Comparison of adolescents with different annual quota of Physical Education classes in anthropometric parameters, physical fitness tests, and grades achievements
This study compared different groups yearly based on the different annual quota of Physical Education (PE) classes in anthropometric parameters, physical fitness tests, and grades achievements. The study included adolescents from 14 to 18 years of age, at the Croatian Industrial School in Slavonski Brod. They were 225 participants in the 2015-2016 academic year, 213 in 2016-2017, 200 in 2017-2018, and 318 in 2017-2018. Groups were determined yearly by the different annual quota of PE classes (1 or 2 per week) in the teaching program. Anthropometric measures (body height, body weight, BMI), physical fitness tests (standing long jump, sit-ups, run for 1000 m), grade in the PE class, and the general achievement grade at the end of the school year were conducted. Data collected from the 2015-2016 until the 2018-2019 academic year. Analysis of variance (ANOVA) was used to assess the differences between groups for each school year separately. Results for sit-ups and run for 1000 m test in 2015-2016, BMI in 2018-2019, and the grade of PE class in 2017-2018 and 2018-2019 academic year indicated significant differences between groups (p<0.05). The groups with 2 PE classes per week were made better results compared to the groups with 1 PE class. Therefore, increasing the number of PE classes per week should be necessary for achieving the positive, beneficial, physical, and mental outcomes of Physical Education.
References
1.
Batzios S, Provatidou M, Christoforidis A, Sidiropoulos H, Cassimos D. Adolescent obesity: Confessions of the young mind. Metabolism Open. 2020. p. 100044.
2.
Bianco A, Lupo C, Alesi M, Spina S, Raccuglia M, Thomas E, et al. The sit up test to exhaustion as a test for muscular endurance evaluation. Springerplus. 2015. p. 309.
3.
Donnelly J, Hillman C, Castelli D, Etnier J, Lee S, Tomporowski P, et al. Physical activity, fitness, cognitive function, and academic achievement in children: a systematic review. Medicine and Science in Sports and Exercise. 2016. p. 1197.
4.
Fairclough S, Stratton G. Physical education makes you fit and healthy’. Physical education’s contribution to young people’s physical activity levels. Health Education Research. 2004. p. 14–23.
5.
Findak V. Zbornik radova 25. ljetne škole kineziologa Republike Hrvatske. Hrvatski kineziološki savez; 2016. p. 18–29.
6.
Frömel K, Svozil Z, Chmelík F, Jakubec L, Groffik D. The role of physical education lessons and recesses in school lifestyle of adolescents. Journal of School Health. 2016. p. 143–51.
7.
Grgantov Z, Miletić Đ. Zbornik radova 25. ljetne škole kineziologa Republike Hrvatske. Hrvatski kineziološki savez; 2016. p. 66–76.
8.
Groffik D, Mitáš J, Jakubec L, Svozil Z, Frömel K. Adolescents’ Physical Activity in Education Systems Varying in the Number of Weekly Physical Education Lessons. Research Quarterly for Exercise and Sport. 2020. p. 1–11.
9.
Guthold R, Stevens G, Riley L, Bull F. Global trends in insufficient physical activity among adolescents: a pooled analysis of 298 population-based surveys with 1•6 million participants. The Lancet Child & Adolescent Health. 2020. p. 23–35.
10.
Howie E, Pate R. Physical activity and academic achievement in children: A historical perspective. Journal of sport and health science. 2012. p. 160–9.
11.
Ken H. The Situation of Physical Education in Schools: A European Perspective. Human Movement. 2008. p. 5–18.
12.
Kim SY, So WY. The relationship between school performance and the number of physical education classes attended by Korean adolescent students. Journal of Sport Science & Medicine. 2012. p. 226–30.
13.
Kuśnierz C, Zmaczyńska-Witek B, Rogowska A. Association between the hierarchy of physical education goals and preferred profiles of physical education classes among students attending middle and high schools. Journal of Physical Education and Sport. 2020. p. 571–6.
14.
