Changes in strength abilities of adolescent girls: the effect of a 3-year physical education curriculum

Czarniecka, Renata; Milde, Katarzyna; Tomaszewski, Paweł

doi:10.2478/v10101-012-0019-8

Cited by 2 publications

(1 citation statement)

References 12 publications

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“…The results show that there is a significant improvement in the healthrelated fitness of students who took the PE course. This agrees with studies done on school children [17,[29][30][31][32] and university students [33][34][35][36][37]. Moreover, the current study shows evidence that the benefits of recreational football [38,39] can be obtained to a certain degree in a classroom setting.…”

Section: Discussionsupporting

confidence: 92%

The effect of three sport games in physical education on the health-related fitness of male university students

Mohammed¹

2020

PES

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Background and Study Aim. Few controlled studies have been conducted on the effect of sports games as a physical education (PE) course on the health-related fitness of university students. The aim of the study was to determine whether three sports in a PE course will help improve the health-related fitness of male university students. Material and Methods. Students from two universities participated in the study, with one university acting as a control group. There were two PE courses which students registered for: a football and volleyball (FVG, n=169) course and a badminton (BG, n=97) course. The students received basic training drills and competed with one another. The duration of the activities was 50 minutes sessions for eight weeks. The following tests were taken before and after eight weeks: Cooper test, sit-and-reach test, 60-s curl test, standing long jump test, and body mass index. Paired t-tests were used to compare the baseline and post data of each group. The Welch t-test, ANCOVA, and analysis of gains scores were used to compare each of the PE groups to the control group. ANCOVA was used to account for baseline differences, while analysis of gains scores was used whenever ANCOVA could not be used. The Vargha-Delaney Effect Size (VD) and the Common Language Effect Size (CLES) were used to determine the effect sizes for the Welch t-tests and ANCOVA, respectively. Significant changes were set at p ≤ 0.05 and VD ≤ 42% or VD ≥ 58%, or if p ≤ 0.05 and CLES ≥ 58 %. Results. Both PE groups showed significant improvements in all the measured fitness parameters except body composition. Moreover, the measured parameters of the control group reduced after eight weeks. Conclusion. The study shows evidence that PE courses can serve male universities in improving their health-related fitness. Moreover, students who do not participate in a PE course may be at risk of losing their fitness.

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Section: Discussionsupporting

confidence: 92%

The effect of three sport games in physical education on the health-related fitness of male university students

Mohammed¹

2020

PES

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The Impact of Typical School Provision of Physical Education, Physical Activity and Sports on Adolescent Physical Health: A Systematic Literature Review and Meta-Analysis

Rocliffe,

Tapia-Serrano,

Garcia-Gonzalez

et al. 2024

Adolescent Res Rev

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Typical school provision of physical education, physical activity and sports may impact adolescent physical health. However, systematic literature reviews and meta-analysis have not yet considered this impact. The Web of Science, SPORTDiscus, PsychINFO, ERIC and MEDLINE databases were searched for relevant literature (2000–2023) pertaining to adolescents aged 12–18 years in secondary schools. Twenty-nine studies met the inclusion criteria, including twenty-three interventions, four cross-sectional and two longitudinal studies. Included studies contributed 268 reported effects on indicators of adolescent obesity, physical fitness, blood pressure and bone health. Fifteen studies were included in the meta-analysis and reported significantly positive effects on indicators of adiposity in experimental groups with minor modifications to typical school provision (g = − 0.11 [95% CI − 0.22, − 0.01], p < 0.04, I2 = 32.49%), in boys and girls. Subgroup analysis found significantly positive effects for body fat percentage (g = − 0.28 [95% CI − 0.49, − 0.06], p < 0.01). Robust examples of best practice in schools include extended days dedicated to physical education weekly (≥ 4 days), integration of theoretical components to physical education, sports field/gymnasium availability and a range of training modalities. Studies without the integration of a minor modification to typical school provision were deemed to have a limited impact on adolescent physical health. Further research that examines the additive impact of school physical activity and sports to supplement physical education is warranted.

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Changes in strength abilities of adolescent girls: the effect of a 3-year physical education curriculum

Cited by 2 publications

References 12 publications

The effect of three sport games in physical education on the health-related fitness of male university students

The effect of three sport games in physical education on the health-related fitness of male university students

The Impact of Typical School Provision of Physical Education, Physical Activity and Sports on Adolescent Physical Health: A Systematic Literature Review and Meta-Analysis

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