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Statements

Subject Item
n2:RIV%2F61989592%3A15510%2F14%3A33152454%21RIV15-MSM-15510___
rdf:type
n4:Vysledek skos:Concept
rdfs:seeAlso
http://www.jhse.ua.es/jhse/article/view/780
dcterms:description
Although school work is typical by its sedentariness, school as an institution has undoubted potential to influence total physical activity of students, particularly due to regular physical education. The main aim of this paper is to describe school PE lessons with various content from the aspects of 1) number of steps referred to physical load of students and 2) students' attitudes to realized PE lessons, with regard to sex of participants and type of school the students attended. All presented data were gathered within teaching practices of PE students at secondary schools and high schools in the Czech Republic during 2012. The sample consisted of 734 boys and 590 girls. To measure number of steps within PE lessons, participants wore the Yamax pedometers. To collect relevant data on participating students' attitudes toward realized PE lessons, the standardized questionnaire %22Diagnostics of PE lesson for students%22 was applied. Mann-Whitney U-test was used to process the data comparisons. Mean number of steps realized during the school PE lessons was higher in boys (secondary schools: 57.80+-22.92 steps?min-1; high schools: 59.25+-19.54 steps?min-1) than in girls (secondary schools: 50.04+-20.00 steps?min-1; high schools: 42.50+-14.99 steps?min-1). The highest number of steps was detected in PE lessons focused on sports games (especially basketball and football). The questionnaire data did not reveal any specific trends in attitudes towards various PE lessons regarding sex or type of school within the overall evaluation. Nevertheless, significant differences were found in partial comparisons. These analyses might be helpful when considering efforts aimed at increasing efficiency of PE lessons through thinking over levels of physical load, selection of content or educational methods and forms. Although school work is typical by its sedentariness, school as an institution has undoubted potential to influence total physical activity of students, particularly due to regular physical education. The main aim of this paper is to describe school PE lessons with various content from the aspects of 1) number of steps referred to physical load of students and 2) students' attitudes to realized PE lessons, with regard to sex of participants and type of school the students attended. All presented data were gathered within teaching practices of PE students at secondary schools and high schools in the Czech Republic during 2012. The sample consisted of 734 boys and 590 girls. To measure number of steps within PE lessons, participants wore the Yamax pedometers. To collect relevant data on participating students' attitudes toward realized PE lessons, the standardized questionnaire %22Diagnostics of PE lesson for students%22 was applied. Mann-Whitney U-test was used to process the data comparisons. Mean number of steps realized during the school PE lessons was higher in boys (secondary schools: 57.80+-22.92 steps?min-1; high schools: 59.25+-19.54 steps?min-1) than in girls (secondary schools: 50.04+-20.00 steps?min-1; high schools: 42.50+-14.99 steps?min-1). The highest number of steps was detected in PE lessons focused on sports games (especially basketball and football). The questionnaire data did not reveal any specific trends in attitudes towards various PE lessons regarding sex or type of school within the overall evaluation. Nevertheless, significant differences were found in partial comparisons. These analyses might be helpful when considering efforts aimed at increasing efficiency of PE lessons through thinking over levels of physical load, selection of content or educational methods and forms.
dcterms:title
Students' attitudes to PE lessons with respect to lesson content, sex, and type of school Students' attitudes to PE lessons with respect to lesson content, sex, and type of school
skos:prefLabel
Students' attitudes to PE lessons with respect to lesson content, sex, and type of school Students' attitudes to PE lessons with respect to lesson content, sex, and type of school
skos:notation
RIV/61989592:15510/14:33152454!RIV15-MSM-15510___
n6:aktivita
n19:S
n6:aktivity
S
n6:cisloPeriodika
Proc.1
n6:dodaniDat
n14:2015
n6:domaciTvurceVysledku
n15:9242171 n15:5904595 n15:2825430
n6:druhVysledku
n18:J
n6:duvernostUdaju
n9:S
n6:entitaPredkladatele
n16:predkladatel
n6:idSjednocenehoVysledku
48060
n6:idVysledku
RIV/61989592:15510/14:33152454
n6:jazykVysledku
n17:eng
n6:klicovaSlova
exercise, pedometer, adolescents, secondary school, high school, sports games
n6:klicoveSlovo
n8:sports%20games n8:adolescents n8:secondary%20school n8:pedometer n8:exercise n8:high%20school
n6:kodStatuVydavatele
ES - Španělské království
n6:kontrolniKodProRIV
[FDB661EE1FAE]
n6:nazevZdroje
Journal of Human Sport and Exercise
n6:obor
n7:AK
n6:pocetDomacichTvurcuVysledku
3
n6:pocetTvurcuVysledku
3
n6:rokUplatneniVysledku
n14:2014
n6:svazekPeriodika
9
n6:tvurceVysledku
Vašíčková, Jana Vysloužilová, Lucie Neuls, Filip
s:issn
1988-5202
s:numberOfPages
9
n11:doi
10.14198/jhse.2014.9.Proc1.16
n10:organizacniJednotka
15510