Teachers' Perspectives on Creating an Inclusive Climate in Middle School Physical Education for Overweight Students

Rukavina, Paul B.; Doolittle, Sarah; Li, Weidong; Beale‐Tawfeeq, Angela; Manson, Mara

doi:10.1111/josh.12760

Cited by 10 publications

(6 citation statements)

References 37 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…This has negative consequences for physical health and mental wellbeing [1,2]. This situation is reflected in the growth of both physical diseases such as obesity, diabetes, and cardiovascular diseases (with inactivity being considered the fourth leading cause of death in the world [3]), and mental illnesses [4,5], in addition to anti-social behaviors such as school bullying and violence [6].…”

Section: Introductionmentioning

confidence: 99%

Effects of Physical Self-Concept, Emotional Isolation, and Family Functioning on Attitudes towards Physical Education in Adolescents: Structural Equation Analysis

Ruz

Turpín

Cepero-González

et al. 2019

IJERPH

View full text Add to dashboard Cite

1) Background: The present research seeks to define and contrast an explanatory model of physical self-concept, emotional isolation, attitude towards physical education, and family functioning, and analyse the existing associations between these variables.(2) Methods: The sample was made up of 2388 adolescents (43.39% male and 56.61% female), with ages of 11-17 years (M = 13.85; SD = 1.26) from Spain. Self-concept (AF-5), Isolation (UCLA), Attitude towards Physical Education (CAEF), and Family Functioning (APGAR) were analyzed. (3) Results: Good fit was obtained for all evaluation indices included in the structural equation model, which was significantly adjusted (χ 2 = 233,023; DF = 14; p < 0.001; comparative fit index (CFI) = 0.913; normalized fit index (NFI) = 0.917; incremental fit index (IFI) = 0.906; root mean square error of approximation (RMSEA) = 0.072). (4) Conclusions: Attitudes towards physical activity were found to be positive when isolation levels were low and where adequate self-concept existed, specifically in students reporting high family functioning. a fundamental stage for its development and for the acquisition of values which facilitate positive interactions with others [12].Physical education (PE) in the educational setting provides a tool for these learnings [8,12]. Amongst the different potential benefits of physical education within these age groups that are related to psychological and mental wellbeing, we find social development and the development of personality. Further, PE promotes fundamental behaviors and skills related to emotional intelligence such as self-concept, altruism, empathy, and understanding the needs of others, amongst others [13].In adolescents, engaging in physical and sporting activity contributes to the promotion of a positive personality and emotional empathy, which improves interpersonal relationships between participants [14,15]. Levels of self-concept and empathy represent protective factors against the development of violent behaviors and victimization in scholars [16], whilst also improving positive relationships with others and mental health [17]. Self-concept is understood as a mental representation of the way in which individuals see themselves [18]. It is composed of diverse social factors-social, emotional, physical, family, and academic [19]. Research studies demonstrate that adolescents, both males and females, who participate regularly in PA report a more positive physical self-concept than those who are not as active [20]. This is the driver of improved social perception, which enables better relationships with others and leads to better academic performance [21].Recent studies have added a new risk factor for mental health and anti-social conduct in adolescents. This is the rise in screen time [22], which together with the reduction in PA [23], drives an increase in feelings of loneliness. High self-efficacy towards the control and reduction of screen time and engagement in PA are factors that relate to a lower probability of social isolation and ...

show abstract

Section: Introductionmentioning

confidence: 99%

Effects of Physical Self-Concept, Emotional Isolation, and Family Functioning on Attitudes towards Physical Education in Adolescents: Structural Equation Analysis

Ruz

Turpín

Cepero-González

et al. 2019

IJERPH

View full text Add to dashboard Cite

show abstract

“…99 Conversely, PE teachers who operate within a positive school climate are empowered to address directly and decisively any instances of unsupportive behavior exhibited by students. 100 In the absence of an overall school climate that prohibits bullying and promotes supportive behavior, bullying is more likely to occur across all school settings.…”

