Including overweight or obese students in physical education: a social ecological constraint model

School-Based Comprehensive Strength Training Interventions to Improve Muscular Fitness and Perceived Physical Competence in Chinese Male Adolescents

Purpose. This research was to see how effective and feasible school-based comprehensive strength training programs are in improving muscular fitness and perceived physical competence in Chinese male adolescents. Methods. A total of 123 participants ( $13.46\pm 0.60$ years) were randomized to comprehensive strength training intervention group (CST) ( $n=62$ ) and the control group (CON) ( $n=61$ ). The training sessions were performed three times a week for ten weeks in CST. Muscular fitness (i.e., muscular strength, power, and muscular endurance) and perceived physical competence were assessed at initial testing and final testing. Results.The subjects in the CST significantly improved their mean performance in standing long jump ( $p<0.05$ ), vertical jump ( $p<0.05$ ), 1 min push-ups ( $p<0.05$ ), 1 min sit-ups ( $p<0.05$ ), handgrip strength ( $p<0.05$ ), and perceived physical competence ( $p<0.05$ ) after the intervention. Moreover, the CST were greater in standing long jump ( $p<0.05$ ), vertical jump ( $p<0.05$ ), 1 min sit-ups ( $p<0.05$ ), handgrip strength ( $p<0.05$ ), and perceived physical competence ( $p<0.05$ ) compared to the CON, but no in 1 min push-ups ( $p>0.05$ ). Conclusions. The comprehensive strength training interventions designed in this study can significantly increase male adolescents’ muscular fitness, especially in the lower extremity muscle power and abdominal core endurance, and can enhance their perceived physical competence.

Health of Youth in Transition in Hong Kong

This study aimed to examine the impact of individual (level of vigorous physical activity (VPA) and frequency of using sports and recreation facilities), interpersonal (perceived social cohesion (PSC)), and neighborhood environmental (availability of sports and recreation facilities) factors on youths’ health in transition in Hong Kong. A sample of 508 individuals aged 17–23 years from all Hong Kong council districts randomly completed validated questionnaires by telephone survey. Of 508,302 individuals with complete data pertaining to address geocoding were selected for further analyses. Overall, more than half of them (56.3%) used sports and recreation facilities once per month or less. Structural equation modeling was used to examine the relationship among the studies’ constructs. The results indicated that the proposed model sufficiently fitted the data (χ² (24) = 32.23, p < 0.12; CFI = 0.977; SRMR = 0.051; RMSEA = 0.034 (90% CI = 0.000 to 0.061). However, two items of PSC were sequentially removed due to their low standardized factor loadings (<0.3). A structural model was reinserted into data analyses, and the modified model fitted the data well as indicated by fit indices (χ² (11) = 15.29, p < 0.17; CFI = 0.987; SRMR = 0.054; RMSEA = 0.036 (90% CI = 0.000 to 0.075). Only VPA (β = 0.27, p = 0.0005) and PSC (β = 0.12, p = 0.048) were significantly related to perceived health at an individual level. To promote youth health, the Hong Kong government may work with the business sector, community groups, or education institutions to develop community programs to keep youths active (especially VPA) and to build more cohesive, trustful relationships among youths in the neighborhood.

Teachers' Perspectives on Creating an Inclusive Climate in Middle School Physical Education for Overweight Students

BACKGROUND

Establishing and maintaining a positive, inclusive social climate in school is essential, especially given the many potential social pressures that make school a toxic environment for vulnerable students. We explored middle school physical education (PE) teachers' perceptions of the factors that influence the implementation of social-oriented approaches to include overweight and obese students.

METHODS

We used a qualitative multicase study design guided by the Social Ecological Constraints model to study 9 PE teachers' perspectives and actions. We analyzed the transcripts of semistructured interviews, field notes, and artifacts related to teaching, PE programs, and school policies. Trust was established in conventional ways.

RESULTS

Social-ecological factors influenced teachers including program and school culture, policies, and norms of collaboration. Teachers acted beyond their instructional setting level strategies and used school-program level strategies to socially include overweight and obese in PE.

CONCLUSIONS

Some environments challenge employment of more than simple accommodations and a caring attitude; in others, teachers can collaborate with other school personnel to teach social goals through negotiating constraints, creating ingenious modifications and interactive tasks, and incorporating personal and social skills as a primary curricular goal.

Optimizing the Role of Physical Education in Promoting Physical Activity: A Social-Ecological Approach

The benefits associated with being physically active are well documented, but a significant proportion of the population is insufficiently active. Physical inactivity is a major health risk factor in our society, and physical education programs are consistently identified as a means to address this concern. The purpose of this article is to use the social-ecological model as a framework to examine ways in which physical education programs can play an important role in promoting physical activity. Policies that require time allocations and resources for physical education and physical activity in schools and community designs that provide infrastructure that makes being physically active accessible and convenient are important factors in making schools and communities healthier spaces. It is clear, however, that policies alone are not sufficient to address concerns about physical inactivity. We must consider individual factors that influence decisions to be physically active in efforts to engage children in physical education programs that promote active lifestyles. The learning climate that teachers create determines what students do and learn in physical education classes. Ensuring that students see value in the content presented and structuring classes so that students believe they can experience success when they exert effort are key elements in an effective motivational climate. Efforts to address public health concerns about physical inactivity require a comprehensive approach including quality physical education. It is critical that kinesiology professionals emerge as leaders in these efforts to place physical education programs at the center of promoting children's physical activity.

Quantitative analysis of students' reasons for nonsuiting and support of policy change at one urban middle school

PURPOSE

Physical activity participation in physical education is compromised when students nonsuit. We investigated: (a) reasons for nonsuiting/support of policy change and whether they differed by gender, ethnicity, or grade; and (b) the likelihood of nonsuiting based on the same demographics.

METHOD

Participants (N = 627) were 6th and 7th graders attending 1 urban middle school located in San Diego, CA. Students completed a questionnaire composed of 4 demographic items, level of agreement with 15 reasons for nonsuiting, and level of support of 6 proposed policy changes. Exploratory and confirmatory factor analyses were used to classify reasons for nonsuiting items and policy change items. Demographic differences among resultant factor scores and individual items were analyzed using t tests. Associations between factors/items and nonsuit frequency and demographics were analyzed using multinomial logistic regression.

RESULTS

Girls, Latinos, and 7th graders were more likely habitual nonsuits (> or = 4 nonsuits) compared with their respective counterparts. Statistically significant factor scores (reasons for nonsuiting; emotional excuses, utilitarian excuses) were higher among habitual nonsuits but were not different based on gender, grade, and ethnicity. Seventh graders and girls had statistically significantly higher policy change factor scores compared with their respective counterparts.

CONCLUSION

Acting on student input toward reformulating suiting-out policy as well as addressing emotional excuse reasons, which are primarily under teacher control, may result in lower incidence of habitual nonsuiting.