Conceptual physical education: A course for the future.

The conceptual physical education (CPE) innovation began in the mid-20th century as an alternative approach to college-level, activity-only basic instruction classes. In addition to physical activity sessions, CPE courses (classes) use text material and classroom sessions to teach kinesiology concepts and principles of health-related fitness and health-enhancing physical activity. CPE courses are now offered in nearly all college programs as either required or electives classes. Two decades later, the high school CPE innovation began, and Kindergarten-8 programs followed. In this commentary, I argue that historian Roberta Park was correct in her assessment that physical education has the potential to be the renaissance field of the 21st century. Scientific contributions of researchers in kinesiology will lead the way, but science-based CPE and companion fitness education programs that align with physical education content standards and fitness education benchmarks will play a significant role. CPE courses have been shown to be effective in promoting knowledge, attitudes, and out-of-school physical activity and have the potential to elevate physical education as we chart the course of our future.

Effectiveness of Secondary School Conceptual Physical Education: A 20-Year Longitudinal Study.

BACKGROUND: Previous research findings from Project Active Teen demonstrated the effectiveness of high school conceptual physical education (CPE) in promoting active lifestyles. METHOD: This study followed Project Active Teen participants 20 years after graduation from high school and 24 years after taking a CPE class. Physical activity behaviors were assessed using the same procedures as previous Project Active Teen studies. Activity patterns were compared with patterns while in high school and shortly after high school graduation. Activity patterns were also compared with a national sample of age-equivalent adults. RESULTS: Twenty years after high school graduation, former CPE students were less likely to be inactive and more likely to be moderately active than when in high school and were less likely to be inactive and more likely to be moderately active than national sample age-equivalent peers. They were typically not more vigorously physically active than comparison groups. CONCLUSION: Results support the long-term effectiveness of CPE in reducing inactive behavior and promoting moderate physical activity later in life.

Physical Education and Sport: Does Participation Relate to Physical Activity Patterns, Observed Fitness, and Personal Attitudes and Beliefs?

PURPOSE: The purpose of this study was to examine the associations between physical education (PE) and sports involvement with physical activity (PA), physical fitness, and beliefs about PA among a national sample of adolescents. SETTING: Data from the National Health and Nutrition Examination Survey National Youth Fitness Survey were used. PARTICIPANTS: A total of 459 adolescents aged 12 to 15 years. MEASURES: Adolescents self-reported engagement in the above parameters; muscular fitness objectively determined. ANALYSIS: Multivariable linear regression. RESULTS: Adolescents who had PE during school days had a higher enjoyment of participating in PE (ß = 0.32; P = .01), engaged in more days of being physically active for ≥60 min/d (ß = 1.02; P < .001), and performed the plank fitness test longer (ß = 17.2; P = .002). Adolescents who played school sports reported that more PA was needed for good health (ß = 0.23; P = .04), had a higher enjoyment of participating in PE (ß = 0.31; P = .003), engaged in more days of being physically active for ≥60 min/d (ß = 0.70; P = .01), performed more pull-ups (ß = 2.33; P = .008), had a stronger grip strength (ß = 2.5; P = .01), and performed the plank fitness test longer (ß = 11.6; P = .04). CONCLUSION: Adolescents who had PE during school, who had more frequent and long-lasting PE, and who played school sports generally had more accurate perceptions of the amount of PA needed for good health, had greater enjoyment of PE, were more physically active, and performed better on several muscular fitness-related tests. This underscores the importance of PE integration in the schools and encouragement of school sports participation.

Implications of Physical Literacy for Research and Practice: A Commentary.

Physical literacy is a term that has increasingly gained popularity in recent years. A variety of individuals and organizations have promoted the use of the term internationally, and a variety of claims have been made for the benefits of using the term. A historical overview allows the reader to consider physical literacy as one of many terms that have gained popularity in the field and describes divergent views as well as areas of agreement concerning the term physical literacy. Three North American institutional approaches to physical literacy are discussed. Other issues are also discussed, including assessment and other literacy types (e.g., health, sports). The article is designed to provoke thought among professionals and representatives of institutions concerning physical literacy.

