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A Good Use for the Students' Smart Phone: Tracking Their Heart
Journal of Physical Education, Recreation & Dance
Abstract
Sadly, many technologies promote sedentary behaviors, leading many teachers to view technology and the myriad of downloadable applications as a rival to physical activity. However, many fitness-related applications are now available. This article reports on an investigation of the Azumio heart-rate-monitoring application and provides potential implementation strategies for its use in the classroom. With its ease of use and strong results, the Azumio heart-rate-monitoring application may be a great way to bring technology into your educational setting.
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... Gibbone, Perez, and Virgilio 2014). In this sense, for example, students could investigate and compare the measurement accuracy of wearables and apps (Garver et al. 2015). Furthermore, it was suggested that students should learn how to use the different functions of the devices properly (e.g. ...
Introduction: There are varied consequences of digital transformation
processes within the fitness and health-related living environments of
adolescents (e.g. increased physical activity through wearables, body
dissatisfaction through social media) which could potentially provide
fruitful health-related learning experiences within different pedagogical
approaches to health in PE (e.g. biomedical vs. alternative, Mong and
Standal, 2019, “Didactics of Health in Physical Education – a Review of
Literature.” Physical Education and Sport Pedagogy 24 (5): 506–518.
https://doi.org/10.1080/17408989.2019.1631270). However, concerns
have been raised that the integration of digital media into health-related
PE could reinforce biomedical approaches to health and lead,
for example, to a focus on increasing fitness through technology. This
one-sided focus would not be in line with the demands for a
comprehensive health education. This paper aims to map the current
trend of pedagogical approaches to health-related PE in the context of
digitalisation and to identify typical learning goals against this
background.
Methods: We conducted a scoping review based on the framework of
Tricco et al. (2018, “PRISMA Extension for Scoping Reviews: Checklist
and Explanation.” Annals of Internal Medicine 169 (7): 467–473. https://
doi.org/10.7326/M18-0850). We searched nine databases using a search
term covering three topic areas: digitalisation, health, and physical
education. Considering the publication years from 2013 to 2023, we
selected papers in a three-step process (title-, abstract-, and full-text-screening).
In total, we included 103 empirical and theoretical papers in
the analysis using qualitative content analysis (Kuckartz, 2019,
“Qualitative Text Analysis: A Systematic Approach.” In Compendium for
Early Career Researchers in Mathematics Education, edited by G. Kaiser
and N. Presmeg, 181–197. Cham: Springer). To map the pedagogical
approach to health, we applied the following main deductive
categories: conceptualisation of health, paradigmatic approach to
health and envisaged learning goals. To analyse learning goals with
regard to digitalisation, we used the distinction between learning with
and about digital media as a focus of analysis.
Results: The scoping review shows that most of the papers discussed a
broad conceptualisation of health for PE by addressing biopsychosocial aspects of health. Many of the implications for health- and digitalisation-associated
learning goals related to pre-reflective and functional reflective
learning goals in the area of learning with digital media. They
mainly focused, from a pathogenic viewpoint, on how digital media can
increase health-enhancing physical activity, affective determinants of
health behaviour and health-related knowledge. Parts of these learning
goals have already been empirically investigated. Only a few papers
proposed critical-reflective learning goals in the area of learning about
digital media, aiming at a socio-emancipatory engagement with digital
media, health and society. No empirical study within the scoping review
investigated the effectiveness of such critical health- and digitalisation-related
PE.
Discussion and conclusion: In light of the results, it is important that
future genuine pedagogical research about health- and digitalisation-related
PE increasingly focuses on the development and empirical
evaluation of theoretically sound concepts for PE that are in line with
the educational demands of comprehensive – thus also critical and
salutogenic – health and digital education.
... Game-based learning platforms, such as Kahoot!, can be used as a formative assessment tool for teachers to evaluate students' cognitive learning outcomes (Kim & Gurvitch, 2018). Wearable technology, including pedometers, heart-rate monitors, and smartwatches, can be an excellent tool for monitoring, tracking, and evaluating student physical activity behavior and health status (Garver et al., 2015). Many of these tools have interactive features that not only motivate students but also serve an educative purpose, like informing wearers when physical activity goals are met. ...
In order to better manage alternative assessment procedures, incorporating suitable technology can help teachers facilitate an easier, more productive practice in unique and innovative ways. The purpose of this article is, therefore, to provide ideas and resources for technology-facilitated alternative assessment in physical education.
To examine objectively measured physical activity levels by age, sex, and BMI for children and adolescents in a nationally representative sample.
Data were from the 2003-2004 and 2005-2006 National Health and Nutrition Examination Surveys, which included physical activity assessment by accelerometer and measured height and weight. The authors calculated minutes of moderate and vigorous activity.
