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Music is a pervasive presence in society and is routinely used to influence human behavior in a variety of settings and for a variety of purposes including exercise behaviors and physical education (PE) classes. However, little evidence exists to support what effect, if any, music has on learner outcomes in PE. The effects that playing music during elementary PE lessons had on children's physical activity (PA) rates were examined in this study. Physical activity rates (via pedometry) of elementary PE students (Grades 3 to 5, n = 115) were measured under two treatment conditions (music or no music) and across two lesson types (walking or Frisbee) in a crossover design. Data were analyzed using a within-and-within repeated measures ANOVA. Findings indicate that including music throughout PE lessons significantly increases PA for both genders and across both activities (p < .000). Also, a significant music-by-activity type interaction effect was noted (p < .000), indicating that music has an increased effect as the nature of the activity becomes more vigorous. A significant gender effect (p < .000) was also noted. Using music may be a beneficial environmental change that will increase PA in elementary PE and is more pronounced as intensity increases. [ABSTRACT FROM AUTHOR]

The article discusses the role of music in classroom management for physical education classes. The authors argue that music can help students to focus, increase the enjoyability of the class, and minimize behavior problems. Also addressed are the selection of music, music players that can be used, and the use of themed music for holidays.

For teachers, as well as for many other nonindustrial categories of workers, noise exposure was for long time considerate a negligible risk. In the last decade, however, many researchers have investigated the problem. These have underlined that for physical education and music teachers can subsist not only uncomfortable, but also unacceptable and risky noise exposures which can induce hearing problems and stress. The noise exposure levels are nevertheless very variable both for physical education teachers and for music teachers and depend on many factors. In this article an analysis of the noise exposure levels on 75 physical education teachers of 18 schools and of 9 music teachers of a academy of music are presented. The results show that a percentage of 20-25% PE teachers can reach a weekly noise exposure higher than 80 dB(A) while for 7 of the 9 music teachers the noise exposure during a normal working week can exceed the limit value of 87 dB(A). [ABSTRACT FROM AUTHOR]

Background: The audibility of teachers and peers is an essential factor in determining the academic performance of school children. However, acoustic conditions in most classrooms are less than optimal and have been viewed as 'hostile listening environments' that undermine the learning of children in school. While research has shown that typical classrooms may be acoustically challenging, the acoustic conditions in physical education settings are without a doubt more challenging than in the typical classroom. To date, researchers in physical education have sparingly focused on the way acoustics affect physical education settings. Aims: The focus of this research effort was to measure noise levels in elementary-, middle- and high-school physical education settings and compare them to the American Speech-Language-Hearing Association (ASHA) guidelines (30 dBA) and American National Standards Institute (ANSI) standards (40 dBA). Documentation of these ambient noise levels may give greater understanding to the effect of background noise on student learning in physical education. Methods: Acoustic environments were measured in indoor and outdoor settings in 12 elementary, 4 middle, and 6 high schools in northwest Florida. Nine outdoor, seven gymnasium, and six covered area settings were evaluated. Ambient noise levels were recorded for each unoccupied physical education setting. A sound decibel digital meter which met American National Standard Specification for Sound Level Meters set on the 'A'-weighted scale and on slow response was used to record the noise levels for each setting. Two-tailed t-tests were used for comparison of the overall mean noise levels in outdoor, gymnasium, and covered physical education settings to the standards established by ANSI and ASHA. Results: The findings showed that all of the settings were significantly (p < .05) higher than the established standards and only 1 of the 22 physical education settings studied had background noise levels at or below 40 dBA. These results also indicate that the physical education settings investigated exhibit ambient noise levels at 10-15 dB higher than recommended levels. Conclusions: In light of the acoustics standards and prior research, these results are discouraging if not alarming. These results also suggest that the background noise in physical education settings is likely detrimental to student learning. These findings indicate an immediate need for administrators to support future research and determine the most appropriate, cost-effective procedures to reduce noise in existing physical education settings. Strategies for reducing high noise levels in physical education settings include sound amplification devices, acoustical modifications, and future construction strategies. [ABSTRACT FROM AUTHOR]

