This study was conducted as part of another larger evaluation project looking at eHealth smoking prevention and behavior change using a randomized controlled trial. The study described here involved participants from one arm of this trial given that the other arm was intended to promote eHealth literacy, thus potentially confounding the results of the psychometric review. The study recruited 664 adolescents from 14 secondary schools in a large Canadian city. Students in grades 9, 10, and 11 were sampled from a variety of class types encompassing different subject areas (eg, physical education, computer science) and formats (eg, single sex and mixed sex classes). An attempt was made to involve a cross-section of schools in the study through active recruitment directly with school administrators and teachers. Schools were offered a modest stipend for their involvement, but no direct incentives were provided to individual students as the study was considered a part of classroom activities due to a fit with the curriculum. Ethical approval for the study was obtained from the ethical review boards or committees from the University of Toronto, Toronto Public Health (a project partner), and both of the participating school boards.
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Physical Education
Physical Education
Physical Education is a field of study focused on the promotion of physical activity, fitness, and overall health through structured instruction and programming.
It encompasses a range of topics, including exercise science, sport pedagogy, and the development of motor skills.
Researchers in this area investigate effective teaching methods, curriculum design, and the physiological and psychological benefits of physical activity.
This MeSH term provides a comprehensive overview of the key aspects of Physical Education, empowering researchers to optimize their investigations and advance the understanding of this important discipline.
It encompasses a range of topics, including exercise science, sport pedagogy, and the development of motor skills.
Researchers in this area investigate effective teaching methods, curriculum design, and the physiological and psychological benefits of physical activity.
This MeSH term provides a comprehensive overview of the key aspects of Physical Education, empowering researchers to optimize their investigations and advance the understanding of this important discipline.
Most cited protocols related to «Physical Education»
Administrators
Adolescent
Ethical Review
Physical Education
Psychometrics
Smoking Prevention
Student
Telehealth
Accelerometry
Adult
Child
Energy Metabolism
Females
Males
Physical Education
Radionuclide Imaging
Youth
A diet and lifestyle questionnaire that included questions related to food consumption, physical activity, sedentary behaviour, sleep, health and well-being was administered to all ISCOLE student participants (see Additional file 2 : ISCOLE Diet and Lifestyle Questionnaire). This questionnaire is a compilation of validated items obtained from several different sources (described below) as well as new questions designed by ISCOLE investigators where no suitable previous alternatives were found. Technicians were trained to administer the questionnaire in a standardized fashion in order to minimize bias, and provisions were made to administer the questionnaire via an interview for participants with low levels of literacy. Questionnaires were checked for completeness at the time of data collection in order to ensure high quality data.
A food frequency questionnaire (FFQ) that was adapted from the HBSC Study [26 ] was integrated into the diet and lifestyle questionnaire. The FFQ asks the child about several different types of food consumed in a “usual” week. The FFQ lists 23 food categories and has examples of individual food items, but no portion sizes. The food items included in the FFQ were standardized as much as possible across ISCOLE sites; however, regional variation in food consumption patterns necessitated some cultural and regional adaptations of some of the items and examples provided. In order to better understand the interactions between television viewing and dietary intake, a brief 5-item FFQ was adapted from a published study that asks the children about the consumption of different types of snacks while viewing television [27 (link)]. Additional questions related to the consumption of breakfast [26 ], school lunches [28 ], and the number of meals prepared or eaten away from home were also included.
Several physical activity and sedentary behaviour questions were obtained from the U.S. Youth Risk Behavior Surveillance System [29 ]. These questions related to obtaining adequate amounts of physical activity, the amount of time spent watching television or playing video games, and the number of physical education classes attended per week. Questions related to active transport to school were adapted from the Canadian component of the 2009/10 HBSC Study [30 (link)]. In order to capture potential windows of opportunity for physical activity, several questions were also developed by the ISCOLE investigators to probe the amount of time the children spent outside before school, after school, and on the weekend.
There is emerging evidence of a link between sleep and the development of obesity [31 (link)-33 (link)]. Therefore, several questions related to sleep patterns, duration and quality were developed by the ISCOLE investigators for inclusion in the diet and lifestyle questionnaire. The questionnaire also contained sections to measure psychological constructs related to physical activity and dietary behaviour, including adapted scales for motivation for physical activity [34 (link)], self-efficacy for physical activity [35 (link)], and emotional eating [36 (link)]. Finally, questions on health-related quality of life were included, derived from the validated Kidscreen-10 quality of life scale [36 (link)].
