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The purpose of this study was to investigate changes in fitness levels, content knowledge, physical activity levels, and participants' perceptions following the implementation of the sport education fitness model (SEFM) at a high school. Thirty-two high school students participated in 20 lessons using the SEFM. Aerobic capacity, muscular strength/endurance, flexibility, and health-related fitness knowledge were measured pre- and post-SEFM. Physical activity levels during each SEFM lesson were measured using Actigraph GT3X triaxial accelerometers. After completion of posttesting, focus groups were conducted to elicit students' perceptions of SEFM. Paired sample t tests were used to compare pre- and posttest scores. Significant increases between pre- and posttest scores were found for aerobic capacity, t(31) = -3.968, p < .01; the number of push-ups performed on push-up test, t(31) = -3.329, p < .01; and health-related fitness knowledge, t(31) = -6.355, p < .01. Students achieved 60.47% moderate to vigorous physical activity in the SEFM lessons. Students were positive toward the SEFM and provided many suggestions on improving the SEFM. In conclusion, the SEFM was effective in improving fitness levels for aerobic capacity, the number of push-ups performed, health-related fitness knowledge, and meeting at least 50% moderate to vigorous physical activity levels in SEFM lessons. Based on analysis of qualitative data, the SEFM is an instructional model that can meet the needs of students' diverse learning styles. [ABSTRACT FROM AUTHOR]

New resistance training programs such as CrossFit are gaining favor among college-aged students. CrossFit and related commercial resistance training programs may provide a valuable elective option within basic instruction program (BIP) curricula, but the fitness benefits of this course have not been compared with those of existing BIP resistance training classes. The purpose of this study was to examine the effect of different formats for BIP resistance training classes (traditional, independent, and CrossFit) on changes in fitness over the course of a semester. Participants (N = 60; M[sub Height] = 173.60 ± 8.63 cm; M[sub Weight] = 76.45 ± 17.00 kg) were recruited from six existing resistance training classes and were matched for age, sex, training experience, and total exercise sessions completed. Fitness measures included body composition (body mass index), muscular strength (hand grip), muscular endurance (1-minute squat, pull-up test, and YMCA bench press test), and muscular power (standing long jump). Testing was performed at the start and end of a semester, and the change in score was computed for each fitness variable (before - after). Independent group analysis of variance (ANOVA) was conducted on each change to determine the effect of course format on fitness. Changes in two fitness variables differed significantly (p < .008) by class format. The mean increase in muscular power was significantly greater among participants in traditional versus CrossFit classes, who in turn gained significantly greater muscular power than those in independent classes. The gain in upper body muscular endurance (YMCA bench press) also was significantly greater among participants in traditional classes compared with independent group participants (p < . 05). CrossFit-type resistance training programs may yield greater fitness gains than unsupervised programs but may not yield the same benefits as traditional BIP resistance training courses. [ABSTRACT FROM AUTHOR]

Currently, there is no standardized course configuration for the administration of the mile run/walk (MRW) test. This study assessed the effect of altering the MRW course configuration on student preference for configurations, student performance during the test, and perception of exertion after the test. Participants completed the MRW test under two different course configurations (5-lap vs. 10-lap). Participating students were divided into an experimental group (n=77) running a 5-lap and a 10-lap MRW configuration and two control groups: a 5-lap MRW configuration (n=17), and a 10-lap MRW configuration (n=21). Before and after running both configurations, students indicated a preference toward the 5-lap MRW. No significant differences were observed for overall MRW time, although the average 10-lap time was lower than the 5-lap time. No differences between track configurations were observed for perceived exertion, perception of running performance or enjoyment. Findings suggest that altering the dimensions of the MRW has no effect on student performance. [ABSTRACT FROM AUTHOR]

