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ERIC Number: EJ1056893
Record Type: Journal
Publication Date: 2013
Pages: 4
Abstractor: ERIC
Reference Count: 16
ISBN: N/A
ISSN: ISSN-0892-4562
Implementing Ten-Minute Tickers in Secondary Physical Education Classes
Lynott, Francis J., III; Hushman, Glenn; Dixon, Jonette; McCarthy, Andrea
Strategies: A Journal for Physical and Sport Educators, v26 n5 p17-20 2013
In the late 1980s and early 1990s, the time spent in moderate-to-vigorous physical activity (MVPA) during physical education class time started to be measured and questioned (Bar-Or, 1987; Lacey & LaMaster, 1990; McGing, 1989; Simons-Morton, Taylor, Snider, & Huang, 1993). Researchers suggested that the amount of time students spent in MVPA accounted for a small percentage of class time, and that more time spent in MVPA was necessary to improve health-related physical fitness. A more recent study concluded that middle school physical education classes seldom reach the 50% MVPA standard suggested by the Centers for Disease Control and Prevention (CDC; Healthy People, 2010). In addition, other researchers have suggested that MVPA levels in physical education classes are less than optimal for the elicitation of associated health benefits (Baggett et al., 2010; Hannon, 2008). Based on these studies, it can be argued that physical education often fails to provide students with enough MVPA opportunities during class time. The implementation of more methods to increase MVPA can be considered a positive contributing practice to the health levels of students in physical education classes. A physical educator may not be able to provide all the recommended MVPA in a single class period, but at least 10 minutes of MVPA a day will result in a significant contribution to the recommended daily total (Dorsey et al., 2003). This article details eight examples of the Ten-Minute Ticker (TMT) that were used successfully with middle school students during various units. These TMTs were shown to be engaging and elicited moderate-to-vigorous heart rates. Before these TMTs were implemented, students were provided with direct and guided practice sessions to ensure they had a level of understanding that allowed them to successfully and safely engage in the activity. It is suggested that during the TMT, the teacher should provide high rates of positive performance feedback and stop the TMT to have students monitor their heart rate (Dorsey et al., 2003).
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Secondary Education; Middle Schools; Junior High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A