Download or read book The Effects of an Interdependent Group oriented Contingency on Middle School Students Physical Activity Levels During Physical Education written by Joel M. Schuldheisz and published by . This book was released on 1997 with total page 366 pages. Available in PDF, EPUB and Kindle. Book excerpt: The primary purpose of this study was to determine the effects of an interdependent group-oriented contingency on the MVPA levels of middle school students during the fitness portion of physical education lessons. Participants were randomly selected target students from three intact eighth grade classes. A combination of a delayed multiple baseline and changing criterion design was implemented to determine the effects of the intervention on students' MVPA levels (dependent variable). MVPA levels were measured using momentary time sampling with definitions from the System for Observing Fitness Instruction Time. The independent variable consisted of an interdependent group-oriented contingency program. When target students reached a physical activity level criterion, for a specified number of days, the whole group was rewarded with a choice of activities. Inter-observer agreement, using the scored-interval method (during 20% of the lessons), for students' MVPA levels was 95% (range 91-100%) and 86% (range 74-94%) for the teacher's instructional behaviors. Visual analysis of graphic data was used to demonstrate the functional relationship between the intervention and MVPA levels. The overlap of data points, mean level changes, trends, variability within and between conditions, and number of days that the criteria were attained by the target students were used to establish the experimental effects. A higher level of student MVPA was demonstrated in all classes, during all three units when the initial criterion level of the intervention was implemented. During the second level of intervention, higher MVPA levels were demonstrated in one of three units. Across all three units, when the intervention was in effect, target students attained the MVPA criteria 21 of the 27 days (78%). Post-checks, conducted three weeks after the withdrawal of the contingency program, revealed that MVPA levels decreased slightly while remaining above the level observed during baseline.

Download or read book The Impact of an Interdependent Group Contingency on Physical Activity in School Children written by Catherine Anne Foote and published by . This book was released on 2009 with total page 182 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Comparing an Interdependent and Dependent Group Contingency to Increase Physical Activity in Students During Recess written by Madeline Asaro and published by . This book was released on 2020 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Physical activity is defined as any body movement that requires energy expenditure. It has important physiological, mental health, academic, and cognitive benefits for children and youth. Despite these advantages, a large proportion of this population does not meet the minimum recommended amount of physical activity. Recent studies have shown that the interdependent group contingency (IGC) and dependent group contingency (DGC) improve physical activity; however, no comparison of the effects of these group contingencies on physical activity has been conducted. We used a multielement within a concurrent multiple baseline across classes design to compare the effectiveness of these group contingencies to increase physical activity in two classes of grade 5 students. Both group contingencies increased physical activity in both classes, with the IGC producing slightly higher levels of physical activity than the DGC at the class-wide and individual levels of analyses. Conversely, side effect data suggest that participants in both classes preferred the DGC. Results are discussed within the context of treatment decisions and suggestions for future research.

Download or read book Dissertation Abstracts International written by and published by . This book was released on 1998 with total page 824 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Complete Guide to Sport Education written by Daryl Siedentop and published by Human Kinetics. This book was released on 2011-02-22 with total page 226 pages. Available in PDF, EPUB and Kindle. Book excerpt: This new edition of Complete Guide to Sport Education contains everything your students need to get—and keep—children active. Regardless of skill or confidence level, your students will learn how to get children to work together, support each other, and gain competence in sport and fitness skills so that they can stay moving now and throughout their lifetime. The Sport Education model is appropriate for various dance forms and recreational activities such as swimming, weightlifting, and other fitness programs such as aerobic routines and hiking. The text for this groundbreaking Sport Education curricular model has expanded to 12 chapters, is updated throughout, and offers even more practical examples and real-world applications from both elementary and secondary levels: • A new emphasis on using the Sport Education model to help students reach national goals for physical activity, including outside of class time • Review of the findings from more than 50 research studies that examine the efficacies of the Sport Education model • More online teacher resources—including ready-to-use forms, plans, assessments, charts, and handouts A few examples of new resources include a series of team practice cards that teachers and team coaches can use to plan practices, and templates that allow teachers to choose among several game-play performance indicators (techniques and tactics, rules and strategies, fair play, and so on). The resources make it easy for professors to use this text in college methods and curriculum courses. Authors Daryl Siedentop, Peter Hastie, and Hans van der Mars provide a perfect blend of rock-solid theory and practical application for a wealth of games, sports, and fitness activities. Through their Sport Education model, children quickly become involved in all aspects of a sport or activity, learning skills, sportsmanship, and responsibility. The curriculum helps students develop as leaders and as team players. And as they learn to become true players and performers, they become more competent and confident—thus leading to the likelihood that they will continue being active after school, on weekends, and as they grow. This second edition of Complete Guide to Sport Education will help school programs meet national physical activity guidelines and the national physical education standards established by NASPE. It contains everything that future physical education teachers need in order to implement an effective program. With its greater emphasis on activity and fitness, its expanded resources, its relevance and freshness, and its practical approach, Complete Guide to Sport Education, Second Edition, is just what your students need to point children in the direction of healthy, active lifestyles.

