High School Student Obesity and Fitnessgram Assessments - Report Example

High School Obesity and Fitnessgram Assessments Michael A. Mostek Piedmont College March 21, Chapter 4 Results The researcher administered the Fitnessgram from a convenience sample of 44 Alcovy High School students in order to establish if the pacer activity and the Fitnessgram assessment would enhance their body mass index (BMI). In the past three years, Alcovy’s physical education (PE) department implemented the state authorized Fitnessgram® assessment to enhance the wellbeing of its students. This provided Alcovy’s students with the opportunity to be more familiar with the test while improving their health. The use of Fitnessgram® assessments spurred the interest of students who were not formerly interested in physical education activities. During the research, the Intervention Group received Fitnessgram® assessments and the pacer activity for improving their scores. They participated in the Fitnessgram® assessment program for a six-week period. The Control Group was assessed using the same pre-tests and post-tests as those in the Intervention Group, but they were not included in the Fitnessgram® assessments and pacer activity. Students in the Intervention Group will be provided with the pacer activity for improving their scores during the six week instructional period The study was a mixed design of quantitative and qualitative data sources. The quantitative data were the scores on the Body Mass Index (BMI) of each student. The researcher analysed the post mean BMI scores for the Intervention and Control Group using t test of statistical significance. Student and teachers perception surveys were the qualitative data source for the study. These surveys assessed the student and teacher perceptions of the Fitnessgram assessment as a way of improving the BMI of high school students. The researcher conducted the Fitnessgram assessment of each student and gave the students the results. The intervention period was six weeks during which the lessons in class focussed on each of the five fitness components of fitness with the aim of improving the BMI of the participants. The data affirmed that teachers can implement this assessment tool to act and operate as an instructional instrument. The assessment tool helps teachers to design a significant curriculum that will assist them to meet the needs of their students where they show deficiency. The qualitative results from the student survey indicated that the students in the Intervention Group have a positive view on the Fitnessgram assessment and its ability to enhance their BMI. The Fitnessgram assessment enables the students to be aware of their fitness level and they can then design ways to maintain it. The results showed that if students do well on the five components of the assessment tool (aerobic capacity, abdominal strength, flexibility, body composition, and upper body strength), they can be termed as physical fit. When a student is fit in these five key areas, then the student is healthy, active, and fully functional member of the society. The data showed that the tool served the five principal (improving aerobic capacity; flexibility, abdominal strength, upper body strength, and body composition) goals and improved the health outcomes and fitness levels of the sampled students. It also provided teachers with a longitudinal data to develop self-assessment techniques to understand student’s fitness level, use of fitness information to develop instructional programs and decisions, and to develop aerobic type activities for their students. Findings Each participant in the convenience sample was given a BMI test as a pre-test at the beginning of the study before the intervention period started. The analysis of the t test and the means for the independent samples showed that the participants in the sample were statistically identical (refer to table 1). The BMI pre-and post-tests were entered using the BMI calculator to establish accuracy among the sampled tests. Table 1 Means and t Tests for the Body Mass Index (BMI) Pretest and Posttest Assessment Intervention Control t BMI Pretest Mean 24.578 23.729 .4133* SD 6.671 6.652 BMI Posttest Mean 24.444 24.00 .2192* SD 6.624 6.427 Note: Maximum scores for pre and posttests = 100. df = 42 Control n = 28 Intervention n = 29 *p > .05 During the research period, the control group participated in health activities. The Control Group was given pre and post-tests. However, they did not receive the pacer activity and Fitnessgram assessments. The researcher gave the students Fitnessgram suggestions that saw them develop various fitness areas. In week 2, lesson plans were developed involving the pacer activity and Fitnessgram assessments. Students kept logs that showed their daily physical activity. This is vital in keeping the students excited about their different fitness activities. During the sixth week of the research, the researcher calculated the BMI measurement of the sampled students. The posttests were administered to the Intervention and Control Groups. The researcher administered the Fitnessgram BMI post-test and conducted the student and teacher surveys at the end of the six weeks of Intervention. The scores of the students were entered into the database and the researcher printed out the reports with the recommendations. Each participant received the reports with recommendations from the researcher. The researcher developed various lesson plans, which concentrated on fitness components. The lessons that were assessed during the intervention period included whole group training, circuit training, and team sports. Students stored their Fitnessgram scores and their daily physical activity logs in their notebook. This was significant for the students because they could easily refer to their recommendations and their score. The researcher summarized each lesson with a debriefing session and reflected on the various activities of the day and how each fitness component impacted their activities. Week six saw the BMI of the students was determined for the