ECSS Paris 2023: OP-SH05
Introduction Physical Education (PE) and Sport is one of the major contributors to improving the quality of health required by all citizens across the world. PE forms the basis of learning sports skills that one can apply throughout their life and motivate participants towards lifestyle choices in terms of career and recreation choices, which impacts their lifelong engagements. This study analyzed the motivational impact of PE towards participation in Physical Activity (PA) among university students. Methodology This quantitative study employs a survey method. Questionnaires were used to collect data from 106 university students (35 female; 71 male) from Kenya. Behavioural Regulation in Exercise Questionnaire -3 (Markland & Tobin, 2004) was used to measure motivation in PA participation, while the Global Physical Activity Questionnaire (WHO, 2021) was used to measure the amount of PA participation. The Physical Education Quality Assessment Questionnaire was used to measure the quality of PE curriculum undertaken by the respondents. Data was analyzed using SPSS version 23.0. Pearson and Spearman’s rho were used to determine correlations, while Crammer’s V was used to determine the degree of association. Results Male respondents had higher PA levels in MET minutes (M= 10,832) compared to females (M=9,677). Male students also recorded a higher intrinsic regulation (M=42.20; SD=7.61) compared to their female counterparts (M=41.62; SD=9.65). Female students showed a higher external regulation (M=-2.29; SD=4.06) against the males (M=-4.76; SD=6.86). Quality of basic physical education curriculum showed significant impact on intrinsic regulation among male students, with Crammer’s V association value of (V=0.72) while among the female students, external regulation was significantly affected by the quality of PE (V=0.655). Generally, quality of PE showed significant impact on introjected regulation across the sample (X2(N=106) = 695.63, p<0.001, V=0.66). Discussion and conclusion The results indicated that quality PE has an effect on three aspects of motivation: intrinsic regulation, external regulation, and introjected regulation. Among the female students, the need for physical activity participation is driven mainly by external pressures and external rewards and punishments. Male students are more likely to express genuine interest in physical activity and integrate it in their daily lives, as indicated by intrinsic regulation results. References Markland, D. & Tobin, V. (2004). A Modification to the Behavioral Regulation in Exercise Questionnaire to include an Assessment in Amotivation. Journal of Sport & Exercise Psychology, 26, 191-196. World Health Organization (WHO) (2021). Global Physical Activity Questionnaire (GPAQ). Available at: Global physical activity questionnaire (GPAQ) (who.int)
Read CV Michubu KarwambaECSS Paris 2023: OP-SH05
Background: Physical education teachers play an indispensable role in the process of school health education. Although previous studies have focused on the impact of physical education teachers health education literacy on students health literacy in China, few have explored the role of health education curriculum implementation quality in this process. Method: To investigate the impact relationship and mechanism between physical education teachers health education literacy and students health literacy in China, this study utilized the Health Education Literacy Assessment Scale for Physical Education Teachers, the Health Education Curriculum Implementation Quality Assessment Scale, and the Student Health Literacy Assessment Scale. Measurements were conducted on 614 middle school students from three schools designated as the first batch of national health school construction units by the Chinese Ministry of Education. The collected data were analyzed using structural equation modeling and the bias-corrected Bootstrap method. Results: The results indicated that physical education teachers health education literacy had a significant positive effect on both students health literacy (β = 0.18, p < 0.01) and the quality of health education curriculum implementation (β = 0.59, p < 0.01). Furthermore, the quality of health education curriculum implementation had a significant positive effect on students health literacy (β = 0.67, p < 0.01). The quality of health education curriculum implementation partially mediated the relationship between physical education teachers health education literacy and students health literacy (indirect effect = 0.39, p < 0.01). Discussion: As the primary implementers of school health education, physical education teachers need to enhance their health education literacy by improving both pre-service and in-service training systems. Health education courses, as key carriers of school health education, should include teaching methodology courses to strengthen physical education teachers health education teaching knowledge while integrating the relationship between physical education and health education to ensure the quality of health education curriculum implementation. As the beneficiaries of school health education, students urgently require the establishment of scientific, objective, and actionable evaluation standards and supervision mechanisms for health education curricula, in order to promote the development of students health literacy.
Read CV Ke LyuECSS Paris 2023: OP-SH05
INTRODUCTION: Low levels of physical activity (PA) are negatively associated with general health. However, one of the most important settings that can enhance PA levels in children and adolescents is physical education (PE) by enhancing the time that children spend in moderate and vigorous physical activity (MVPA). METHODS: Consequently, this cross-sectional study aimed to objectively measure PA levels and sedentary (SED) time during physical education classes in Turkey. Accelerometers have been used to measure PA of 274 children and adolescents aged 10-14 (49.6% girls). To determine time spent in PA and sedentary, accelerometer counts per minute were used (SED < 25; light physical activity (LPA): 26 - 574; and MVPA > 574). RESULTS: The percentage of time spent in SED, LPA, and MVPA during PE lessons was 44.5%, 12.3%, and 43.2%, respectively. The percentage of participants who met the recommended 50% of PE time in MVPA was 45.6% (44.2% were male and 47.1% were female). The results showed that sedentary time was higher among overweight participants and time spent in LPA and MVPA was higher among non-overweight participants (all P < 0.05). The percentage of LPA time was higher in female compared to male participants (P = 0.003). CONCLUSION: It is concluded that increasing the time of MVPA and replacing sedentary time with PA during PE time is important, especially among overweight students.
Read CV Badriya Khalfan Issa Al-HadabiECSS Paris 2023: OP-SH05