published_or_final_version / Sports Science / Master / Master of Science in Sports Science

published_or_final_version / Sports Science / Master / Master of Science in Sports Science

published_or_final_version / abstract / Human Performance / Master / Master of Philosophy

published_or_final_version / abstract / Human Performance / Doctoral / Doctor of Philosophy

The purpose of this paper was to monitor the heart rates of-first, third, and fifth grade students during physical education classes to determine if the classes contribute to improvement in cardiovascular fitness levels. The study determined the average heart rate of students in physical education classes and determined the percent of time the heart rate remained in, above, and below a predetermined heart rate range of 140 to 180 beats per minute.Students from seven schools were involved in this study which included: 338 first graders, 236 third graders, and 217 fifth graders. Each school was visited three times.The measurement of heart rates was accomplished by placing a heart rate monitor on each student during their regular physical education class. The results indicated that the average heart rate for all first graders was 142.28 beats per minute (bpm), for all third graders was 141.68 bpm, and for all fifth graders was 142.85 bpm. The percentage of time spent in the pre-determined heart rate range for first grade students was 39.98%, third grade was 37.78%, and 40.64% for fifth grade. The percentage of time spent above the pre-determined heart rate range for first grade was 15.59%, 15.76% for third grade, and 13.91% for fifth grade. The percentage of time spent below the predetermined heart rate range for first grade was 43.99%, for third grade 46.32%, and 47.00% for fifth grade. The above findings revealed that the average heart rates did increase, although when further examining the percentage IN, ABOVE, and BELOW the pre-determined heart rate range the figures indicated that heart rates were not maintained at an appropriate level of intensity for the adequate time needed to increase cardiovascular fitness levels. If cardiovascular fitness is a goal in these classes, changes in class drills and games will be required to accomplish this goal. / School of Physical Education

Made available in DSpace on 2014-06-11T19:30:53Z (GMT). No. of bitstreams: 0 Previous issue date: 2011-12-09Bitstream added on 2014-06-13T20:40:46Z : No. of bitstreams: 1 farias_alp_dr_rcla.pdf: 394609 bytes, checksum: 13782eb9581a309ee3ab3cb13e20ca14 (MD5) / Desenvolvimento motor é interpretado como o processo de mudanças que ocorrem no comportamento motor ao longo do ciclo de vida e é caracterizado por mudanças qualitativas, envolvendo as necessidades biológicas subjacentes as ambientais e ocupacionais, que influenciam o desempenho motor e as habilidades motoras dos indivíduos. O objetivo deste estudo foi diagnosticar e descrever o desenvolvimento das habilidades motoras fundamentais de crianças, em idade do Ensino Fundamental I, no Estado da Paraíba. A amostra foi composta por 410 crianças distribuídas nas quatro regiões paraibanas (Mata, Borborema, Sertão e Agreste), sendo 209 meninos e 201 meninas, na faixa etária de 6 a 10 anos. A obtenção dos dados ocorreu na própria escola que a criança estudava, tendo sido as crianças filmadas realizando as habilidades motoras dos subtestes locomotor e controle de objeto do TGMD-2 (Ulrich, 2000). Após a filmagem, a análise dos dados foi feita por três avaliadores devidamente treinados. Os valores brutos referentes ao subteste locomotor realizado em regiões e grupos etários foram diferentes entre os grupos etários, F(4,390)=52,61, p<0,001, entre as regiões, F(3,390)=9,34, p>0,001, e interação entre grupos etários e regiões, F(12,390)=2,41, p>0,01. No controle de objetos, foi observada diferença entre os grupos etários, F(4,390)=58,26, p<0,001, entre as regiões, F(3,390)=13,44, p>0,001, e interação entre os grupos etários e as regiões, F(12,390)=4,07, p<0,001. Nos valores brutos referentes ao subteste locomotor, em função do gênero e grupos etários, foi observada diferença entre os grupos etários, F(4,400)=60,04, p<0,001, porém não revelou diferença entre gêneros, F(1,400)=2,12, p>0.05, e interação entre os grupos etários e os gêneros, F(4,400)=1,57, p>0.05. No controle de objetos... / Motor development can be understood as a process or as a product. As a process, it is characterized by qualitative changes, influenced by underlying biological needs, environmental and occupational factors that influence motor performance and motor skills of individuals. The goal of this study was to describe the development of fundamental motor skills of children, in Elementary School age, in the state of Paraiba. The sample consisted of 410 children divided into four regions of the state of Paraiba (Mata, Borborema, Sertão, and Agreste), with 209 boys and 201 girls, aging from 6 to 10 years. The data collection occurred at school in which children were enrolled, with the children filmed performing motor skills of the locomotor and object control subtests of the TGMD-2 (Ulrich, 2000). After the video recording, data analysis was performed by three trained raters. Raw scores of the locomotor subtest compared among regions and age groups were different among age groups, F(4,390)=52.61, p<0.001, among regions, F(3,390)=9.34, p>0.001, and interaction between age groups and regions, F(12,390)=2.41, p> 0.01. Regarding the object control, differences were observed among age groups, F(4,390)=58.26, p<0.001, among regions, F(3,390)=13.44, p>0.001, and interaction between age groups and regions, F(12,390)=4.07, p<0.001. Raw scores for the motor subtest regarding gender and age groups, differences were observed among age groups, F(4,400)=60,04, p<0.001, but showed no difference between genders, F(1,400)=2.12, p>0.05, and interaction between age groups and gender, F(4,400)=1.57, p>0.05. Differently, differences were observed for the object control values among age groups, F(4,400)=71.51, p<0.001, between genders, F(1,400)=8,82, p<0,005. The results indicate that the development of fundamental... (Complete abstract click electronic access below)

