european college of sport science

Thursday, June 25th, 2009
and polar plots with a defined colour scheme were used to profile performance-related thresholds or different race phases for each boat
variable to assess stroke consistency patterns in relation to boat velocity.
Results: 3D time scatter plots revealed a sbs consistency of boat-related intra-stroke patterns in regards to technique, performance and
race progress. Lower intra-stroke pattern variations (propulsive boat acceleration) related highly to better boat performances. Polar plots
appeared more meaningful for displacement-related variables (transverse boat acceleration, yaw).
Discussion/Conclusion
Colour-coded multi-dimensional graphical displays were found to be a powerful analysis tool to profile comprehensive sbs changes of
several characteristic boat-related curve patterns in relation to the sbs average boat velocity and stroke rate throughout a rowing race.
The results underscored that meaningful visualisation techniques are crucial tools to assist coaches/athletes in assessing and fine-tuning
racing strategies. These displays are being utilised for training and testing in optimising crew and individual technique parameters and
influencing boat motion.
Literature
Draper C, Rice T, et al (2008). Characteristic curve patterns of 3D boat motion in international rowing races in all boat categories. 13th
Annual Congress of the European College of Sport Science, Estoril/ Portugal
12:00 - 13:15
Plenary sessions
PS-PL02 Physical Education - Bildung or Health promotion?
PHYSICAL EDUCATION’S ROLE IN PHYSICAL ACTIVITY AND HEALTH PROMOTION
MCKENZIE, T.L.
SAN DIEGO STATE UNIVERSITY
Despite the documented benefits of physical activity, reports from around the world suggest that children and adolescents neither engage
in sufficient activity for health purposes nor do they develop the appropriate skills for a lifetime of active living. The World Health
Organization suggests that schools are one of the most cost effective investments a state or nation can make to improve education and
health simultaneously. Additionally, physical education is the only setting where some children, particularly those from poor families, can
accrue vigorous physical activity and learn important generalizable movement skills. Physical education is also one of only five interventions
strongly recommended for increasing physical activity by the US Task Force on Community Preventive Service.
Physical education programs in schools have the potential to promote of healthy, active lifestyles by providing children with some of their
recommended physical activity, increasing their physical fitness levels, and teaching them generalizable movement and behavioral skills.
If “exercise is medicine” as suggested by the American College of Sports Medicine, physical education is indeed the pill not taken!
Numerous barriers, including limited curriculum time allocations, low subject status, and inadequate resources hinder physical education
from playing a major role in providing and promoting physical activity. This paper profiles physical education as it relates to physical
activity promotion, describes its current status from a contextual standpoint, and concludes with recommendations for improving it.
References
McKenzie TL (2007). The preparation of physical educators: A public health perspective. Quest, 59, 346-357.
McKenzie TL, Kahan D (2008). Physical activity, public health, and elementary schools. The Elementary School Journal, 101, 171-180.
McKenzie TL, Lounsbery M (2009). School physical education: The pill not taken. American Journal of Lifestyle Medicine. [Epub ahead of
print]
Sallis J, McKenzieTL. (1991). Physical education’s role in public health. Research Quarterly for Exercise and Sport, 62, 124-137.
THE EDUCATIONAL BENEFITS CLAIMED FOR PHYSICAL EDUCATION
O'SULLIVAN, M.
UNIVERSITY OF LIMERICK
In recent years there has been growing recognition of the importance of nutrition and physical activity as key contributors to health and
healthy lifestyles. This public health agenda has focussed greater attention on the potential of physical education in schools to promote
active living and healthy lifestyles. Public health professionals are looking to schools as supportive environments to stem the tide of what
some perceive as growing numbers of sedentary children and young people (National Health and Nutrition Examination Surveys, 2004;
McKenzie, 2004, 2007; Trost, 2004; WHO, 1998). In recent years, revisions of school curriculum are reflecting a view that schools “bear a
great responsibility in ensuring that children not only understand the importance of good nutrition and exercise but can actually benefit
from both” (Commission on the European Communities, 2007, p.11). As one example the revision of the Primary Education in the UK seeks
to drop physical education as a subject and focus on physical development, health and wellbeing (Rose, 2009). The recent foregrounding
and strong advocacy of a public health agenda for physical education has created tensions (O’Sullivan, 2004) and endangered some
longstanding educational benefits of physical education. This presentation will present the educational value of physical education and
the evidence we have for the education impact of our subject on young people. I will highlight the current tensions between the public
health and educational agendas for physical education and implications for curricular content, pedagogy, and professional preparation
of physical educators.
References
Commission on the European Communities (2007). White paper on A Strategy for Europe on Nutrition, Overweight and Obesity related
health issues. Brussels: EU.
McKenize, T. (2007). The preparation of physical educators: A public health perspective. Quest, 59, 3345-237.
McKenzie, T (2004). Impact of the Surgeon General’s Report: Through the Eyes of Physical Education Teacher Educators, Journal of Teaching
in Physical Education, 23, 300-317
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