The effect of the Manitoba grade 11 and 12 high school physical education curriculum on fitness-related health, academic and behavioural outcomes
Bibliographic record
Abstract
There is universal agreement that school physical education (PE) and school-community sports participation (SCSP) enhance adolescent health and well-being. However, virtually no study has objectively evaluated the effects for grade 11 and 12 high school students. The primary aim of this study was to assess the impact of a newly implemented PE curriculum on health-related fitness, psychological well-being and academic performance for grade 11 and 12 students (n=101). Secondary aim was to evaluate the influence of students involved in SCSP (n=44) with those not involved in SCSP (non-SCSP) (n=57). In-school PE (IN, n=22); out-of-school PE (OUT, n=65); and no-PE (CONTROL, n=14) were assessed with the following tests [20-meter shuttle run (20MSR), push-ups (PU), sit-ups (SU), and modified pull-ups (MPU), body fat percent (BF%), body mass index (BMI), waist circumference (WC), Physical Self-Description Questionnaire (PSDQ) and grade point average (GPA). Testing was conducted in September and again in December of 2008. Repeated measures ANOVA controlling for sex for IN revealed significant increases for 20MSR (p<0.001), PU (p=0.033), MPU (p=0.004), aggregate strength (AS) (p=0.017), and height (p<0.001); in addition to significant decreases for GPA (p=0.001) and BF% (p=0.003). OUT reported significant increases for 20MSR (p=0.002), PU (p<0.001), AS (p<0.001), height (p<0.001); and PSDQ variables of coordination (CO) (p=0.038), strength (ST) (p=0.043) and flexibility (FL) (p=0.013). CONTROL reported significant decreases in PA (p=0.006), WC (p=0.05), MPU (p=0.034) and GPA (p=0.028); and significant increases in PU (p=0.039) and height (0.039). The IN group scored significantly higher than both OUT (p=0.019) and CONTROL (p=0.019) groups with respect to the mean (95% CI) change in maxVO2. For testing in September, SCSP scored significantly higher (p<0.001) for the fitness variables of CVF, PU, SU, MPU and AS; and the PSDQ variables of CO, PA, BF, SP, GP, ST, EN and SE. PSDQ variable of appearance was also significantly higher (p=0.003) for SCSP. In addition, SCSP scored significantly lower for BF% (p<0.001) and WC (p=0.013). Follow up testing in December between SCSP and non-SCSP produced identical results except for WC becoming insignificant (p=0.058). Significant improvements in health-related fitness and psychological well-being warrant continued efforts to provide quality PE and SCSP programming for all high school students.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".