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Overview of University Sport in Iran

100%
Mirsafian H., Mohamadinejad A.
Physical Culture and Sport. Studies and Research
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2011
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vol. 52
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issue 1
61-68
EN
This article focuses on the structure and management systems of sport at Iranian universities. The method of this research was through an analysis of documents. Sport in the system of Iranian universities is divided into three different categories. The physical education department of the Ministry of Science, Research and Technology of Iran is responsible for sport at universities in the country, and managing sport affairs. Authority was granted to secretariats in the various regions so that decision making would be decentralized due to the large size of the country and the large number of universities in the various geographical regions. Due to this great geographical diversity, universities should continue their activities under the supervision of sport secretariats in their given regions. The participation of students in sport activities at Iranian universities was calculated in three categories; students with different interests and skills can participate in various numbers of sports, championships, and sport festivals. At this time, with regards to the scientific attitudes towards sport and physical activities and the expanding culture of sport at Iranian universities, the number of participants in sport activities is increasing. In the conclusion it is stated that improving the knowledge and attention of students regarding the importance of sport in different aspects of education and life, as well as the recognition of present barriers and support of campus volunteers, could help to increase the participation of students in sport activities. Moreover, the allocation of more power and authority to each region, as well as holding different local and traditional sport festivals, could help to improve the development of sport at Iranian universities.
2
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Lifestyle And Physical Education

100%
Nuviala A., Gómez-López M., Turpin J., Nuviala R.
Journal of Human Kinetics
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2011
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vol. 27
147-160
EN
In order to improve the influence of Physical Education within schools on the creation of a healthy lifestyle, it is essential to analyze students' opinions in regard to this subject and its teachers. The aim of this research was to establish lifestyle typologies and to find out if these are correlated with the perception of Physical Education and its teachers. The participants in this research consisted of 745 teenagers belonging to three different rural environments. In order to establish typologies related to the use of spare time, a cluster analysis was carried out. Then, the relation between lifestyle and the evaluation of Physical Education was determined by means of the Chi-square test. The results show the existence of two lifestyle typologies. The group with a healthier lifestyle is the one that rates Physical Education and its teachers more positively.
3
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Are children meeting any of the suggested daily step recommendations?

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Brusseau T. A., Tudor-Locke C., Kulinna P. H.
Biomedical Human Kinetics
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2013
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vol. 5
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issue 1
11-16
EN
Study aim: Over the past decade there have been numerous efforts to identify how many steps/day children should accumulate. Recommendations range from 10,000 to 16,500 steps/day. The purpose of this article was to examine the percentage of elementary school aged children meeting nine different sets of steps/day recommendations. Material and methods: 786 Southwestern US children (410 girls, BMI 19.3±4.2) wore the Yamax Digiwalker SW-200 pedometer and recorded their steps/day for 7 consecutive days. Mean steps/day was calculated and the percent-age of students meeting each of the various steps/day recommendations was determined. Results: Children averaged 11,113±3,666 steps/day. Sixty-one percent of all children met a minimum of 10,000 steps/day. Thirty-six percent met the most widely used recommendation of 11,000 and 13,000 steps/day for boys and girls, respectively. Using BMI referenced recommendations, between 10-52% of children met various guidelines. Conclusions: Southwestern US children in the current sample are not getting enough daily activity to meet the ma-jority of step recommendations. Findings suggest that less than 33% of children are active for 60 minutes of physical activity (inferred from one of the guidelines) a day and only 36% would qualify for the Presidential Active Life-styles Award. Additional school and home-based physical activity programming is clearly needed.
4
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PHYSICAL ACTIVITY IN CHILDREN WITH AUTISM SPECTRUM DISORDERS: CONSIDERATIONS FOR EDUCATIONAL PROGRAM ADMINISTRATI ON

100%
Pleban F. T., Barney D., Burke R.
Central European Journal of Sport Sciences and Medicine
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2014
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vol. 5
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issue 1
15-26
EN
While diagnostic criteria for Autism Spectrum Disorders (ASD) is clear, misconceptions of ASD create barriers and challenges for children with ASD and their interaction in the educational environment around them. The social model of disability states people with disabilities are more limited by social constraints than actual impairment (Llewellyn and Hogan, 2000). In hopes to diminish these social constraints, continued education and progression of programs for children with Autism Spectrum Disorders is essential. When observing the different teaching strategies educators used to assist children with ASD, no one educational strategy was deemed appropriate for use. Findings revealed there were no defined guidelines on how to interact with autistic children and left teachers to use their own teaching methods. Literature reflect a lack of educational strategies for children with Autism Spectrum Disorders in an academic setting; at the various grade levels. One of the newer strategies to be investigated is the role of physical activity in children with ASD. Regular physical activity is highly beneficial towards the health of all children with or without disabilities. However, social and behavioral impairments leave little opportunity for children with Autism Spectrum Disorders to be successful in participating in physical activity; resulting in a possible higher risk of being inactive. Exercise options such as martial arts, swimming and yoga programs have been shown to be successful for children with Autism Spectrum Disorders.
5
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Step counts and self-reported physical activity among upper elementary school students vary with aerobic fitness

88%
McGee A., Williams S. M., Coleman M. M., Hurd A., Laurson K. R.
Biomedical Human Kinetics
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2013
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vol. 5
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issue 1
93-98
EN
Study aim: The purpose of this study was to examine if step-counts during PE and self-reported PA of elementary grade students varied based on the aerobic capacity. Material and methods: Ninety elementary physical education students, enrolled in the 4th and 5th grade, from one elementary school in the Midwestern USA participated. Each participant completed the Physical Activity Questionnaire for Children (PAQ-C), wore a pedometer in PE to measure steps taken, and completed the PACER aerobic fitness test. A multiple regression analysis was conducted to determine the relationship between steps taken by students and PAQ-C score in predicting aerobic capacity as measured through the PACER test. Results: Average steps significantly predicted PACER laps (β = 0.48, p < 0.01), as did the PAQ-C (β = 0.28, p < 0.001). For males, average steps significantly predicted PACER laps (β = 0.48 p < 0.01), while the PAQ-C and the PACER beta coefficients were not statistically significant (β = 0.14, p = 0.30). Results for females indicated average steps significantly predicted PACER laps (β = 0.38, p < 0.01), as did the PAQ-C (β = 0.46, p < 0.001). Conclusion: Results from this study indicate that student steps taken during PE and self-report PA has an association with students’ completed PACER laps.
6
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Fitness knowledge, cardiorespiratory endurance and body composition of high school students

88%
Williams S. M., Phelps D., Laurson K. R., Thomas D. Q., Brown D. D.
Biomedical Human Kinetics
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2013
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vol. 5
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issue 1
17-21
EN
Study aim: The purpose of this study was to determine if high school physical education seniors’ health-related fitness knowledge is related to their aerobic capacity and body composition. Material and methods: The FitSmart test assessed students (n = 171) health-related fitness knowledge. Aerobic capacity was calculated based on the students PACER score. Body Composition was measured using the Tanita TBF 300A body composition analyzer. Results: Aerobic fitness was a statistically significant predictor of exam score (β = 0.563, p < 0.001), but percent body fat was not (β = 0.185, p =0.074). Comparing the health-related fitness exam scores by the FITNESSGRAM classification system, students who were classified as Very Lean and High Risk for body composition had lower exam scores than those classified in the healthy fitness zone. Conclusions: The results confirmed previous findings that students have inadequate health-related fitness knowledge. Furthermore, the study extends these findings by identifying some associations of percent body fat and estimated VO2max to health-related fitness knowledge.
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