Dissertation (Ed.D.)--The University of North Carolina at Greensboro, 2008. / Directed by Tom Martinek; submitted to the Dept. of Exercise and Sport Science. Title from PDF t.p. (viewed Jan. 28, 2010). Includes bibliographical references (p. 69-82).

Thesis (M. Sc.)--University of Hong Kong, 2001. / Includes bibliographical references (leaves 67-84).

published_or_final_version / Sports Science / Master / Master of Science in Sports Science

Previous research has shown that fundamental movement skills (FMS) proficiency influences physical activity (PA) in children, such that those who are more proficient tend to be more active. Sufficient PA engagement in childhood has been associated with positive health outcomes, but little is known about PA levels in children with disabilities. Children with cerebral palsy (CP) represent the largest diagnostic group in pediatric rehabilitation. In one systematic review and six studies, FMS proficiency and PA levels among children with CP were measured, analyzed, and compared with typically developing children. The lack of a valid objective PA measurement method for children with CP was determined in the systematic review, and the first study (Chapter 2) validated the Actigraph accelerometer as a valid objective PA measurement instrument in this population group. FMS measurement in children with CP was addressed in the second study (Chapter 3), which showed that process-and product-oriented measurement are both important in characterizing FMS proficiency in a holistic manner. With the said measurement techniques validated, the third study (Chapter 4) utilized a cross- sectional study design to examine FMS proficiency and PA in children with and without CP. It was found that children were less active and more sedentary during weekends than weekdays. FMS proficiency was negatively associated with sedentary time and positively associated with time spent in moderate to vigorous PA in both groups of children. Process-oriented FMS measures were found to have a stronger influence on PA in children with CP than in typically developing children. With the intention to examine these relationships in a cause-effect study design, a theoretical model for FMS training programs was tested in children with and without disabilities in the fourth and fifth studies (Chapter 5). A movement training approach that minimized the amount of practice errors was found to facilitate improvements in FMS proficiency. This approach was then utilized in the sixth study (Chapter 6), wherein the relationship of FMS proficiency and PA were examined in a quasi-experimental design. It was found that by training FMS, weekend PA was heightened and weekend sedentary time was decreased among children with CP. In comparison, typically developing children manifested decreased weekend sedentary time after FMS training. The findings from these studies contribute to understanding the measurement of FMS and PA in children with CP, the implementation of FMS training in children in general, and the relationship between FMS and PA in children with and without disabilities. / published_or_final_version / Human Performance / Doctoral / Doctor of Philosophy