Flohr and Williams (1997) emphasized the importance of assessing students' attitudes about fitness testing as it contributes to effective, positive, and motivating physical education (PE) classes. The purpose of this qualitative study was to identify fifth and sixth graders' perceptions of fitness testing using FITNESSGRAM in a self-testing format. Specifically, this study evaluated (a) children's perceptions of FITNESSGRAM, administered in a self-testing format, (b) children's understanding of the purpose of fitness self-testing, and (c) the effects of participation in FITNESSGRAM self-testing on children s perceptions of personal health. This study used questionnaires (n = 78) and follow-up interviews (n = 45) to identify children's perceptions of their experience. Using inductive content analysis (Lincoln & Guba, 1985) of student perceptions, three main categories emerged: (a) self-testing procedures, (b) cognitive understanding, and (c) overall influence of fitness testing. Findings revealed that children enjoyed a self-testing format, understood the purpose of fitness self-testing, and connected their FITNESSGRAM results to their overall health lending support to the use of a fitness self-testing approach in PE. [ABSTRACT FROM AUTHOR]

Researchers have suggested that physical education curricula can be highly effective in increasing physical activity levels at school (Sallis & Owen, 1999). The purpose of this study was to investigate the impact of various curriculum models on physical activity. Total steps were measured on 1,111 subjects and three curriculum models were studied (Fitness, Game/Sport, Skill Themes). Among the curriculum models and across all grade levels, the Game/Sport Model had the most steps (p ≤ .01; M = 2,013), followed by the Skill Themes (M = 1,750), and finally the Fitness Model (M = 1,716). The Fitness Model doesn't guarantee higher activity. Rather, the teacher should strive to create and implement lessons that provide increased time for movement or activity for all children. [ABSTRACT FROM AUTHOR]

The purpose of this case study was to examine the relationship between sports participation and health-related physical fitness in middle school and high school students. Health-related physical fitness was measured using the Fitnessgram test battery to assess healthy fitness zone (HFZ) achievement in five areas: body composition, muscular strength, muscular endurance, muscular flexibility, and cardiovascular fitness. Students also indicated the number of organized sports in which they participated during the past 12 months. Chi-square analysis was run on sports participation and number of HFZs achieved layered by sex. There was a significant difference between the expected number and the observed number of HFZs achieved by sports participation for males (p = .035), but not females (p = .255). Males who played more sports achieved significantly more HFZs than males who played fewer sports, possibly due to the prolonged and intense nature of the sports they played most. It is recommended that physical educators encourage sports participation for all students to increase physical activity levels and improve health-related physical fitness in their students. [ABSTRACT FROM AUTHOR]

High school students, and particularly girls, are not very active (Centers for Disease Control and Prevention, 2006). To help girls develop the abilities to enjoy lifetime, healthy physical activity, physical educators need to provide curricula that will achieve this goal. In the process, they need to make sure they are aligned with the current trends and interests of their students. Fitness activities such as Pilates, kickboxing, and core training have become popular at fitness centers and some physical educators are incorporating them into their curricula. There is a lack of research examining students' views of these activities. This study examined 83 high school girls' perceptions of selected fitness activities, after participating in several fitness units. From the students' comments, 74% of the girls preferred fitness units to sports units. Eight themes were identified from student comments showing that students found the fitness activities to be: health-promoting, fun and varied, more physically active, easier skills than sports, good lifetime activities, easy to schedule outside of school, a help in increasing other abilities, and not competitive. The findings reinforce the need for high school physical educators to include such activities as options in their high school curricula to motivate girls to be more active. [ABSTRACT FROM AUTHOR]

Examines the connection between the perception of individual family members' activity habits and children's fitness levels. Methodology of the study; Discussion of the results; Conclusion.

Presents information from the National Association for Sport and Physical Education (NASPE) statement released in 1994 on physical educators needs. Reference made to Social Cognitive Theory model; Various comments made.

Looks at the effects of two types of physical education (PE) courses required at universities and colleges across the United States. Information on programs; Investigated value of required college PE; Exercise habits of alumni; Information on 1993 study.

The author offers opinions on physical education. It is argued that it is imperative for physical education teachers and others involved in physical education to convince the public and other teachers about the role of physical and health education in elementary and secondary education. A list of principles in physical education underlying its philosophy is presented, with the most important being seen as the increasing evidence supporting the contention that there is a positive relationship between physical fitness and academic achievement.