Influence of the quality implementation of a physical education curriculum on the physical development and physical fitness of children

Abstract

BackgroundThis study was constructed as a comparison group pre-test/post-test quasi-experiment to assess the effect of the implementation of the PE curriculum by specialist PE teachers on children's physical development and physical fitness.Methods146 classes from 66 Slovenian primary schools were assigned to quasi-test (71) and quasi-control (75) groups. Data from the SLOFIT database was used to compare the differences in physical fitness and development between groups of children whose PE lessons were delivered by specialist PE teachers from the second grade onwards (quasi-test, n = 950) or by generalist teachers in all first three grades (quasi-control, n = 994). The Linear Mixed Model was used to test the influence of specialist PE teachers' teaching.ResultsThe quasi-control group showed significantly lower improvement of physical fitness by -0.07 z-score units (95% CI -0.12 to 0.02) compared to the quasi-test group. A significant difference of -0.20 (-0.27 to -0.13) was observed in explosive strength, and of -0.15 (-0.23 to -0.08) in running speed, and in flexibility by -0.22 (-0.29 to -0.14). No significant differences in physical development were observed.ConclusionsSpecialist PE teachers were more successful than generalist teachers in achieving greater improvement of children's physical fitness, but no differences were observed in physical development of quasi-test and quasi-control group.

The secular trend in the prevalence of overweight and obesity in the population of primary school children from Ljubljana (Slovenia)

“…Therefore, certain measures are suggested such as public interventions focused on changing dietary intake and physical activity, safeguarding the school neighbourhood so that children can walk or cycle to and from school, maintenance of playgrounds near the school thus allowing for spontaneous physical activity, an improvement in the quality of PE, e.g. a smaller number of children per teacher in the first few years of education, involving the combined teaching of general teachers and PE teachers (56,57), and free access to out-of school sport programmes for all children. However, it is also vital that parents ensure healthy eating habits and limit children's time spent in front of television and computer screens.…”

Physical education class teachers' self-evaluation of competency

“…Истовремено, континуирано усавршавање представља и професионалну обавезу за наставнике у већини земаља Европе (Key Data on Education in Europe 2012Europe , 2012, као и у нашој земљи (Zakon o osnovama sistema obrazovanja i vaspitanja, 2009). Исказана жеља наставника разредне наставе да достигну виши ниво свих компетенција је позитивна и значајна у остваривању циља и исхода ФВ у основној школи, а што је условљено квалитетом саме наставе у којој једну од најважнијих улога имају наставничке компетенције (Kirk, 2005;Marsden & Weston, 2007;Siedentop, 2009;Siedentop & Locke, 1997;Starc & Strel, 2012;Stojiljković, 2014).…”

The Association between Body Mass Index (BMI), Leg Power, Speed, and Cardiorespiratory Fitness (CRF) among Adolescents

“…It could also present a series of health problem on these set of people in the nearest future. [4] The presence of Obesity among toddlers and adolescents currently is increasing at an alarming rate. Obesity is associated with the presence of excessive body fat that increases the risk of health problems.…”