Section: Discussionmentioning

confidence: 99%

Critical Evaluation of the Case for Pausing California’s School-based Fitness Testing

Woodworth

Schneider

2021

Health Behav Policy Rev

View full text Add to dashboard Cite

Objective: We undertook a literature review to evaluate the evidence for an association among school-based fitness testing and bullying, weight-based teasing (WBT), and/or gender discrimination. Methods: We searched the peer-reviewed literature using PubMed, ERIC and GOOGLE Scholar to identify articles related to school-based physical fitness testing (K-12) on the one hand and bullying, WBT, and/or gender discrimination on the other. Results: We identified 12 studies on the impact of school-based physical fitness testing (PFT) on bullying and WBT. These studies do not support the assertion that PFT places students at elevated risk for bullying and/or WBT as compared to other school settings. There is a dearth of studies investigating an association between PFT and gender discrimination. Conclusions: The concerns about PFT as a widespread cause of bullying and WBT are not supported by the evidence. It is likely that school climate is a stronger determinant overall of these negative student interactions and that more rigorous teacher training would ameliorate student concerns about fitness testing. Nevertheless, more rigorous research is warranted to determine with confidence that PFT does not elevate students’ risks for bullying and WBT and to examine the risks for students with non-binary gender.

show abstract

“…However, the sport could be embarrassing for the students by bringing the overweight body to the fore and putting the children at risk of disapproval by their peers [ 24 ]. Furthermore, demotivated students may not have felt supported in their ability to be competent within the PE context, due to the continued focus on effective gameplay and not social aspects such as being a quality teammate who played in a proper way [ 25 ].…”

Section: Introductionmentioning

confidence: 99%

The Feeling of Pleasure for Overweight Children during Different Types of Physical Activity

Hawani,

Chikha,

Souissi

et al. 2023

Children

View full text Add to dashboard Cite

The feeling of pleasure during physical education (PE) could increase with physical activity participation and adherence for overweight children. While traditional games are known to have positive benefits on motor skill development, especially for children with poorer motor skills, and on the body mass of children, little is known about overweight children’s feelings of enjoyment when playing these games. To identify a program of physical activity appreciated by overweight children, we tested the effect of different activities, namely soccer (SO), shot put (SP), and traditional motor games (TMGs), on the feelings of pleasure for 28 overweight male children (aged 12.11 ± 0.63 years, BMI 26.89 ± 0.15 kg·m−2) participating in a 3-month cross-over study. To measure affective responses to exercises, we applied a validated feeling scale. The data were collected during eight PE lessons, which were organized for each cycle taught. Post hoc pairwise comparisons revealed a significant difference (Z = −3.195, p < 0.01) between the mean feeling score reported after the SO cycle (2.48 ± 0.41) and that after the TMGs (3.04 ± 0.32). A similar significant difference (Z = −3.304, p < 0.01) was found between the mean feeling scores reported after the SP cycle (2.27 ± 0.32) and the TMGs (3.04 ± 0.32). There was no significant difference between the mean feeling scores reported after the SO (2.48 ± 0.41) and SP cycles (2.27 ± 0.32). In conclusion, the findings of the present study suggest that TMGs may have beneficial effects on the feelings of pleasure for overweight children. Therefore, TMGs might potentially be considered as an alternative to conventional physical activities.

show abstract

Teachers' Perspectives on Creating an Inclusive Climate in Middle School Physical Education for Overweight Students

Cited by 10 publications

References 37 publications

Effects of Physical Self-Concept, Emotional Isolation, and Family Functioning on Attitudes towards Physical Education in Adolescents: Structural Equation Analysis

Effects of Physical Self-Concept, Emotional Isolation, and Family Functioning on Attitudes towards Physical Education in Adolescents: Structural Equation Analysis

Critical Evaluation of the Case for Pausing California’s School-based Fitness Testing

The Feeling of Pleasure for Overweight Children during Different Types of Physical Activity

Contact Info

Product

Resources

About