Purpose The purpose of this study is to measure the daily physical activity of male and female middle school students according to the period (VD: vaction day, SNPE: school day no PE, SPE: school day with PE) by using 3-axis accelerometer, and to compare the characteristics of adolescent physical activity according to gender and period. Methods The subjects were 130 middle school students (68 male, 62 female students). Data collection was performed using a 3-axis accelerometer(GT3X model, ActiGraph). Collected data were converted into time by intensity and rate using physical activity analysis program (Actilife v6.11.9) and analyzed by statistical program (SPSS 25.0). One-way ANOVA and independent sample t-test were used for statistical analysis. Tukey's HSD was used as a post analysis. The statistical significance level was .05. Results As a result, during each periods(VD, SNPE, and SPE), except for MVPA(moderate to vigorous physical activity) time on SPE, sedentary and MVPA time were significantly higher in female students, and low intensity and total physical activity time were significantly higher in male students. For male students, total physical activity time was higher in the order of SPE, SNPE, and VD, and for female students, physical activity time during the semester(SNPE and SPE) was significantly higher than VD. For male students, MVPA time was significantly high in order of SPE, SNPE, and VD, and for female students, it was high in order of SPE, SNPE, and VD but only significant difference occurred between SPE and VD. For both male and female students, sedentary time was high in the order of VD, SNPE, and SPE, but the sedentary time during vacation was significantly higher than during the semester. Conclusions When summarizing the results, first, it was confirmed that school and physical education classes as a physical activity space play a significant role in physical activity, especially MVPA, of male and female middle school students, second, the physical activity effect of physical education class was found to be more effective in male students. Based on the results of this study, it is necessary to conduct studies on various grades and to explore various factors affecting physical activity in a complex way.
The purpose of this study is to examine the level and difference of sport personalitys of middle school students depending on their quality of sport participation. According to prior research(박정준, 2012; Beller & Stoll, 1996), we decided that faithfulness, cooperation, justice and consideration are the sub-components of sport personalities. The reliability and validity of the Sport Personality Index Questionnaire was verified through Cronbach's α test and confirmatory factor analysis. The survey was conducted from students (n=768) in an urban area of Seoul, thereby level and differences of sport personality were analysed by t-test, one-way ANOVA, and frequency analysis. As a result, male students had higher sport personalitys than female, with regard to the participants'grade, frequency and duration of sports involvement. Disparities of gender and grade were revealed due to the frequency and duration of their sports participation. Regarding the effectiveness of sports activities, school-directed sports activities such as the after school sports programs or mandatory sports club activities had barely influenced building sport personality. In order to build students'sports personalities, specific strategies are sorely needed to increase girl's participation and to enlarge opportunity for regular and consistent participation of middle school students. Moreover, in order to develop participants'sport personality within school-directed sports activities, those programs'development and implementation should be deliberately approached with pedagogical intention and organization.
The purpose of this study was to analysis of perception types for gender equality of middle school students in P.E. class. 90 students in the specialized middle school located in K city, were selected for the subjects based on the theory of Q methodology. Q samples were 31 Q statements finally extracted from the total of 120 statements after the experts' consultation. The final 35 selections were surveyed to be forced distribution by the respondents to the statement of their positive, neutral, negative frequency distribution of the total score nine points. Factor analysis was conducted by QUANL-PC program and the following conclusions were derived by the factors centered on those over one. First, the image types for middle school students in the coed physical education class on gender equality were appeared into total of 4 categories, physical education classes without discrimination, peer-cooperative to create friendly atmosphere, physical education class to the possibility for anyone, gender equality class and there were subjective differences in each types. Second, five Q statements commonly formed among each types of the physical education on gender equality for coed middle school students were derived.
Recent studies focus on Metabolic Equivalent Task (MET) to measure levels of and areas of peoples’ physically active lifestyle because MET more readily translate peoples ’subjectively perceived physicality into standardized scores. MET also allows researchers to clearly understand the relationships between peoples’ physicality and psychological variables. Thus, the purpose of this study was to understand the levels of and areas of MET among Korean middle school students and to analyze the relationships between MET scores and physical self-efficacy. A total of 278 questionnaires were analyzed using SPSS 18.0. Exploratory factor analysis, descriptive analyses, and regression analyses indicated that middle school students’ physically active lifestyle occurred in the order school, leisure, housework, and transportation areas. Female students did more physical activity in the areas of housework and transportation, compared to male students. In contrary, male students did the majority of physical activity in the areas of school and leisure. Physical self-efficacy affected students’ MET scores, especially for vigorous intensity activity. With regard to gender differences, physical self-efficacy affected male students’ MET scores in the area of leisure while female students’ MET scores were affected in the areas of school and housework. The results were discussed in light of methodological and pedagogical perspectives, and future research suggestions were provided in the discussion.
