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Physical Education (physical + education)
Terms modified by Physical Education Selected AbstractsPhysical education undergraduates and dental trauma knowledgeDENTAL TRAUMATOLOGY, Issue 6 2005Sônia Regina Panzarini Abstract,,, The aim of the present study was to assess the level of knowledge of undergraduates from the College of Physical Education (Toledo, Araçatuba) concerning dental avulsion injuries. Data showed that 95% of the respondents did not know what dental avulsion is, 73.5% said they know how to define dental replantation, however, only 26% were able to do it correctly. When asked about first emergency measures after an avulsion, 50% of the respondents said they know what they should do, and the most cited measure was to seek a dentist. When asked about optimal storage media, 45.5% would keep it in a favorable one, and 28% did not know where to keep the tooth until treatment. Only 25.6% indicated a suitable extra-oral time for replantation; 90.3% of the respondents had received no advice about the emergency management of dental avulsion; 90% said they consider this an important and necessary subject. The results indicated that educational campaigns are necessary to improve the emergency management of dental injuries by those future P.E. professors for a better prognosis of dental replantation. [source] Implementation of a Coordinated School Health Program in a Rural, Low-Income CommunityJOURNAL OF SCHOOL HEALTH, Issue 9 2007BSHRM, Lisa Cornwell RN ABSTRACT Background:, Coordinated school health programs (CSHPs) bring together educational and community resources in the school environment. This method is particularly important in rural areas like Kansas, where resources and trained health professionals are in short supply. Rural Stafford County, Kansas, struggles with health professional shortages and a low-income, high-need population. Methods:, In 2001, Stafford County's Unified School District 349 began a multiyear CSHP development process, which required adaptations for implementation in a rural area. First, a CSHP team was formed of community and administrative stakeholders as well as school system representatives. Next, the CSHP team assessed school district demographics so the program framework could be targeted to health needs. During a yearlong planning phase, the CSHP team determined 4 priority areas for program development, as limited staff and funds precluded developing programs in all 8 traditional CSHP areas. Program activities were tailored to the population demographics and available resources. Results:, Program outcomes were supported by School Health Index (SHI) data. Of the 8 CSHP focus areas, the SHI found high scores in 3 of the Stafford CSHP's priority areas: Health Services; Psychological, Counseling, and Social Services; and Physical Education. The fourth Stafford CSHP priority area, Nutrition Services, scored similarly to the less prioritized areas. Conclusions:, The process by which the Stafford school district modified and implemented CSHP methods can serve as a model for CSHPs in other rural, high-need areas. [source] Scaffolding Imitation in Capoeira: Physical Education and Enculturation in an Afro-Brazilian ArtAMERICAN ANTHROPOLOGIST, Issue 2 2008GREG DOWNEY ABSTRACT, Imitation plays a crucial role in apprenticeship in the Afro-Brazilian performance genre capoeira, as in many skills across cultures. In this article, I examine the interactional dynamics of imitative pedagogy in capoeira to better understand physical education as a form of bodily enculturation. The ability to learn through imitation is widely considered a hallmark of our species. Imitative ability, however, is a social accomplishment rather than a capacity of the learner in isolation. Human models often provide assistance to novices seeking to imitate, including a variety of forms of what educational theorists call "scaffolding," which are astutely structured to a novice's ability, perceptions, and even neurology. Scaffolding techniques vary. I here examine how instructors reduce students' degrees of movement freedom, reorient their model in perceptual space, and parse complex sequences into component gestures. Close analysis of pedagogical interaction highlights the divergence between forms of instruction and practical skills being taught. [source] Assessment of P-Wave Dispersion on 12-Lead Electrocardiography in Students Who Exercise RegularlyPACING AND CLINICAL ELECTROPHYSIOLOGY, Issue 5 2008MUSTAFA YILDIZ M.D. Background: P-wave dispersion, an electrocardiographic marker, is an independent predictor of atrial fibrillation. P-wave dispersion is associated with inhomogeneous and discontinuous propagation of sinus impulses. The aim of this study was to investigate P-wave dispersion in students who apply for registration to School of Physical Education and Sports. Methods: Totally 984 students (810 boys [mean age: 19.8 ± 2.0 years] and 174 girls [mean age: 19.0 ± 1.8 years]) who applied for registration to School of Physical Education and Sports with a training history of some years were included in the study. P-wave duration was calculated in all 12 leads of the surface electrocardiography, which were simultaneously recorded. The difference between P maximum and P minimum durations was defined as P-wave dispersion. Results: Age, body mass index (BMI), systolic blood pressure, diastolic blood pressure, P-wave maximal duration, and P-wave dispersion were increased in boys as compared with girls. Of age (P = 0.53), systolic blood pressure (P = 0.42), diastolic blood pressure (P = 0.50), pulse