The purpose of the present study was to identify the characteristics of music used to accompany physical exercise and investigate the effects of such music using a qualitative approach. This work underpins the further development of a theoretical structure that is still relatively new. Semi-structured interviews were conducted with a sample of exercise participants (N = 13), seven males and six females, all with at least two years' experience of exercising to music. An inductive content analysis of the interview data was undertaken and results contrasted with the conceptual model developed by Karageorghis et al. (1999) which describes the effects of musical and cultural factors with reference to psychophysical outcomes. The findings demonstrated the importance of musical (e.g. rhythm, lyrics, bass), contextual (e.g. time of day) and individual factors (e.g. background, personality) in determining both shortterm (e.g. mood, imagery) and long-term (e.g. heightened work-rate, endurance) outcomes. The findings point towards a more expansive conceptual framework. In particular, facets of the response to music such as flow state, cognitive responses, rhythm response and anticipation are discussed. Music perceived to be motivating could lead to increases in exercise intensity and endurance during performance of self-regulated tasks. These findings have implications for the use of music in physical education settings. [ABSTRACT FROM AUTHOR]

The scientific literature doesn't provide a tool for a measure the rhythmic motor capacity. The aim of this study was to develop a criterion based in assessment of rhythmic and musical elements used in learning-by-imitation activities of physical education. Based on this criterion, we designed an instruction guide to applied the test . Our criterion for the assessment of rhythmic and musical elements was applied to 50 (fifty) freshman students of physical education. The sujects were classified according as knowing musical block, musical phrase, rhythmic pulse and cannot identify. The statistic correlation for validity, reprodutibilidity and objectividity was the r=0.69, r=0.73 e r=0.75 respective. The criterion was reliable and that the higher frequency categories were phrase, block, pulse and cannot identify respective. The results showed that test was trustworthy and the protocol proposal open space for further studies applied to human movement in physical education. [ABSTRACT FROM AUTHOR]

In the present study, a measure to assess the motivational qualities of music in exercise was redesigned, extending previous research efforts (Karageorghis et al ., 1999). The original measure, the Brunel Music Rating Inventory (BMRI), had shown limitations in its factor structure and its applicability to non-experts in music selection. Redesign of the BMRI used in-depth interviews with eight participants (mean age 31.9 years, s = 8.9 years) to establish the initial item pool, which was examined using a series of confirmatory factor analyses. A single-factor model provided a good fit across three musical selections with different motivational qualities (comparative fit index, CFI: 0.95–0.98; standardized root mean residual, SRMR: 0.03–0.05). The single-factor model also demonstrated acceptable fit across two independent samples and both sexes using one piece of music (CFI: 0.86–1.00; SRMR: 0.04–0.07). The BMRI was designed for experts in selecting music for exercise (e.g. dance aerobic instructors), whereas the BMRI-2 can be used both by exercise instructors and participants. The psychometric properties of the BMRI-2 are stronger than those of the BMRI and it is easier to use. The BMRI-2 provides a valid and internally consistent tool by which music can be selected to accompany a bout of exercise or a training session. Furthermore, the BMRI-2 enables researchers to standardize music in experimental protocols involving exercise-related tasks. [ABSTRACT FROM AUTHOR]

Investigates the effects of contingent music on laps run in a high school physical education class. Previous studies on contingent application of reinforcement in physical education settings; Effectiveness of music contingent upon laps per minute in controlling the swimmers' number of laps; Benefits of the use of contingent music to a physical education teacher.

Recommends the use of music in physical education curriculum to increase student interest and motivation. Interval training, circuit training or skill practice stations; Use of a tape of continuous popular music for fitness activities.

Discusses the effects of incorporating music during physical education classes. Positive effects of incorporating music during lectures; Choices of music to use; Benefits teachers and students can get from having music during lectures or activities.

The article reports that the journal is in need of an editor for its Technology Tips department. It states that the chosen applicant will begin a three-year in September 2010. Technology Tips is a regular department of the journal in which short articles regarding the applicability of new technologies to PERD professions are featured. Moreover, the task of the editor includes reviewing of submissions, soliciting submissions, and writing if needed.