprehension of the adolescent student's choices might help teachers to select content and to develop strategies, since they show what in fact motivates the adolescent and how. This study investigated the choices made by adolescents in different high school physical education classes in relation to grade, age, and gender. The participants included 271 high school students enrolled in 10th, 11th, and 12th grade mixed classes (boys and girls). The design involved three programs in which a type of activity was developed: walking, running, and futsal. Each program comprised five classes in relation to social, competition, game-like, and fitness themes, from which the students chose. The dependent variable was the theme chosen, and trend analyses and multiple comparisons were performed. The results revealed that girls chose more walking activities with a social theme, and boys' choices were related to competition and game-like themes. The fitness theme was the least popular for both girls and boys. Activities for girls that include a social focus might have a greater appeal, while competition and game-like activities would likely have greater acceptance among male students. No tendency related to the grades and ages progressions was observed.
Considering sport participation as a source for physical activity among adolescents
Journal of physical activity & health, 2014
Studies have shown participation in sport is lower among girls than boys, decreases as students matriculate through high school, is lowest among Black and Hispanic girls and has a positive relationship with SES. With sport recognized as a contributor to physical activity and health in adolescents, consideration of diminishing rates of participation appears warranted. The purpose of this study was to identify patterns related to differences in self-reported sport participation between genders, ethnic groups, grades and SES. This study was a cross-sectional, secondary analysis of data collected for a sport interest survey. All students in grades 8-11 attending middle and high schools were provided an opportunity to participate in the survey. Data from 49,832 students were analyzed. Among the participants, Black girls participated more and White girls participated less than expected. Black boys participated more while White and Asian boys participated less than expected. Reported sport...
Youth Physical Activity Patterns During School and Out-of-School Time
Children
This study describes age, sex, and season patterns in children’s physical activity behaviors during discrete time periods, both in school and at home. Participants were 135 elementary, 67 middle, and 89 high-school students (128 boys and 163 girls) involved in a larger school activity monitoring project. We examined time spent in moderate-to-vigorous physical activity (MVPA) at recess, physical education (PE), lunch, commuting to/from school, before-school, after-school, evening, and weekend segments. Differences in MVPA by age, sex, and season were examined using a three-way analysis of variance and separately for each individual segment. Moderate-to-vigorous physical activity levels varied by context and were higher during recess (15.4 ± 8.5 min) while at school, and on Saturdays (97.4 ± 89.5 min) when youth were out-of-school. Elementary children were more active than their older counterparts only during lunch time, after-school, and Sunday (p < 0.05). Boys were consistently m...
Facta universitatis. Series physical education and sport, 2007
The authors present the results of an inquiry on the out-of-school physical activities of nine-year-old male and female children. The research was carried out during the 2001/02 school year on a sample of 194 respondents, who were third grade elementary school students. Gender differences were determined by means of contingency tables and the chi-squared test. Statistically significant results for gender differences emerge from the research in the type of sports discipline the respondents participate in. No statistically significant gender distinctions were found in the quantity of the out-ofschool physical activities.
Student Physical Activity Levels During a Season of Sport Education
Ce pico, 2018
The purpose of this study was to determine the extent to which sport education can provide students with sufficient opportunities for developing moderate to vigorous physical activity (MVPA). Nineteen seventh-grade boys (av-erage age = 12.9 yrs.) participated in a 22-lesson season of floor hockey. For all students (both higher and lower skilled), students averaged a total of 31.6 min of MVPA during the season, or 63.2% of lesson time. Further, there was no significant difference according to skill level {33.4 min (Higher) vs. 30.4 min (Lower), nor were there any significant differences in MVPA levels across the phases of the season. A traditional goal of physical education that has received renewed emphasis is that of providing physical activity to children, particularly given increasing evidence that physical activity is associated with short and long-term health benefits in youth (11, 18). Indeed the National Association of Sport and Physical Education (9) lists two of its national standards as "exhibits a physically active lifestyle," and "achieves and maintains a health-enhancing level of physical fitness." Furthermore , objective 22.10 of the Healthy People 2010 report recommends a minimum of 50% of lesson time in physical education be spent in moderate-to-vigorous physical activity (MVPA) (20). Despite these objectives, physical education has demonstrated a frequent inability to meet the challenge of providing sufficient MVPA in classes. Studies by Simons-Morton et al. (13,14) indicate that, on average, less than 10% of physical education class time is spent in MVPA. In a review of children's heart rates during physical education lessons, Stratton (15) also confirmed that a majority of lessons failed to achieve the 50% criteria. While physical education classes may not be providing sufficient activity levels, there is a strong relationship between participation in sports and physical activity. In a study of 183 12-to 14-year olds, Katzmarzyk and Malina (8) found participation in organized sports to account for between 16 and 20% of daily total energy expenditure and between 55 and 65% of physical activity energy expenditure. Utilizing data from the 1990 Youth Risk Behavior Survey (YRBS) Pate and colleagues (10) found that over 60% of United States high school students meeting guidelines for participation in physical activity reported participation in 64 P.A. Hastie is with the
Physical Activity Levels in Middle and High School Physical Education: A Review
Pediatric Exercise Science, 2005
Forty studies reporting physical activity during middle and high school physical education (PE) classes were reviewed. Students engaged in moderate-to-vigorous physical activity (MVPA) for 27% to 47% of class time. Intervention strategies were successful in increasing MVPA. During nonintervention classes the highest levels of MVPA occurred in invasion games and fitness activities. Movement activities stimulated the lowest levels. Boys and girls spent 40% of class time in MVPA. Differences in MVPA during PE were also methodology dependent. PE classes can complement other school-based opportunities to contribute to young people’s daily physical activity.