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Step Counts, Cardiorespiratory Fitne...

King, Mandy Kirkham.

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Step Counts, Cardiorespiratory Fitness, and Goal Setting in Elementary School Physical Education.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Step Counts, Cardiorespiratory Fitness, and Goal Setting in Elementary School Physical Education./
Author:	King, Mandy Kirkham.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2018,
Description:	72 p.
Notes:	Source: Dissertations Abstracts International, Volume: 81-09, Section: A.
Contained By:	Dissertations Abstracts International81-09A.
Subject:	Kinesiology. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10932950
ISBN:	9781392456934

Step Counts, Cardiorespiratory Fitness, and Goal Setting in Elementary School Physical Education.
King, Mandy Kirkham.

Step Counts, Cardiorespiratory Fitness, and Goal Setting in Elementary School Physical Education. - Ann Arbor : ProQuest Dissertations & Theses, 2018 - 72 p.

Source: Dissertations Abstracts International, Volume: 81-09, Section: A.

Thesis (Ph.D.)--The University of Utah, 2018.

This item must not be sold to any third party vendors.

A national recommendation for students is to participate in moderate to vigorous physical activity (MVPA) for at least 50% of physical education class time. There is not sufficient evidence of elementary-aged children setting goals to help achieve 50% MPVA during physical education classes. This dissertation took a three-study approach to observe the physical active (PA), goal setting, and cardiorespiratory endurance of children in first to fifth grades, as well as how enjoyment affected the PA of the participants. In the pilot study, participants (first to fifth grade) wore accelerometers for 12 weeks. MVPA was tracked during a typical physical education class. Results indicated that fitness lessons having small class sizes had the greatest differences (β = 14.8%, 95% C.I. 5.7%-23.9%, p < 0.001). In study two, the participants (fourth and fifth grade) wore pedometers for 12 weeks. In study three, the participants (fourth and fifth grade) ran the PACER test three times. The control group had no mention of goals while the individual and class goals group set new goals after each data collection period. The enjoyment level of the participants was measured through the PACES questionnaire. In study two, all of the groups increased how many steps were taken during physical education class, with the control group being statistically significant. The interaction between step count and group was (F(3.59,264.10) = 2.84, p = .030, η2p = .038). It was found that the enjoyment level did not have an effect on how many steps the students took during physical education class, (F(2,166) = 1.54, p = .218, η2p = .019). Study three participants all increased the number of PACER laps run, but no groups had significant results, (F(3.99,281.60) = 1.11, p = .352, η2p = .016) with enjoyment not effecting goal setting. In conclusion, these results show the need for physical education teachers to adjust their teaching style to allow for more opportunities to be physically active in class, thus increasing the possibility of students reaching the 50% MVPA recommendation. Further research needs to be conducted to see the true effects on goal setting in elementary-aged students.

ISBN: 9781392456934Subjects--Topical Terms:

517627
Kinesiology.
Subjects--Index Terms:

Curriculum

Step Counts, Cardiorespiratory Fitness, and Goal Setting in Elementary School Physical Education.
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300 $a 72 p.
500 $a Source: Dissertations Abstracts International, Volume: 81-09, Section: A.
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502 $a Thesis (Ph.D.)--The University of Utah, 2018.
506 $a This item must not be sold to any third party vendors.
520 $a A national recommendation for students is to participate in moderate to vigorous physical activity (MVPA) for at least 50% of physical education class time. There is not sufficient evidence of elementary-aged children setting goals to help achieve 50% MPVA during physical education classes. This dissertation took a three-study approach to observe the physical active (PA), goal setting, and cardiorespiratory endurance of children in first to fifth grades, as well as how enjoyment affected the PA of the participants. In the pilot study, participants (first to fifth grade) wore accelerometers for 12 weeks. MVPA was tracked during a typical physical education class. Results indicated that fitness lessons having small class sizes had the greatest differences (β = 14.8%, 95% C.I. 5.7%-23.9%, p < 0.001). In study two, the participants (fourth and fifth grade) wore pedometers for 12 weeks. In study three, the participants (fourth and fifth grade) ran the PACER test three times. The control group had no mention of goals while the individual and class goals group set new goals after each data collection period. The enjoyment level of the participants was measured through the PACES questionnaire. In study two, all of the groups increased how many steps were taken during physical education class, with the control group being statistically significant. The interaction between step count and group was (F(3.59,264.10) = 2.84, p = .030, η2p = .038). It was found that the enjoyment level did not have an effect on how many steps the students took during physical education class, (F(2,166) = 1.54, p = .218, η2p = .019). Study three participants all increased the number of PACER laps run, but no groups had significant results, (F(3.99,281.60) = 1.11, p = .352, η2p = .016) with enjoyment not effecting goal setting. In conclusion, these results show the need for physical education teachers to adjust their teaching style to allow for more opportunities to be physically active in class, thus increasing the possibility of students reaching the 50% MVPA recommendation. Further research needs to be conducted to see the true effects on goal setting in elementary-aged students.
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