A food frequency questionnaire (FFQ) that was adapted from the HBSC Study [26 ] was integrated into the diet and lifestyle questionnaire. The FFQ asks the child about several different types of food consumed in a “usual” week. The FFQ lists 23 food categories and has examples of individual food items, but no portion sizes. The food items included in the FFQ were standardized as much as possible across ISCOLE sites; however, regional variation in food consumption patterns necessitated some cultural and regional adaptations of some of the items and examples provided. In order to better understand the interactions between television viewing and dietary intake, a brief 5-item FFQ was adapted from a published study that asks the children about the consumption of different types of snacks while viewing television [27 (link)]. Additional questions related to the consumption of breakfast [26 ], school lunches [28 ], and the number of meals prepared or eaten away from home were also included.
Several physical activity and sedentary behaviour questions were obtained from the U.S. Youth Risk Behavior Surveillance System [29 ]. These questions related to obtaining adequate amounts of physical activity, the amount of time spent watching television or playing video games, and the number of physical education classes attended per week. Questions related to active transport to school were adapted from the Canadian component of the 2009/10 HBSC Study [30 (link)]. In order to capture potential windows of opportunity for physical activity, several questions were also developed by the ISCOLE investigators to probe the amount of time the children spent outside before school, after school, and on the weekend.
There is emerging evidence of a link between sleep and the development of obesity [31 (link)-33 (link)]. Therefore, several questions related to sleep patterns, duration and quality were developed by the ISCOLE investigators for inclusion in the diet and lifestyle questionnaire. The questionnaire also contained sections to measure psychological constructs related to physical activity and dietary behaviour, including adapted scales for motivation for physical activity [34 (link)], self-efficacy for physical activity [35 (link)], and emotional eating [36 (link)]. Finally, questions on health-related quality of life were included, derived from the validated Kidscreen-10 quality of life scale [36 (link)].
Biological Transport, Active
Child
Diet
Emotions
Food
Hemoglobin SC Disease
Motivation
Obesity
Physical Education
Sleep
Snacks
Student
Youth
The school environment was assessed using a questionnaire completed by a school administrator (e.g. principal)(see Additional file 4 : ISCOLE School Environment Questionnaire), and a direct audit of the school environment, performed by ISCOLE staff. The school administrator questionnaire was adapted from the healthy eating and physical activity modules of the Healthy School Planner [44 ] used in the Canadian School Health Action, Planning and Evaluation System (SHAPES) [45 (link)]. The questionnaire includes items related to school facilities, healthy eating and physical activity policies, extracurricular activities, frequency of physical education and breaks (recess), promotion of active transportation, and the availability of healthy and unhealthy foods in the cafeteria and vending machines. In addition, questions regarding food items sold as part of fundraising efforts were incorporated from the U.S. School Health Policies and Practices Study (SHPPS) [46 ]. Two additional questions were added by ISCOLE investigators to capture the number of days that students attend school during the academic year and the amount of class time mandated for physical education.
Specially trained ISCOLE study staff completed an environmental audit of each participating school. A single data collector performed each school audit. For at least 5% of the schools within a site, another similarly trained data collector performed a second, independent audit in order to determine item reliability and to monitor consistency in adhering to item definitions. The school audit tool was used to collect directly-observed information pertaining to the school built and food environments. Components of the audit tool addressing the school built environment were taken from the school audit tool used in the SPEEDY (Sport, Physical activity and Eating behaviour: Environmental Determinants in Young people) study [47 (link),48 (link)], which has acceptable reliability (agreement between pairs of auditors range from 76% to 99% across components) and good construct validity (components of the tool were able to discriminate physical activity levels of children attending schools in the highest and lowest quintiles) [48 (link)]. A question regarding whether fast food restaurants were visible from any of the school entrances was added by ISCOLE investigators in order to better characterize the food environment of the area surrounding the school. Components of the audit tool addressing the à la carte school food environment were modified based on that used in the IDEA (Identifying Determinants of Eating and Activity) study [49 (link)]. The wording of choices, including examples of environmental features (e.g. “sidewalk” vs “footpath”) and customary food items, were adapted as necessary across ISCOLE sites. A photo dictionary was created to standardize data collection and capture unique features of the different countries.