post-test. The data collected were summarized and compared using the t-test of statistical significance for independent samples (Gay, Mills, & Airasian, 2011). Table 1 indicates that the Control and the Intervention Groups are not significantly different, and the result did not support the hypothesis that “Fitnessgram® assessment and the use of the pacer activity would improve high school students BMI.” The local physical educators and participants completed the perception surveys when the intervention concluded. The data collected and analysed from the teacher and student surveys were recorded on Excel spreadsheets. The responses from each statement were tallied and the percentages calculated. All the twenty seven participants in the Intervention Group participated in the perception survey. The responses of the P.E teacher survey (see appendix A) were tallied and the results indicated that the teachers had a positive perception of the use of the Fitnessgram assessment. However, some teachers had mixed feelings regarding the effectiveness of the Fitnessgram assessment in terms of improving the BMI of their students. The results of the teacher survey were positive showing 60% of the participants reported that the Fitnessgram assessment helped them design physical education lessons for their classes, while 40% of the participants responded that the program did not help them design physical education lessons for their classes. One hundred percent of the participants responded that they enjoyed performing the Fitnessgram assessment. Sixty percent responded that they looked forward to reviewing the various results for their students who participated in the Fitnessgram assessment, while 40% responded that they did not look forward to assessing the results of their students. Eighty percent of the participants strongly agreed or agreed that they take part in various physical activities and 20% of the participants strongly disagreed. Sixty percent of the teachers strongly agreed that the Fitnessgram assessment method was the best way to determine the general physical health of their students, while 40% strongly disagreed. Eighty percent of the participants strongly agreed that the Fitnessgram assessment is a good way for their students to evaluate their BMI while 20% strongly disagreed. Finally, 100% of the teachers strongly agreed or agreed that they can achieve a good balance in BMI using the assessment tool. The data collected from the student survey (see appendix B) were analyzed and the percentage of responses calculated. The twenty seven intervention participants also took the perception appendix. Seventy percent of the students strongly agreed or agreed that they enjoyed the activities in the Fitnessgram assessment, 20% disagreed, and 10% strongly disagreed. Eighty percent of the students strongly agreed or agreed that the Fitnessgram assessment helped them understand and know their fitness level. However, 20% disagreed that the Fitnessgram assessment helped them know their fitness level. Eighty percent of the students looked forward to reading the results of the Fitnessgram assessment and 20% disagreed or strongly disagreed. Eighty percent of the students strongly agreed or agreed that it is important to measure their BMI and 20% strongly disagreed that it is important to know their BMI. Ninety percent of the students indicated they have the necessary tools they need to keep physically fit and 10% of the students strongly disagreed. One hundred percent of the students strongly agreed or agreed that they are able to control their BMI. Finally, 90% of the students strongly agreed or agreed that they can improve their BMI by using the tools they learned during the workout sessions. But, 10% strongly disagreed that they can improve their BMI using the tools that they used during the workout sessions. The participants recorded an overall positive perception of the Fitnessgram assessment. Discussion The purpose of the research was to determine if the Fitnessgram assessment would enhance the BMI of high school students. The researcher formulated perception surveys that were given to the teachers and students. The teacher survey reflected their perceptions of the Fitnessgram assessment as it is linked to improve the BMI of their students. The researcher formulated the student questions to determine if the assessment improved the attitudes of the students. The data provided in the research did not support the hypotheses. Table 1 of the research, the results of the t test of statistical significance indicated that there was not a statistically significant difference at the .05 level of confidence between the mean post test scores of the Intervention and Control Groups. The results were affected by time limitations and only six weeks of instruction, and some students did not participate in the research. The researcher recorded a slight improvement in the BMI of the Intervention Group. The students’ survey results showed a general positive view of the Fitnessgram assessment and the ability to enhance BMI. The surveyed teachers recorded a positive attitude regarding the Fitnessgram assessment and some participants had mixed feelings on the effectiveness of the Fitnessgram assessment to improve the students’ BMI. Some mixed reactions might be the result of inadequate development of the curriculum relating to Fitnessgram assessment. If class rosters are not uploaded in a timely manner the student scores cannot be entered and data cannot be analyzed if names are not available. The researcher noted positive feedback from the sampled students and mixed results from the sampled teachers. Chapter 5 Conclusions The data collected showed improvement in the BMI of the Intervention Group. Although the Intervention group recorded a slight gain in their BMI levels, it must be noted that it is a gain. The Fitnessgram assessment aims at improving the fitness level of participants, attitude, and their BMI levels, and the researcher achieved this by recording a slight gain in the Intervention Group participants. Although time was a constraint in this study, studies