Brigham Young University BYU ScholarsArchive All Faculty Publications 2014 A Comparison of Middle School Students Steps Per Minute (SPM) in Five Physical Education Curriculum units Utilizing Pedometers: An Overall Contribution to Aaining the Recommended Step Counts Per Day in Children David C. Barney Brigham Young University, [email protected]Francis T. Pleban See next page for additional authors Follow this and additional works at: hps://scholarsarchive.byu.edu/facpub Part of the Health and Physical Education Commons Original Publication Citation Barney, D., Pleban, F., Pleban, J., & DeKuiper, J. (2014). Comparison of middle school students steps per minute (SPM) in five physical education curriculum units: An overall contribution to aaining the recommended step counts per day in healthy children. Asian Journal of Physical Education & Recreation, 19, (1), 6-13. is Peer-Reviewed Article is brought to you for free and open access by BYU ScholarsArchive. It has been accepted for inclusion in All Faculty Publications by an authorized administrator of BYU ScholarsArchive. For more information, please contact [email protected], [email protected]. BYU ScholarsArchive Citation Barney, David C.; Pleban, Francis T.; Pleban, Jenny; and DeKupier, Justin, "A Comparison of Middle School Students Steps Per Minute (SPM) in Five Physical Education Curriculum units Utilizing Pedometers: An Overall Contribution to Aaining the Recommended Step Counts Per Day in Children" (2014). All Faculty Publications. 1933. hps://scholarsarchive.byu.edu/facpub/1933
10
Embed
A Comparison of Middle School Students Steps Per Minute ...
This document is posted to help you gain knowledge. Please leave a comment to let me know what you think about it! Share it to your friends and learn new things together.
Transcript
Brigham Young UniversityBYU ScholarsArchive
All Faculty Publications
2014
A Comparison of Middle School Students StepsPer Minute (SPM) in Five Physical EducationCurriculum units Utilizing Pedometers: An OverallContribution to Attaining the Recommended StepCounts Per Day in ChildrenDavid C. BarneyBrigham Young University, [email protected]
Francis T. Pleban
See next page for additional authors
Follow this and additional works at: https://scholarsarchive.byu.edu/facpub
Part of the Health and Physical Education Commons
Original Publication CitationBarney, D., Pleban, F., Pleban, J., & DeKuiper, J. (2014). Comparison of middle school students stepsper minute (SPM) in five physical education curriculum units: An overall contribution to attainingthe recommended step counts per day in healthy children. Asian Journal of Physical Education &Recreation, 19, (1), 6-13.
This Peer-Reviewed Article is brought to you for free and open access by BYU ScholarsArchive. It has been accepted for inclusion in All FacultyPublications by an authorized administrator of BYU ScholarsArchive. For more information, please contact [email protected],[email protected].
BYU ScholarsArchive CitationBarney, David C.; Pleban, Francis T.; Pleban, Jenny; and DeKupier, Justin, "A Comparison of Middle School Students Steps PerMinute (SPM) in Five Physical Education Curriculum units Utilizing Pedometers: An Overall Contribution to Attaining theRecommended Step Counts Per Day in Children" (2014). All Faculty Publications. 1933.https://scholarsarchive.byu.edu/facpub/1933
Furth ermore, pedometers have bee n fo und to be very
practical , easy to use, and cost effective in the physical
education class sett ing (Barfield , Rowe. & Michael, 2004:
Beighl c, Pangrazi, &Vincent, 2001 & Wel k. Corbin &
Dale, 2000).
Pedometers have been used in the past to investi gate
steps per min ute in mi dd le school physical educat ion
class. The investigator determi ned approximately 76% of
mal es and 60% of the females were active 50% of the
time in ph ysical education class (Sc ruggs, 2007). For
this reason, the purpose of th is study was to compare
steps per minute from five different curriculum units (basketball,
volleyball , indoor soccer, pickle ball. and fi tness act ivities)
presented middle school phys ical education classes and
determine how physica l education step counts contri buted
to obtaining the recommended 12,000 to 16,000 steps per
day for healthy children.
Methods
Participants
Two hundred and thirty-two male and female middle
school students . residi ng in an upper, urban Midwestern
state, pa rti cipated in th is study, 115 ma les and 117
femal es, respec ti vely. All pa rticipants were currentl y
enrolled in either sixth , seventh or eighth grades at the
time of the study. Males and females were simil ar in
rega rds to academi c school standing and ethn icity, with
all parti cipants self- identifyi ng their ethnicity as Whi te/
Non-Hispanic.
Addi tionally, parental consent was obtained , as well
as consent from the middle school princ ipa l and physical
education teacher, before the study proceeded. Al l mi dd le
school students parti cipatin g in this investiga tion we re
verbally informed of the purpose of the study and were
made fa mil ia r with the pedometer at the study's onset.