Lin W, Leider J, Shang C, Hennessy E, Perna F, Chriqui J. The Association Between State Physical Education Laws and Student Physical Activity. American Journal of Preventive Medicine. 2020. p. 436–45.
15.
Marques A, Gómez F, Martins J, Catunda R, Sarmento H. Retos: nuevas tendencias en educación física, deporte y recreación. 2017. p. 316–20.
16.
Mura G, Rocha N, Helmich I, Budde H, Machado S, Wegner M, et al. Physical activity interventions in schools for improving lifestyle in European countries. Clinical Practice and Epidemiology in Mental Health: CP & EMH. 2015. p. 77–101.
17.
Ortega F, Cadenas-Sánchez C, Sánchez-Delgado G, Mora-González J, Martínez-Téllez B, Artero E, et al. Systematic review and proposal of a field-based physical fitness-test battery in preschool children: the PREFIT battery. Sports Medicine. 2015. p. 533–55.
18.
Petrić V. Tjelesna i zdravstvena kultura u funkciji razvoja hrvatskog društva: Analiza tijeka razvoja antropoloških obilježja. U: V. Findak (ur.) Zbornik radova. 2016. p. 105–11.
19.
Piekarz-Porter E, Lin W, Leider J, Turner L, Perna F, Chriqui J. State laws matter when it comes to school provisions for structured PE and daily PE participation. Translational Behavioral Medicine. 2020.
20.
Sammito S, Gundlach N, Böckelmann I. Correlation between the results of three physical fitness tests (endurance, strength, speed) and the output measured during a bicycle ergometer test in a cohort of military servicemen. Military Medical Research. 2016. p. 12.
21.
Schmidt P. European parliament report on the role of sport in education. European Committee on Culture; 2007.
22.
Silva D, Chaput JP, Katzmarzyk P, Fogelholm M, Hu G, Maher C, et al. Physical education classes, physical activity, and sedentary behavior in children. Medicine and Science in Sports and Exercise. 2018. p. 995–1004.
23.
Silva D, Chaput JP, Tremblay M. Participation frequency in physical education classes and physical activity and sitting time in Brazilian adolescents. PloS one. 2019.
24.
Singh A, Uijtdewilligen L, Twisk J, Mechelen W, Chinapaw M. Physical activity and performance at school: a systematic review of the literature including a methodological quality assessment. Archives of Pediatrics Adolescent Medicine Clinics. 2012. p. 49–55.
25.
Skala K, Springer A, Sharma S, Hoelscher D, Kelder S. Environmental characteristics and student physical activity in PE class: Findings from two large urban areas of Texas. Journal of Physical Activity and Health. 2012. p. 481–91.
26.
Smith N, Monnat S, Lounsbery M. Physical activity in physical education: are longer lessons better. Journal of School Health. 2015. p. 141–8.
27.
Triaca L, Frio G, França M. A gender analysis of the impact of physical education on the mental health of brazilian schoolchildren. SSM -Population Health; 2019. p. 100419.
28.
Vedøy I, Sigmund A, Hege E, Knut R, Thurston M. Physical activity, mental health and academic achievement: A cross-sectional study of Norwegian adolescents. Mental Health and Physical Activity. 2020. p. 100322.
29.
Džakula V, Miljković Z, Pavičić L, Banjac B. Physical Activity. Exercise and Quality of Life; 2018. p. 5–12.
30.
Mla: Džakula, Vedran. Comparison of adolescents with different annual quota of Physical Education classes in anthropometric parameters, physical fitness tests, and grades achievements. Exercise and Quality of Life. 2020. p. 5–12.
31.
Džakula V, Miljković Z, Pavičić L, Banjac B. Comparison of adolescents with different annual quota of Physical Education classes in anthropometric parameters, physical fitness tests, and grades achievements. Exercise and Quality of Life. 2020. p. 5–12.
The statements, opinions and data contained in the journal are solely those of the individual authors and contributors and not of the publisher and the editor(s). We stay neutral with regard to jurisdictional claims in published maps and institutional affiliations.