Boys were more active than girls, and activity levels were lower at older ages. Younger children met daily recommendations for physical activity, whereas older children, especially girls, did not. Typically, weight status was inversely related to activity, though differences were less apparent among boys. Underweight children were not always more active than heavier peers.
Physical activity is thought to decline during childhood, but the extent of the decline is unknown. We made objective measures of 2-year changes in physical activity and sedentary behavior in English children who participated in the Gateshead Millennium Study to explore the nature, timing, and extent of changes in physical activity and sedentary behavior before adolescence.
We conducted a longitudinal study of 405 children (207 girls), aged 7 years, in 2006/2007 and again 24 months later. Physical activity and sedentary behavior were measured with the Actigraph GT1M accelerometer. Data were analyzed in 2010. Changes in total volume of physical activity (accelerometer counts per minute [cpm]), moderate-to-vigorous-intensity physical activity (MVPA), and sedentary behavior were quantified. Factors associated with changes in physical activity and sedentary behavior were tested by using linear regression. Tracking of physical activity and sedentary behavior over the 2-year period was assessed by rank-order correlation.
Mean daily volume of physical activity declined by 83 cpm (interquartile range [IQR]: -189 to 31) over 2 years; the percentage of daily time spent in MVPA was low at baseline and declined by 0.3% (IQR: -1.4 to 0.9). The percentage of daily time in sedentary behavior was high at baseline and increased from 78.0% to 81.1% of the day (change 3.1% [IQR: -0.3 to 6.0]). The decline in MVPA and increase in sedentary behavior were significantly greater in girls and in those with higher BMI z scores at baseline. Physical activity and sedentary behavior showed moderate tracking over the 2-year period.
We report here new evidence of low and declining levels of physical activity and MVPA and increasing sedentary behavior before adolescence.
Relations between organs and body size are not linear but rather follow allometric (growth) relations characterized by their powers (exponents).
Stroke volume (SV) by M-mode echocardiography was related to height, weight, body surface area (BSA), and ideal BSA (derived from ideal body weight for given height) in 970 normotensive individuals (1 day to 85 years old; 426 < 18 years old; 204 overweight to obese; 426 female). In normal-weight children, adults, and the entire population, SV was related by allometric relations to BSA (power = 0.82 to 1.19), body weight (power = 0.57 to 0.71), and height (power = 1.45 to 2.04) (all P < .0001). Relations of cardiac output to measures of body size had lower allometric powers than those for SV in the entire population (0.41 for body weight, 0.62 for BSA, and 1.16 for height). In overweight adults, observed SVs were 17% greater than predicted for ideal BSA, a difference that was approximated by normalization of SV for height to age-specific allometric powers. Similarly, observed cardiac output was 19% greater than predicted for ideal BSA, a difference that was accurately detected by use of cardiac output/height to age-specific allometric powers but not of BSA to the first power.
Indices of SV and cardiac output for BSA are pertinent when the effect of obesity needs to be removed, because these indices obscure the impact of obesity. To detect the effect of obesity on LV pump function, normalization of SV and cardiac output for ideal BSA or for height to its age-specific allometric power should be practiced.
Objectives To describe the percentage of children who met physical activity and screen-time recommendations and to examine demographic differences. Recommendations for school-aged children include 60 minutes of daily moderate-to-vigorous physical activity and no more than 2 hours per day of screen-time viewing.
Design Cross-sectional study.
Setting Data from the 2009-2010 National Health and Nutrition Examination Survey, a representative sample of the US population.
Participants Analysis included 1218 children 6 to 11 years of age.
Main Exposures Age, race/ethnicity, sex, income, family structure, and obesity status.
Main Outcome Measures Proxy-reported adherence to physical activity and screen-time recommendations, separately and concurrently.
Results Based on proxy reports, overall, 70% of children met physical activity recommendations, and 54% met screen-time viewing recommendations. Although Hispanics were less likely to meet physical activity recommendations (adjusted odds ratio [aOR], 0.60 [95% CI, 0.38-0.95]), they were more likely to meet screen-time recommendations compared with non-Hispanic whites (aOR, 1.69 [95% CI, 1.18-2.43]). Only 38% met both recommendations concurrently. Age (9-11 years vs 6-8 years: aOR, 0.57 [95% CI, 0.38-0.85]) and obesity (aOR, 0.53 [95% CI, 0.38-0.73]) were inversely associated with concurrent adherence to both recommendations.
Conclusions Fewer than 4 in 10 children met both physical activity and screen-time recommendations concurrently. The prevalence of sedentary behavior was higher in older children. Low levels of screen-time viewing may not necessarily predict higher levels of physical activity.