An Investigation of the Effects of Daily Physical Education in Kindergarten and Elementary Schools

Piéron, Maurice; Cloes, Marc; Delfosse, Catherine; Ledent, Maryse

doi:10.1177/1356336x9600200204

Cited by 15 publications

(24 citation statements)

References 5 publications

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“…Eleven of the studies measured FMS [46,48,49,51,56,63,64,67,73,77,84]. Significant FMS outcomes were reported in all but one [73].…”

Section: Resultsmentioning

confidence: 99%

“…An overview of study characteristics of the 39 eligible studies is presented in Electronic Supplementary Material Table S1. Seventeen studies were published between 2010 and 2014 [48][49][50][51][52][53][54][55][56][57][58][59][60][61][62][63][64], 16 studies between 2000 and 2009 [65][66][67][68][69][70][71][72][73][74][75][76][77][78][79][80][81], and six studies between 1990 and 1999 [46,47,[82][83][84][85]. Most of the studies were conducted in the USA and Australia.…”

Section: Resultsmentioning

confidence: 99%

“…Of the 30 studies that reported teacher training, two studies did not report the type of teacher that was trained [51,84]. In 12 studies the trainee was reported to be a specialist PE teacher [54-56, 58, 60, 65, 68, 73, 79, 80, 83, 85]; nine of the 12 studies had significant intervention effects.…”

Section: Teacher Trainee and Trainer Characteristicsmentioning

confidence: 95%

“…The mode of training (i.e., face-to-face, written resources, follow-up or ongoing support, additional resources) was reported in all but four of the 30 studies [51,68,84,85]. Twenty-one reported using multi-modal methods of training delivery, whereas five studies provided only a single mode [50,54,[60][61][62].…”

Section: Dose Of Teacher Trainingmentioning

confidence: 95%

“…Of the 30 studies that reported teacher training in the intervention, 22 described all three components of the dose [46, 47, 50, 54-62, 65, 66, 70, 71, 74, 76, 78, 79, 82, 83]; however, the degree of detail presented in each category was highly variable. Eight of the studies did not report on one or more of the dose components when reporting on teacher training [51,68,69,73,75,80,84,85]. Each component of the 'dose' of training is described in detail below.…”

Section: Dose Of Teacher Trainingmentioning

confidence: 98%

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Characteristics of Teacher Training in School-Based Physical Education Interventions to Improve Fundamental Movement Skills and/or Physical Activity: A Systematic Review

et al. 2016

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It is clear that whilst teachers are capable of making substantial improvements in student outcomes in PA and FMS, the findings of this review suggest the teacher training component of school-based PA and/or FMS interventions is not only under-reported but is under-studied, and, perhaps as a result, the value of teacher training is not widely understood. What remains unclear, due to poor reporting, is what role teacher training is having on these outcomes.

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“…Eleven of the studies measured FMS [46,48,49,51,56,63,64,67,73,77,84]. Significant FMS outcomes were reported in all but one [73].…”

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Teacher Trainee and Trainer Characteristicsmentioning

confidence: 95%

Section: Dose Of Teacher Trainingmentioning

confidence: 95%

Section: Dose Of Teacher Trainingmentioning

confidence: 98%

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Characteristics of Teacher Training in School-Based Physical Education Interventions to Improve Fundamental Movement Skills and/or Physical Activity: A Systematic Review

et al. 2016

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Association of Physical Education With Improvement of Health-Related Physical Fitness Outcomes and Fundamental Motor Skills Among Youths

et al. 2020

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IMPORTANCE Whether quality-or quantity-based physical education (PE) interventions are associated with improvement of health-related physical fitness outcomes and fundamental motor skills (FMSs) in children and adolescents is unknown. OBJECTIVE To examine the association of interventions aimed at optimizing PE in terms of quality (teaching strategies or fitness infusion) or quantity (lessons per week) with health-related physical fitness and FMSs in children and adolescents. DATA SOURCES For this systematic review and meta-analysis, studies were identified through a systematic search of Ovid MEDLINE, Embase, Cochrane Controlled Trials Registry, and SPORTDiscus databases (from inception to October 10, 2019) with the keywords physical education OR PE OR P.E. AND fitness AND motor ability OR skills. Manual examination of references in selected articles was also performed. STUDY SELECTION Studies that assessed the association of quality-or quantity-based PE interventions with improvement in physical fitness and/or FMSs in youths (aged 3-18 years) were included. DATA EXTRACTION AND SYNTHESIS Data were processed according to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guideline. Random-effects models were used to estimate the pooled effect size (Hedges g). MAIN OUTCOMES AND MEASURES Health-related physical fitness outcomes and FMSs. RESULTS Fifty-six trials composed of 48 185 youths (48% girls) were included in the meta-analysis. Quality-based PE interventions were associated with small increases in health-related physical fitness (cardiorespiratory fitness [Hedges g = 0.24; 95% CI, 0.16-0.32] and muscular strength [Hedges g = 0.19; 95% CI, 0.09-0.29]) and FMSs (Hedges g = 0.38; 95% CI, 0.27-0.49). Subgroup analyses found stronger associations for quality-based PE interventions on body mass index (Hedges g = −0.18; 95% CI, −0.26 to −0.09), body fat (Hedges g = −0.28; 95% CI, −0.37 to −0.18), cardiorespiratory fitness (Hedges g = 0.31; 95% CI, 0.23-0.39), and muscular strength (Hedges g = 0.29; 95% CI, 0.18-0.39). Quantity-based PE interventions were associated with small increases in only cardiorespiratory fitness (Hedges g = 0.42; 95% CI, 0.30-0.55), muscular strength (Hedges g = 0.20; 95% CI, 0.08-0.31), and speed agility (Hedges g = 0.29; 95% CI, 0.07-0.51). CONCLUSIONS AND RELEVANCEThe findings suggest that quality-based PE interventions are associated with small increases in both student health-related physical fitness components and FMSs regardless of frequency or duration of PE lessons. Because PE aims to improve more than health, high levels of active learning time may need to be balanced with opportunities for instruction, feedback, and reflection.

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Physical Activity Promotion Interventions, Initiatives, Resources and Contacts

Cale¹,

Harris²

2005

Exercise and Young People

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An Investigation of the Effects of Daily Physical Education in Kindergarten and Elementary Schools

Cited by 15 publications

References 5 publications

Characteristics of Teacher Training in School-Based Physical Education Interventions to Improve Fundamental Movement Skills and/or Physical Activity: A Systematic Review

Characteristics of Teacher Training in School-Based Physical Education Interventions to Improve Fundamental Movement Skills and/or Physical Activity: A Systematic Review

Association of Physical Education With Improvement of Health-Related Physical Fitness Outcomes and Fundamental Motor Skills Among Youths

Physical Activity Promotion Interventions, Initiatives, Resources and Contacts

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