Quantifying Physical Activity via Pedometry in Elementary Physical Education

Scruggs, Philip W.; Beveridge, Sandy K.; Eisenman, Patricia A.; Watson, Doris L.; Shultz, Barry B.; Ransdell, Lynda B.

doi:10.1249/01.mss.0000069748.02525.b2

Cited by 122 publications

(121 citation statements)

References 20 publications

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“…An interval of 52-64 was found to be diagnostically efficient in quantifying 33.33% MVPA among lower secondary PE students aged 12-14 years. This was similar to previous studies that collectively found 58-65 steps/min among youth aged 6.9-13.8 years (Scruggs et al, 2003;2005). A steps/min interval of 73-76 corresponding to 50% MVPA did not align with previous research previously identified 79-86 among youth of a similar age and older (12.9 -16.5 years in Scruggs 2007a; Scruggs et al,…”

Section: Resultssupporting

confidence: 92%

“…A linear regression equation found a similar result at 58 steps/min to predict 33.33% MVPA time. Four previous studies identified similar steps/min intervals with 58-65 steps/min among samples ranging from M = 6.9-13.8 years (Scruggs et al, 2003;2005;2007b) compared to M = 14.1 years in the present study. Scruggs (2013b) analysed data from previous studies for the 33.33% MVPA criteria and identified 59.5-61.8 steps/min as being optimal for children in 1 st to 7 th grade PE (mean age for samples ranged from 6.9-13.8 years).…”

Section: Pedometer Step Per Minute Guidelines Corresponding To Spendisupporting

confidence: 77%

“…The United States Department for Health and Human Services recommendation that students in grades 7-12 spend 50% of PE class time engaged in PA (US Department of Health and Human Services, 2009). For the one third MVPA criteria, similar pedometer steps/min intervals were found across four studies ranging from 60.8-65.0, mainly among primary children aged between 6.9 and 13.8 years old (Scruggs et al, 2003, Scruggs, Beveridge, Watson, & Clocksin, 2005, Scruggs 2007b, Scruggs 2013b. For spending half of PE class time engaged in MVPA as recommended by The United States Department for Health and Human Services (2009), two studies found greater steps/min ranging from 79.1-88.0 for youth aged 12.5-15.5 years (Scruggs 2007a& Scruggs, Mungen & Oh, 2010.…”

Section: Pedometer Steps Per Minute Guidelines In Physical Education supporting

confidence: 60%

“…sensitivity and specificity). These activities included archery, hoola-hoop exploration, ball gymnastics, rope courses, stunts, tumbling & fitness stations (Scruggs et al, 2003;2005).…”

Section: Pedometer Step Per Minute Guidelines Corresponding To Spendimentioning

confidence: 99%

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Pedometer step guidelines for physical education settings

Magias¹,

Ridley²,

Pill³

2017

LCJ

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The role of Physical Education (PE) in Australia is multifaceted, with physical activity (PA) participation recognised as the means by which a variety of learning outcomes are achieved. There is evidence to suggest that PA accrued during PE has the potential to be health enhancing. It may also be the only opportunity for some children, especially those from low socioeconomic backgrounds to accrue PA. This paper identifies criterion-referenced pedometer step guidelines as a valid, reliable, unobtrusive, and cost-effective means by which PA can be objectively quantified in PE settings. With the current state of the Health and Physical Education national curriculum area in focus, the application of pedometer step guidelines in PE settings are outlined. Introduction: Physical activity and the curriculum

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Section: Resultssupporting

confidence: 92%

Section: Pedometer Step Per Minute Guidelines Corresponding To Spendisupporting

confidence: 77%

Section: Pedometer Steps Per Minute Guidelines In Physical Education supporting

confidence: 60%

“…sensitivity and specificity). These activities included archery, hoola-hoop exploration, ball gymnastics, rope courses, stunts, tumbling & fitness stations (Scruggs et al, 2003;2005).…”

Section: Pedometer Step Per Minute Guidelines Corresponding To Spendimentioning

confidence: 99%

See 2 more Smart Citations

Pedometer step guidelines for physical education settings

Magias¹,

Ridley²,

Pill³

2017

LCJ

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“…These pedometers are considered most accurate for research purposes (Schneider et al, 2004). To follow the recommendations specified in various studies by Scruggs and colleagues (Scruggs, 2007a(Scruggs, , 2007b(Scruggs, , 2013a(Scruggs, , 2013bScruggs et al, 2003Scruggs et al, , 2005Scruggs et al, , 2010, all data gathered during PE lessons were adjusted to units of steps per minute to make the results comparable with other studies. For this reason the exact duration of pedometer measurement within PE lessons was recorded.…”

Section: Methodsmentioning

confidence: 99%

Students’ attitudes to PE lessons with respect to lesson content, sex, and type of school

Neuls¹,

Vašíčková²,

Vysloužilová³

2014

jhse

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Neuls, F., Vašíčková, J. & Vysloužilová, L. (2014). Students' attitudes to PE lessons with respect to lesson content, sex, and type of school. J. Hum. Sport Exerc., 9(Proc1), pp.S326-S334. Although school work is typical by its sedentariness, school as an institution has undoubted potential to influence total physical activity of students, particularly due to regular physical education. The main aim of this paper is to describe school PE lessons with various content from the aspects of 1) number of steps referred to physical load of students and 2) students' attitudes to realized PE lessons, with regard to sex of participants and type of school the students attended. All presented data were gathered within teaching practices of PE students at secondary schools and high schools in the Czech Republic during 2012. The sample consisted of 734 boys and 590 girls. To measure number of steps within PE lessons, participants wore the Yamax pedometers. To collect relevant data on participating students' attitudes toward realized PE lessons, the standardized questionnaire "Diagnostics of PE lesson for students" was applied. Mann-Whitney U-test was used to process the data comparisons. Mean number of steps realized during the school PE lessons was higher in boys (secondary schools: 57.80±22.92 steps·min-1; high schools: 59.25±19.54 steps·min-1) than in girls (secondary schools: 50.04±20.00 steps·min-1; high schools: 42.50±14.99 steps·min-1). The highest number of steps was detected in PE lessons focused on sports games (especially basketball and football). The questionnaire data did not reveal any specific trends in attitudes towards various PE lessons regarding sex or type of school within the overall evaluation. Nevertheless, significant differences were found in partial comparisons. These analyses might be helpful when considering efforts aimed at increasing efficiency of PE lessons through thinking over levels of physical load, selection of content or educational methods and forms.

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