Purpose The aim of this study was to examine how middles school students in physical education class perceived relations between parental and teacher’s autonomy support, enjoyment, self-efficacy, academic effort, and P · E class flow. This study also investigate the mediating effects of enjoyment, self-efficacy, and academic effort on the relations between parental autonomy support and P · E class flow and between teacher’s autonomy support and P · E class flow. Methods For this study, 323 middle school students completed surveys to measure their perceptions of parental and teacher’s autonomy support, enjoyment, self-efficacy, academic effort, and P · E class flow. SPSS 24.0 was used to calculate descriptive statistics, reliability, and correlations. Amos 22.0 was utilized for confirmatory factor analysis, convergent validity, discriminant validity, and structural equation modeling. Additionally, 2000 bootstrap samples were requested for the mediation effect analysis. Results First, parental autonomy support was positively predictive of enjoyment and self-efficacy. Second, teacher’s autonomy support positively influenced enjoyment and self-efficacy. Third, enjoyment and self-efficacy positively affected academic effort. Forth, academic effort was positively related to P · E class flow. Fifth, there were partial mediating effects of enjoyment, self-efficacy, and academic effort on the relationship between parental autonomy support and P · E class flow. Lastly, there were partial mediating effects of enjoyment, self-efficacy, and academic effort on the relationship between teacher’s autonomy support and P · E class flow. Conclusions The study found that teachers' autonomy support was stronger predictive of student’s P · E class flow in physical education class than parent's autonomy support was. The finding is meaningful in that it is worth providing and utilizing practical knowledge from an educational perspective.
The purpose of this study was to examine the relationship of obesity index, fitness and cardiovascular risk index in middle and high school students. Obesity index, fitness score and cardiovascular risk index were measured from 1,044 middle and high school students. The results of relation between obesity index and fitness showed that the higher obesity index had significantly lower fitness score for both boys and girls (boys: p<0.001, girl: p<0.05) The results of relation between obesity index and cardiovascular risk index indicated that the higher obesity index had significantly higher cardiovascular risk index for both boys and girls (boys: p<0.001, girl: p<0.001). Moreover, The lower fitness index showed significantly higher cardiovascular risk index regardless of gender in middle school students (boys: p<0.001, girl: p<0.01). Therefore, the results of this study indicated that obese adolescents had the lower fitness level and high possibility of cardiovascular risk.
PURPOSE This study conducted a longitudinal analysis of physical activity levels and characteristics of middle-school boys and girls over a three-year period before and after the COVID-19 pandemic. METHODS This study used a sequential mixed-methods research design. In the quantitative study; three-dimensional accelerometers were used to measure weekly physical activity and sedentary time over three years (2019, 2020, and 2021) among 33 middle-school boys and girls, and the data were analyzed using repeated measures analysis of variance. In the qualitative study, data were collected and analyzed through focus group interviews with five participants. RESULTS The quantitative study indicated a significant increase in sedentary behavior and significant decrease in low-intensity activity and MVPA during the first year of the COVID-19 pandemic. In the second year of the pandemic, no significant difference was observed in sedentary behavior, low-intensity activity, and MVPA compared to the data collected in the first year. During the pandemic’s first year, qualitative study identified the following physical activity problems: “lockdowns,” “sedentarization of leisure,” and “reduced structured physical activity.” The following reasons were identified for the lack of improvement in physical activity during the second year: “intensified sedentary lifestyle habits,” “weak social networks,” and “lack of energy to exercise.” CONCLUSIONS The COVID-19 pandemic has led to a significant decrease in physical activity and a significant increase in sedentary behavior among middle-school students in South Korea, and even as the environments for physical activity have recovered, the physical activity problems of the early stages of the pandemic have not improved.
PURPOSE This study aimed to analyze physical activity (sedentary, light, moderate to vigorous physical activity [MVPA]) characteristics of middle school students based on region (urban and rural) and sex. METHODS Data were collected from 216 students across 6 middle schools located in medium-sized urban (3 schools) and rural areas (3 schools), and the relevant physical activity was measured using a three-dimensional accelerometer (GT3X model). The collected data were inputted into the SPSS 20.0, and descriptive analysis and two-way ANOVA based on region and gender were performed (<.05). RESULTS The descriptive statistical analysis resulted in the following achievement rate of the physical activity standard (MVPA 60 minutes/day): 9.4%. The two-way ANOVA showed that the main effect according to gender was found in sedentary activity (F=5.258), light activity (F=6.790), and MVPA (F=32.274); furthermore, the main effect according to region was found in light activity (F=10.888) and MVPA (F=7.876). Interaction effect according to region and gender was found at all intensities, and the gap between rural and urban in male students was larger compared to that of female students. CONCLUSIONS After COVID-19, the level of physical activity among adolescents has worsened; this study found the problem of "decrease in physical activity; increase in sedentary activity" to be more serious among male students in urban areas.
Purpose The purpose of this study was to explore environmental constraints that hindered the physical activity of female students in daily life, and then to provide alternatives to improve the problems based on the social ecological model. Methods Research participants were twelve female students to be selected in two schools(Norang, Parang middle school), the process of data collection(orientation, photovoice implementation, focus group interview) and analysis(choosing a photo, contextualizing, subjecting) were conducted according to the Photo-voice. Results The constraints of physical activity in daily life were categorized on ‘playground as like a desert’(leisure domain), ‘space of recess and in-active play’(family domain), ‘transportation replaced by mom and dad car’(transportation domain), ‘space of the only exercise as well as reproduction of gender discrimination’(school domain). Conclusions The environmental constraints were analyzed as academic, physical, daily living, socio-cultural environment. Lastly, alternatives for promoting physical activity of female student were proposed in the level of organization, community, public policy based on the social ecological model.
The purpose of this study was to evaluate the physical performance and develop the criteria of 4243 middle and high school students across 5 provinces (Busan, Gwangju, Daejeon, Gyeongi and Jeonbuk) in Korea that took part in the talent development project. The data was collected between 2011 and 2014. The criteria was divided by gender and age across different grades, and the mean, standard deviation and 5 evaluation levels were calculated and analyzed.
