Flipping the Script: An Initial Exploration of Flipped Learning as an Enhanced Alternative to Traditional Physical Education Lessons.

BACKGROUND: Physical activity (PA) is related to a variety of positive outcomes for youth and physical education (PE) represents a primary school-based environment where students can engage in moderate-to-vigorous physical activity (MVPA). Limitations exist in secondary schools with low socio-economic status, where MVPA engagement is generally below the recommended 50% of lesson time. Growing evidence suggests that using a flipped learning approach (FLA) may naturally enhance PE lessons as outlined by The Theory of Expanded, Extended, and Enhanced Opportunities for Youth Physical Activity Promotion. PURPOSE: The purpose of this study was to compare the impact of the FLA to traditional instruction on student MVPA, lesson context, and teacher involvement during middle school PE lessons. METHODS: Participants were 56 male students from two 7th-grade classes from a low-SES, suburban school. This study employed the System for Observing Fitness Instruction Time (SOFIT). Data were examined through descriptive statistics. Linear regression models were used to predict SOFIT outcomes as a function of FLA versus traditional instruction. RESULTS: Students in the FLA class spent significantly more class time in MVPA (p < 0.01). Regression models predicted participants in FLA classes would spend 55% more class time in MVPA (p < 0.01). After adjusting for covariates, models showed students in FLA classes would spend almost 18 more minutes in MVPA than students in traditional classes (p < 0.01). DISCUSSION/CONCLUSION: The FLA may be a practical lesson enhancement strategy to increase student MVPA and improve PE opportunities for students in low SES schools when compared to the use of traditional instruction. The results of this study demonstrated positive potential of using FLA in PE but should be considered within the context of their limitations. Further examination of the FLA is warranted.

Virtual Physical Education During COVID-19: Exploring Future Directions for Equitable Online Learning Tools.

Introduction: School closures prompted by the COVID-19 pandemic reduced opportunities for US youth to be physically active and disproportionately impacted health disparities in this population. Physical education provides the largest intervention to support the physical activity of school-aged youth, but teachers' opinions about how to maintain quality programming during virtual learning periods remain unexplored. Applying a diversity, equity and inclusion framework, this study explored physical education teachers' perceived significance of different design features for an online teaching tool to promote physical activity equity during school closures. Methods: Previous literature and focus groups informed the development of a survey administered in summer/fall 2020. Survey participants (n = 60) were physical education teachers from 400 randomly selected US preschool-12th grade schools drawing from a national database. Participants rated the significance of four design features in relation to five key attributes of an online supplement to in-person physical education programs. One-way ANOVAs were used to assess differences in teachers' ratings by demographic characteristics. Results: Between-group differences were found in teacher ratings of design features related to the usability, accessibility, equitability, and formal assessment capabilities of an online physical education tool. Differences were based on teacher gender, school level, and geographic location. Conclusions: Future research to promote physical activity equity among preschool-12th grade youth should examine tailored virtual physical education learning tools that address what teachers perceive to be the most significant design features to support equitable physical education among diverse student groups.

Modified Kaatsu training: adaptations and subject perceptions.

PURPOSE: Although Kaatsu training involves low training loads, high perceived exertion and pain scores suggest that potential benefits may be offset by poor adherence or tolerance, particularly if applied in untrained or clinical populations. The purpose of this study was to investigate muscle adaptations, perceived exertion ratings, perceived sensations, and exercise adherence to a modified Kaatsu training protocol involving upper arm exercise. METHODS: Forty subjects ages 18-30 yr were assigned to exercise (EX) or nonexercise control (CON) groups. The EX group performed three sets of 15 repetitions of unilateral biceps and triceps exercises, three times per week for 8 wk while wearing a pneumatic cuff to restrict blood flow on one arm (CUFF) and nothing on the other (NCUFF). The CON group did not exercise but wore the cuff on one arm for a comparable amount of time. Strength, girth, tomography scans along with RPE, and sensations during workouts were assessed. Perceived exertion and sensations were assessed during workouts using visual analog scales. RESULTS: Biceps curl and triceps extension strength along with arm size increased during the 8-wk period when compared with the CON group. Compliance was 85.4% and 97% for the EX and CON groups, respectively. EX subjects completed 85.4% of their workouts, whereas controls attended 90.4% of their sessions. The prominent sensations reported in the CUFF arm were pressure and aching. CONCLUSIONS: The Kaatsu training used in this study yielded moderate exertion ratings and low-pressure sensations, increased muscle size and strength, and was well tolerated, thereby lending support to Kaatsu training's potential as a training modality for untrained or clinical populations.