Download or read book Increasing Children s Physical Activity Levels Using Interdependent Group Contingencies written by Sarah Kuhl and published by . This book was released on 2010 with total page 106 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Effects of a Concept based Physical Education Curriculum on Middle school Students Out of school Physical Activity written by Yubing Wang and published by . This book was released on 2018 with total page 234 pages. Available in PDF, EPUB and Kindle. Book excerpt: "How students' experience and learning in an educational context influence their self-directed learning and behavior outside of school has always been an important question in education. Scholars have named the effects of physical education (PE) on students' out-of-school physical activity (PA) as the "PE effect". The purposes of this dissertation research were to first test a two-pathway model of the "PE effect" and then determine the extent to which a concept-based PE curriculum influenced middle-school students' PA behavior outside of the school. Specifically, the following research questions were addressed: (a) to what extent did eighth graders' knowledge and autonomous motivation for PE contribute to their autonomous motivation toward PA and, subsequently, influence their out-of-school PA? (b) Did eighth-grade students who had experienced the Science of Healthful Living (SHL) curriculum have higher levels of knowledge, autonomous motivation for PE, autonomous motivation toward PA, and out-of-school PA than those who had not? A total of 394 eighth-grade students from five schools participated in this study, in which 168 students studied the SHL curriculum when they were in sixth grade while 226 students only experienced traditional PE. Students' knowledge, out-of-school PA, and autonomous motivation toward PE and PA were measured using valid self-report instruments. Structural equation modelling was used to test the two-pathway model of the "PE effect". A static group comparison design was adopted to answer the second research question. Results showed that students' knowledge had a direct, positive relationship on their autonomous motivation toward PA and an indirect, positive relationship on out-of-school PA through influencing autonomous motivation toward PA. Students' autonomous motivation for PE had a direct, positive relationship on their autonomous motivation toward PA and an indirect, positive relationship on out-of-school PA through autonomous motivation toward PA. The results also showed that the students who had studied the SHL PE curriculum had significantly higher levels of knowledge, autonomous motivation toward PA, and out-of-school PA than the students who had experienced the traditional, multi-activity PE. No significant difference was found for autonomous motivation for PE. These results indicate that the two-pathway model is tenable in terms of knowledge learning and autonomous motivation in PE and imply that teaching knowledge in an autonomy-supportive PE environment can be an effective way to promote students' out-of-school PA behavior. The findings about the effects of the SHL curriculum further supported the knowledge learning pathway of the "PE effect" and indicate that the concept-based PE approach could be an effective model to promote students' PA behavior outside of the school."--Abstract from author supplied metadata.

Download or read book The Effects of a Group oriented Contingency Management System on Behaviorally Disordered Students in Physical Education written by E. William Vogler and published by . This book was released on 1980 with total page 262 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Guide to Microforms in Print written by and published by . This book was released on 1995 with total page 1208 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Differential Effects of Dependent and Interdependent Group Oriented Contingencies on Academic Productivity by Middle School Students with Developmental Handicaps written by Michael Lawrence DeCenzo and published by . This book was released on 1991 with total page 260 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Physical Education s Contribution to the Total Daily Physical Activity Levels of Middle School Students written by Heidi M. Wegis and published by . This book was released on 2005 with total page 170 pages. Available in PDF, EPUB and Kindle. Book excerpt: Our nation's schools are in a key position to promote regular physical activity through participation in quality physical education programs (Sallis & McKenzie, 1991). The ultimate long-term demonstration of each program's impact is the students' maintenance of an active lifestyle. Physical educators are consistently attempting to find different ways to promote lifetime physical activity within their programs. The pedometer is a useful, inexpensive, objective, and reliable measurement tool that may be used to promote and monitor physical activity. The purpose of this study was to evaluate the total daily physical activity levels of middle school students, and the contribution of physical education lessons. Physical activity levels of 48 middle school students were measured using pedometers during physical education as well as outside of class over a period often school days. A secondary focus was to evaluate the degree to which physical activity levels differed across selected student characteristics (i.e., gender and body composition). The mean number of steps taken by the students was 12,993 per day, and 2,244 per day in physical education. A Pearson correlation was run to determine if there was a relationship between the time factor and the step factor. The correlation between the two was .99, providing further evidence that either time or steps can be used when measuring physical activity levels. A 2 x 2 (BMI x Gender) MANOVA was conducted on the mean number of steps taken during the day and the time spent in physical activity during the day. The results of the MANOVA indicated significant main effects for gender, F(2,43) = 6.73, p.05, and BMI, F(2,43)=4.69, p.05, but no significant interaction between the two. In tests of between-subjects effects, both BMI and gender had significant effects on steps (p=.006,p=.004) and time (p=.0l4,p=.001), respectively. During the study, the students wore the pedometers sealed for the first five days, and unsealed for the last five days. A two-tailed, paired t-test was used to assess if there were any differences between the groups. Neither step counts, t(8) = .75,p.05, nor time, t(8)=.49,p.05, were significantly different between the sealed and unsealed days. Physical education did provide a considerable amount of physical activity for the students (17% of their daily step totals). Our findings also reconfirm, using different methods, what other studies have reported regarding the differences between physical activity levels of males versus females, and 'healthy' versus 'at risk' populations.

