Degree Name

Master of Science (MS)

Semester of Degree Completion

2000

Thesis Director

William Russell

Abstract

The purpose of this study was to examine the effect of program frequency of physical fitness scores of kindergarten students. Kindergarten students from a daily program (n= 43, 21 males, 13 females) and a twice-weekly program (n= 143, 85 males, 58 females) were compared on specific fitness scores from the President's Challenge Physical Fitness Test (PCPFS, 2000). Specifically the purposes were to (a) determine if there were significant differences in males' and females' mean fitness scores compared across program frequency, (b) determine if there was a relationship between program frequency and percentage of male and female students meeting 50th percentile norms on the President's Challenge, and (C) determining if there was a relationship between program frequency and self-reported physically active and sedentary behaviors. Six separate gender by program ANOVAs used to measure differences in mean scores across program revealed a significant program effect for the daily program (F(1,172)= 25.53, p< .001) for flexed arm hang scores. Separate 2x2 chi-square contingency tables were used to compare percentage of males and females meeting President's Challenge Test 50th percentile standards. Results revealed significant chi-square differences in favor of daily-program male students on flexed arm hang (x2 (1)= 17.61, p< .001) and half-mile run times (x2 (1)= 19.37, p< .001). For females there were no differences. Separate program by response chi-square analysis examined responses to self-reported physically active and sedentary behavior. Results revealed that daily program students indicated more activity in active games (x2 (1)= 3.94, p< .05), more activity in catching games (x2 (1)= 4.34, p< .05), and more activity in outside activity either alone or with friends (x2 (1)= 12.32, p< .001). For sedentary behavior, results revealed that daily program students engaged in less television watching (x2 (1)= 6.52, p< .001), and less activity which involved playing on the floor (x2 (1)= 17.61, p< .001). In addition, self-report scores for physically active and sedentary behaviors were totaled and compared across groups. Results revealed from separate gender by program ANOVAs a significant program effect for physically active self-report behavior favoring the daily program (F(1,173)= 5.56, p< .05). Overall results provide marginal support for the effectiveness of daily physical education for improvement in several areas of youth fitness, especially in kindergarten boys. Results from the self-report of lifestyle behavior suggest potential positive activity pattern outcomes provided by programs of greater frequency. Results are discussed for potential curricular modifications based upon the current findings and the importance of daily physical education upon youth fitness.

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