Specially trained ISCOLE study staff completed an environmental audit of each participating school. A single data collector performed each school audit. For at least 5% of the schools within a site, another similarly trained data collector performed a second, independent audit in order to determine item reliability and to monitor consistency in adhering to item definitions. The school audit tool was used to collect directly-observed information pertaining to the school built and food environments. Components of the audit tool addressing the school built environment were taken from the school audit tool used in the SPEEDY (Sport, Physical activity and Eating behaviour: Environmental Determinants in Young people) study [47 (link),48 (link)], which has acceptable reliability (agreement between pairs of auditors range from 76% to 99% across components) and good construct validity (components of the tool were able to discriminate physical activity levels of children attending schools in the highest and lowest quintiles) [48 (link)]. A question regarding whether fast food restaurants were visible from any of the school entrances was added by ISCOLE investigators in order to better characterize the food environment of the area surrounding the school. Components of the audit tool addressing the à la carte school food environment were modified based on that used in the IDEA (Identifying Determinants of Eating and Activity) study [49 (link)]. The wording of choices, including examples of environmental features (e.g. “sidewalk” vs “footpath”) and customary food items, were adapted as necessary across ISCOLE sites. A photo dictionary was created to standardize data collection and capture unique features of the different countries.
Administrators
Child
Fast Foods
Feeding Behaviors
Food
Physical Education
SELL protein, human
Student
The study sample consisted of 22 subjects. In total, 88 pictures were taken from the anterior and posterior directions as well as from both sides. The sample size and number of pictures were chosen based on the relevant literature.20 (link), 21 (link),26 (link),28 ,29 (link) Pictures were taken with subjects in the standing position, and the subjects were dressed to allow the visualization of 32 anatomic points (including 14 bilateral points). Points are presented in Figure 1 .
To mark the points, styrofoam balls (15 mm circumference) were positioned using double-faced adhesive tape. Cameras (Sony Cyber-shot DSC-P93) were placed on tripods (height of 1.63 meters) with angles of 90 degrees (same distance). The first camera was placed 1.9 meters from the subject, and the other camera was 2.52 meters away. The cameras were adjusted to be perpendicular to the anatomical planes of the subject. The zoom of each camera was adjusted to allow about 0.5 meters of free space below and above the subject to minimize any distortion of the image extremities. A plumb line marked with two styrofoam balls was used for vertical calibration.
Assessments were conducted at the Laboratory of Biophysics, School of Physical Education, São Paulo University. All participants signed informed consent forms, and the project was approved by the Ethics Committee (758/02), School of Medicine, São Paulo University.
To mark the points, styrofoam balls (15 mm circumference) were positioned using double-faced adhesive tape. Cameras (Sony Cyber-shot DSC-P93) were placed on tripods (height of 1.63 meters) with angles of 90 degrees (same distance). The first camera was placed 1.9 meters from the subject, and the other camera was 2.52 meters away. The cameras were adjusted to be perpendicular to the anatomical planes of the subject. The zoom of each camera was adjusted to allow about 0.5 meters of free space below and above the subject to minimize any distortion of the image extremities. A plumb line marked with two styrofoam balls was used for vertical calibration.
Assessments were conducted at the Laboratory of Biophysics, School of Physical Education, São Paulo University. All participants signed informed consent forms, and the project was approved by the Ethics Committee (758/02), School of Medicine, São Paulo University.
Ethics Committees
Physical Education
styrofoam
Most recents protocols related to «Physical Education»
Based on the relevant literature—as described in the Literature Review section—we identified a few teacher characteristics that could be related to Self-Efficacy for Integrating Technology in Teaching and to Success in Teaching in ERT. Hence, we measured variables in a few categories, as described below. Descriptive statistics for these variables are reported in the Research Population section.
Demographic variables . Participants were asked to report on their Gender [Men, Women], Age (by reporting on birth year), and Mother Tongue [Hebrew, Arabic, Other]. Our participants included 599 females and 136 males (81% and 19%, accordingly), ranging in age between 21 and 69 years of age (M = 44, SD = 8.7, N = 735). These characteristics are largely aligned with the demographics of the Israeli teaching staff (Central Bureau of Statistics, 2020 ). Note that we assume normality for the age variable, as tests for skewness and kurtosis resulted with satisfyingly low values of 0.10 and − 0.31, respectively. Of the participants, 59% (437 of 735) reported that their Mother Tongue was Hebrew, 33% reported on Arabic (246 of 735), other languages were reported to relatively low degrees, hence we grouped them as “Other” (52 of 735, 7%); these ratios are slightly biased towards the Arab-speaking population, as teachers in the Arabic sector in Israel are about 22% of the overall teaching force at secondary education (Central Bureau of Statistics, 2021 ).
