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.
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.
Authors: Siu Ming Choi; Kim Wai Raymond Sum; Fung Lin Elean Leung; Sau Ching Amy Ha; Cindy Sit; Ka Ho Yeung Journal: J Sports Sci Med Date: 2021-07-01 Impact factor: 2.988
Authors: Monique Gill; Alec M Chan-Golston; Lindsay N Rice; Brian L Cole; Deborah Koniak-Griffin; Michael L Prelip Journal: Fam Community Health Date: 2016 Oct-Dec
Authors: Jenna L Hollis; Rachel Sutherland; Amanda J Williams; Elizabeth Campbell; Nicole Nathan; Luke Wolfenden; Philip J Morgan; David R Lubans; Karen Gillham; John Wiggers Journal: Int J Behav Nutr Phys Act Date: 2017-04-24 Impact factor: 6.457