C. H. McCloy lecture: fifty years of advancements in fitness and activity research.

Over the past 50 years progress in fitness and activity research has been influenced by social events, technical innovations, and changes in the field of physical education and kinesiology. The conventional wisdom of the 1950s yielded to a new wisdom based on research evidence. The author's research, as well as the research of others, from 1960 to the present is discussed. The new wisdom focuses on health-related fitness and physical activity promotion based on health behavior change strategies.

Texas Youth Fitness Study: a commentary.

When institutional testing is done well, there are many potential benefits; however, it is not without its negatives. The TYEP is an example of large scale institutional testing that yielded more than a few benefits as described in this supplement. However, results reported some problems as well. We have learned much from the TYEP, including what works and what does not when conducting large-scale fitness testing projects. Questions that need answers include: (a) How often must similar testing be done to achieve the intended goals? (b) Can alternative forms of testing be used to meet our goals? (c) How can we improve the next institutional testing to accentuate the positives and diminish the negatives? (d) How do we acquire the necessary funding and adequate teacher support for future institutional testing? and (e) How can we best obtain the necessary funding and support for quality physical education, including already approved but unfunded mandates? Support for quality physical education is necessary if we are to increase youth activity levels, improve youth fitness, and help reduce the risk for childhood obesity-all important goals of the TYEP.

Testing compensation: does recreational basketball impact adult activity levels?

BACKGROUND: Current guidelines encourage adults to perform regular physical activity (PA) for optimal health, yet the majority of adults fail to meet the guidelines. One explanation for the difficulty in adding PA to meet recommended levels is an internal PA control center that may result in a compensatory lowering of normal activity levels after "added activity" sessions during the day. The purpose of this study was to test the compensation hypothesis by assessing PA on days of "added" PA among adults. METHODS: Twenty middle-aged adults recorded daily step counts, in addition to step counts and minutes of basketball play. To test for compensation, step counts on non basketball days were compared with steps counts on basketball days (excluding basketball steps). RESULTS: No significant differences (F = 0.711) were found between groups. In summary, no compensatory decrease in PA was identified on basketball participation days in this population. When steps in basketball were added, differences (P = .01) in daily step counts existed between basketball days (mean = 15,568) and non basketball days (mean = 8,408). CONCLUSION: These results suggest that "added" PA (basketball) does not result in compensatory reductions in typical daily PA on days of "added" activity for the population studied.

Assessing walking behaviors of selected subpopulations.

Recent innovations in physical activity (PA) assessment have made it possible to assess the walking behaviors of a wide variety of populations. Objective measurement methods (e.g., pedometers, accelerometers) have been widely used to assess walking and other prevalent types of PA. Questionnaires suitable for international populations (e.g., the International Physical Activity Questionnaire and the Global Physical Activity Questionnaire) and measurement techniques for the assessment of gait patterns in disabled populations allow for the study of walking and its health benefits among many populations. Results of studies using the aforementioned techniques indicate that children are more active than adolescents and adolescents are more active than adults. Males, particularly young males, are typically more active than females. The benefits associated with regular participation in PA for youth and walking for older adults have been well documented, although improvements in the assessments of physical, cognitive, and psychosocial parameters must be made if we are to fully understand the benefits of walking for people of all ages. Most youth meet appropriate age-related PA activity recommendations, but adults, particularly older adults and adults with disabilities, are less likely to meet PA levels necessary for the accrual of health benefits. International studies indicate variation in walking by culture. It is clear, however, that walking is a prevalent form of PA across countries and a movement form that has great potential in global PA promotion. Continued development of measurement techniques that allow for the study of individualized gait patterns will help us add to the already rich body of knowledge on chronically disabled populations and allow for individual prescriptions for these populations.

Steps counts among middle school students vary with aerobic fitness level.

