Evidence Supporting the Essential Components of Physical Education as a Measure of Quality

Bryant, Lynne; Burson, Sheri L.; Fisher, Jenna; Killian, Chad M.; Mulhearn, Shannon C.; Nesbitt, Danielle; Pfledderer, Christopher D.; Castelli, Darla M.

doi:10.1080/02701367.2021.1883505

Cited by 3 publications

(3 citation statements)

References 28 publications

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“…These school‐level PA policy, PE, and recess results complement The Community Guide's recommendations for classroom PA breaks, physically active lessons, and active travel to school interventions 2‐4 . Our findings showing favorable outcomes for PE interventions also ultimately did align with The Community Guide's 2013 recommendation for enhanced PE and are consistent with the rationale for CDC and SHAPE America's Essential Components of Physical Education 5,60 . When implemented as part of a CSPAP, PE is key to increasing PA in schools and should ideally include the Essential Components of Physical Education—policy and environment, curriculum, instruction, and assessment 60 .…”

Section: Discussionsupporting

confidence: 79%

“…[2][3][4] Our findings showing favorable outcomes for PE interventions also ultimately did align with The Community Guide's 2013 recommendation for enhanced PE and are consistent with the rationale for CDC and SHAPE America's Essential Components of Physical Education. 5,60 When implemented as part of a CSPAP, PE is key to increasing PA in schools and should ideally include the Essential Components of Physical Education-policy and environment, curriculum, instruction, and assessment. 60 This review also offers a spectrum of school-level strategies for more PA opportunities, such as a districtmandated 20-minute PA policy or establishing schooluniversity partnerships to facilitate more PA, that can also support schools in moving toward daily PE as the norm.…”

Section: Discussionmentioning

confidence: 99%

“…5,60 When implemented as part of a CSPAP, PE is key to increasing PA in schools and should ideally include the Essential Components of Physical Education-policy and environment, curriculum, instruction, and assessment. 60 This review also offers a spectrum of school-level strategies for more PA opportunities, such as a districtmandated 20-minute PA policy or establishing schooluniversity partnerships to facilitate more PA, that can also support schools in moving toward daily PE as the norm. 22,27 In addition, consistent with previous CSPAP guidance, the out-of-school time article in this issue describes interventions within the before and after school PA program components of a CSPAP that can be coordinated with community-based organizations (eg, YMCAs, community parks and recreation) and delivered in school settings in addition to the school-based practices included in this review.…”

Section: Discussionmentioning

confidence: 99%

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Physical Activity Interventions During the School Day: Reviewing Policies, Practices, and Benefits

Cornett,

Murfay,

Fulton

2023

Journal of School Health

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BACKGROUNDThere are many ways to increase physical activity (PA) during the school day as part of a Comprehensive School Physical Activity Plan. This article reviews policies and practices that can be used during the school day to increase PA for students.METHODSWe searched systematic reviews for articles that met criteria (2010‐2018, phase 1), followed by a search for individual articles addressing topics for which we did not identify a sufficiently relevant or recent review or to update an earlier review that concluded insufficient evidence (2010‐2020, phase 2). We included 45 articles (45 studies, 54 interventions).RESULTSWe grouped studies by intervention type: school‐wide PA approaches to reach all students within the school setting (17), physical education (PE) interventions (13), and interventions related to recess (15). Few studies involved secondary schools or rural settings. Among 45 studies reporting PA behavior or fitness outcomes, 37 reported at least 1 improvement.CONCLUSIONSPA policies, PE, and recess can help improve school health by increasing the PA levels of students.

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Section: Discussionsupporting

confidence: 79%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

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Physical Activity Interventions During the School Day: Reviewing Policies, Practices, and Benefits

Cornett,

Murfay,

Fulton

2023

Journal of School Health

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Toward a whole-of-virtual school framework for promoting student physical activity: a scoping review protocol

Killian,

Opuda,

Webster

et al. 2024

Syst Rev

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Background The advent of full-time virtual schooling presents unique challenges and opportunities for the promotion of physical activity (PA) among children and adolescents. Despite the recognized benefits of PA as an essential component for combating non-communicable diseases and ensuring holistic development, there is a notable gap in understanding how to effectively integrate PA within the digital learning environments of full-time virtual schools. Current efforts to promote student PA are targeted for implementation exclusively in contexts characterized by physical school campuses that are bound to their surrounding local communities. This is problematic given the digital, widely distributed, and contextually unmoored nature of virtual schooling. Our aim in this scoping review is to advance research on whole-of-school physical activity promotion within full-time virtual schools by examining the published literature on whole-of-school PA promotion within full-time virtual schools. Specifically, this review will map the literature, consolidate knowledge claims and practical implications, and identify evidence gaps that merit further investigation. Methods/design This review will be conducted using evidence-informed scoping review methodology and reporting guidelines. Articles will be included if they are peer-reviewed English-language research, commentary, practical, or grey literature and relate to the participation, support, design, development, and/or provision of remote online PA interventions delivered through primary/elementary and/or secondary/middle school/high schools. Searches will be conducted in PsycInfo, ERIC, SportDiscus, and Web of Science. Additional hand-searching, reference scans, and grey literature searches will also be performed. Two trained research assistants will independently complete study screening and selection and data charting with guidance from a senior author. Charted data will be displayed in table form, and depending on the results, data will also be synthesized through qualitative content analysis using the Active Schools guiding framework as an analytical and interpretive lens. Discussion This scoping review will serve as a guidepost for the application and advancement of research on whole-of-school PA promotion through full-time virtual schools. The results will address the increased importance of equitable online learning and PA promotion due to the expanding virtual education landscape, with implications for public health and education policy. Systematic review registration Open Science Framework: https://osf.io/f6wau/ . Supplementary Information The online version contains supplementary material available at 10.1186/s13643-024-02689-9.

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Physical Education by Improving Students’ Interpersonal Communication Skills

Purnomo,

Marheni,

et al. 2024

Teor. metod. fiz. vihov.

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Background. Interpersonal communication skills have a significant influence that must be emphasized on the implementation of learning at school. Consequently, ongoing evaluation of students is essential to achieve optimal interpersonal communication skills. Objectives. This study aimed to examine the impact of implementing physical education on interpersonal communication skills in Senior High School (SMA) and Vocational School (SMK) students. Both types of schools have distinctive characteristics. Senior High School focuses more on continuing education, while Vocational School places greater emphasis on education that prioritizes the readiness of its graduates to work. Materials and methods. Quantitative descriptive approach is employed in this study, with high school and vocational school students as the research sample. The Interpersonal Communication Competence Scale (ICCS) is the research tool used in this study. Results. Based on the research findings, it is clear that there are differences in the results of interpersonal communication skills between high school and vocational school students compared to the outcomes of implementing physical education at school. This is evidenced by the results of the independent sample t-test (two-sided p-value) < 0.001. Furthermore, it can also be observed that based on gender (male and female), it is obtained 0.002. Both results have a significance level of <0.05. Conclusions. The findings indicate that vocational school students’ interpersonal communication skills have been found to be improved than high school students.

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Evidence Supporting the Essential Components of Physical Education as a Measure of Quality

Cited by 3 publications

References 28 publications

Physical Activity Interventions During the School Day: Reviewing Policies, Practices, and Benefits

Physical Activity Interventions During the School Day: Reviewing Policies, Practices, and Benefits

Toward a whole-of-virtual school framework for promoting student physical activity: a scoping review protocol

Physical Education by Improving Students’ Interpersonal Communication Skills

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