Teaching-related variables . We measured a few variables that helped us distinguish between teachers based on their professional characteristics. Specifically, we measured the following: Teaching Experience [years]; Experience in Teaching with Technology [5-point Likert scale]; Leading Role at School [yes/no for each of the following: grade coordinator, domain coordinator, ICT coordinator, counselor, vice principal, principal] – while processing the data, we aggregated this into a binary variable of managing position [yes/no]; Teaching Domain [Mathematics; Science; Technology; Language (mother tongue or second language); Humanities; Social Sciences; Arts; Physical Education; Other] – these values were chosen based on the way the Israeli curriculum is built, however while processing the data, and based on the responses, we defined only three categories: STEM (Science, Technology, Engineering, and Mathematics), Humanities and Social Sciences, and Language (either mother tongue of second language).
Our participants had an average Teaching Experience of 14.7 years (SD = 8.9, N = 735), with an average index of Experience of Teaching with Technology of 3.4 of 5 (SD = 1.1, N = 735). Note that we assume normality for these two variables; tests for skewness and kurtosis for Teaching Experience resulted with satisfyingly low values of 0.67 and − 0.34, respectively, and for Experience of Teaching with Technology they were − 0.10 and − 0.61, respectively. Of the participants, 32% (238 of 735) had a leading role at school, being part of the management team. Regarding their Teaching Domains, we had similar ratios of teachers teaching STEM (33%, 241 of 735), Language (either mother tongue or second language, 30%, 224 of 735), and Social Sciences or Humanities (37%, 270 of 735).
COVID-19-related variables . Finally, we measured a few variables that were unique to the COVID-19 pandemic outbreak. The variable Risk Group [Yes/No] indicates whether the participant or one of their household members were defined as being in a risk group for a severe illness from COVID-19; this group includes, among others, pregnant women, people over 60 years old, those who have a background of critical medical condition, and people who live in nursing homes. Additionally, we surveyed for four factors that were perceived as challenging working from home during the COVID-19 pandemic, each of which was ranked on a 3-point Likert scale: Physical Space Difficulties, Technology Difficulties (infrastructure-wise), Familial Difficulties, and Emotional Difficulties.
Of our participants, 24% (177 of 735) were in a Risk Group for COVID-19. Regarding the factors that influenced their working from home, Familial Difficulties where the most common (M = 1.96, SD = 0.75, N = 714), followed by Emotional Difficulties (M = 1.73, SD = 0.68, N = 708), Physical Space Difficulties (M = 1.633, SD = 0.73, N = 728), and finally Technology Difficulties (M = 1.627, SD = 0.73, N = 724).
Our participants had an average Teaching Experience of 14.7 years (SD = 8.9, N = 735), with an average index of Experience of Teaching with Technology of 3.4 of 5 (SD = 1.1, N = 735). Note that we assume normality for these two variables; tests for skewness and kurtosis for Teaching Experience resulted with satisfyingly low values of 0.67 and − 0.34, respectively, and for Experience of Teaching with Technology they were − 0.10 and − 0.61, respectively. Of the participants, 32% (238 of 735) had a leading role at school, being part of the management team. Regarding their Teaching Domains, we had similar ratios of teachers teaching STEM (33%, 241 of 735), Language (either mother tongue or second language, 30%, 224 of 735), and Social Sciences or Humanities (37%, 270 of 735).
Of our participants, 24% (177 of 735) were in a Risk Group for COVID-19. Regarding the factors that influenced their working from home, Familial Difficulties where the most common (M = 1.96, SD = 0.75, N = 714), followed by Emotional Difficulties (M = 1.73, SD = 0.68, N = 708), Physical Space Difficulties (M = 1.633, SD = 0.73, N = 728), and finally Technology Difficulties (M = 1.627, SD = 0.73, N = 724).
