Pedometer step guidelines for physical education settings

LCJ 21 front cover

Terry Magias, Kate Ridley & Shane Pill

LCJ: Special Issue: 2017 30th ACHPER International Conference, 21, pp. 180-189
https://doi.org/10.18793/LCJ2017.21.14

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Citation
Magias, T., Ridley, K. & Pill, S. (2017). Pedometer step guidelines for physical education settings. Learning Communities: International Journal of Learning in Social Contexts [Special Issue: 2017 30th ACHPER International Conference], 21, 180-189. DOI: https://doi.org/10.18793/LCJ2017.21.14

 

Abstract

The role of Physical Education (PE) in Australia is multifaceted, with physical activity (PA) participation recognised as the means by which a variety of learning outcomes are achieved. There is evidence to suggest that PA accrued during PE has the potential to be health enhancing. It may also be the only opportunity for some children, especially those from low socioeconomic backgrounds to accrue PA. This paper identifies criterion-referenced pedometer step guidelines as a valid, reliable, unobtrusive, and cost-effective means by which PA can be objectively quantified in PE settings. With the current state of the Health and Physical Education national curriculum area in focus, the application of pedometer step guidelines in PE settings are outlined.

 

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