Download or read book Interdependence of Physical In Activity Fitness and Cognition A Cross Sectional Study in Young Adults written by Krell-Rösch, Janina and published by KIT Scientific Publishing. This book was released on 2014-04-10 with total page 294 pages. Available in PDF, EPUB and Kindle. Book excerpt: There is growing evidence for possible associations between physical exercise, fitness and cognitive performance in elderly, but research in young adults is lacking. The aim of this cross-sectional study was to investigate the interdependence between physical (in-) activity, fitness, and cognition in young adults. The methods included a number of physical performance tests, a physical activity questionnaire, and a test battery to measure executive functions and event-related brain potentials.

Download or read book Distant Interactions and Their Effects on Children s Physical Activity Levels During Fitness Instruction written by Debra Lynn Patterson and published by . This book was released on 2000 with total page 132 pages. Available in PDF, EPUB and Kindle. Book excerpt: Evidence exists that links a sedentary lifestyle with the emergence of chronic diseases during adulthood. Reports indicate that many children and adolescents already have risk factors for chronic diseases and the prevalence of obesity among children is at an all time high. There are concerns that children may not be active enough for current or future health benefits. It is imperative that elementary physical education teachers provide effective instruction during health-related fitness instruction since physical activity patterns are believed to be established during childhood. A central dimension of teachers' instruction involves active monitoring of students' performance and conduct. This study sought to determine a functional relationship between distant interactions (a component of active monitoring) by physical education teachers and elementary students' moderate to vigorous physical activity (MVPA) levels during fitness instruction. Distant interactions were defined as teachers' verbal prompts, encouragement, and feedback provided to students located on opposite ends of the gym from where the teacher is located. Five classes (grades 3-5) and two elementary physical education teachers were observed for this study. A reversal design using two treatments, close interaction (C-IA) and distant interaction (D-IA) over multiple phases was implemented. A modified System for Observing Fitness Instruction Time (SOFIT) and "live" momentary time sampling was used to measure students' MVPA during fitness instruction. Teachers' interactions were coded using SOFIT's teacher behavior categories. Fidelity of treatment was assessed. Students' mean MVPA levels and teacher interaction behavior data were graphed and analyzed visually. Interobserver agreement checks were completed for all groups across all conditions. The results indicated the use of distant interaction increased the MVPA levels for the students farthest from the teacher while the close students maintained their levels. Findings build further the empirical base of teachers' active monitoring behavior and point to the importance of teachers distributing their attention to all areas of the gymnasium during fitness instruction. That is, teachers need to be aware of the benefits of using distant interactions as part of their active supervision efforts to increase/sustain students' MVPA during fitness instruction as part of the process aimed at shaping physical activity behavior in youth.

