Effects of Daily Physical Education on Physical Fitness and Weight Status in Middle School Adolescents

Erfle, Stephen E.; Gamble, Abigail

doi:10.1111/josh.12217

Cited by 53 publications

(47 citation statements)

References 23 publications

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“…Although the present study had a cross-sectional design, the results found regarding participants who were not sports practitioners corroborate previous experimental studies that demonstrated increases in cardiorespiratory fitness [8][9][10] and muscle strength 8,9 after implementation of intervention programs within physical education classes. Likewise, they corroborate an observational study that was carried out on a representative sample in the American state of California.…”

Section: Discussionsupporting

confidence: 74%

Engagement in physical education classes and health among young people: does sports practice matter? A cross-sectional study

Coledam

Ferraiol

2017

Sao Paulo Med. J.

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CONTEXT AND OBJECTIVE: Physical education classes aim to promote health but it is unknown whether benefits occur independently of sports practice. The purpose of this study was to examine associations between engagement in physical education classes and physical fitness and obesity according to sports practice among Brazilian students. DESIGN AND SETTING: Cross-sectional school-based study involving 737 students aged 10-17 years in southern Brazil. METHODS: Engagement in physical education classes and sports practice were analyzed using a self-report questionnaire. The health indicators analyzed were cardiorespiratory fitness, muscle strength, obesity and combinations thereof. The covariates were sex, age, socioeconomic status, physical activity and sedentary behavior. Prevalence ratios (PR) adjusted for confounding variables were estimated using Poisson regression. Analyses were stratified according to sports practice. RESULTS: Engagement in physical education classes was associated with achievement of health-related criteria for cardiorespiratory fitness (PR = 1.52), muscle strength (PR = 1.55), obesity + cardiorespiratory fitness (PR = 1.51), obesity + muscle strength (PR = 1.70), cardiorespiratory fitness + muscle strength (PR = 2.60) and the three outcomes combined (PR = 2.43), only among non-sports practitioners, all P < 0.05. Engagement in physical education classes was not associated with obesity (PR = 1.00, P > 0.05). No associations were found for sports practitioners (P > 0.05).

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Section: Discussionsupporting

confidence: 74%

Engagement in physical education classes and health among young people: does sports practice matter? A cross-sectional study

Coledam

Ferraiol

2017

Sao Paulo Med. J.

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“…Andrew et al (2015) stated that physical education lessons should be conducted in middle schools for at least 225 minutes per week and that students should be physically active for a period of at least 50% of the physical education lessons. Erfle & Gamble (2015) concluded that a physical training programme implemented for 30 minutes per day for 1 academic year could be used as a means to increase regular physical activity and reduce obesity in childhood. Maria et al (2017) stressed that a well-structured physical education programme implemented and monitored by an expert physical training instructor would lead to improvement in children's motor skills and fitness levels.…”

Section: Discussionmentioning

confidence: 99%

“…In order to obtain these benefits (positive health effects) at least 60 minutes of regular physical activity are required per day (WHO, 2017). Regular physical activity in young people reduces the risk of childhood and adolescent obesity and decreases the risk of costly and fatal chronic diseases related to obesity (Erfle & Gamble, 2015).…”

Section: Introductionmentioning

confidence: 99%

Effect of a 22-Week Strength- and Endurance-Based Physical Education Programme on Students’ Development

Senduran¹

2019

JETS

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The aim of this study was to examine the effect of a physical education(PE) programme targeting strength and endurance development, in which the main activities were rope climbing, pull-ups, an obstacle course, 3000-m running and kickboxing, implemented over a 22-week period and for 260 minutes per week, on the physical development of students. A total of 477 students aged 19-21 (M= 20.1 ± 0.8) took part in the study, during which an intensive strengthand endurance-based physical training programme was carried out with the students by experienced physical training instructors over a period of 22 weeks. In order to assess the students' physical development, weight measurement, hand grip, bent arm hang, push-up, sit-up, agility and 20-m shuttle run tests were carried out respectively as pretest and posttest. The tests were completed in two days. The obtained data were examined with paired samples t-test. The varied strength-and endurance-based activities (kickboxing, crossing obstacles, etc.) carried out with a certain intensity and over a specific period by the students made a positive contribution to the development of their strength, endurance (Vo 2 Max) and agility characteristics.

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“…A recent systematic review and meta-analysis concluded that PE-based interventions result in children spending 10.4 % more lesson time in moderate-to-vigorous physical activity (MVPA) compared to regular PE lessons, which could have a significant contribution to total daily physical activity levels [18]. Moreover, there is evidence that PE interventions can positively impact on health-related fitness [19, 20] and motivational constructs, such as enjoyment [21]. In England, PE is a mandatory subject in schools through all years of compulsory schooling (ages 5 through 16 years).…”

Section: Introductionmentioning

confidence: 99%

A non-equivalent group pilot trial of a school-based physical activity and fitness intervention for 10–11 year old english children: born to move

et al. 2016

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BackgroundPE lessons are the formal opportunity in schools for promotion of physical activity and fitness. This study aimed to evaluate the effectiveness of a pilot PE intervention on physical activity, fitness, and psychosocial outcomes.MethodsParticipants were 139 children aged 10–11 years from four schools. For six weeks children in two schools received a twice-weekly pilot ‘Born to Move’ (BTM) physical activity (PA) and fitness intervention alongside one regular PE lesson. Children in the two comparison (COM) schools received their regular twice weekly PE lessons. Outcomes were lesson time and whole-day light (LPA), moderate (MPA), vigorous (VPA), and MVPA, and sedentary time, muscular fitness, cardiorespiratory fitness (CRF), and lesson-specific perceived exertion, enjoyment, and perceived competence. Outcomes were assessed at baseline (T0), midway through the intervention (T1), and at the end (T2) using ANOVAs and ANCOVAs. Intervention fidelity was measured using child and teacher surveys at T2 and analysed using Chi-square tests.ResultsThe BTM group engaged in moderate PA for significantly more lesson time (29.4 %) than the COM group (25.8 %; p = .009, d = .53). The amount of moderate-to-vigorous PA (MVPA) during the T1 BTM lesson contributed 14.0 % to total MVPA, which was significantly more than the COM group’s T1 PE lesson (11.4 %; p < .001, d = .47). The BTM group were significantly more active during the whole-day (p < .05) and the school-day (p < .01). In both groups push-up test performance increased (p < .001) and CRF test performance decreased (p < .01). Perceived exertion, enjoyment, and perceived competence increased in both groups (p < .05), but the BTM group rated their enjoyment of the T1 BTM lesson higher than the COM group rated their PE lesson (p = .02, d = .56). The children’s and teachers’ responses to the intervention indicated that the delivery aims of enjoyment, engagement, inclusivity, and challenge were satisfied.ConclusionsThe BTM pilot programme has potential to positively impact on physical activity, fitness, and psychosocial outcomes. Further, BTM was enjoyed by the children, and valued by the teachers. This study can inform the design of a modified larger-scale cluster RCT evaluation.

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Effects of Daily Physical Education on Physical Fitness and Weight Status in Middle School Adolescents

Cited by 53 publications

References 23 publications

Engagement in physical education classes and health among young people: does sports practice matter? A cross-sectional study

Engagement in physical education classes and health among young people: does sports practice matter? A cross-sectional study

Effect of a 22-Week Strength- and Endurance-Based Physical Education Programme on Students’ Development

A non-equivalent group pilot trial of a school-based physical activity and fitness intervention for 10–11 year old english children: born to move

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