Physical education in secondary schools located in low-income communities: Physical activity levels, lesson context and teacher interaction.

Autor/inn/en	Sutherland, Rachel; Campbell, Elizabeth; Lubans, David R.; Morgan, Philip J.; Okely, Anthony D.; Nathan, Nicole; Gillham, Karen; Lecathelinais, Christophe; Wiggers, John
Titel	Physical education in secondary schools located in low-income communities: Physical activity levels, lesson context and teacher interaction. Gefälligkeitsübersetzung: Der Sportunterricht weiterführendener Schulen in einkommensschwachen Gemeinden. Körperliche Aktivität, Unterrichtsinhalte und Lehrerinteraktion.
Quelle	In: Journal of science and medicine in sport, 19 (2016) 2, S. 135-141 PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	1440-2440; 1878-1861
DOI	10.1016/j.jsams.2014.12.003
Schlagwörter	Vergleichsuntersuchung; Einkommen; Sport; Sportmedizin; Sportsoziologie; Training; Fitness; Schulsport; Sportunterricht; Intensität; Unterrichtsorganisation; Inhalt; Lehrer-Schüler-Relation; Unterrichtsorganisation; Bewegung (Motorische); Fitness; Körpererziehung; Schulsport; Sport; Sportmedizin; Sportsoziologie; Sportunterricht; Training; Einkommen; Inhalt; Intensität; Jugendlicher
Abstract	Physical education (PE) plays an important role in contributing to students' physical activity (PA); however, moderate-to-vigorous PA (MVPA) within PE is lower than recommended. Little is known about the PA levels of students from disadvantaged schools within PE. This study aimed to describe: (i) the PA levels of students from disadvantaged secondary schools during PE lessons, (ii) the lesson context and teacher interactions occurring during PE, and (iii) the associations between teacher, school or PE lesson characteristics with student physical activity levels in PE. Cross-sectional study of 100 Grade 7 PE lessons across 10 secondary schools. System for observing fitness instruction time (SOFIT) was used to assess student PA, lesson context, and teacher interaction. Teacher and school characteristics were collected via survey. Mean proportion of lesson time was used to describe PA, lesson context and teacher interaction. Associations between each outcome variable and each characteristic were examined using 2-sample t-tests, ANOVAs and linear regression. Thirty-nine percent of PE lesson was spent in MVPA, and less than 10% spent in VA. Lessons in schools in urban areas included significantly more MVPA than rural areas (P=0.04). Male teachers and more experienced teachers conducted lessons with significantly more VA than female and less experienced teachers (P=0.04 and 0.02). MVPA was also higher in lessons conducted by more experienced teachers. PA during PE lessons within disadvantaged secondary schools is below international recommendations. Male teachers, more experienced teachers and schools in urban regions teach more active lessons. (Autor).
Erfasst von	Bundesinstitut für Sportwissenschaft, Bonn
Update	2017/2