Can Dynamic Breaks improve the intensity of Physical Education classes? A teaching experience of a pre-service teacher as a practitioner researcher
Youth Physical Activity promotion has been identified as a global health priority by the World Health Organization. School is one of the places where it is possible to literate youth about active and healthy life. Physical Education classes are a cornerstone to promote daily physical activity, but...
Saved in:
| Main Authors: | , , , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
FEADEF
2023-09-01
|
| Series: | Retos: Nuevas Tendencias en Educación Física, Deportes y Recreación |
| Subjects: | |
| Online Access: | https://recyt.fecyt.es/index.php/retos/article/view/97659 |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| _version_ | 1846108833761460224 |
|---|---|
| author | Daniel Castro Vieira Fernando Manuel Paulo Cunha Ana Mafalda Coelho da Silva Paula Maria Fazendeiro Batista |
| author_facet | Daniel Castro Vieira Fernando Manuel Paulo Cunha Ana Mafalda Coelho da Silva Paula Maria Fazendeiro Batista |
| author_sort | Daniel Castro Vieira |
| collection | DOAJ |
| description |
Youth Physical Activity promotion has been identified as a global health priority by the World Health Organization. School is one of the places where it is possible to literate youth about active and healthy life. Physical Education classes are a cornerstone to promote daily physical activity, but most of these classes don’t meet the recommendations of spending at least 50% of the time in moderate-to-vigorous physical activity. Sports such as volleyball, gymnastics and others seem to produce lower-intensity classes than basketball, football and handball. This teaching experience aims to explore the contribution of introducing dynamic breaks in Physical Education classes according to content (volleyball and gymnastics) and gender on time spent in moderate-to-vigorous physical activity. Twenty students, aged between 16 and 18 years old, participated in eight monitored Physical Education classes. In the first four, data was collected without dynamic breaks, introducing them in the four following classes. The students wore POLAR heart rate monitors to measure their moderate-to-vigorous physical activity time. All data was analysed using the Wilcoxon test. Dynamic breaks significantly increased students time spent in moderate-to-vigorous physical activity in both contents, especially in girls. Dynamic breaks can be a valuable strategy to increase the Physical Education classes’ intensity.
Keywords: Physical Activity; Physical Fitness; School; Teaching Content, Pedagogical Experience.
|
| format | Article |
| id | doaj-art-ff2232f5981f44c6a5dc467e5cdc1cc0 |
| institution | Kabale University |
| issn | 1579-1726 1988-2041 |
| language | English |
| publishDate | 2023-09-01 |
| publisher | FEADEF |
| record_format | Article |
| series | Retos: Nuevas Tendencias en Educación Física, Deportes y Recreación |
| spelling | doaj-art-ff2232f5981f44c6a5dc467e5cdc1cc02024-12-25T17:21:38ZengFEADEFRetos: Nuevas Tendencias en Educación Física, Deportes y Recreación1579-17261988-20412023-09-015010.47197/retos.v50.97659Can Dynamic Breaks improve the intensity of Physical Education classes? A teaching experience of a pre-service teacher as a practitioner researcherDaniel Castro Vieira0Fernando Manuel Paulo Cunha1Ana Mafalda Coelho da Silva2Paula Maria Fazendeiro Batista 3Faculty of Sports of Porto, University of Porto, Porto, PortugalLusófona University, Porto, PortugalFaculty of Sports of Porto, University of Porto, Porto, Portugal / Center of Research, Education, Innovation and Intervention in Sport (CIFI2D), Porto, PortugalFaculty of Sports of Porto, University of Porto, Porto, Portugal / Center of Research, Education, Innovation and Intervention in Sport (CIFI2D), Porto, Portugal Youth Physical Activity promotion has been identified as a global health priority by the World Health Organization. School is one of the places where it is possible to literate youth about active and healthy life. Physical Education classes are a cornerstone to promote daily physical activity, but most of these classes don’t meet the recommendations of spending at least 50% of the time in moderate-to-vigorous physical activity. Sports such as volleyball, gymnastics and others seem to produce lower-intensity classes than basketball, football and handball. This teaching experience aims to explore the contribution of introducing dynamic breaks in Physical Education classes according to content (volleyball and gymnastics) and gender on time spent in moderate-to-vigorous physical activity. Twenty students, aged between 16 and 18 years old, participated in eight monitored Physical Education classes. In the first four, data was collected without dynamic breaks, introducing them in the four following classes. The students wore POLAR heart rate monitors to measure their moderate-to-vigorous physical activity time. All data was analysed using the Wilcoxon test. Dynamic breaks significantly increased students time spent in moderate-to-vigorous physical activity in both contents, especially in girls. Dynamic breaks can be a valuable strategy to increase the Physical Education classes’ intensity. Keywords: Physical Activity; Physical Fitness; School; Teaching Content, Pedagogical Experience. https://recyt.fecyt.es/index.php/retos/article/view/97659Moderate to Vigorous Physical ActivityPhysical ActivityPhysical FitnessSchoolTeaching Content |
| spellingShingle | Daniel Castro Vieira Fernando Manuel Paulo Cunha Ana Mafalda Coelho da Silva Paula Maria Fazendeiro Batista Can Dynamic Breaks improve the intensity of Physical Education classes? A teaching experience of a pre-service teacher as a practitioner researcher Retos: Nuevas Tendencias en Educación Física, Deportes y Recreación Moderate to Vigorous Physical Activity Physical Activity Physical Fitness School Teaching Content |
| title | Can Dynamic Breaks improve the intensity of Physical Education classes? A teaching experience of a pre-service teacher as a practitioner researcher |
| title_full | Can Dynamic Breaks improve the intensity of Physical Education classes? A teaching experience of a pre-service teacher as a practitioner researcher |
| title_fullStr | Can Dynamic Breaks improve the intensity of Physical Education classes? A teaching experience of a pre-service teacher as a practitioner researcher |
| title_full_unstemmed | Can Dynamic Breaks improve the intensity of Physical Education classes? A teaching experience of a pre-service teacher as a practitioner researcher |
| title_short | Can Dynamic Breaks improve the intensity of Physical Education classes? A teaching experience of a pre-service teacher as a practitioner researcher |
| title_sort | can dynamic breaks improve the intensity of physical education classes a teaching experience of a pre service teacher as a practitioner researcher |
| topic | Moderate to Vigorous Physical Activity Physical Activity Physical Fitness School Teaching Content |
| url | https://recyt.fecyt.es/index.php/retos/article/view/97659 |
| work_keys_str_mv | AT danielcastrovieira candynamicbreaksimprovetheintensityofphysicaleducationclassesateachingexperienceofapreserviceteacherasapractitionerresearcher AT fernandomanuelpaulocunha candynamicbreaksimprovetheintensityofphysicaleducationclassesateachingexperienceofapreserviceteacherasapractitionerresearcher AT anamafaldacoelhodasilva candynamicbreaksimprovetheintensityofphysicaleducationclassesateachingexperienceofapreserviceteacherasapractitionerresearcher AT paulamariafazendeirobatista candynamicbreaksimprovetheintensityofphysicaleducationclassesateachingexperienceofapreserviceteacherasapractitionerresearcher |