Children's Activity Levels and Lesson Context during Third-Grade Physical Education

Little is known about children's activity levels during physical education classes and how they relate to the national health objectives for the year 2000 (U.S. Public Health Service, 1991). We systematically observed students' physical activity and associated variables in 293 third-grade...

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Bibliographic Details
Published in:Research quarterly for exercise and sport 1995-09, Vol.66 (3), p.184-193
Main Authors: McKenzie, Thomas L., Feldman, Henry, Woods, Sherry E., Romero, Kelly A., Dahlstrom, Virginia, Stone, Elaine J., Strikmiller, Patricia K., Williston, Jean M., Harsha, David W.
Format: Article
Language:English
Subjects:
Adults
Analysis of Variance
Cardiovascular Diseases
Cardiovascular System
Child
Child Health
Childhood Needs
children
Children & youth
Coding
Context Effect
Data Collection
Educational Environment
Elementary School Students
Elementary Schools
Energy Metabolism
Exercise
Female
Formative Evaluation
Grade 3
health
Health Promotion
Health Related Fitness
Health Services
Humans
Inservice Education
Male
Observation
Physical Activities
physical activity
Physical Activity Level
Physical Education
Physical Education and Training
Primary Education
Prospective Studies
Public Health
Sex Differences
Student Diversity
Students
Teacher Improvement
Teacher Qualifications
United States
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Summary:Little is known about children's activity levels during physical education classes and how they relate to the national health objectives for the year 2000 (U.S. Public Health Service, 1991). We systematically observed students' physical activity and associated variables in 293 third-grade physical education lessons in 95 schools in 4 Child and Adolescent Trial for Cardio-vascular Health (CATCH) centers in California, Louisiana, Minnesota, and Texas. The influence of independent variables was assessed simultaneously by analysis of variance. Significant differences among study centers were evidenced for both physical activity and lesson context variables. Additionally, there were differences among variables for lesson location and teacher specialty, but not for teacher gender. Boys were more active than girls, but only during free play opportunities. The findings have widespread implications for educators responsible for developing and implementing health-related physical education programs, as well as for designing and conducting staff development.
ISSN:0270-1367
2168-3824
DOI:10.1080/02701367.1995.10608832