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Physical Education Classes (physical + education_class)
Selected AbstractsDifferences in the Correlates of Physical Activity Between Urban and Rural Canadian YouthJOURNAL OF SCHOOL HEALTH, Issue 4 2007Constantinos A. Loucaides PhD ABSTRACT Background:, Despite the benefits of physical activity (PA), a significant proportion of youth remains inactive. Studies assessing differences in the correlates of PA among urban and rural youth are scarce, and such investigations can help identify subgroups of the population that may need to be targeted for special intervention programs. The purpose of this study was to assess differences in the correlates of PA between Canadian urban and rural youth. Methods:, The sample consisted of 1398 adolescents from 4 urban schools and 1290 adolescents from 4 rural schools. Mean age of the participants was 15.6 ± 1.3 years. Hierarchical regression analyses were used to examine the association between self-reported PA and a number of demographic, psychological, behavioral, and social correlates. Results:, Common correlates between the 2 locations included gender (with girls being less active than boys) perceptions of athletic/physical ability, self-efficacy, interest in organized group activities, use of recreation time, and friends' and siblings' frequency of participation in PA. Active commuting to school and taking a physical education class were unique correlates of PA at the multivariate level in urban and rural students, respectively. Variance explained in PA ranged from 43% for urban school students to 38% for rural school students. Conclusions:, Although more similarities than discrepancies were found in the correlates of PA between the 2 geographical locations, findings from this study strengthen the policies that argue for a coordinated multisector approach to the promotion of PA in youth, which include the family, school, and community. [source] Sports Medicine and School Nurses: A Growing Need for Further Education and Appropriate ResourcesJOURNAL OF SCHOOL HEALTH, Issue 1 2006Cynthia S. Knight The use of exercise as a prerequisite for conditioning and proper treatment of injuries was first documented in early Greek civilization with the establishment of the Olympics. Today, sports by their very nature invite injury. In 2000, 2.5 million students participated in varsity sports with 750,000 injuries recorded. These numbers do not account for sports activities outside school or leisure activities. Another area of potential injury is physical education class. These classes are large with limited supervision and encompass students of varying age and abilities. Nurses do not have an extensive knowledge of injury prevention or assessment in their basic nursing education. School nurses, as a subspecialty within nursing, are expected to keep up with the requirements of the adolescent and pediatric populations as well basic nursing skills. Due to work schedules and limited resources for continuing education, school nurses are not afforded much time or benefits to attend classes that would teach them skills needed to assess athletic-type injuries. School nurses need printed resources specific to their setting to help fill this void. Recognizing this need, Sports Medicine Techniques for the School-Based Nurse is a manual in process that will help fill this void. Being developed specifically for school nurses, the manual will provide information on prevention, evaluation, and management of athletic-type injuries commonly seen in the school nurse's office. (J Sch Health. 2006;76(1):8-11) [source] Jumping Improves Hip and Lumbar Spine Bone Mass in Prepubescent Children: A Randomized Controlled TrialJOURNAL OF BONE AND MINERAL RESEARCH, Issue 1 2001Robyn K. Fuchs Abstract Physical activity during childhood is advocated as one strategy for enhancing peak bone mass (bone mineral content [BMC]) as a means to reduce osteoporosis-related fractures. Thus, we investigated the effects of high-intensity jumping on hip and lumbar spine bone mass in children. Eighty-nine prepubescent children between the ages of 5.9 and 9.8 years were randomized into a jumping (n = 25 boys and n = 20 girls) or control group (n = 26 boys and n = 18 girls). Both groups participated in the 7-month exercise intervention during the school day three times per week. The jumping group performed 100, two-footed jumps off 61-cm boxes each session, while the control group performed nonimpact stretching exercises. BMC (g), bone area (BA; cm2), and bone mineral density (BMD; g/cm2) of the left proximal femoral neck and lumbar spine (L1-L4) were assessed by dual-energy X-ray absorptiometry (DXA; Hologic QDR/4500-A). Peak ground reaction forces were calculated across 100, two-footed jumps from a 61-cm box. In addition, anthropometric characteristics (height, weight, and body fat), physical activity, and dietary calcium intake were assessed. At baseline there were no differences between groups for anthropometric characteristics, dietary calcium intake, or bone variables. After 7 months, jumpers and controls had similar increases in height, weight, and body fat. Using repeated measures analysis of covariance (ANCOVA; covariates, initial age and bone values, and changes in height and weight) for BMC, the primary outcome variable, jumpers had significantly greater 7-month changes at the femoral neck and lumbar spine than controls (4.5% and 3.1%, respectively). In repeated measures ANCOVA of secondary outcomes (BMD and BA), BMD at the lumbar spine was significantly greater in jumpers than in controls (2.0%) and approached statistical significance at the femoral neck (1.4%; p = 0.085). For BA, jumpers had significantly greater increases at the femoral neck area than controls (2.9%) but were not different at the spine. Our data indicate that jumping at ground reaction forces of eight times body weight is a safe, effective, and simple method of improving bone mass at the hip and spine in children. This program could be easily incorporated into physical education classes. [source] Physical Activity Pattern of Prepubescent Filipino School Children During School DaysJOURNAL OF SCHOOL HEALTH, Issue 7 2009Consuelo B. Gonzalez-Suarez MD ABSTRACT Background:, Little is known about pre-pubescent Filipino children's involvement in moderate-to-vigorous