pressure (P = 0.73), gender, heart rate, and BMI tested with univariate linear regression analysis in all subjects; only gender (P < 0.001), BMI (P = 0.01), and heart rate (P = 0.02) were associated with P-wave dispersion (F = 5.16, P < 0.001, R2= 0.03). Conclusions: P-wave dispersion was increased in boys as compared with girls who exercise regularly. P-wave dispersion is affected by gender, BMI, and heart rate in healthy students. [source] THE CORRELATION OF YOUTH PHYSICAL ACTIVITY WITH STATE POLICIESCONTEMPORARY ECONOMIC POLICY, Issue 4 2007JOHN CAWLEY Childhood overweight has risen dramatically in the United States during the past three decades. The search for policy solutions is limited by a lack of evidence regarding the effectiveness of state policies for increasing physical activity among youths. This paper estimates the correlation of student physical activity with a variety of state policies. We study nationwide data on high school students from the Youth Risk Behavior Surveillance System for 1999, 2001, and 2003 merged with data on state policies from several sources. We control for a variety of characteristics of states and students to mitigate bias due to the endogenous selection of policies, but we conservatively interpret our results as correlations, not causal impacts. Two policies are positively correlated with participation in physical education (PE) class for both boys and girls: a binding PE unit requirement and a state PE curriculum. We also find that state spending on parks and recreation is positively correlated with two measures of girls' overall physical activity. (JEL I18, I28) [source] The impact of state physical education requirements on youth physical activity and overweightHEALTH ECONOMICS, Issue 12 2007John Cawley Abstract To combat childhood overweight in the US, which has risen dramatically in the past three decades, many medical and public health organizations have called for students to spend more time in physical education (PE) classes. This paper is the first to examine the impact of state PE requirements on student PE exercise time. It also exploits variation in state laws as quasi-natural experiments in order to estimate the causal impact of PE on overall student physical activity and weight. We study nationwide data from the Youth Risk Behavior Surveillance System for 1999, 2001, and 2003 merged with data on state minimum PE requirements from the 2001 Shape of the Nation Report. We find that high school students with a binding PE requirement report an average of 31 additional minutes per week spent physically active in PE class. Our results also indicate that additional PE time raises the number of days per week that girls report having exercised vigorously or having engaged in strength-building activity. We find no evidence that PE lowers BMI or the probability that a student is overweight. We conclude that raising PE credit requirements may make girls more physically active overall but there is not yet the scientific base to declare raising PE requirements an anti-obesity initiative for either boys or girls. Copyright © 2007 John Wiley & Sons, Ltd. [source] Is a School-Based Physical Activity Intervention Effective for Increasing Tibial Bone Strength in Boys and Girls?,JOURNAL OF BONE AND MINERAL RESEARCH, Issue 3 2007Heather M Macdonald Abstract This 16-month randomized, controlled school-based study compared change in tibial bone strength between 281 boys and girls participating in a daily program of physical activity (Action Schools! BC) and 129 same-sex controls. The simple, pragmatic intervention increased distal tibia bone strength in prepubertal boys; it had no effect in early pubertal boys or pre or early pubertal girls. Introduction: Numerous school-based exercise interventions have proven effective for enhancing BMC, but none have used pQCT to evaluate the effects of increased loading on bone strength during growth. Thus, our aim was to determine whether a daily program of physical activity, Action Schools! BC (AS! BC) would improve tibial bone strength in boys and girls who were pre- (Tanner stage 1) or early pubertal (Tanner stage 2 or 3) at baseline. Materials and Methods: Ten schools were randomized to intervention (INT, 7 schools) or control (CON, 3 schools). The bone-loading component of AS! BC included a daily jumping program (Bounce at the Bell) plus 15 minutes/day of classroom physical activity in addition to regular physical education. We used pQCT to compare 16-month change in bone strength index (BSI, mg2/mm4) at the distal tibia (8% site) and polar strength strain index (SSIp, mm3) at the tibial midshaft (50% site) in 281 boys and girls participating in AS! BC and 129 same-sex controls. We used a linear mixed effects model to analyze our data. Results: Children were 10.2 ± 0.6 years at baseline. Intervention boys tended to have a greater increase in BSI (+774.6 mg2/mm4; 95% CI: 672.7, 876.4) than CON boys (+650.9 mg2/mm4; 95% CI: 496.4, 805.4), but the difference was only significant in prepubertal boys (p = 0.03 for group × maturity interaction). Intervention boys also tended to have a greater increase in SSIp (+198.6 mm3; 95% CI: 182.9, 214.3) than CON boys (+177.1 mm3; 95% CI: 153.5, 200.7). Change in BSI and SSIp was similar between CON and INT girls. Conclusions: Our findings suggest that a simple, pragmatic program of daily activity enhances bone strength at the distal tibia in prepubertal boys. The precise exercise prescription needed to elicit a similar response in more mature boys or in girls might be best addressed in a dose,response trial. [source] A Culturally Appropriate School