Comprehensive School Physical Activity Programs in Middle Schools

Beddoes, Zack; Castelli, Darla M.

doi:10.1080/07303084.2017.1330165

Cited by 9 publications

(5 citation statements)

References 23 publications

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“…It is estimated that 76% of youth in the US are not getting enough daily PA to maximize health benefits (Katzmarzyk et al, 2016; National Physical Activity Plan Alliance, 2018). Further, only 33% of youth report accumulating <2 hours of screen time per day suggesting that sedentary behaviors are replacing PA (CDC, 2016). This lack of PA and increase in sedentary behavior is especially troubling given their known associations with chronic conditions including elevated blood pressure, dyslipidemia, insulin resistance, and Type 2 diabetes (Deckelbaum and Williams, 2001).…”

Section: Introductionmentioning

confidence: 99%

“…Research indicates that adopting and implementing components of a CSPAP, namely PE and classroom PA, can significantly increase youth levels of PA (Erwin et al, 2013). CSPAPs may be especially beneficial in middle schools because this represents a time of sharp declines in levels of PA and increased risk for short- and long-term health issues occur (Beddoes and Castelli, 2017; Van Cleave et al, 2010).…”

Section: Introductionmentioning

confidence: 99%

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Middle school students’ attitudes toward physical activity and physical education, intentions, and physical activity behavior

Mercier

Simonton

Centeio

et al. 2022

European Physical Education Review

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Schools are focusing more on promoting physical activity (PA) before, during, and after the school day, to combat the risk factors associated with sedentary behaviors. Since attitudes impact decisions to be physically active, identifying how PA attitudes relate to established attitudes toward physical education (PE), as well as PA intentions and behaviors are important—and thus the focus of this study. Middle school students ( N = 948; 45% female) completed PA behavior, PA intention, and PA and PE attitude surveys. Findings provided a better understanding of attitude theory with the identification of relationships between PA attitudes and PE attitudes, behavioral intention, and behavior. Multiple regression model results showed significant relationships between positive PA attitudes, negative PA attitudes, and PE attitudes with behavioral intention, and self-reported PA behavior. Differences between positive and negative PA attitudes were identified with positive PA attitudes most predicting intention. The results provide guidance for developing learning experiences aimed at promoting attitudes toward PA.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Middle school students’ attitudes toward physical activity and physical education, intentions, and physical activity behavior

Mercier

Simonton

Centeio

et al. 2022

European Physical Education Review

View full text Add to dashboard Cite

show abstract

“…En effet, seules des approches multisectorielles pourront réellement mener à des changements dans le mode de vie des enfants et adolescents qui deviendront ensuite adultes (Cale & Harris, 2006 ;Cloes, 2017). L'arrimage et la complémentarité des interventions visant à promouvoir l'activité physique, le bien-être et la santé feront en effet la différence (Beddoes & Castelli, 2017). Le professeur d'éducation physique et à la santé devrait dès lors être à l'initiative de telles actions, pour ensuite pouvoir les coordonner en accompagnant les autres acteurs éducatifs dans la création d'un environnement scolaire « actif » ; en devenant ainsi, au sens où l'entendent Tappe et Burgeson (2004), la pierre angulaire de la promotion d'un mode de vie sain et actif.…”

Section: Discussion Et Conclusionunclassified

Une éducation physique tournée vers l’activité physique, le bien-être et la santé en Fédération Wallonie-Bruxelles

Bonni¹,

Cloes²

2021

ARIS 2020

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À l’heure où les comportements sédentaires et l’inactivité physique ne cessent de croître dans la plupart des pays du monde et où les recommandations en matière d’activité physique ne sont que trop rarement atteintes, la Fédération Wallonie-Bruxelles (FWB – Belgique) procède actuellement – à l’instar d’autres pays ayant déjà opéré ce changement depuis plusieurs années (exemples : Canada, Écosse) – à une réforme de l’éducation physique, en passant d’une éducation physique dite citoyenne, à une éducation physique et à la santé. Dans ce contexte, le Ministère de l’Enseignement en FWB a mandaté un groupe d’experts et de chercheurs pour identifier, concevoir et partager des dispositifs et des outils visant à promouvoir l’activité physique, le bien-être et la santé en contexte scolaire. Sur base d’une démarche d’ingénierie didactique collaborative, des pratiques dites « exemplatives » ont pu être identifiées, conçues, expérimentées et enfin, partagées sur la plateforme éducative « e-classe », proposée par la FWB à toute sa communauté éducative. Cette publication tend finalement à questionner le(s) rôle(s) et la place du professeur d’éducation physique et à la santé au sein d’un établissement scolaire, dans un monde en pleine mutation et qui doit faire face à de nouveaux défis.

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“…The previous studies point out that the physical education is the group of activities chosen to achieve and satisfy the mental and psychological needs of people to achieve the integrated growth of man (Beddoes & Castelli, 2017;Kahan & McKenzie, 2017), and emphasized that the physical education and sports are a part of comprehensive education, which aims to create the citizen apt mentally, physically, emotionally and socially. Several forms and types of physical and sports activities (Fairclough et al, 2016).…”

Section: Introductionmentioning

confidence: 99%

The Contribution Of Biomechanical Analysis Technology To Improve The Assessment Of Students During Certain School Sports Activities (Long Jump)

Abdelkader

Madani

Bouabdellah

et al. 2021

J. Ilm. Pendidik. Jasm

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The purpose of this study was to determine the contribution of biomechanical analysis technology to improve the assessment of students during certain school sports activities (long jump), this by (1) determining the statistical differences between groups in variables analyzed. (2) revealing the relationship between the kinematical variables analyzed and the digital level & evaluation result. The sample included 32 students in the 1st year of secondary school (16 males, 16 females), two groups for each gender. Group ? working on the use of kinetic analysis in a correction the kinetic performance and evaluated, and group ? is guided by the observation only. The study involved the kinematical analysis of performance during long jumping activity, by using the software; Coach's Eye & MyDartfish Express. The data were analyzed in SPSS 22.0 program, the descriptive statistics (mean ± SD, Std. E), the Anova & T-tests for difference statistical between groups, and the P test for the correlations between variables. In conclusion, our assessment problem is that it depends on the digital level only in the learning phase. Besides, these results indicate that the professors who use this kinetic analysis software have adjusted the way they evaluate students, where Improving digital achievement should depend on proper evaluation in the stages of achievement for the physical education and sports teaching process.

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Comprehensive School Physical Activity Programs in Middle Schools

Cited by 9 publications

References 23 publications

Middle school students’ attitudes toward physical activity and physical education, intentions, and physical activity behavior

Middle school students’ attitudes toward physical activity and physical education, intentions, and physical activity behavior

Une éducation physique tournée vers l’activité physique, le bien-être et la santé en Fédération Wallonie-Bruxelles

The Contribution Of Biomechanical Analysis Technology To Improve The Assessment Of Students During Certain School Sports Activities (Long Jump)

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