Physical Education and Physical Fitness Across Development: A Neurodevelopmental Perspective on Childhood and Adolescence |Chapter 2 | An Overview of Disease and Health Research Vol. 10

 

Physical education is a fundamental component of childhood and adolescent development, contributing not only to physical fitness but also to cognitive, emotional, and psychosocial maturation. Contemporary evidence from developmental neuroscience highlights adolescence as a sensitive period of heightened neuroplasticity, during which physical activity exerts profound effects on brain structure and function. School-based physical education provides a unique environment that combines movement, novelty, skill acquisition, and peer interaction; key drivers of neural adaptation during this developmental “grey zone.” This chapter examines physical education as a neurodevelopmentally active process, synthesising evidence on its role in enhancing physical fitness alongside executive function, emotional regulation, motivation, and mental well-being. By integrating perspectives from exercise science and adolescent neuroscience, the chapter emphasises the need to design physical education programs that align with brain maturation processes to optimise both physical and mental health outcomes in children and adolescents.

 

 

Author(s) Details

Akanksha Nagar

BFUHS, India and Department of Physiotherapy, Faculty of Health and Allied Sciences, Guru Kashi University, Bathinda, Punjab, 151302, India.

 

Himanshu Kaushal
Department of Neurology, Guru Gobind Singh Medical College & Hospital, Faridkot, Punjab, 151203, India.

 

Jaspreet Vij
Institute of Physiotherapy, University Regional Centre, Sri Goindwal Sahib, Baba Farid University of Health Sciences, Punjab, 151203, India.

 

Please see the book here :- https://doi.org/10.9734/bpi/aodhr/v10/7018

A Multi-factorial Analysis of the Factors Affecting Elementary Students’ Interest in Physical Education Considering Students’ Ethnicity and Gender | Chapter 5 | New Visions in Medicine and Medical Science Vol. 4

 Background: Student attitudes toward education are of great concern to educators around the world. Fostering Student’s positive interest in physical education is of great concern in academia. More importantly, the rationale as to why one would maintain a positive interest in physical education is of concern. These topics have been widely researched. However, the comparison of gender and ethnicity as it relates to students’ interest in physical education is a novel investigation. The purpose of this study was to ascertain the relationship between elementary student’s interest in physical education considering gender, ethnicity, curricular and teacher influences, and student’s perceived competency.

Methods: Participants included 99 fifth-grade elementary school students (62 males, 37 females). Participant selection was conducted by utilizing 6 intact physical education classes from a single culturally diverse elementary school. Racial and ethnic distribution for fifth graders consists of 54.69% Caucasian, 37.50% African American, and 2.34% Hispanic, 4.69% Asian, and .78% Multicul¬tural. The Physical Education Interest Questionnaire was the instrument used for this study as well as open-ended questions for qualitative analysis [1]. Statistical analysis was done to analyze the collected data.

Results: Findings indicated that students, regardless of ethnicity and gender, maintained a positive interest in physical education. However, male students maintained greater interest in physical education than female students, irrespective of ethnicity. Caucasian students maintained significantly higher interest than other ethnicities. Perceived competence had the most effect on students’ overall interest. Answers to open-ended questions supported these results.

Conclusion: Although this study identified that a positive interest in physical education regardless of the subjects’ gender and ethnicity existed, future instructors must consider teaching non-mainstream individual fitness activities to students. This would lead to increased individual perceived competency and continued positive interest in physical education. The study suggests that future adults need to be encouraged to continue to be physically active throughout life not only while they are young, thus reducing the obesity epidemic plaguing our society.

Author(s) Details:

John D Hatten,
Keiser University, United States.

James C Hannon,
Kent State University, United States.


Please see the link here: https://stm.bookpi.org/NVMMS-V4/article/view/14001

The Triple Helix Argument for Establishing Partnerships between Physical Education and Industry | Chapter 8 | Modern Perspectives in Language, Literature and Education Vol. 4

 The purpose of this study was to discover methods for encouraging collaboration between the industry and the physical education academy. In-depth interviews were conducted with participants from the business and academic worlds. The Ministry of Science, Technology, Innovation, and Communications (MCTIC) Innovation Portal and the representativeness of Brazil's GDP were used to select the research subjects, with preference given to enterprises ranked among the top fifty in terms of value. The analysis of the interviews revealed four significant categories: mandatory society, addictive state, decontextualized formation, and synergy. The most important strategy, according to respondents, is to listen to the people and combine the efforts of all institutions to deliver what society expects. In practice, however, there is a more traditional behavior. This behavior reflects a mindset that disregards societal expectations in favor of a tactical rather than strategic approach.

Author (s) Details

Charles Figueiredo Motta
Department of Physical Activity Sciences, Salgado de Oliveira University, Brazil.

Carlos Alberto Figueiredo da Silva
Department of Physical Activity Sciences, Salgado de Oliveira University, Brazil and Augusto Motta University Center, Brazil.

View Book :- https://stm.bookpi.org/MPLLE-V4/article/view/1523

Aspects that Influence Exclusion in Physical Education Class: Perceptions of Teachers in Brazil | Chapter 3 | Modern Perspectives in Language, Literature and Education Vol. 2

 The goal of this study was to understand how teachers in physical education view the representations of exclusion in classes in physical education. With a qualitative approach, the course is characterised as descriptive analysis. In Rio de Janeiro district, semi-structured interviews were performed with teachers from a public school. The findings highlighted many mechanisms of exclusion, with greater focus on those concerning gender and ethnic-racial ties. Pieces of evidence have shown that in university curricula, particularly those based on teacher education, the discussion of such topics should be more effective and present. Teachers should use pedagogical strategies that encourage inclusion and create good cases for school debates when circumstances involving processes of exclusion occur. In cases which disrespect humanistic values and social justice, it can assist students to adopt new positions.

Author(s) Details

Bruno Inocêncio Vicente
Graduate Program in Physical Activity Sciences, Salgado de Oliveira University, Niterói, Brazil.

Rachel Belmont
Graduate Program in Physical Activity Sciences, Salgado de Oliveira University, Niterói, Brazil and Graduate Program in Biosciences and Health Teaching, Oswaldo Cruz Foundation, Rio de Janeiro, Brazil.

Carlos Alberto Figueiredo da Silva
Graduate Program in Physical Activity Sciences, Salgado de Oliveira University, Niterói, Brazil.

View Book :- https://bp.bookpi.org/index.php/bpi/catalog/book/334