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Physical activity in physical education: are longer lessons better?
Nicole J Smith1, Shannon M Monnat, Monica A F Lounsbery
1Rocky Mountain Prevention Research Center, School of Public Health, University of Colorado Denver, 13001 East 17th Place, Aurora, CO 80045. Nicole.J.Smith@ucdenver.edu.
The Journal of School Health
|January 23, 2015
Summary
Traditional physical education (PE) schedules yield more vigorous physical activity (PA) than modified block schedules. More scheduled PE time does not always increase student moderate to vigorous physical activity (MVPA).
Area of Science:
- Kinesiology
- Educational Research
- Public Health
Background:
- Physical activity (PA) is crucial for adolescent health.
- High school physical education (PE) is a key setting for promoting PA.
- Scheduling formats may impact PA levels in PE.
Purpose of the Study:
- To compare physical activity (PA) outcomes in high school (HS) PE lessons.
- To evaluate differences between traditional and modified block schedule formats.
Main Methods:
- Utilized the System for Observing Fitness Instruction Time (SOFIT) for observations.
- Observed 168 HS PE lessons across 4 schools and 22 teachers.
- Employed t-tests and multilevel models to analyze moderate and vigorous PA.
Main Results:
- Traditional schedules resulted in significantly more vigorous PA than modified block schedules.
- Modified block lessons experienced greater time loss due to transitions.
- PA outcomes positively correlated with fitness and teacher promotion, negatively with lost time, class size, management, and knowledge.
Conclusions:
- Increased scheduled PE time does not automatically translate to higher student moderate to vigorous physical activity (MVPA).
- Instructional time quality and efficient transitions are critical for maximizing PA in PE.
- Scheduling format significantly influences PA outcomes in HS PE.
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