Search

A study was conducted to determine how fitness scores may be affected by varying the method of administration. Five fitness tests were administered to 426 children in grades 1-3. The children were randomly assigned to one of three treatment groups: traditional instruction, competition, and encouragement. The testing team administered five fitness tests: 40-yard dash, sit-ups in 60 seconds, shuttle run, standing long jump, and flexed arm hang. Results indicated that fitness scores were affected by altering the testing environment. Significant findings include: (1) when comparing a combination of the three grades, both the competition and encouragement groups achieved better results than the traditional instruction group in each fitness test; (2) the method of administering the 40-yard dash is immaterial until third grade when either competition or encouragement can improve scores; (3) encouraging first-grade children during a sit-up test or a shuttle run can improve performance; and (4) by third grade, using either competition or encouragement as a motivator can dramatically improve scores in a 40-yard dash, sit-ups, shuttle run, and flexed arm hang. It appears that physical fitness educators can influence fitness scores by the method used to motivate children before and during testing. (IAH)

The purpose of this study was to determine the extent of activity and the types of behavior engaged in by children during unstructured play time such as recess periods. A total of 369 children were observed at recess at five elementary schools (K-3). One child at a time was monitored for five minutes. Behavior was classified as active or passive. Active behavior included four categories of play: (1) vigorous; (2) moderate; (3) minimal; and (4) sedentary. Passive behavior was divided into social interaction and independent behavior. Social interaction was comprised of talking with friends and disruptive behavior. Independent behavior consisted of non-purposeful, inactive moments, solitary activities and observing others. Results suggested that the activity patterns during recess and physical education classes are similar. Children do not voluntarily engage in sufficient aerobic activity during recess, nor do physical education programs provide the appropriate activities to adequately promote fitness. Special aerobic programs of adequate duration and intensity are recommended. (JD)