The purpose of this study was to examine if steps/day taken by middle school students varied based on aerobic fitness classification. Middle school students (N = 223; 112 girls, 111 boys) were assigned to three aerobic fitness categories (HIGH, MOD, LOW) based on results of the FlTNESSGRAM PACER test. Four weekdays of pedometer monitoring determined activity levels (steps/day). Boys accumulated significantly more steps/day than girls, 11,589 +/- 3,270 and 10,232 +/- 2,517 steps/day, respectively; F(1,219) = 16.0, p < .001, eta2 = .055. There were no differences in steps/day between grades. HIGH fit participants accumulated significantly more steps/day, F(2, 217) = 12.2, p < .101, eta2 = .101, than moderately fit and low fit participants (approximately 1,491 and ; 2,867 steps/day, respectively). Middle school students who participated in sports in addition to physical education (PE) accumulated significantly more steps/day (approximately 980 steps/day) than those participating in PE only, F(1, 219) = 10.0, p < .01, eta2 = .044. Although the relationship between physical activity and aerobic fitness was moderate (0.35; p < .01), these data demonstrated significant differences in accumulated steps/day among youth of varying aerobic fitness levels. Whether improved fitness levels were the result of additional activity or the cause of it remains to be determined. Regardless, the fittest middle school students were also the most active and accumulated a significant amount of steps/day through organized extracurricular physical activities.

BMI-referenced standards for recommended pedometer-determined steps/day in children.

BACKGROUND: Recommended levels of youth physical activity (PA) should emerge from data related to important health outcomes. The purpose of the present study was to establish criterion-referenced standards for PA (using pedometer-assessed steps/day) related to healthy body composition. METHODS: This is a secondary analysis of an existing data set (including pedometer-assessed PA and objectively measured BMI) of 1,954 children (995 girls, 959 boys; ages 6-12 years) from the USA, Australia, and Sweden. The contrasting groups method [M.J. Sarif, Introduction to Measurement in Physical Education and Exercise Science, St. Louis, MO: Mosby College Publishing; 1986] for establishing criterion-referenced cut points was used to identify optimal age- and sex-specific standards for steps/day related to international BMI cut points for normal weight and overweight/obesity. RESULTS: The selected cut points for steps/day for 6-12 year olds were 12,000 steps/day for girls and 15,000 steps/day for boys. CONCLUSIONS: The analytical process undertaken in this study illuminated the difference in previously used norm-referenced standards vs. criterion-referenced standards based on BMI categories. The steps/day cut points established herein, using an international sample, are higher than previously suggested normative standards but are not inconsistent with recent advances in our understanding of PA needs in youth. This analysis provides the foundation for cross-validation and evaluation of these BMI-referenced steps/day cut points in independent samples and with longitudinal study designs.

Promoting physical activity among sedentary women using pedometers.

Sedentary women (n = 92) classified as low (L), medium (M), and high (H) in baseline step counts and assigned to 10,000-step goal (TSG) and personal step goal (PSG) groups (within levels) were compared on goal attainment and step counts. A significant interaction for goal attainment, F(2, 86) = 4.51, p = .014, indicated that the L group was significantly less likely to meet the TSG than the M and H groups. Step counts increased after goal assignment, but not more for one group than the other. Results of this research support the previous finding that women with low baseline step counts are unlikely to meet a TSG, but a TSG does not result in lower step counts than a PSG.

Accumulating 10,000 steps: does this meet current physical activity guidelines?

The purpose of this study was to determine whether taking 10,000 steps in a day is equivalent to meeting the current minimum physical activity guidelines of accumulating at least 30 min of moderate physical activity (IMPA). Fifty-nine women ages 20-65 years wore a pedometer and accelerometer concurrently on their right hip for 1 day. There were no differences in the age, body mass index, or the amount of time the pedometers and accelerometers were worn between the 10K+ and the < 10K groups. The 10K+ group accumulated significantly more steps and minutes of MPA than the < 10K group (M = 13,084 steps, SD = 2,603 vs. M = 7,518 steps, SD = 1,956; and M = 62.1 min, SD = 27.7 vs. M = 38.8 min, SD = 18.9; p < .05). A 2 x 2 chi-square analysis demonstrated no difference between the proportions of 10K and < 10K participants who met the step goal, when all minutes of MPA accumulated throughout the day were considered (chi2 = 1.8, df = 1, p = .175). When only continuous bouts of MPA lasting > 5 min and > 10 min were considered, a significantly greater proportion of 10K participants met the current physical activity guidelines than the < 10K participants (chi2 = 11.5, df = 1, p = .001, and chi2 = 5.9, df = 1, p = .015, respectively). Our finding, suggest that individuals who accumulate 10,000 steps/day are more likely to meet the current physical activity guidelines by engaging in the length of bouts promoted by the Centers for Disease Control and Prevention and the American College of Sports Medicine (Pate et al., 1995) and the US Surgeon General (U.S. Department of Health and Human Services, 1996). However, the data also reveal that accumulating 10,000 steps/day does not guarantee meeting the guidelines in the bout lengths documented to confer the health benefits of physical activity.

