european college of sport science

Saturday, June 27th, 2009
The results show that the increase of energy expenditure is non-linear to an increase of walking intensity. If physical activity is measured
with devices allowing for a calculation of walking intensity, a more solid estimation of energy expenditure is possible. Furthermore, recommendations
regarding an increase of physical activity can be rephrased taking walking intensity into account.
Further investigations will show if the equation has to be altered for different sex and age groups.
References
Crouter, S. E., Schneider, P. L., Karabulut, M., & Bassett, D. R. (2003). Validity of 10 electronic pedometers for measuring steps, distance,
and energy cost. Medicine & Science in Sports & Exercise , 35 (8), S. 1455-60.
Fudge, B. W., Wilson, J., Easton, C., Irwin, L., Clark, J., Haddow, O., et al. (2007). Estimation of oxygen uptake during fast running using
accelerometry and heart rate. Medicine & Science in Sports & Exercise , 39 (1), S. 192-98.
Harrell, J. S., McMurray, R. G., Baggett, C. D., Pennell, M. L., Pearce, P. F., & Bangdiwala, S. I. (2005). Energy cost of physical activities in
children and adolescents. Medicine & Science in Sport & Exercise , 37 (2), S. 329-36.
10:15 - 11:45
Oral presentations
OP-PP04 Physical Education and Pedagogics 4
PE AND HEALTH - THE FRAME FACTOR THEORY FOR ANALYSING EDUCATIONAL SETTINGS
LUNDVALL, S., MECKBACH, J.
GIH, SWEDISH SCHOOL OF SPORT AND HEALTH SC.
On a normative level as a subject Physical Education and Health (PEH) seems to adjust rapidly to changes in society, whereas on the
practical level it seems receptive to limiting factors like time, facilities and dominating inherited practices. What choices and determinants
of options do teachers have and use, and how are students involved in the framing of PEH?
The purpose of the study has been to investigate the process between the transmission of curriculum and the realisation of content as
viewed by teachers and students of PEH in secondary schools in Sweden. Bernstein’s concepts of classification and frames together with
Linde’s work defining the arenas of formulation, transformation and realisation. are used as analytical tools. The empirical material
consists of quantitative data from questionnaires administered to teachers (n=61) and students (n=380, aged 15–16 years) within a national
multi-disciplinary project entitled School-Sport-Health (SIH).
Results From the formulation arena of a broad given content the content given seems to become narrowed in the process of transformation,
transmitting and realisation of content. Limiting factors as time and facilities are not strongly influencing the content provided. Lack of
perceived subject matter knowledge is not mentioned at all as limiting the teaching objectives. When organising and conducting lessons,
teachers mostly address the entire group of students and seldom give instruction in smaller groups. Just over half the students responding
to the questionnaire expressed doubt about whether the teacher was aware of their previous experiences/knowledge.
Discussion: By using Bernstein’s principles of classification and framing for understanding the results of the study, PEH in secondary
schools in Sweden emerges as a weak subject, where the framing of subject is not strongly bound to limiting factors as time and facilities.
It seems to be more influenced by the boundaries set by other agencies and the process of transforming and transmitting of legitimate
knowledge by teachers. In some respects students active in organised sport seem to act as a steering group in terms of how PEH
teaching is addressed.
ReferencesBernstein, B. 2003. Class, Codes and Control. Vol. 4. The structuring of pedagogic discourses. London: Routledge,
Lundvall, S. & Meckbach, J. 2008. ”Mind the Gap – Physical Education and Health and the Frame Factor Theory as a Tool for Analysing
Educational Settings”, Physical Education and Sport Pedagogy, 2008:4, pp. 345-364.
COMPARATIVE INVESTIGATION IN CREMONA AND PROVINCE AMONG DIFFERENT SPORT DISCIPLINES AT 12 YEARS
ANNA, A.
UNIVERSITÀ CATTOLICA SACRO CUORE
INTRODUCTION: In these last years the sporting practice to juvenile level, represents a social phenomenon of great interest and constitutes
a privileged context, inside which young people enhance an harmonic, motor, technical and psychological development. This
research wants to verify how important is the education and the development of the motor abilities, before improving the executive
techniques of the sport.
MATERIALS AND METHODS: The research, made in 2008, has been directed into 6 different sport disciplines and it has interested motor
test and one questionnaire. The tests have been administered to 150 athletes of 12 years old, practising 3 individual sport and 3 team
sport and 100 students (control group) attending the middle school. The practising young males trained 3 times per week and at school
they attend to 2 h of Physical Education per week; the control group attends to 2 h of Physical Education at school per week and during
the leisure time did not practice any motor activity.
RESULTS: The trends are the following: 60 m fast run, basketball, track and field, basket obtained best data results compared to control
group and the other sport disciplines. In the 1200 m run test, the control group and the karate athletes obtained worse results compared
to the athletes of other disciplines. In the stick test, the athletes of volleyball and basketball obtained worse results compared to athletes
of others discipline; in the sit & reach, the athletes of soccer obtained worse results compared to the athletes of others discipline. In the
forward throw of medical ball test, the athletes of basketball, swimming obtained better results compared to the control group and to
athletes of others discipline. In the long standing jump, the athletes of basketball, volleyball and track and field obtained better results
compared to athletes of other sport discipline; relativity to feet rapidity the data of basketball, volleyball and karate are superior to the
other sport. The analysis of the questionnaire outlined that athletes start some sports at the age of 5 or 6 years old too early and that
coaches dedicated much more time on teaching the sport technique than on developing motor sport abilities.
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