Topic
Physical education
About: Physical education is a research topic. Over the lifetime, 18498 publications have been published within this topic receiving 201149 citations. The topic is also known as: physical education class & Physical Education and Training.
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TL;DR: In this article, the Guide to Community Preventive Service's methods for systematic reviews were used to evaluate the effectiveness of various approaches to increasing physical activity: informational, behavioral and social, and environmental and policy approaches.
1,866 citations
TL;DR: It is concluded that there is a significant positive relationship between physical activity and cognitive functioning in children and the need to justify exercise and PE programs in the schools has returned.
Abstract: The purpose of this study was to quantitatively combine and examine the results of studies pertaining to physical activity and cognition in children. Studies meeting the inclusion criteria were coded based on design and descriptive characteristics, subject characteristics, activity characteristics, and cognitive assessment method. Effect sizes (ESs) were calculated for each study and an overall ES and average ESs relative to moderator variables were then calculated. ESs (n = 125) from 44 studies were included in the analysis. The overall ES was 0.32 (SD = 0.27), which was significantly different from zero. Significant moderator variables included publication status, subject age, and type of cognitive assessment. As a result of this statistical review of the literature, it is concluded that there is a significant positive relationship between physical activity and cognitive functioning in children. Physical education is a field that advocates a holistic approach to human development. This approach emphasizes that the mind and body are one entity, and that anything that happens to one will affect the other. Physical educators therefore believe that the “whole child” comes to school to be educated and that this requires both mental and physical training. The relationship between physical activity and mental functioning is of particular interest in the school system because such a large portion of the school day is spent working in the cognitive domain. In the 1950s and 1960s, there were a great number of studies that explored the mind-body relationship. However, since that time there have been relatively few studies in this area (18). According to Kirkendall (18), studies in the 1950s and 1960s were likely conducted in an attempt to justify the presence of exercise and physical education (PE) in our schools. However, in the 1970s it became widely accepted that PE programs are needed for their physical benefits, and therefore, the need to justify these programs for their cognitive benefits no longer existed. It seems that the need to justify exercise and PE programs in the schools has returned. PE programs are being cut from our schools in favor of “core academic” subjects. According to the School Health Policies and Programs Study 2000 (SHPPS 2000; 4), “the percentage of schools that require physical education in each grade declines from around 50% in grades 1 through 5, to 25% in grade 8, to only 5% in grade 12” (pp. 291-292). Also, according to the Centers for Disease Control and
1,175 citations
TL;DR: A health-related physical education curriculum can provide students with substantially more physical activity during physical education classes and outside of school.
Abstract: OBJECTIVES: This study evaluated a health-related physical education program for fourth- and fifth-grade students designed to increase physical activity during physical education classes and outside of school. METHODS: Seven schools were assigned to three conditions in a quasi-experimental design. Health-related physical education was taught by physical education specialists or trained classroom teachers. Students from these classes were compared with those in control classes. Analyses were conducted on 955 students with complete data. RESULTS: Students spent more minutes per week being physically active in specialist-led (40 min) and teacher-led (33 min) physical education classes than in control classes (18 min; P < .001). After 2 years, girls in the specialist-led condition were superior to girls in the control condition on abdominal strength and endurance (P < .001) and cardiorespiratory endurance (P < .001). There were no effects on physical activity outside of school. CONCLUSIONS: A health-related p...
975 citations
Book•
01 Jan 1985
TL;DR: Context and reflection teaching concepts and content specific pedagogy the professional teacher and the continuous learner observation techniques and tools and tools.
Abstract: This text discusses the theory and methods involved in teaching physical education. Focusing consistently on the teaching/learning process, it provides coverage of such topics as physical education for special populations and the ecology of the gym.
901 citations
Book•
01 Jan 1976
TL;DR: This fourth edition contains 16 new and revised chapters on areas such as anti-bias teaching, added to previous editions that provided a framework within which future physical educators can plan and improve their teaching skills.
Abstract: Provides a framework within which future physical educators can plan and improve their teaching skills Emphasis is on practice and evaluation and systematic observation of classroom experiences This fourth edition contains 16 new and revised chapters on areas such as anti-bias teaching, added cove
819 citations