Physical activity in high school physical education: impact of lesson context and class gender composition.

Abstract:

BACKGROUND:Physical education (PE) is recommended as a source for physical activity (PA) and learning generalizable PA skills. Few studies have objectively examined high school PE, specifically its delivery, including PA, lesson contexts, and class gender composition. METHODS:We used the System for Observing Fitness Instruction Time (SOFIT) to assess PA during 6 lesson contexts in 47 boys-only, 54 girls-only, and 63 coed lessons from 7 high schools. MANOVA assessed differences based on class gender composition. RESULTS:Actual lesson length was 27.7 min, only 65% of the scheduled length of class periods. Students engaged in moderate-vigorous PA (MVPA) 54% of the time, with boys being more active than girls. Game play was the most dominant context (47%), and little time was allocated to knowledge and skill development. Class size, lesson length, PA, and lesson contexts all differed by class gender composition (P < .001). CONCLUSIONS:Many differences in the conduct of high school PE are related to class gender composition. Boys accumulated more MVPA than girls. When held, PE lessons contributed about 25% of recommended daily PA minutes; improvements could be made by increasing allocations to fitness and skill practice and reducing transition and management time. Teacher professional development is warranted.

journal_name

J Phys Act Health

authors

Smith NJ,Lounsbery MA,McKenzie TL

doi

10.1123/jpah.2011-0334

subject

Has Abstract

pub_date

2014-01-01 00:00:00

pages

127-35

issue

1

eissn

1543-3080

issn

1543-5474

pii

2011-0334

journal_volume

11

pub_type

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