physical activity (MVPA). There are international guidelines regarding required levels of MVPA for healthy children. Methods:, This study describes participation of 11- to 12-year-olds in randomly selected public and private schools in San Juan, Metromanila, in MVPA and sports during a school day. The Filipino-modified Physical Activity Questionnaire for Older Children (F_PAQ_C) was administered in English and Filipino. Additional data was collected on sex, age, type of school, and amount of time spent using television and computers. Children's self-assessment of physical activities (1 question in the F_PAQ_C) was correlated with their cumulative F_PAQ_C score. Results:, Three hundred eighty subjects (167 boys, 213 girls) participated. Participation in MVPA varied between sex and age groups, from 56.1% to 65.0%. Fewer than 10% of participants were very active. The children were more active during physical education classes than at recess or lunch, after class, or in the evening. Walking for exercise, jumping, jogging and running, free play, and dance were most common. Boys, younger children, and private school students most commonly engaged in MVPA. Self-assessed physical activity had modest correlation (r2= 0.21) with cumulative F_PAQ_C score, after adjusting for sex, age, and school type. Conclusion:, Most children were not physically active during the school day, except in physical education classes. To reduce the gap between recommended and current activity levels, more opportunities should be provided for preteen Filipino children to engage in MVPA during and after school. [source] Dietary and Physical Activity Behaviors of Middle School Youth: The Youth Physical Activity and Nutrition Survey,JOURNAL OF SCHOOL HEALTH, Issue 1 2008Lauren B. Zapata MSPH ABSTRACT Background:, Obesity has become a national epidemic among youth. Declining physical activity and poor nutrition contribute to this epidemic. The purpose of this study was to obtain data on middle school students' physical activity and nutrition knowledge and practices. Methods:, The Youth Physical Activity and Nutrition Survey was developed and distributed to a probability sample of Florida public middle schools (n = 73) in spring 2003, producing data from 4452 students in grades 6-8. Results:, Results showed that less than one fourth of youth met expert recommendations for daily fruit and vegetable intake and less than one fifth identified the daily fruit and vegetable serving recommendation. Less than half of students reported eating breakfast daily. More non-Hispanic black youth reported not engaging in vigorous or moderate physical activity during the previous 7 days, and more girls and Hispanic youth reported not attending any physical education classes during the average school week. Conclusion:, These findings demonstrate that dietary and physical activity behaviors and knowledge among these middle school youth are setting the stage for the obesity epidemic to continue. [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] Family and Community Involvement in Schools: Results From the School Health Policies and Programs Study 2006JOURNAL OF SCHOOL HEALTH, Issue 8 2007Shannon Michael MPH ABSTRACT Background:, Family and community involvement in schools is linked strongly to improvements in the academic achievement of students, better school attendance, and improved school programs and quality. Methods:, The Centers for Disease Control and Prevention conducts the School Health Policies and Programs Study 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 school districts (n = 461). Computer-assisted personal interviews were conducted with personnel in a nationally representative sample of elementary, middle, and high schools (n = 1029) and with a nationally representative sample of teachers of required health education classes and courses (n = 912) and required physical education classes and courses (n = 1194). Results:, Although family and community involvement in states, districts, and schools was limited, many states, districts, and schools collaborated with community groups and agencies to promote and support school health programs. More than half of districts and schools communicated information to families on school health program components. Teachers in 55.5% of required health education classes and courses and 30.8% of required physical education classes and courses gave students homework or projects that involved family members. Conclusions:, Although family and community involvement occurred at all levels, many schools are not doing some of the fundamental things schools could do to increase family involvement. Improvements in family and community involvement can support school health programs in states, districts, schools, and classrooms nationwide. [source] Using Achievement Goal Theory to Assess an Elementary Physical Education Running ProgramJOURNAL OF SCHOOL HEALTH, Issue 6 2004Ping Xiang ABSTRACT: Using Achievement Goal Theory as a theoretical framework, this study examined an elementary physical education running program called Roadrunners and assessed relationships among achievement goals, perceived motivational climate, and student achievement behavior. Roadrunners promotes cardiovascular health, physical active lifestyles, and mastery behaviors such as persistence and effort. Students were required to run/walk once a week during the school year in their regularly scheduled physical education classes. Participants included 116 fourth graders (67 boys, 49 girls), who participated in Roadrunners since kindergarten. Near the end of spring semester, students completed a 36-item questionnaire assessing achievement goals and perceived motivational climate of Roadrunners. Student persistence/effort was assessed by the number of run/walk laps over the year-long program. Performance was measured by a timed, one-mile run. Results revealed the mastery goal related positively to student persistence/effort for Roadrunners and to their one-mile run performance. Interaction between the mastery goal and perception of a mastery-focused climate emerged as a positive predictor of student one-mile run performance. Results provided additional empirical support for mastery goals and perceptions of a mastery-focused climate as beneficial to student motivation and learning. [source] | ||||||||||