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A considerable amount of evidence supports the value of teaching physical education (PE) and the Common Core in unison. This study investigated mathematics concepts taught during fitness segments in elementary PE. Specifically, we studied student perceptions about linking PE activities and mathematics. We wanted to determine if math concepts could be added to the fitness portion of elementary PE classes without a reduction in the amount of physical activity performed, and if student absorption of mathematics knowledge increased by combining the two fields. Fifty-five upper elementary-age students (8-12 years old) of various ethnic backgrounds from one school in Arizona participated. They wore pedometers and also completed mathematics worksheets preintervention and postintervention. Results showed that 54 of 55 students had extremely positive perceptions, indicating their enjoyment of mathematics as a part of the fitness activity. The students completed the math problems during the fitness segment, with a significant increase in mathematics knowledge. We did not find significant differences between step counts in the regular fitness and mathematics fitness segments. The students enjoyed the mental challenge of mathematics content while being physically active in the fitness segment of the class. [ABSTRACT FROM AUTHOR]

Purpose: An objective database for physical education (PE) is important for policy and practice decisions, and the System for Observing Fitness Instruction Time (SOFIT) has been identified as an appropriate surveillance tool for PE across the nation. The purpose of this review was to assess peer-reviewed studies using SOFIT to study K-12 PE in U.S. schools.Method: The Preferred Reporting Items for Systematic Reviews and Meta-Analyses informed the review, and 10 databases were searched for English-language articles published through 2016. A total of 704 records identifying SOFIT were located, and 137 full texts were read. Two authors reviewed full-text articles, and a data extraction tool was developed to select studies and main topics for synthesis.Results: Twenty-nine studies that included direct observations of 12,256 PE lessons met inclusion criteria; 17 were conducted in elementary schools, 9 in secondary schools, and 3 in combined-level schools. Inconsistent reporting among studies was evident, including not all identifying the number of classes and teachers involved. All studies reported student physical activity, but fewer reported observer reliabilities (88%), lesson context (76%), teacher behavior (38%), and PE dosage (34%). The most frequently analyzed independent variables were teacher preparation (48%), lesson location (38%), and student gender (31%).Conclusions: SOFIT can be used reliably in diverse settings. Inconsistent reporting about study procedures and variables analyzed, however, limited comparisons among studies. Adherence to an established protocol and more consistent reporting would more fully enable the development of a viable database for PE in U.S. schools. [ABSTRACT FROM AUTHOR]

Several studies have highlighted the applicability of approach and avoidance constructs in achievement goals as people aim to either prove their competencies or avoid doing so. This is even more apparent in higher education. The aim of this paper is to determine the implementation of a questionnaire on achievement goals for students with a specialization in Physical Education at the Universidad de Granada, and compare the results with sporting, academic and professional variables, using 140 students from the aforementioned specialization in two universities. The results showed that the students opt for mastery rather than performance, with similar values found between approach and avoidance. No links were found between the scale and the rest of the variables analyzed, and therefore it may be considered that motivational trends follow two differentiating paths. These findings highlight the need to rethink motivational strategies in order to redirect avoidance-prone students and encourage, insofar as is possible, students' commitment and adherence to the learning process in physical education. [ABSTRACT FROM AUTHOR]

The purpose of this study was to examine the effects of a 1-minute stretching programme and 5 weeks of detraining on sit-and-reach score among schoolchildren aged 5–6 years in a physical education setting. Forty-five schoolchildren 5–6 years old from two classes were clustered randomly assigned to an experimental group (n = 23) or a control group (n = 22). During the physical education classes, the students of the experimental group performed a 1-minute stretching programme twice a week for 8 weeks. Subsequently, these participants underwent a 5-week detraining period. The classic sit-and-reach test was performed at the beginning and at the end of the development programme, as well as at the end of the detraining period. The results of the two-way ANOVA showed that the intervention programme increased significantly the students’ sit-and-reach scores ( p < 0.001). However, after 5 weeks of detraining, children’s flexibility reverted back to the baseline levels ( p > 0.05). Although an only 1-minute stretching programme seems to develop the schoolchildren’s flexibility, after the 5-week detraining period students’ score reverts back to its initial level. This knowledge could help physical education teachers to design programmes that permit students to increase and maintain flexibility levels along the entire academic year. [ABSTRACT FROM PUBLISHER]

The purpose of this study was to examine elementary physical education teachers' content knowledge of physical activity and health-related fitness. Sixty-four female and 24 male teachers completed the Appropriate Physical Activity and Health-Related Fitness test. Descriptive statistics results indicated that the mean percentage score for the test was 57.6%. Results from the ANOVA indicated gender and level of education were unrelated to content knowledge of physical activity and health-related fitness. Years of teaching experience was found to significantly influence content knowledge of physical activity and health-related fitness. It is recommended that ongoing professional development activities be provided to improve the leaching of physical activity and health-related fitness in schools. [ABSTRACT FROM AUTHOR]