Secular trends in pupils’ assessments of physical education lessons in regard to their self-perception of physical fitness across the educational systems of Czech Republic and Poland

Frömel, Karel; Vašíčková, Jana; Svozil, Zbyněk; Chmelík, František; Skalik, Krysztof; Groffik, Dorota

doi:10.1177/1356336x13508684

Cited by 14 publications

(23 citation statements)

References 42 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…As children age, rates of overweight and obesity rise (2), cardiovascular fitness declines (3), incorrect body posture increases (4), and mental health disorders increase, especially among girls (5). There is also a decline in physical activity (PA) as children age (6,7), particularly for intense PA (8), along with decreasing interest in physical education (PE) (9). Indeed, by 2012, only 35 of 131 European studies reported that adolescents met daily PA recommendations (10) and in Central-Eastern European countries, high levels of sedentary behaviors have been recorded (11).…”

Section: Introductionmentioning

confidence: 99%

Physical Activity Recommendations for Segments of School Days in Adolescents: Support for Health Behavior in Secondary Schools

Frömel

Groffik

Mitáš

et al. 2020

Front. Public Health

Self Cite

View full text Add to dashboard Cite

School physical activity (PA) is an indispensable part of daily PA, the foundation for developing lifelong PA and fitness, and an easy way to gain physical and health literacy. School PA is equally important for understanding the continuity of physical and mental health, even in broader psychosocial aspects. Regarding long-term outcomes, significant attention has been paid to the determination of daily and weekly recommendations for adolescent PA. However, comprehensive approaches suggesting recommendations for PA in segments of the school day are rare. This study aimed to (a) provide a rationale for PA recommendations in segments of school days and incorporate it into generally accepted PA recommendations, and (b) promote radical changes in the educational process toward a healthy school lifestyle through PA recommendations in segments of school days. The results of research conducted in 98 secondary schools in the Czech Republic and 104 secondary schools in Poland from 2009 to 2017 were used in this study. In total, 3,860 boys and 5,237 girls from the Czech Republic and 3,052 boys and 3,329 girls from Poland, all aged 15-19, participated. We recommended at least 2,000 steps (or 10 min of moderate-to-vigorous PA) for the before school segment and at least 6,000 steps (or 30 min of moderate-to-vigorous PA) for the after-school segment. For the time spent at school, we further recommended at least 500 steps/h (alternatively, at least 3,000 steps/school time), 20 min of moderate-to-vigorous PA (≥3METs or 60% HRmax), and at least one HRsubmax/max response to significant stress during PA to mitigate educational stress and high levels of sedentary behavior in schools. PA should account for at least 25% of school time, even on days with no scheduled physical education lessons. We propose using PA recommendations in segments of school days to achieve positive changes in the educational process and school lifestyle. Acceptance of PA recommendations in segments of school days theories on physical education could help refine and concretize demands for changes in PA and lifestyle in secondary schools. In practice, it could support the creation of innovative and comprehensive school PA programs. Future research should focus on obtaining evidence in support for adolescent PA by applying PA recommendations in segments of school days.

show abstract

Section: Introductionmentioning

confidence: 99%

Physical Activity Recommendations for Segments of School Days in Adolescents: Support for Health Behavior in Secondary Schools

Frömel

Groffik

Mitáš

et al. 2020

Front. Public Health

Self Cite

View full text Add to dashboard Cite

show abstract

“…Student attitude toward PE and physical activity is often researched with qualitative and quantitative tools with various properties of reliability and validity (Silverman & Subramaniam, 1999). In our submission, we utilize statements of pupils recorded using a standardized questionnaire developed 20 years ago and since then widely used in PE research (Frömel, El Ansari, & Vašíčková, 2009;Frömel, Vasendova, & Krapkova, 2000;Frömel, Vasendova, Stratton, & Pangrazi, 2002;Frömel, et al, 2014;Chmelík, Frömel, Svozil, & Maleňáková, 2007;Sigmund, Sigmundová, Frömel, & Vašíčková, 2010). Investigation using a standardized questionnaire brings important information not only to the researchers but also to the broader professional community (Frömel, Novosad, & Svozil, 1999).…”

Section: Discussionmentioning

confidence: 99%

“…Completing the questionnaire took 5 minutes and pupils apart from basic information stated their preferences of PE lesson by answering YES-NO simple question "Is Physical Education your favourite subject?". The questionnaire then comprised of 24 questions (maximum is 24 points) that are divided into six dimensions (4 question forms each dimension, maximum is 4 points) and one additional dimension (8 selected questions, maximum is 8 points) (Frömel, et al, 2014). Positive answers are often expressed in percentage (or in mean values) and demonstrate the attitude of a pupil toward a finished PE lesson.…”