Arabs
Childbirth
Counselors
COVID 19
Emotions
Females
Gender
Households
Males
Mothers
Physical Education
Physical Examination
Population at Risk
Pregnant Women
Stem, Plant
Tongue
Woman
CHAMP will be implemented by two motor development researchers who are Ph.D. students. The lead instructor has 6 years of experience implementing the CHAMP intervention and was involved in the development of the program. The second instructor has a degree in physical education and a background in motor intervention implementation. Additional research personnel (n = 1–2) will be present to assist with other managerial tasks for the intervention (e.g., ensure that the cameras are recording, record attendance, equipment set-up and breakdown, collecting and returning of children to classroom, fidelity checks, etc.).
All research personnel will undergo training before the start of the intervention. The training takes approximately 40 hours to complete. The training will include readings and discussion on (a) Achievement Goal Theory and mastery climates in general and in regards to movement interventions, (b) cue words best practices in motor skill instruction and feedback, and (c) best pedagogical practices for preschool-aged children. All lead instructors must undergo additional training whereby they will watch three previously recorded instructional sessions of the CHAMP intervention and discuss how achievement goal theory and the TARGET structures were implemented in the intervention. Lastly, each instructor will complete a mock CHAMP session and practice station set up, skill and CHAMP instruction, individual feedback and recognition on motor performance, and CHAMP closing. Both the reviewed videos and the mock CHAMP session will be completed under the direction of the lead author and creator of CHAMP (LER), and instructors have to demonstrate 100% fidelity with CHAMP and TARGET structures prior to the start of the intervention.
All research personnel will undergo training before the start of the intervention. The training takes approximately 40 hours to complete. The training will include readings and discussion on (a) Achievement Goal Theory and mastery climates in general and in regards to movement interventions, (b) cue words best practices in motor skill instruction and feedback, and (c) best pedagogical practices for preschool-aged children. All lead instructors must undergo additional training whereby they will watch three previously recorded instructional sessions of the CHAMP intervention and discuss how achievement goal theory and the TARGET structures were implemented in the intervention. Lastly, each instructor will complete a mock CHAMP session and practice station set up, skill and CHAMP instruction, individual feedback and recognition on motor performance, and CHAMP closing. Both the reviewed videos and the mock CHAMP session will be completed under the direction of the lead author and creator of CHAMP (LER), and instructors have to demonstrate 100% fidelity with CHAMP and TARGET structures prior to the start of the intervention.
Catabolism
Child
Child, Preschool
Climate
Motor Skills
Movement
Physical Education
Program Development
Student
Ethics approval was granted by the institutional research ethics committee at Swansea University prior to the commencement of data collection and the study conformed to the Declaration of Helsinki. Before participants were accepted into this cross-sectional study, written informed parental consent and participant assent were obtained, along with all parents completing a pre-screening medical questionnaire on behalf of their child. Participants were excluded if they had known cardiovascular, metabolic, kidney, or any other disease that meant they would not have been able to complete the exercise protocol. The trained children and adolescents were all national level athletes who were part of a long-term athlete development (LTAD) program overseen by the national governing body (NGB) of their sport (Hockey, Football and Gymnastics). Untrained participants were recruited from local schools across South Wales and were not formally engaged in sport training outside of curricular physical education lessons. The final sample consisted of 237 participants, encompassing 108 trained (43 girls; age: 13.5 ± 2.1 years) and 129 untrained (51 girls; 13.8 ± 1.4 years) children and adolescents.
Adolescent
Athletes
Cardiovascular System
Child
Human Body
Institutional Ethics Committees
Kidney
Parent
Physical Education
Program Development
Woman
Training was conducted over a period of 8 weeks with three weekly sessions, each lasting 45 min. The exercise program resembled the SPARK intervention program that involves exercise and free play. Each exercise session lasted 45 min and was divided into four parts. During the first 10 min, a warm-up program was conducted consisting of stretching, walking, and jogging exercises. Thereafter, children played and exercised for 25 min to specifically promote their fundamental movement skills (e.g., jumping) through the SPARK intervention. During the main part of the SPARK session, health- and skill-related physical fitness were promoted through exercise and free play [31 (link)]. Health-related fitness exercises comprised 13 activities that included aerobic dance, running games, and jump rope exercises [20 (link)]. Accordingly, the main focus was to develop cardiovascular endurance. This was realized through the systematic programming of intensity, duration, and complexity of the respective activities [20 (link)]. Sports, Play, and Active Recreation for Kids tries to promote skill-related fitness by focusing on different sports such as soccer, basketball, and Frisbee [31 (link)]. Finally, a 10-min cool-down program consisting of dynamic stretching was realized. Over the course of the intervention period, the waiting control group performed their regular physical activity program including walking and free play. All sessions of the intervention and the waiting control group were supervised by physiotherapist who had at least 10 years of professional experience in delivering physical education to children with developmental disorders (i.e., ASD children). Overall, the intervention program included 24 SPARK sessions.
