Sedentary Generation?
An Investigating of Secondary School Students' Physical Activity
1st Edition
Will be published approx. on 11. July 2016
Book
Paperback/Softback
165 pages
978-3-8288-3773-7 (ISBN)
Description
Todays children and adolescents exposure to adequate levels of physical activity constantly headlines current academic discussion and debate when considering health and social status. Our younger generation is said to be in danger of becoming a sedentary generation due to media exposure and an inactive lifestyle. A closer look at youth?s behavioral settings reveals school being a major location where school-aged children and adolescents spend most of their available daytime. This inherent potential of everyday school to serve as a significant contributor to today?s youth?s physical activity motivates the main objectives of this investigation. Hence, this study focuses on physical activity levels of school students during the regular school day, including their way to school, recess, leisure, and regular classes as well as physical education.
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Rolf Kretschmann | Harald Graef | Jonas Holder
Sedentary Generation?
An Investigating of Secondary School Students' Physical Activity
E-Book
07/2016
1st Edition
Tectum Wissenschaftsverlag
€19.99
Available for download
Persons
Rolf Kretschmann is currently a secondary school teacher at the Theodor-Heuss-Gymnasium, Hagen, in North Rhine-Westphalia, Germany, teaching Physical Education and Philosophy. He is a former Assistant Professor of Kinesiology and Director of Physical Education Teacher Education at the University of Texas, United States. His research focuses primarily on educational technology, health promotion and interventions, as well as evidence-based practices in physical education. At the time of this study's data collection and analysis, he was appointed "Wissenschaftlicher Mitarbeiter (Assistentur)" (equivalent to Assistant Professor) of Physical Education and Sport Pedagogy at the University of Stuttgart, Germany.
Harald Graef is is currently a secondary school teacher at the Institut Montana, Zugerberg, in Zug, Switzerland, teaching Physical Education, English and German as Foreign Language (Gymnasium, International School). He is an ERCAcertified high ropes course and ISIA Level 3 skiing instructor.
Jonas Holder is currently a secondary school teacher at the Theodor-Heuss-Gymnasium, Heilbronn, in Baden-Wuerttemberg, Germany, teaching Physical Education and English.
Harald Graef is is currently a secondary school teacher at the Institut Montana, Zugerberg, in Zug, Switzerland, teaching Physical Education, English and German as Foreign Language (Gymnasium, International School). He is an ERCAcertified high ropes course and ISIA Level 3 skiing instructor.
Jonas Holder is currently a secondary school teacher at the Theodor-Heuss-Gymnasium, Heilbronn, in Baden-Wuerttemberg, Germany, teaching Physical Education and English.
Content
1. Introduction
2. Key Terms and Concepts
2.1. Physical Activity
2.2. MET
2.3. Energy Expenditure
2.4. Counts
3. Literature Review
3.1. Significance of Physical Activity
3.1.1. Physical Activity and Health
3.1.1.1. Obesity
3.1.1.2. CVD
3.1.1.3. Type 2 Diabetes
3.1.1.4. Bone Health
3.1.1.5. Mental Health
3.1.1.6. Cancer
3.1.2. Physical Activity Levels and Recommendations
3.1.3. Physical Activity and Child Development
3.2. Physical Activity in Schools
3.2.1. Role of Physical Activity in School
3.2.2. Components of School-Related Physical Activity
3.2.2.1. Physical Education
3.2.2.2. Active Transportation
3.2.2.3. Recess
3.3. Significance of Physical Education
3.3.1. Legitimization of Physical Education
3.3.2. Quality in Physical Education
3.3.3. Physical Activity Levels in Physical Education
3.4. Measurement of Physical Activity
3.4.1. Observation