Wellness Initiative: Results of a 2-Year Pilot Intervention in 2 Jewish SchoolsJOURNAL OF SCHOOL HEALTH, Issue 8 2010Maureen R. Benjamins PhD BACKGROUND: Despite the growing number of school-based interventions designed to reduce childhood obesity or otherwise promote health, no models or materials were found for Jewish schools. The current study describes an effort within a Jewish school system in Chicago to create, implement, and evaluate a school-based intervention tailored to the unique characteristics of Jewish religion, culture, and school structures. METHODS: Two schools (with approximately 600 students) were selected for the 2-year pilot study. The schools were required to form a wellness council, write a wellness policy, and implement policy changes or activities in 5 target areas (health education, physical education, school environment, family involvement, and staff wellness). Objectives were measured using pre- and postintervention surveys for students, as well as the School Health Index and other tools. RESULTS: Findings showed several significant increases in student knowledge, as well as an increase in the percentage of older students regularly meeting physical activity guidelines. Few changes in attitudes, other behaviors, or environmental factors were seen. CONCLUSIONS: Due to a strong partnership between researchers, schools, and community organizations, meaningful changes were made within the pilot schools. These changes were reflected in a limited number of improvements in student knowledge and activity levels. Future work is needed to determine how to bring about behavioral changes, how to increase the sustainability of all of the changes, and how to disseminate the model and products of this intervention to other day schools. [source] Examination of Trends and Evidence-Based Elements in State Physical Education Legislation: A Content AnalysisJOURNAL OF SCHOOL HEALTH, Issue 7 2010Amy A. Eyler PhD, CHES OBJECTIVES: To develop a comprehensive inventory of state physical education (PE) legislation, examine trends in bill introduction, and compare bill factors. METHODS: State PE legislation from January 2001 to July 2007 was identified using a legislative database. Analysis included components of evidence-based school PE from the Community Guide and other authoritative sources: minutes in PE, PE activity, teacher certification, and an environmental element, including facilities and equipment. Researchers abstracted information from each bill and a composite list was developed. RESULTS: In total, 781 bills were analyzed with 162 enacted. Of the 272 bills that contained at least 1 evidence-based element, 43 were enacted. Only 4 bills included all 4 evidence-based elements. Of these 4, 1 was enacted. Funding was mentioned in 175 of the bills introduced (37 enacted) and an evaluation component was present in 172 of the bills (49 enacted). CONCLUSIONS: Based on this analysis, we showed that PE is frequently introduced, yet the proportion of bills with evidence-based elements is low. Future research is needed to provide the types of evidence required for development of quality PE legislation. [source] Relation of School Environment and Policy to Adolescent Physical Activity,JOURNAL OF SCHOOL HEALTH, Issue 4 2009Nefertiti Durant MD ABSTRACT Background:, Physical activity (PA) declines as children and adolescents age. The purpose of this study was to examine how specific school factors relate to youth PA, TV viewing, and body mass index (BMI). Methods:, A sample of 12- to 18-year-old adolescents in 3 cities (N = 165, 53% females, mean age 14.6 ± 1.7 years, 44% nonwhite) completed surveys assessing days of physical education (PE) class per week, school equipment accessibility, after-school supervised PA, and after-school field access. Regression analyses were conducted to examine relationships between these school factors and PA at school facilities open to the public (never active vs active), overall PA level (days per week physically active for 60 minutes), BMI z score, and TV watching (hours per week). Results:, Adjusting for demographics, days of PE per week and access to school fields after school were correlated with overall PA (,= 0.286, p = .002, semipartial correlation .236 and ,= 0.801, p = .016, semipartial correlation .186, respectively). The association between after-school field access and overall PA was mediated by use of publicly accessible school facilities for PA. After-school supervised PA and school PA equipment were not associated with overall PA. In adjusted regression analyses including all school factors, days of PE remained correlated to overall PA independent of other school factors (,= 0.264, p = .007, semipartial correlation = .136). There were no associations between school factors and BMI or TV watching. Conclusions:, Based on these study findings, PE is a promising intervention to address improving overall adolescent PA within the school setting. [source] Overview and Summary: School Health Policies and Programs Study 2006JOURNAL OF SCHOOL HEALTH, Issue 8 2007Laura Kann PhD ABSTRACT Background:, The School Health Policies and Programs Study (SHPPS) 2006 is the largest, most comprehensive assessment of school health programs in the United States ever conducted. Methods:, The Centers for Disease Control and Prevention conducts SHPPS every 6 years. In 2006, computer-assisted telephone interviews or self-administered mail questionnaires were completed by state education agency personnel in all 50 states plus the District of Columbia and among a nationally representative sample of districts (n = 538). Computer-assisted