Educaçäo para a aptidäo física e saúde: justificativa e sugestöes para implementaçäo nos programas de educaçäo física / Education for physical aptitude and health: justification and sugestions for implementation in the physical education programs

A educaçao física é a profissao que tem a maior responsabilidade de prestar serviços relacionados com atividade física e desenvolvimento humano. Particularmente nas escolas, a educaçao física tem uma contribuiçao educacional relevante para todos os indivíduos (e que lhe é exclusiva) relacionada com o desenvolvimento motor e a aptidao física para o bem-estar e a saúde. Com uma variedade de objetivos, de curto e longo prazo, e dispondo de tempo e condiçoes abaixo do ideal para atingi-los, a educaçao física precisa estabelecer prioridades para cada faixa etária ou série. Neste artigo, enfatiza-se a necessidade de organizar o currículo num modelo "vertical" ou "desenvolvimentista", estabelecendo prioridades em cada período e assegurando continuidade e progressao de ano para ano. Uma das prioridades para estudantes iniciando o segundo grau deve ser a "educaçao para aptidao física e saúde". A idéia é decorrente das inúmeras pesquisas que demonstram a inequívoca associaçao entre hábitos de atividades física e saúde. O propósito é ensinar sobre os conceitos básicos da relaçao atividade/física/aptidao física e saúde, levando os alunos a se tornarem independentes nestes assuntos e propensos a escolherem estilos de vida mais ativos. Aptidao física e atividades físicas sao entendidas como necessárias e importantes para todas as pessoas, principalmente aquelas que mais necessitam (sedentárias, de baixa aptidao física). Neste artigo sao discutidos objetivos, conteúdos e estratégias para implementar a idéia de "educar para atividade física e a saúde" no primeiro ano do segundo grau.

Aptidäo física e saúde nos programas de educaçäo física: desenvolvimentos recentes e tendências internacionais / Physical aptitude and health in physical education programs: recent development and international trends

A crescente evidência da associaçao entre atividade física, aptidao física e saúde resultou numa mudança do conceito de aptidao física nos últimos anos. Na estruturaçao de programas e construçao de testes, existe uma tendência internacional de enfatizar os componentes da aptidao física mais relacionados à saúde. Estes testes e programas salientam a importância da atividade física para todos os indivíduos e por toda a vida. Os conteúdos da aptidao física dentro dos programas de educaçao física têm objetivos específicos que podem ajudar professores e alunos a tomar decisoes bem-informadas sobre exercícios e aptidao física durante toda a vida. Este artigo reuniu informaçoes sobre desenvolvimentos recentes de programas e testes de aptidao física para escolares em diferentes países. Um modelo ("Escada da Aptidao Física para toda a vida"), de Corbin (15) é discutido. Num artigo subseqüente pretende-se discutir o papel dos testes de aptidao física e os diferentes modelos de programas que incluem objetivos relacionados à saúde e aptidao física para escolares.

Carotid vs Radial Pulse Counts.

In brief Carotid pulse counting is widely used to monitor exercise intensity. However, some researchers believe it may underestimate postexercise heart rates by initiating the carotid sinus reflex. This study compared carotid, radial, and ECG pulse rates in 20 asymptomatic adults. The authors concluded that carotid pulse counts can be used safely by many healthy adults, but because at least one subject had low heart rate counts after carotid palpations, they present some guidelines: Exercisers should (1) perform the procedure correctly, (2) periodically compare the carotid and radial pulses, and (3) exercise at the lower range of their target heart rate zone.

Exercise for a Lifetime: An Educational Effort.

A new approach on learning to live healthy is being enthusiastically received in colleges-and offers lessons that family physicians can pass on to all their patients.