3.4.2. Self-Report Methods
3.4.2.1. Physical Activity Questionnaire
3.4.2.2. Activity Diary/Log
3.4.3. Objective Methods
3.4.3.1. Accelerometry and Pedometry
3.4.3.2. Heart Rate Monitoring
3.4.3.3. Combined Heart Rate Monitoring and Accelerometry
3.4.3.4. Other Methods
4. Study I: School Day
4.1. Hypotheses
4.2. Methods
4.2.1. Instruments
4.2.1.1. Actiheart Sensor
4.2.1.2. Questionnaire
4.2.1.3. Physical Activity Diary
4.2.2. Variables
4.2.3. Study Protocol
4.2.4. Sample
4.2.5. Data
4.3. Results
4.3.1. School Way
4.3.2. Recess Time
4.3.3. Days with Physical Education
4.3.4. School and Leisure Time
4.3.5. Weekend and Weekday
4.3.6. International Recommendations
4.4. Discussion
4.4.1. School Way
4.4.2. Recess Time
4.4.3. Physical Education
4.4.4. School Time and Leisure Time
4.4.5. Weekends and Weekdays
4.4.6. International Recommendations
4.4.7. Limitations
5. Study II: Physical Education
5.1. Hypotheses
5.2. Methods
5.2.1. Participants and Setting
5.2.2. Instruments and Procedures
5.2.3. Data Analysis
5.3. Results
5.3.1. Recommendations
5.3.2. Gender
5.3.3. Grade Level
5.3.4. Time of Day
5.3.5. PE Area
5.3.6. Weight
5.3.7. Warm-Up
5.4. Discussion
5.4.1. Physical Activity Guidelines
5.4.2. Gender
5.4.3. Time of Day
5.4.4. PE Area
5.4.5. Weight
5.4.6. Warm-Up
6. Conclusive Remarks
6.1. Study I: School Day
6.2. Study II: Physical Education
7. References
8. Appendix
8.1. Parental Declaration of Consent
8.2. Student Questionnaire
8.3. Student Activity Diary
9. Author Information
2. Key Terms and Concepts
2.1. Physical Activity
2.2. MET
2.3. Energy Expenditure
2.4. Counts
3. Literature Review
3.1. Significance of Physical Activity
3.1.1. Physical Activity and Health
3.1.1.1. Obesity
3.1.1.2. CVD
3.1.1.3. Type 2 Diabetes
3.1.1.4. Bone Health
3.1.1.5. Mental Health
3.1.1.6. Cancer
3.1.2. Physical Activity Levels and Recommendations
3.1.3. Physical Activity and Child Development
3.2. Physical Activity in Schools
3.2.1. Role of Physical Activity in School
3.2.2. Components of School-Related Physical Activity
3.2.2.1. Physical Education
3.2.2.2. Active Transportation
3.2.2.3. Recess
3.3. Significance of Physical Education
3.3.1. Legitimization of Physical Education
3.3.2. Quality in Physical Education
3.3.3. Physical Activity Levels in Physical Education
3.4. Measurement of Physical Activity
3.4.1. Observation
3.4.2. Self-Report Methods
3.4.2.1. Physical Activity Questionnaire
3.4.2.2. Activity Diary/Log
3.4.3. Objective Methods
3.4.3.1. Accelerometry and Pedometry
3.4.3.2. Heart Rate Monitoring
3.4.3.3. Combined Heart Rate Monitoring and Accelerometry
3.4.3.4. Other Methods
4. Study I: School Day
4.1. Hypotheses
4.2. Methods
4.2.1. Instruments
4.2.1.1. Actiheart Sensor
4.2.1.2. Questionnaire
4.2.1.3. Physical Activity Diary
4.2.2. Variables
4.2.3. Study Protocol
4.2.4. Sample
4.2.5. Data
4.3. Results
4.3.1. School Way
4.3.2. Recess Time
4.3.3. Days with Physical Education
4.3.4. School and Leisure Time
4.3.5. Weekend and Weekday
4.3.6. International Recommendations
4.4. Discussion
4.4.1. School Way
4.4.2. Recess Time
4.4.3. Physical Education
4.4.4. School Time and Leisure Time
4.4.5. Weekends and Weekdays
4.4.6. International Recommendations
4.4.7. Limitations
5. Study II: Physical Education
5.1. Hypotheses
5.2. Methods
5.2.1. Participants and Setting
5.2.2. Instruments and Procedures
5.2.3. Data Analysis
5.3. Results
5.3.1. Recommendations
5.3.2. Gender
5.3.3. Grade Level
5.3.4. Time of Day
5.3.5. PE Area
5.3.6. Weight
5.3.7. Warm-Up
5.4. Discussion
5.4.1. Physical Activity Guidelines
5.4.2. Gender
5.4.3. Time of Day
5.4.4. PE Area
5.4.5. Weight
5.4.6. Warm-Up
6. Conclusive Remarks
6.1. Study I: School Day
6.2. Study II: Physical Education
7. References
8. Appendix
8.1. Parental Declaration of Consent
8.2. Student Questionnaire
8.3. Student Activity Diary
9. Author Information