<abstract xml:lang="en" xmlns="http://www.w3.org/1999/xhtml"><italic>Study aim:</italic> To assess the intensities of three types of physical education (PE) classes corresponding to the phases of the teaching/learning process: Type 1 - acquiring and developing skills, Type 2 - selecting and applying skills, tactics and compositional principles and Type 3 - evaluating and improving performance skills.<italic>Material and methods:</italic> A cohort of 350 schoolchildren, aged 13 years, from 3 selected urban schools in Poznań participated in the study. A total of 202 PE lessons was involved using heart rate (HR) monitors, one randomly selected subject per every class. Four intensity zones were assumed (&lt;140, 140 - 159, 160 - 179, ≥180) and exercising time spent within each zone was measured.<italic>Results:</italic> Type 2 classes induced the most pronounced cardio-respiratory responses irrespectively of the kind of sport activities thus enhancing the cardio-respiratory fitness.<italic>Conclusions:</italic> Type 2 activities ought to be taken into consideration when designing PE curricula in order to avoid long runs of inadequate physiological stimuli.</abstract>

Study aim: To assess the intensities of three types of physical education (PE) classes corresponding to the phases of the teaching/learning process: Type 1 - acquiring and developing skills, Type 2 - selecting and applying skills, tactics and compositional principles and Type 3 - evaluating and improving performance skills.Material and methods: A cohort of 350 schoolchildren, aged 13 years, from 3 selected urban schools in Poznań participated in the study. A total of 202 PE lessons was involved using heart rate (HR) monitors, one randomly selected subject per every class. Four intensity zones were assumed (<140, 140 - 159, 160 - 179, ≥180) and exercising time spent within each zone was measured.Results: Type 2 classes induced the most pronounced cardio-respiratory responses irrespectively of the kind of sport activities thus enhancing the cardio-respiratory fitness.Conclusions: Type 2 activities ought to be taken into consideration when designing PE curricula in order to avoid long runs of inadequate physiological stimuli.

Health-related intensity profiles of Physical Education classes at different phases of the teaching/learning process

University School of Physical Education, Poznań, Poland

Biomedical Human Kinetics

Study aim: To assess the intensities of three types of physical education (PE) classes corresponding to the phases of the teaching/learning process: Type 1 -...

Health-related intensity profiles of Physical Education classes at different phases of the teaching/learning process

Pubblicato online: 24 dic 2009

Pagine: 86 - 91

DOI: https://doi.org/10.2478/v10101-009-0022-x

Parole chiave
Physical education, Exercising intensity, Teaching/learning process

This content is open access.

Health-related intensity profiles of Physical Education classes at different phases of the teaching/learning process

Pubblicato online: 24 dic 2009

Pagine: 86 - 91

DOI: https://doi.org/10.2478/v10101-009-0022-x

Parole chiavePhysical education, Exercising intensity, Teaching/learning process

This content is open access.

Parole chiave
Physical education, Exercising intensity, Teaching/learning process