Section: Methodsmentioning

confidence: 99%

Untitled

2015

JPES

View full text Add to dashboard Cite

Physical Education is the most favourite school subject for secondary and high students in the Czech Republic despite being a compulsory subject till their 19 years of age. Still we are persuaded that there exists a group of students who do not like PE. The main goal of the study is to find out whether popularity of PE is reflected in the number of steps performed in lessons. Second aim is to investigate the differences in pupils' attitude towards PE lesson (PEL) with regard to their gender, school level and liking PE. Pupils from secondary (SS) and high schools (HS) completed the questionnaire "Diagnosis of a PE lesson" at the end of PEL and randomly selected 10 pupils in each class monitored their number of steps. Boys who liked more PE manifested significantly more steps/min and had significantly more positive attitude toward PEL. Girls from SS who liked PE performed comparable number of steps as those who did not like PE. However, they demonstrated significantly more positive attitude toward PEL. High school girls preferring PE performed significantly more steps per minute and showed significantly more positive attitude. Popularity of PE is closely and positively associated with performed steps and the attitude toward PE lessons regardless of gender and type of school. In boys (girls, respectively) with age there is increase (decrease, respectively) in average number of steps performed in PEL. Also the popularity of PE is decreasing regardless of gender and type of school; in girls there is bigger drop.

show abstract

“…Rapid decreases in physical activity (PA) occur during adolescence [5][6][7][8] and continue later, in adulthood [9,10]. Similarly, there is a decline in level of vigorous PA [11,12] and growing lack of interest in physical education lessons in adolescence [13]. Boys have been shown to be more physically active than girls during both school and weekend days [14][15][16], while adolescents of both genders are less physically active on weekends than on school days [17][18][19].…”

Section: Introductionmentioning

confidence: 99%

Composition of weekly physical activity in adolescents by level of physical activity

2020

Self Cite

View full text Add to dashboard Cite

Background: Physical activity (PA) in adolescence is crucial for lifelong healthy lifestyle, and attention is needed to adolescents at health risk due to insufficient PA. This study investigates the composition of weekly PA in adolescents by PA level and provides a rationale for change in their lifestyles. Methods: The research was conducted at 66 schools in Poland between 2009 and 2016, among 949 girls and 650 boys aged 15-18 years. We used pedometers to monitor weekly PA with data assessed using the Indares web app. The participants were split into three groups by mean daily step count (lower, < 9000; middle, 9000-12,999; and higher, ≥ 13,000 steps/day), as a reliable and non-expensive indicator of PA. Results: We did not observe statistically significant differences in composition of 7-day PA between participants with varying levels of PA, regardless of their gender (F (12,9558) = 0.60; p = 0.841; η p 2 > 0.000). The smallest differences in daily step counts by PA level were found on Mondays and the biggest on Fridays and Saturdays, in boys and girls; the differences between average school and average weekend days were most pronounced in less active girls (1677 steps/day) and boys (1886 steps/day). During the school week, the highest proportion of less active girls met the 11,000 steps/day recommendation on Fridays (21.9%), statistically significantly less than on other school days (p < 0.001). Similarly, less active boys (22.2%) had significantly less activity on Fridays than on other school days, except for Mondays (p = 0.143) Analogous pattern was apparent also in more active adolescents. Conclusions: Less active adolescents have comparable composition of weekly PA to the more active ones but they can hardly meet the generally accepted PA recommendations. Better understanding of weekly PA composition and rates of meeting PA recommendations by day of the week can lead to more efficient interventions improving lifestyles. The recommendation of 9000 steps/day most days of the week, thus, appears appropriate for less active adolescents, as a motivating achievable goal.

show abstract

Secular trends in pupils’ assessments of physical education lessons in regard to their self-perception of physical fitness across the educational systems of Czech Republic and Poland

Cited by 14 publications

References 42 publications

Physical Activity Recommendations for Segments of School Days in Adolescents: Support for Health Behavior in Secondary Schools

Physical Activity Recommendations for Segments of School Days in Adolescents: Support for Health Behavior in Secondary Schools

Untitled

Composition of weekly physical activity in adolescents by level of physical activity

Contact Info

Product

Resources

About