McKenzie, Marshall, Sallis and Conway (2000) Student activity levels, lesson context, and teacher behavior during middle school physical education

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Student activity levels, lesson context, and teacher behavior during middle school physical education

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CONTRIBUTORS:

	Author:	McKenzie, T. L. (San Diego State University)
	Author:	Marshall, S. J.
	Author:	Sallis, J. F.
	Author:	Conway, T. L.

JOURNAL:

Research Quarterly for Exercise and Sport (RQES), 71(3), 249 - 259.

YEAR:

2000

PUB TYPE:

Journal Article

SUBJECT(S):

physical-education; elementary-school; child; adolescent; sex-factor; participation; teacher; behaviour; program; design; multivariate-analysis

DISCIPLINE:

No discipline assigned

HTTP:

https://secure.sportquest.com/su.cfm?articleno=S-660532&title=S-660532

LANGUAGE:

English

PUB ID:

103-342-626 (Last edited on 2002/02/27 18:44:09 US/Mountain)

SPONSOR(S):

ABSTRACT:
There is little research on students' engagement in physical activity in middle school physical education (PE). We observed student activity, lesson context, and teacher behavior in 430 PE lessons taught by 126 teachers in 24 schools. Variables were anlayzed by mixed-model nested analyses of covariance. Boys were more active than girls overall and during skill drills, game play, and free play. Student activity varied by lesson context, with fitness activities producing the most activity. Class size was negatively associated with student activity. Daily PE contributed a weekly total to 25 min of vigorous activity and 83 min of moderate-to-vigorous activity - much less than national objectives. Results suggest that numerous opportunities exist for increasing student physical activity during middle school PE.

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