Comparison of the Physical Fitness Status of Ninth Grade Girls at Tyrone Area High School with a Health Behavior Inventory PDF Download
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Author: Lila Elaine Solomon
Publisher:
ISBN:
Category : Physical fitness
Languages : en
Pages : 104
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Author: Lila Elaine Solomon
Publisher:
ISBN:
Category : Physical fitness
Languages : en
Pages : 104
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Author: Dorothy Day
Publisher:
ISBN:
Category : Physical fitness
Languages : en
Pages : 110
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Author: President's Council on Physical Fitness and Sports (U.S.)
Publisher:
ISBN:
Category : Government publications
Languages : en
Pages : 116
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Author: Lena Varonica Maiden
Publisher:
ISBN:
Category : Physical fitness
Languages : en
Pages : 78
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Author: Cynthia Dawn Fairey
Publisher:
ISBN:
Category : Physical education for girls
Languages : en
Pages : 131
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Book Description
Over the last 30 years, physical activity among adolescents between the ages of 10 and 18 has continued to decline, and the risk of morbidity associated with sedentary living has increased (CDC, 2017). Furthermore, research has identified females as being at greater risk of morbidity because they are opting out of physical activity at twice the rate of boys and not getting the recommended 60 minutes a day of physical activity (NPAP, 2016). Many girls are avoiding physical education classes, where the concepts of health-related fitness, the development of skills necessary to participate in a variety of physical activities, and a love for physical fitness are formed. This research examined attitudes toward physical activity of females in a single-gender versus a mixed-gender physical education (PE) class. The purpose of this static group comparison examination was to determine if a statistically significant difference existed in the attitudes toward physical activity between girls taking a ninth-grade, single-gender PE course and girls taking a ninth-grade coed PE course. The participants for this investigation comprised females between the ages of 13 and 18 taking physical education during the 2018-2019 school year. Three items from a physical activity attitude scale related to gender, competence, and usefulness were used to determine attitudes toward physical activity. Performance in aerobic capacity was also evaluated between the groups using the school district’s adopted standardized physical education assessment, FITNESSGRAM® to ascertain the level of cardiovascular fitness of girls taking a single-gender physical education class and girls taking a mixed-gender physical education class.
Author: Homer Gene Thomas
Publisher:
ISBN:
Category :
Languages : en
Pages : 194
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Author: Jetta L. Baker
Publisher:
ISBN:
Category : Physical education for children
Languages : en
Pages : 144
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Author: Senlin Chen
Publisher:
ISBN:
Category : Health behavior in adolescence
Languages : en
Pages : 199
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Book Description
"With increased obesity rate and decreased physical activity among children and adolescents, it is crucial to provide ample opportunities for them to increase energy expenditure through moderate-to-vigorous physical activity. To help children and adolescents develop and sustain an energy-balanced living through healthy eating and physical activity, it is equally important to nurture their self-initiated motivation and essential knowledge about balancing energy intake and expenditure. Guided by the expectancy-value theory and the conceptual change learning perspective, this descriptive study was aimed to addressing three research questions: (a) To what extent did expectancy-value constructs affect energy-balance knowledge, in-class and after-school physical activity? (b) To what extent did ninth graders correctly construct their mental representations about energy-balance knowledge? And (c) To what extent did their mental representations developed in health education affect physical activity behavior in physical education and after-school hours? A total of 195 ninth grade students studied 14 energy-balance concepts in classroom-based health education classes and participated in daily physical education. Expectancy-value motivation, energy-balance knowledge, in-class physical activity and after-school physical activity were measured using the Expectancy-Value Questionnaire, concept-mapping, accelerometry, and Three-Day Physical Activity Recall Survey. The descriptive statistical analysis, structural equation modeling, and logistic regression analysis revealed that (a) the role of expectancy-value motivation is complex. Four alternative structural equation models differentiated the facilitating roles of expectancy beliefs and intrinsic value toward in-physical education physical activity from the detrimental role of cost perceived in physical education toward after-school physical activity. (b) The students learned the energy-balance knowledge from the same sources but constructed the knowledge in different mental representations. Most of the mental representations were found to be premature. Consistent with the constructivist theory, the finding suggests a low likelihood that the knowledge would play a guiding role in developing energy-balanced living behavior. (c) Energy-balance knowledge learned in health classes without experiencing physical activities was detached from physical activity in physical education and after-school leisure times. Separating energy-balance knowledge from physical activity in the learning process de-contextualized the learning experience. The findings call for change in teaching physical activity related health concepts by incorporating them in physical education classes. Overall the findings indicate a need for physical educators to strengthen students' expectancy beliefs for success and intrinsic value in tasks, but minimize their cost perceptions. In addition, curricular reform should target integrating concepts in health with meaningful physical activities to help students develop relational knowing structures that can be used to guide behavior change and/or enhancement."--Abstract from author supplied metadata.
Author: Mary Virginia Bevan
Publisher:
ISBN:
Category :
Languages : en
Pages : 92
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Author: Karl Webber Bookwalter
Publisher:
ISBN:
Category : Sports & Recreation
Languages : en
Pages : 168
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Book Description
Of the secondary-school principals.
