This study examined the effects of increased autonomy on (a) self-determination and (b) physical activity levels. Seventh- and eighth-grade girls (N = 122) in four classes participated in two fitness units (one allowing choice of activities, the other no-choice). The order of the units was counterbalanced, so that two classes participated in the choice unit first, and the other two participated in the no-choice unit first. The abridged Situational Intrinsic Motivation Scale (SIMS) was administered after each unit. Pedometers were used to measure step counts during both units. Overall, self-determination was higher in the choice unit. The repeated measures analysis also indicated that girls who experienced the choice unit first, and then were denied the opportunity to make choices had the lowest levels of self-determination. The results provide empirical support for the theoretical prediction that increased autonomy yields higher levels of self-determination.
Background:Researchers have noted both the utility and limitations of using pedometers to measure physical activity (PA). While these unobtrusive devices are widely accepted for their ability to measure accumulated PA, they have been criticized for their inability to measure exercise intensity. However, recent steps-per-minute (SPM) research provides reasonably accurate measures of intensity allowing users to assess time spent at recommended PA levels. Therefore, the purpose of this study was to determine the SPM taken that are associated with moderate physical activity in 12- to 14-year-old youth.Methods:Ninety-three participants (49 boys and 44 girls; ages 12 to 14) walked on a treadmill for 3 minutes at each of 4 different speeds while wearing a pedometer and a heart rate monitor.Results:On average boys and girls reached their moderate activity intensity threshold at 122 SPM and 102 SPM, respectively. However, individual differences must be taken into account when determining appropriate SPM intensities for youth.Conclusions:The impact of individual differences underscores the need to address SPM for moderate intensity individually rather than with a single guideline for everyone at this age.
Background:The purpose of this study was to conduct a secondary analysis by combining 2 pedometer data sets to describe and analyze pedometer-determined steps/day of children by ethnicity and metropolitan status. Methods: Participants were 582 children (309 girls, 273 boys; 53% Hispanic, 26% Caucasian, 21% African American) age 10 to 11 years (M = 10.37 ± 0.48) attending 1 of 10 schools located in urban, suburban, and rural settings. Participants wore a research grade pedometer for at least 3 week/school days. Mean steps/ day were analyzed by gender, ethnicity, and metropolitan status. Results: Statistical analyses indicated 1) boys (12,853 ± 3831; P < .001) obtained significantly more steps/day than girls (10,409 ± 3136); 2) African American (10,709 ± 3386; P < .05) children accumulated significantly less steps/day than Hispanic (11,845 ± 3901) and Caucasian (11,668 ± 3369) children; and 3) urban (10,856 ± 3706; P < .05) children obtained significantly less steps/day than suburban (12,297 ± 3616) and rural (11,934 ± 3374) children. Conclusions: Findings support self-report data demonstrating reduced physical activity among African American children and youth, especially girls, and among children and youth living in urban areas. Possible reasons for these discrepancies are explored.
The purpose of this study was to examine the day-to-day variability in pedometer-assessed physical activity (steps/day). A total of 1,443 children aged 6-12 years from the United States (195 boys, 254 girls), Sweden (257 boys, 252 girls), and Australia (229 boys, 256 girls) wore a pedometer for 4 consecutive weekdays. Repeated measures analysis of variance was used to examine daily differences in steps/day and the coefficient of variation (CV) was calculated for each individual to describe the day-to-day variability. Overall, mean steps/day were higher among boys (14,698 +/- 3,373 steps/day) than girls (12,086 +/- 2,929 steps/day). Significant differences were found between the 4 monitoring days for the entire sample; however, the absolute mean differences were small (55-958 steps) with an overall effect size of 0.01. This trend was apparent regardless of age, gender, and country. Individual CVs ranged from approximately 2 to 88% and the overall mean CV approximated 22%. An age-related increase in the mean CV was observed between 6- and 12-year-old children. The age x gender x country interaction was not significant (P > 0.05). These findings have implications toward the proper design, analysis, and interpretation of studies regarding physical activity among children. Beyond this aspect, our results lend insight into potential age-related biological mechanisms that may also influence daily levels and patterns of physical activity.
Siedentop and Locke (1997) proposed three critical elements that must exist in our profession to make a difference and achieve systemic success in physical education (SSPE): (a) quality PE in the schools, (b) effective physical education teacher education (PETE) programs, and (c) a working relationship between the two. Using Cuban’s (1992) curriculum change and stability framework, this qualitative study examines the existence of a program that has achieved all three elements in the southwestern US. For over three decades some seventy-two teachers in dozens of schools have yearly served over 40,000 children. This study revealed a fully functioning model consisting of four key, interdependent components driven by a system of accountability measures. The results of the SSPE model—quality PE for children—is achieved by (a) district-wide mandated curriculum, methodologies and language, (b) well-defined district PE coordinator roles, (c) a partnership university, and (d) frequent, ongoing professional development. Results of this study strengthen Siedentop and Locke’s (1997) recommendation for collaborative efforts between universities and partner school districts and provide a model to guide and manage the curriculum change process in K-6 PE.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.