personal interviews were conducted with personnel in a nationally representative sample of elementary, middle, and high schools (n = 1103) and with a nationally representative sample of teachers of classes covering required health instruction in elementary schools and required health education courses in middle and high schools (n = 912) and teachers of required physical education classes and courses (n = 1194). Results:, SHPPS 2006 describes key school health policies and programs across all 8 school health program components: health education, physical education and activity, health services, mental health and social services, nutrition services, healthy and safe school environment, faculty and staff health promotion, and family and community involvement. SHPPS 2006 also provides data to monitor 6 Healthy People 2010 objectives. Conclusions:, SHPPS 2006 is a new and important resource for school and public health practitioners, scientists, advocates, policymakers, and all those who care about the health and safety of youth and their ability to succeed academically and socially. [source] Promoting Physical Activity in GirlsJOURNAL OF SCHOOL HEALTH, Issue 2 2005A Case Study of One School's Success ABSTRACT: This case study profiles one of 24 high schools that participated in a school-based, NIH-funded study to increase physical activity among high school girls. The case study school was one of 12 randomly assigned to the intervention group. The study intervention was based on the premise that a successful intervention is developed and tailored by teachers and staff to fit the context of their school. Intervention guidelines (Essential Elements) and the Coordinated School Health Program (CSHP) model were used to direct intervention activities for physical education, health education, school environment, school health services, faculty/staff health promotion, and family/community involvement. All girls at the case study school received the intervention. A team of school employees provided leadership to develop and implement the intervention in collaboration with a university project staff. Data collected over a two-year period were used to describe changes that occurred in each CSHP area. Key changes were made in the school environment, curricula, policies, and practices. Qualitative measures showed girls more involved in physical activity. Quantitative measures taken in eighth grade, and repeated with the same set of girls in ninth grade, showed increases in both moderate-to-vigorous physical activity (p = < .01) and vigorous physical activity (p = .04). Other schools can use this case to modify components of the CSHP model to increase physical activity among high school girls. [source] Scaffolding Imitation in Capoeira: Physical Education and Enculturation in an Afro-Brazilian ArtAMERICAN ANTHROPOLOGIST, Issue 2 2008GREG DOWNEY ABSTRACT, Imitation plays a crucial role in apprenticeship in the Afro-Brazilian performance genre capoeira, as in many skills across cultures. In this article, I examine the interactional dynamics of imitative pedagogy in capoeira to better understand physical education as a form of bodily enculturation. The ability to learn through imitation is widely considered a hallmark of our species. Imitative ability, however, is a social accomplishment rather than a capacity of the learner in isolation. Human models often provide assistance to novices seeking to imitate, including a variety of forms of what educational theorists call "scaffolding," which are astutely structured to a novice's ability, perceptions, and even neurology. Scaffolding techniques vary. I here examine how instructors reduce students' degrees of movement freedom, reorient their model in perceptual space, and parse complex sequences into component gestures. Close analysis of pedagogical interaction highlights the divergence between forms of instruction and practical skills being taught. [source] Child protection training in sport-related degrees and initial teacher training for physical education: an auditCHILD ABUSE REVIEW, Issue 2 2009Claire Rossato Abstract This article reports on an online survey of child protection training for students on sport-related and Initial Teacher Training Physical Education degrees, and on the views of recently graduated teachers of the usefulness of such training in their everyday work. The results indicate that child protection training is provided in most courses but in varying amounts. Respondents to the survey reported positively, in the main, about the effects of new requirements for teacher training (Every Child Matters: Change for Children, Department for Education and Skills, 2004). Reasons given for not including child protection in courses were: lack of time; the perceived vocational nature of the topic; lack of fit with course aims and objectives; lack of relevance; and the research rather than professional orientation of the course. Recently graduated teachers' views on their pre-service child protection training differed from the claims made about this in the survey. In particular, they raised concerns about their lack of preparation for dealing with potential child protection situations. The article concludes that child protection training within sport-related degrees is deficient in both consistency of delivery and in content, and that, in addition to preparing students to recognise signs and indicators of abuse, curricula should also address undergraduates' confidence and skills for responding to abuse in their everyday professional practice. Copyright © 2008 John Wiley & Sons, Ltd. [source] | |||||||||||||