Download or read book Effects of Varying Levels of Physical Activity on Middle School Students Science Knowledge Retention written by Christy L. Provost and published by . This book was released on 2012 with total page 80 pages. Available in PDF, EPUB and Kindle. Book excerpt: An action research study examined the effects of varying the level of physical activity while learning different muscle names. The study was conducted in a small Catholic school. A control group containing 57 sixth-, seventh-, and eighth-grade students studied the muscle names while sitting for all of the three muscles lessons. A test group containing 57 sixth-, seventh-, and eighth-grade students learned the muscles while doing stretches, jogging, and sprinting. The control group proceeded to learn and review the names while sitting. Each group was given a short lesson on the muscle names consisting of the teacher speaking the names of the muscles while the students read the names of the muscles. A pretest and posttest were given to each group as well as a quiz after each muscle lesson. The control and test group's pretests indicated a general lack of muscle name knowledge. The active test group had higher posttest scores than the control group, even though the control group had a higher pretest average. The repeated measures ANOVA data analysis indicated that learning while exercising does not hinder learning but rather helps to facilitate knowledge retention.

Download or read book The Importance of Physical Education Classes in Relation to Physical Activity Behaviors Physical Fitness and Academic Achievement in Middle School Children written by Dawn Podulka Coe and published by . This book was released on 2003 with total page 222 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Effects of Physical Activity on Middle School Students Self Esteem written by Marissa Ruchim and published by . This book was released on 2017 with total page 40 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to investigate the relationship between student physical activity levels and how they affect self-esteem. The study analyzed the differences in participants' self-esteem on days they had PE versus days they had Encore class (i.e. journalism, drama, art, global awareness, stem, and music). Participants were 25 students in an intact sixth-grade PE class (10 girls, 15 boys) at a middle school in a suburb of Chicago. Data were collected from two sources, pedometers recording number of steps taken daily and scores on Harter's Global Self-Worth Scale, a measure of self-esteem. Data were analyzed using SPSS to determine a) average number of steps taken for each participant on PE days, b) number of steps taken by each participant on non-PE days, c) average global self-worth on PE days, d) average global self-worth scores on non-PE days, e) the degree of relationship between the number of steps taken and global self-worth on PE and Encore days, and f) the degree of difference between average steps taken on PE versus non-PE days. Findings indicate that students tend to take more steps on PE days than on Encore days. While students participating in PE do tend to rate their global self-worth slightly higher than when they participate in Encore days, there is no statistically significant relationship between steps taken and global self-worth.

Download or read book Middle School Students Perceptions of a Physical Education Program written by Karen L. Benedict and published by . This book was released on 2010 with total page 392 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Best practice, developmentally appropriate physical education is specifically designed to meet the unique needs of all students. It is particularly focused on attending to all learning domains and should be an integral component in students' schooling (Gallahue & Cleland, 2003; Graham, 1995). A need for physical education that is developmentally appropriate and reflects best practice is important for all students; it is even more significant for students with special needs (Winnick, 2005). Rising issues around childhood obesity further emphasize the vital need for this type of programming in physical education (United States Department of Health and Human Services Centers for Disease Control, 2008). In addition, a significant body of research points to a positive direct relationship between physical activity and learning, as well as, academic achievement (Blaydes-Madigan, 2003; DeKorp, 1998; Eastin, 2003). Middle school students are particularly at risk; individuals who are physically active during their adolescent years are more likely to be active adults (Dishman & Dunn, 1988; Kuh & Cooper, 1992). Further, Wallhead (2007) suggests it is important that students enjoy physical activity to continue to use motor skills on their own time. Unfortunately, student perceptions are rarely considered in physical education program development (Carlson, 1995; Graham, 1995; Krouscas, 1999). Therefore, under the umbrella of a socio-constructivist lens and through a qualitative analysis, the purpose of this study was to understand physical education from a middle school student perspective. This study required students to complete a critical incident survey, the Middle School Physical Education Critical Incident Survey (MSPECIS) (Krouscas, 1999). This study sought to answer the overarching question, based on student perceptions of their physical education experience, what modifications may be made in a physical education program to potentially enhance the satisfaction and activity level of middle school students? In order to answer the overarching question and the additional research questions, question one below was the initial course of action in framing the study and is addressed in the literature review. The study itself was not designed to answer question one. 1. How have social discourses and ideologies impacted physical education? 2. What is the significance of physical education these for middle school students? 3. How do these middle school students perceive their physical selves? 4. How do these middle school students perceive their physical education experience? Based on the data reviewed, most students are satisfied with their middle school physical education experience. Most students consider themselves to have an average body build, consider themselves in good physical condition and good at sports. These students do, however, offer some suggestions for making their experience more meaningful. They suggest competition, fun, friends, student voice and more time in physical education are important components. If used within the parameters of current laws, mandates and standards, it is hoped that the inclusion of student perception data into planning for physical education may lead to increased student engagement and satisfaction in physical education. In doing so, it may potentially promote increased health, wellness, and academic achievement."--Leaf iv.