Factors associated with adolescent physical activity during middle school physical education: A one-year case study

被引：11

作者：

Senne, Terry ^{[1
]}

Rowe, David ^{[2
]}

Boswell, Boni ^{[3
]}

Decker, James ^{[3
]}

Douglas, Shaun

机构：

[1] Texas Womans Univ, Dept Kinesiol, Denton, TX USA

[2] Univ Strathclyde, Dept Sport Culture & Arts, Glasgow G1 1XQ, Lanark, Scotland

[3] E Carolina Univ, Dept Exercise & Sport Sci, Greenville, NC 27858 USA

来源：

EUROPEAN PHYSICAL EDUCATION REVIEW | 2009年 / 15卷 / 03期

关键词：

adolescence; lesson contexts; pedometers; physical activity; SOFIT; teacher behavior; LESSON CONTEXT; CHILDREN; QUANTIFICATION; PERSPECTIVE; PEDOMETERS; ACCURACY; BEHAVIOR; FITNESS;

D O I：

10.1177/1356336X09364722

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

The purpose of this descriptive component of a larger, exploratory case study was to examine associations among lesson contexts, teacher behaviors, and adolescent physical activity over a year of physical education (PE) at one school. Middle school students (n = 206) and their PE teachers (n = 4) were observed twice-weekly across one academic year. Data were collected using the System for Observing Fitness Instruction Time (SOFIT), Behavioral Evaluation Strategy and Taxonomy (BEST) software and Yamax SW-200 pedometers. Students spent 32.5 percent lesson time in at least moderate intensity activity, averaging 1542 steps per lesson. Higher activity levels were associated with lesson contexts of fitness activity, skill activity, and game play; while lowest activity levels occurred during free play. Higher activity levels were associated with teacher behaviors of promoting fitness, demonstrating fitness, and observing; lower activity levels were associated with teacher behaviors of general instruction and management.

引用

页码：295 / 314

页数：20

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