Cardiovascular System
Child
Developmental Disabilities
Exercise, Aerobic
Movement
Physical Education
Physical Therapist
The development of the questionnaire is based on the CFIR and existing survey instruments for evaluating physical activity policies or interventions in schools. Individual items of the School Physical Activity Policy Assessment (S-PAPA) (41 (link)), School Health Policies and Practices Study (SHPPS) (42 ), COMPASS school programs and policies (SPP) (43 (link)) and “Join the Healthy Boat” (German version) (44 (link)) questionnaires were included. The questionnaire was pre-tested by members of the research team, external colleagues, an elementary school principal, and a special education teacher to assess question comprehension, skip patterns, flow and completion time. The final version was transferred to the online survey software Unipark EFS (Enterprise Feedback Suite) (45 ) and comprised the following sections: (1) personal details, (2) school characteristics, (3) physical activity policies, (4) implementation determinants/attitudes toward policies, (5) physical education, (6) students with disabilities, (7) recess, (8) health promotion, (9) school environment, (10) active way to school, (11) resources and funds, and (12) final questions. The variables used in the present study are described in more detail in the following sections.
Disabled Persons
Health Promotion
Physical Education
Student
Teacher Education
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More about "Physical Education"
Physical Education (PE) is a dynamic field of study focused on promoting physical activity, fitness, and overall health through structured instruction and programming.
It encompasses a wide range of topics, including exercise science, sport pedagogy, and the development of motor skills.
Researchers in this area investigate effective teaching methods, curriculum design, and the physiological and psychological benefits of physical activity.
The insights gained from the MeSH term description provide a comprehensive overview of the key aspects of Physical Education, empowering researchers to optimize their investigations and advance the understanding of this important discipline.
Researchers in Physical Education may utilize various tools and technologies to support their work, such as the SZX12 microscope for analyzing physiological data, the SECA 803 Weighing Scale for measuring body composition, the Polar H1 heart rate monitor for tracking cardiovascular responses, and the Takei Hand Grip Dynamometer, Model FT1 for assessing muscular strength.
Statistical software like Stata 15 and SPSS version 18.0 may also be employed for data analysis, while the PsycINFO database can be a valuable resource for accessing relevant literature.
Additionally, studies involving C57BL/6J mice, a widely used mouse model in exercise science research, can provide insights into the underlying mechanisms of physical activity and its effects on health.
The WPT 60/150 OW medical scales may also be utilized for precise weight measurements in research settings.
By incorporating these related terms, technologies, and research tools, researchers can expand their understanding of Physical Education and develop innovative approaches to promoting physical activity and improving overall health and well-being.
It encompasses a wide range of topics, including exercise science, sport pedagogy, and the development of motor skills.
Researchers in this area investigate effective teaching methods, curriculum design, and the physiological and psychological benefits of physical activity.
The insights gained from the MeSH term description provide a comprehensive overview of the key aspects of Physical Education, empowering researchers to optimize their investigations and advance the understanding of this important discipline.
Researchers in Physical Education may utilize various tools and technologies to support their work, such as the SZX12 microscope for analyzing physiological data, the SECA 803 Weighing Scale for measuring body composition, the Polar H1 heart rate monitor for tracking cardiovascular responses, and the Takei Hand Grip Dynamometer, Model FT1 for assessing muscular strength.
Statistical software like Stata 15 and SPSS version 18.0 may also be employed for data analysis, while the PsycINFO database can be a valuable resource for accessing relevant literature.
Additionally, studies involving C57BL/6J mice, a widely used mouse model in exercise science research, can provide insights into the underlying mechanisms of physical activity and its effects on health.
The WPT 60/150 OW medical scales may also be utilized for precise weight measurements in research settings.
By incorporating these related terms, technologies, and research tools, researchers can expand their understanding of Physical Education and develop innovative approaches to promoting physical activity and improving overall health and well-being.