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ERIC Number: EJ1050266
Record Type: Journal
Publication Date: 2015-Mar
Pages: 8
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0022-4391
Physical Activity in Physical Education: Are Longer Lessons Better?
Smith, Nicole J.; Monnat, Shannon M.; Lounsbery, Monica A. F.
Journal of School Health, v85 n3 p141-148 Mar 2015
Background: The purpose of this study was to compare physical activity (PA) outcomes in a sample of high school (HS) physical education (PE) lessons from schools that adopted "traditional" versus "modified block" schedule formats. Methods: We used the System for Observing Fitness Instruction Time (SOFIT) to conduct observations of 168 HS PE lessons delivered by 22 PE teachers in 4 schools. T-tests and multilevel models were used to explore variability in moderate PA and vigorous PA. Results: PA outcomes were significantly different between "modified block" and "traditional" schools. Students who attended "traditional" schools engaged in more vigorous PA in PE lessons. "Modified block" lessons lost more scheduled lesson time due to poor transition to and from the locker room. PA outcomes were positively associated with fitness and teacher promotion of PA and negatively associated with lost time, class size, management, and knowledge. Conclusions: Although PE proponents widely advocate for more PE minutes, this study showed that greater time scheduled in PE does not necessarily result in more student accrual of moderate to vigorous physical activity (MVPA) minutes.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (NIH)
Authoring Institution: N/A
IES Grant or Contract Numbers: R-24-HD041025