Stu dents were ass ured that non-participation or withd rawa l
from this st udy would at no ti me affect their grade in
their respect ive phys ical educat ion class. Fu rthermore.
Uni versity Insti tut iona l Review Boa rd (IR B) permission to
conduct this investi gation was obtained and granted before
the onset of the study and any data collect ion.
Pedometer Instrument
The Yamax Digi-Walkcr LS 2525 was the pedometer
chosen to collect student step count s. This pedometer
model recorded the foll owi ng in form ati on: step count ,
distance covered, calorics burned. ti me spent in acti vity.
and a digital clock.
Procedures
On th e days of data co ll ec ti on, stud en ts we re
instru cted by th eir teacher to attac h their pedometer
when th ey ar ri ved lo class. and reset them lo ze ro.
Afterwards the teacher would begin their lesson for the
day. compri sed of the fo llowing four clements: I) an
introductory activ ity. 2) fit ness activities, 3) lesson focus.
and 4) review. First, the teacher would have students
partic ipate in an introductory activity. The purpose of
the introductory activity was to quickly transition students
into a fitness activ ity. For example, students would jog,
skip , jump rope or pl ay a quick game of lag. This
portion of the lesson usually took two to three minutes.
The second portion of the lesson co mpr ised fitness
acti vities focusing on the development of physica l fitness.
Fo r thi s por ti on of th e lesson fitn ess stati ons we re
set up throughout the gymnasium . For example, each
stat ion was comprised of the following: push-ups, va rious
stretc hes , mountain climbers, or exercise bands. Thi s part
of the lesson took approx imately seven to eight minutes:
instruction centering on developing such fitness components
as fl ex ibilit y, mu sc ul ar strengt h, and cardiovascular
endurance. The third portion of the class period focused
on the spec ific lesson conten t. Thi s portion of the
lesso n lasted approxim ately 20 lo 22 minutes where
students worked on skill s. participated in modi fied ga mes,
or pl ayed in a game-like activity. For exa mple, students
could spend lime focusing on improvi ng certain as pects
of a newly taught skill , or play a two-on-two basketball
game.. Finall y. the class ended wi th some type of game
or class rev iew, comprisi ng approximately five minutes.
For example, at the end of class the teacher had students
play a game or acti vity emphasizing what was taught in
class . or ga ther the studen ts toge ther and rev iew what
was taught in the lesson (Darst & Pangrazi , 2002).
Asian Journal of Physical Education & Recreation Vol.19 No. I
Middle sc hoo l ph ys ica l ed uca ti on cl asses were
typically 48 minutes in length. The investigators were
interested in measuring the 36 minutes of act ual ac ti vi ty
time, Da ily Act ivity Time (DAT). To ensure 36 minutes
of ac ti vit y time . student s were given six minu tes to
change into their gym clothes. participated in 36 minutes
of acti vity, and approx imately six minutes lo change back
into their school clothes and prepare fo r their next class
period. Pedometer step count data we re coll ected over
l2 diffe rent class periods. The literat ure has suggested
eight separate times or eight separate class periods arc
sufficient for gathering data when working with youth
in seventh through twe lfth grades (Vincent & Pangrazi .
2002).
When the class period was fi ni shed, students would
retrieve their student record sheet and record the number
of steps they took during the class per iod. When the
students had fini shed filling out their step counts from
the class period. they returned their student record to the
teacher. Only the teacher and the researchers had access
to the student record sheet.
Data Analysis
Data was analyze d using SPSS 14.0 stati sti cal
package for all variables. Descripti ve stati sti cs. including
means and standard deviation s (SDs) were used fo r
categorical variables. Nonparametric stati stics (Man-Whitney
and Kruskal -Wal lis) were used to examine da ily acti vity
time (DAT) among sex , the difference am ong sex and
total steps per minute, and acti vity type related to steps
per minute, respecti vely. A Tukey HSD post hoc analysis
was used lo determi ne steps per minute across phys ica l
education acti vities for all students. A p val ue less than
.05 was used as the determ ining cri teri a for statistical
signi ficance.
Results
Two hundred and thirt y- two (n=232) mal e and
female middle school stud ents parti cipated in thi s study,
I 15 males and 117 females, respectively. All participants
were currently enrolled in either sixth , seventh or eighth
grades at the lime of the study. Males and femal es
were similar in rega rds lo academic school standing and
eth nicity. All participants self-identi fied their ethnicity as
White, Non-Hi spanic.
I
I
Daily Activity Time (DAT) did not differ significantly
among sex IF (I, 7946.264) = 2.227, P =.1361, blll did
differ signi fica ntly between ac tivities IF (4. 43784.706)
= 12.270, P=.0011- Table I presents the acti vity. tota l
steps per minute, mean and standard deviat ion. A Man-
Asian Journal of Physical Education & Recreation Vol. 19 No. 1
Whitney Test was conducted 10 eva luate the di ffc rencc
among sex and total steps per minute. Th e Mann
Whitney lest showed that boys and girls do not appear
lo differ in their reported levels of steps per minute (z =
-1.869. p>.05).