by Jackson, Mood, and Morrow (2007), Berg (2010), and Jacobson and Krebs (2008) showed that with time, the BMI of adolescents is significant in girls who are active. The researcher established that time is one of the greatest factors in analyzing the BMI of both groups. Nicholas et al., (2009) and Jackson and Krebs (2008) indicate that various physical activities improves the functioning of the brain and enhances better cognitive benefits. Berg (2010) affirms that students with high physical education scores do better on academic tests. Hillman et al., (2008) discovered that there is a strong connection between cognition function and physical activity. The researcher had this theory in mind and believed that all of the sampled teachers would have a positive perception about the Fitnessgram assessment. However, technology and ability to present data played a big role in the teachers having mixed reactions about the Fitnessgram assessment. Suggestions for Further Research Should someone decide to conduct an extensive study on the Fitnessgram assessment, he or she must make several recommendations concerning the improvement of BMI and the teachers and students’ attitude regarding the assessment. The researcher must ensure that he or she will have ample time to conduct and carry out the study. BMI assessment requires sufficient time to produce effective result. Six weeks are not enough time to record significant weight loss. To register an observable weight loss, more time is needed to conduct the research. The researcher needs at least one year to collect and record BMI scores and the exact readings of the perceptions of the students and their teachers. The teachers would rate their perceptions on the Fitnessgram assessment when they are given more time to study the Fitnessgram assessment. The research must be repeated with various populations and grade levels to study the effect of knowledge and physical activity proving that the Fitnessgram assessment improves the BMI of the students. In conclusion, it would be appropriate to include an equal number of age, race, socio-economic, and gender in both groups. The Fitnessgram assessment would focus on various physical activity skills over a long duration of time that shows the intervention will concentrate on log exercises, daily recording, as well as recording what they eat, while the control group is instructed to live their lives normally. The researcher will surely determine the exact result of their hypothesis and prove that the intervention that is used adds to the students’ knowledge and improving their BMI entry over time. References Berg, K. (2010). Justifying physical education based on neuroscience evidence. Journal of Physical Education, Recreation, & Dance, 25-67. Gay, L. R., Mills, G. E., & Airasian, P. W. (2011). Educational Research: Competencies for Analysis and Applications (10th Edition). Upper Saddle River, New Jersey: Pearson. Hillman, C., Erickson, K., & Kramer, F. A. (2008). Be smart, exercise your heart: exercise effects on brain and cognition. Medical Journal, 78-98. Jackson, A. W., Mood, D. P., & Morrow, R. J. (2007). Measurement of physical fitness and physical activity: fifty years of change. Measurement in Physical Education and Exercise Science, 254-276. Jacobson, S. M., & Krebs, N. F. (2008). Committee on Nutrition Prevention of Pediatric Overweight and Obesity. America Academy of Pediatrics, 243-249. Keating, X., Ferguson, H., Guan, J., Bridges, D. M., & Chen, L. (2009). California Secondary School Physical Education Teachers’ Attitudes toward the Mandated Use of Fitnessgram. Journal of Teaching in Physical Education, 67-98. Nicholas, T., Kasper, K., McCard, S., & Kreider, K. (2009). Soukup, G.Should Students be allowed to “test out” of Physical Education by meeting a Fitness Standard such as Fitnessgram. Journal of Physical Education, Recreation, & Dance, 187-188. Appendix A Survey for the Teacher Circle One: Gender: Male or Female Degree: Bachelor’s Master’s Specialist Doctorate Years of Experience: 0 – 5, 6 – 11, 12 – 15, 16 – 25, 25 plus Scale of Answers: 1. Strongly Agree 2. Agree 3. Disagree 4. Strongly Disagree Appendix A Strongly Agree Agree Disagree Strongly Disagree Fitnessgram assessment helps me design physical education lessons for my classes. 60% 0% 0% 40% I like performing the Fitnessgram assessment with my students. 100% O% O% O% I look forward to assessing the different results of the students taking the Fitnessgram assessment. 60% O% O% 40% I often participate in physical exercises. 20% 60% 0% 20% I always implement the suggestions from Fitnessgram findings to improve physical health principles for my students. 40% 20% 0% 40% The Fitnessgram assessment method is the best way of determining the overall physical health of my students. 60% O% O% 40% The Fitnessgram assessment is a good method that students can use to appraise their Body Mass Index (BMI). 80% 0% O% 2O% I feel prepared to be a physical fitness instructor for the students. 20% 80% O% O% I believe that I can help students achieve a good balance in Body Mass Index (BMI). 80% 20% O% O% When planning, I use the Fitnessgram criteria to determine exercises that will be used in class to improve Body Mass Index (BMI). 20% 20% O% 60% Appendix B Strongly Agree Agree Disagree Strongly Disagree I enjoy the activities in the Fitnessgram assessment. 40% 30% 20% 10% The Fitnessgram assessment helped me understand and determine my current fitness level. 50% 30% 20% 0% I look forward to receiving the Fitnessgram results. 30% 50% 10% 10% I use Fitnessgram findings to determine a better way to develop my physical health. 40% 40% 20% 0% I am physically active individual. 40% 40% 0% 10% The Fitnessgram assessment is important for students to measure levels of their Body Mass Index (BMI). 40% 40% 10% 10% I feel I have all the tools I need to be physically fit. 30% 60% 0% 10% I am always able to control or affect my Body Mass Index (BMI). 40% 60% 0% 0% During workouts sessions, I can improve my Body Mass Index (BMI) by using things I learned from the Fitnessgram. 40% 50% 0% 10% Read More