Physical education can be a powerful influence on promoting youth physical activity (Malina, 2001, Wallhead, 2004 – Pate, 2006) but this will not necessarily result from participation, per se: the effects are likely to be mediated by the nature of the interactions among students and their teachers, parents and coaches (Bailey, 2006). In this study we examined some characteristics (BMI, physical activity level, self efficacy and evaluation in Physical Education) of the students involved in the fifth year of the secondary schools and the role that they attribute to Physical Education (PE) in order their lifestyle. The interaction among factors will be analyzed subsequently. Methods: Four hundred eighteen students (Females: number=220; age=18.55±0,61 years – Males: n.=198; age=18.77±0.81), recruited in three Veneto towns, have correctly compiled an articulated questionnaire that explored anthropometric and personal data, Physical Activity (IPAQ-A), Physical Self Efficacy (PSE scale) and the average of their evaluation in PE in the last two years (EV). Five questions related to the assessment that students give to the Physical Education and its teachers (Nuviala, 2011) were also proposed. In these questions students could choose between the options “strongly agree”, “agree”, “disagree” and “strongly disagree”. T. test, Mann-Whitney Rank Sum Test, Pearson correlation were used to analyze parametric data and “Chi square” for nonparametric data. Results: Males show higher values than females (p<0,001) in Age, BMI, IPAQ-A, PSE and EV. In females there is a weak correlation between PSE and BMI/IPAQ-A/EV (r=-0.15, p<0.05 – 0.36, p<0.001 – 0.42, p<0.001 respectively) and between EV and IPAQ-A (r=0.16, p<0.05). In males there is a weak correlation between IPAQ-A and BMI/EV/PSE (r=0.17, p<0.05 – 0.33, p<0.01 – 0.32, p<0.001 respectively), between EV and PSE (r=0.41, P<0.001) and between Age and EV (r=-0.2, p<0.01). Males and females answered to the five questions about PE without differences: almost 80.0% agree that “Physical Education classes are fun” and that “Physical Education is important for my own personal development”; the 68.7% agree that “You don t waste time in Physical Education classes”; the 58.4% agree that “Physical Education teaching staff help me become interested in physical activity and recreational sports”; only the 47.4% of the students agree that “Physical Education classes help me engage in the practice of sport during spare time”. Discussion: Data seems to confirm (Spence, 2010) greater values physical self efficacy and in physical activity in males. Should be investigated more thoroughly motivation about the higher evaluation of males than females in PE. If will be confirmed the limited number of student that attribute a significant role to PE for the adoption of their lifestyle, the problem should be considered in the PE guidelines and in PE teacher training.
The role of Physical Education in the choice of the lifestyle in students at the end of secondary school: preliminary interpretation
LANZA, Massimo;
2012-01-01
Abstract
Physical education can be a powerful influence on promoting youth physical activity (Malina, 2001, Wallhead, 2004 – Pate, 2006) but this will not necessarily result from participation, per se: the effects are likely to be mediated by the nature of the interactions among students and their teachers, parents and coaches (Bailey, 2006). In this study we examined some characteristics (BMI, physical activity level, self efficacy and evaluation in Physical Education) of the students involved in the fifth year of the secondary schools and the role that they attribute to Physical Education (PE) in order their lifestyle. The interaction among factors will be analyzed subsequently. Methods: Four hundred eighteen students (Females: number=220; age=18.55±0,61 years – Males: n.=198; age=18.77±0.81), recruited in three Veneto towns, have correctly compiled an articulated questionnaire that explored anthropometric and personal data, Physical Activity (IPAQ-A), Physical Self Efficacy (PSE scale) and the average of their evaluation in PE in the last two years (EV). Five questions related to the assessment that students give to the Physical Education and its teachers (Nuviala, 2011) were also proposed. In these questions students could choose between the options “strongly agree”, “agree”, “disagree” and “strongly disagree”. T. test, Mann-Whitney Rank Sum Test, Pearson correlation were used to analyze parametric data and “Chi square” for nonparametric data. Results: Males show higher values than females (p<0,001) in Age, BMI, IPAQ-A, PSE and EV. In females there is a weak correlation between PSE and BMI/IPAQ-A/EV (r=-0.15, p<0.05 – 0.36, p<0.001 – 0.42, p<0.001 respectively) and between EV and IPAQ-A (r=0.16, p<0.05). In males there is a weak correlation between IPAQ-A and BMI/EV/PSE (r=0.17, p<0.05 – 0.33, p<0.01 – 0.32, p<0.001 respectively), between EV and PSE (r=0.41, P<0.001) and between Age and EV (r=-0.2, p<0.01). Males and females answered to the five questions about PE without differences: almost 80.0% agree that “Physical Education classes are fun” and that “Physical Education is important for my own personal development”; the 68.7% agree that “You don t waste time in Physical Education classes”; the 58.4% agree that “Physical Education teaching staff help me become interested in physical activity and recreational sports”; only the 47.4% of the students agree that “Physical Education classes help me engage in the practice of sport during spare time”. Discussion: Data seems to confirm (Spence, 2010) greater values physical self efficacy and in physical activity in males. Should be investigated more thoroughly motivation about the higher evaluation of males than females in PE. If will be confirmed the limited number of student that attribute a significant role to PE for the adoption of their lifestyle, the problem should be considered in the PE guidelines and in PE teacher training.
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