Clayre Petray

The Reliability of Distance Run Tests for Children in Grades K—4

The purpose of this study was to determine test-retest reliability for the 1-mile, 3/4-mile, and 1/2-mile distance run/alk tests for children in Grades K-4. Fifty-one intact physical education classes were randomly assigned to one of the three distance run conditions. A total of 1,229 (621 boys, 608 girls) completed the test-retests in the fall (October), with 1,050 of these students (543 boys, 507 girls) repeating the tests in the spring (May). Results indicated that the 1-mile run/walk distance, as recommended for young children in most national test batteries, has acceptable intraclass reliability (.83 less than R less than .90) for both boys and girls in Grades 3 and 4, has minimal (fall) to acceptable (spring) reliability for Grade 2 students (.70 less than R less than .83), but is not reliable for children in Grades K and 1 (.34 less than R less than .56). The 1/2 mile was the only distance meeting minimal reliability standards for boys and girls in Grades K and 1 (.73 less than R less than .82). Results also indicated that reliability estimates remained fairly stable across gender and age groups from the fall to spring testing periods, with the exception of the noticeably improved values for Grade 2 students on the 1-mile run/walk test. Criterion-referenced reliability (P, percent agreement) was also estimated relative to Physical Best and Fitnessgram run/walk standards. Reliability coefficients for all age group standards were acceptable to high (.70 less than P less than .95), except for Fitnessgram standards for 5-year-old girls on the 1-mile test for both fall and spring and for 6-year-old boys and girls on the 1-mile test administered in the spring.

Running Training, Instruction on Running Technique, and Running Economy in 10-year-old Males

Abstract The purpose of the study was to determine the effects of running training, instruction on running technique, and a combination of instruction and running training on the running economy of 10-year-old children. Experimental treatments were randomly assigned to intact groups. Oxygen consumption was determined via the open circuit method during overground running at 161 m · min –1.Vertical displacement was determined utilizing cinematography. Stride rate was determined using 60-sec counts; stride length was calculated from stride rate and the distance covered. Subjects (n =40) required 38.9 ml · min –1 · kg –1 of O 2 to sustain this pace and exhibited 3.71 cm vertical displacement. The mean stride length was 88 cm and the mean stride rate was 183 strides · min –1.No statistically significant alterations in running economy or technique were produced as a result of the various treatment regimens.

University/Elementary School Partnerships in Physical Education: Strategies and Benefits.

July/August 2009 During the past decade, numerous university teacher preparation programs have created partnerships with local school districts to provide field-based experiences for future teachers (Ambrose, Natale, Murphey & Schumacher, 1999; Etzel-Wise & Mears, 2004; Glow & Sperhac, 2003; Gottlieb, Keogh, Jonas, Grunbaum, Walters, Fee, Saunders & Baldyga, 1999; Harper& Sadler, 2003; Jenkins, Eman & Black, 2002; Kirkwood, 1999; Maxson & Schwartz, 2001; Rothstein, 2002). In addition to student teaching, these programs have incorporated structured field experiences early in teacher education coursework, often at schools identified as exemplary. These field experiences provide pre-service teachers with valuable experiences through which they apply subject matter content and pedagogical knowledge. Siedentop and Locke (1997) have encouraged university physical education teacher education (PETE) programs to work together with the public schools to prepare K-12 physical education teachers.