Marius Gerber

Contribution of physical education to overall physical activity

For many children, physical activity (PA) during physical education (PE) lessons provides an important opportunity for being physically active. Although PA during PE has been shown to be low, little is known about the contribution of PA during PE to overall PA. The aim was therefore to assess childrens PA during PE and to determine the contribution of PE to overall PA with special focus on overweight children. Accelerometer measurements were done in 676 children (9.3 ± 2.1 years) over 4–7 days in 59 randomly selected classes. Moderate‐and‐vigorous PA (MVPA; ≥ 2000 counts/min) during PE (MVPAPE), overall MVPA per day (MVPADAY), and a comparison of days with and without PE were calculated by a regression model with gender, grade, and weight status (normal vs overweight) as fixed factors and class as a random factor. Children spent 32.8 ± 15.1% of PE time in MVPA. Weight status was not associated to MVPAPE. MVPAPE accounted for 16.8 ± 8.5% of MVPADAY, and 17.5 ± 8.2% in overweight children. All children were more active on days with PE than on days without PE (differences: 16.1 ± 29.0 min of MVPADAY; P ≤ 0.001; 13.7 ± 28.0 min for overweight children). Although MVPAPE was low, PE played a considerable role in providing PA and was not compensated by reducing extracurricular MVPA.

Generalizability of career orientations

This study examined the generalizability of types of career orientation. Exploratory latent class analyses were used to examine whether structurally the same career orientations can be found across a large sample of Swiss German (N=737), Swiss French (N=319), and British (N=1,002) employees. The finding showed that the generalizability of career orientations was not supported across the two countries and not even between the German- and French-speaking parts of Switzerland. At least four career orientations were found in all samples. Country-specific inspection of these four career orientations showed that they differed in terms of their combinations of specific components (boundaryless, protean, advancement, and time orientation). Mixtures of types of career orientations exist and make it difficult to identify fully the same type of career orientation across different cultural contexts. Explanations for differences in career orientation are discussed focusing on the cultural and economic context of Switzerland and Great Britain. Implications for organizational career management practices as well as theory of the career orientation concept are discussed.