Table 1. Means and Standard Deviations for Action 'l)'pe and Total Steps Per Minute.
Activity Total Steps Per Minnte
Basketball 303
Voll eyball 206
Indoor Soccer 769
Pickle Ball 414
Fitness Acti vi ti es 145
Figures I, 2. and 3 illustrate the relationship between
total steps per minute and basketball. voll eyball , indoor
soccer, pickle ball, and fitness activ iti es.
Mean and Standard Deviation
85.6640 ± 35.49
111.6704 ± I 06.45
100.8796 ± 21.69
112.3899 ± 73 .69
112.9599 ± 92.73
Figure 1. Estimated Marginal Means of Steps Per Minute (SPM) Between Gender (O=Males) (!=Females).
Figtu-e 1 Estimated l\farginal Tvleans of spm
130.00 -
125 .00 -
.,, 1~0 .00 -::: ,; o; 11 5.00 -~ 5 11000-
'Gb 8 105.00 -~ ,;:: 100 .00 -E § E 95 .00 ...
"' tl.l 90.00 -
S.5 .00 -
SO .DO -
I
Ba::lretball 1 I I
Volleyball lmloor ~occer Pi.clcle Ball
Activity
I
Fitne:::• Acti,,; tie ::
sex
0 - 1
Asian Journal of Physical Education & Recreation Vol. 19 No.1
Figure 2. Average Steps Per Minute for Males (n = 914) and Females (n = 913).
500,)
0.00
1,083 1,2£<1
C']i . 1,698 :
'1"':) J?'9
- - 37/ 1.194 l-49-1
H9o 1.1as 70 5')3
464
.. , 1.4!(1 .7
~6 315 09
1,489 238
271
sJS ·1,s12
1.5~ C1-S8
1.738
l ,i1 1. 1,085
'353
,.3>37 1,652
1,113 . l .~J f 501
1.271 511 482
J68r· 731 ,4:Sr•
' ..
. , 5.
543 173 l ,J:3
I~) I y 1,070 - 13501 ,JJJ
3~, 1.3-30 ,5~ 1,2-54 S,38
Fem,'lles
sex
A Kruskal -Wallis test was also co nducted and
indicated that the type of act ivi ty students participate in
affects their steps per minute, x2 (4. 11 =1837) = 241.351
p s; .05. Tukey HSD post hock analysis found a .01
level of significa nce when basketball was compared wi th
vol leyball , indoor soccer, pickle ball. and fitness acti vi ti es.
Figure 3. Overall Average Steps Per Minute for Basketball, Volleyl>all, Indoor Soccer, Pickle Ball,
and Fitness Activity.
::;: 0.. 1/)
250 .00
~OfJ .00
15000
100.00
5000
lj ,j()
323
'
6£-.• 151
"j. 70
26 254 137 Q238
l 132
I~ 182
0 860
135
1.083 • ... 1,2~1 367 .
1.652
837 . 1,113 l ,•3-33
1.698 * 0
... 501 479! 454
39G 353 1.529 658 1,194
32:, 1.185 f 375 413
; ,544 1.4~. 1.120 1 .811) &41 ·49.i (f
1,:-1s0
514 607 1,617
364 851 BBJ
0 51 1 0 1.765 195 1.218
~~ 0 714 1.002
.1 3$1 1,582
1.487 G 9
294 6G7
~ i.on 0
0 1 .~IJ6 888 0
.::11.46? G~a 1,454 4J6
1,283 * 1.07a 1,0"liJ 627*
1,310 ::es 1.766 7BJ 1.333 €l
1,711 1,506
1.085 39B§l .350 • .
1.:e~ 653
568
Pict·el&I Fitneo;s A-:1nnt1es
Activity
I
In reviewing the average steps per minute obta ined
in five curriculum units (bas ketball , volleyball, indoor
soccer, pickle bal l. and fitness activities) during an average
36 minute ti mcf rame, onl y I% - 6% of l he overa II
minimum 12,000 steps per minute reported as appropriate
Asian Journal of Physical Education & Recreation Vol. 19 No. I
for heal thy children were achieved. Table 2 presents
eac h activity. the ave rage number of ste ps fo r eac h
activity and the calculated number of additional minmes
and hours a child would still need lo be ac ti ve 10 reach
the recommended 12,000 lo 16.000 steps per day range.
Table 2. Activity, Average Number of Steps for Each Activity, and Calculated Number of Additiona l Minutes and Hours to Achieve the Recommended 12,000 to 16,000 Steps Per Day Range.
Activity Average Total Steps Per Minutes / Hours Minutes/ Hours Minute to Obtain 12,000 Steps to Obtain 16,000 Steps