Doris L. Watson

Quantifying Physical Activity via Pedometry in Elementary Physical Education

PURPOSE The objective of this study was to determine a pedometer steps per minute standard for quantifying the lesson time that first- and second-grade physical education students spent in moderate to vigorous physical activity (MVPA). METHODS The sample was divided into validation (N = 246) and cross-validation (N = 123) samples using the holdout technique. Using the criterion test model, steps per minute cut points were empirically and judgmentally determined. C-SOFIT systematic observation was the criterion instrument and pedometry was the predictor instrument. Data were collected from 45 physical education lessons implemented in six schools. The three-step analytic procedure of computing mastery/nonmastery outcome probabilities, phi coefficients, and error proportions was used to determine the optimal steps per minute cut point for quantifying 33.33% of the physical education lesson time engaged in MVPA within a 30 class. RESULTS Steps per minute was highly correlated with observation (r = 0.74-0.86, P < 0.0001). Five steps per minute scores that were accurate indicators of 33.33% of the class time engaged in MVPA in the validation sample were accurate indicators of steps per minute in the cross-validation sample. The optimal steps per minute cut point ranged from 60.00 to 63.00, which is equivalent to 1800-1890 steps in a 30-min physical education class. CONCLUSION Data supports the use of pedometry steps per minute values as an accurate indicator of MVPA. Pedometry demonstrates promise as a viable large-scale surveillance instrument for measuring MVPA in physical education.

Quantifying physical activity in first-through fourth-grade physical education via pedometry.

The aim of this study was to determine pedometry steps per minute (SPM) cutscores that accurately quantify physical activity (PA) time in first-through fourth-grade physical education. A total of 257 participants were grouped in two data pools, first-and second-grade (n = 126), and third- and fourth-grade (n = 131). Systematic observation was the PA criterion instrument and pedometry was the predictor instrument. Correlations between physical activity measures were strong (r = 82–89, p < .01). Ten min of PA and 33.33% of the lesson time engaged in PA within a 30-min class can be quantified by 61–63 SPM for first- and second-grade, and 58–61 SPM for third- and fourth-grade. In conclusion: (a) SPM values were a valid indicator of students achieving or not achieving PA criteria, and (b) pedometry is a valid and practical tool for physical activity surveillance within physical education.

Incorporating Service-Learning into Physical Education Teacher Education Programs.

Service-learning is a teaching strategy that provides students with the opportunity to acquire academic, social, career, and personal skills through involvement in community service projects (Cutforth, 2000). It is a method by which students learn through active participation in thoughtfully organized service projects conducted in the community (Lowell Bennion Center, 1999). Service-learning also provides a critical link between institutions ofhigher education and local communities, in an effort to better fulfill campus missions and improve university-community relationships (Bringle & Hatcher, 2000). Service-learning can take many forms within a curriculum, from a single assignment within a particular course to an entire course that centers on community service as the primary means of facilitating student learning (ParkerGwin & Mabry, 1998). Regardless of how the service project is positioned within a course, it is critical that the project actively addresses a need within the community, is integrated with and enhances the academic course content, and includes time for reflection· (Lowell Bennion Center, 1999). Traditional academic areas in which service-learning has been incorporated include, but are not limited to, English, teacher education, medicine, and family and consumer studies. Public awareness regarding the potential for service-learning pedagogy within the HPER professions remains limited,

After-school physical activity programs for adolescent girls.

Abstract The following two articles conclude a three-part feature on health issues for active females. In the August issue, after an introduction by feature editor Lynda Ransdell, Sarah Warner and Janet Shaw described the relationship between estrogen levels, physical activity, and bone maladies such as osteoporosis, while Ro Di Brezzo and Gretchen Oliver offered strategies for preventing ACL injuries among the active female population. In the September issue, Mary K. Dinger described the various health-risk behaviors of active adolescent and young-adult females and offered advice on countering these behaviors, while Katherine A. Beals discussed the effects of subclinical eating disorders on this same group.

Utilizing Adventure Education Within the Model of Moral Action

Character development has long been an assumed if not easily observed goal of physical activity. Shields and Bredemeier(1995, 2001) proposed a structural developmental model of moral action strongly based on the work of Rest (1984, 1994) along with the significant contributions of Piaget (1923), Kohlbcrg (1981, 1984), and Haan (Haan, Aerts, & Conper, 1985). Adventure education is an experientially based approach that utilizes cooperative physical activities to foster self esteem, trust, communication skills, self awareness, confidence, and the ability to problem solve (Bissnn, 1999: Prouty, 1999). The purpose of this paper is lo explore how adventure-based intervention strategies correspond with the theoretical tenets and implementation guidelines of the model of moral action. The major tenets of the model of tnoral action (Shields & Bredemeier, 1995, 2001) and adventure education are discussed. The extent to which adventure education may act as a conduit for the moral education strategies forwarded by the model of moral action is discussed.

Understanding Youth Obesity and Media Use: Implications for Future Intervention Programs.

Nearly six years have passed since the Physical Activity and Health: A Report of the Surgeon General (USDHHS, 1996) described the health and fitnesa status of Amricas yarth. The Sugeon Guxds Call to Action to prevent and Decrease Overweight and Obesity (USDHHS, 2001) provides a camprehensive review of research on the epidemiology, health risks, and prevalence of obesity in all segments of the poplation. Increasinngly, children and adolescents are turning to sedentary kisure-time activities. Media use has been linked to decread physical activity levels, incearsed BMI, and increased high-enugy food intake. This review of litnature pravides a comprehensive examination of the influence media use has on youth adiposity, dietary habits. and physical activity. Current and future intervention programs to decrease sedentary behavior in children are also highlighted. Reducing media use (including television, videaape viewing, nonacademic computer use, and video game playing) in youth cau address leisure-time sedentary behaviors. Future intervention program, using run interdisciplinary appach, need to decrease leisure-time sedentary behaviors while promoting active lifestyles.