Heart rates of high school physical education students during team sports, individual sports, and fitness activities

This study examined how activity type influenced heart rates and time spent in target heart rate zones of high school students participating in physical education classes. Significantly higher average heart rates existed for fitness (142 +/- 24 beats per minute [bpm]) compared to team (118 +/- 24 bpm) or individual (114 +/- 18) activities. Similar results occurred for the percentage of activity time spent within a target heart rate zone (fitness 81.7 +/- 15.9%, individual 68.4 +/- 30.5%, and team 60.6 +/- 30.5%). Boys attained higher heart rates during team activities, while female students had higher rates during individual activities indicating male and female adolescents respond differently to activity types. The highest mean heart rates were observed during fitness activities.     

Zeitökonomische Aspekte der Nachfrage nach Vereinsleichtathletik im europäischen Vergleich

In a joint project involving European association staff and sports scientists, basic structural data were collected on British, Swedish, Spanish and German athletics clubs to be used for analysis of hypotheses concerning conditions of participation in sports clubs, particularly by children and adolescents. The results showed clear differences in organizational level as well as membership and activity structures in comparisons between European countries and within Germany. The findings revealed the differential functions and significance of sports clubs in the context of the respective institutions and cultures.     

Geschichtswissenschaftliche Annäherungen an die historische Dimension des Sports

The comments in this article are designed to survey productive fields of a contemporary directed history of sport in a heuristic way. These comments represent a resolute plea for an in-depth interdisciplinary access to sport whereby in particular a hermeneutic perspective is seen as being productive. The main question on the meaning which reaches out beyond the performative completion of a sport activity contains an interdisciplinary cultural scientific programme, which must pay equal attention to the historical prerequisites of the narrative form and the medial constitution of such a generation of importance. Historians have also recently turned their attention to the cultural powers of sport. Classical questions on the functionalisation of sport by politics still attract the attention of contemporary history.     

80 Jahre vollakademische Sportlehrerausbildung

On 1 August 1929 the Prussian Minister of Education enacted a regulation establishing“exercise and physical education” as an academic field of study to be offered at all universities and institutes of technology under his jurisdiction. This action served to successfully complete the process that had been evolving since the middle of the nineteenth century to recognize the discipline as a university level specialty in the face of considerable longstanding opposition. The gravest forms of opposition emanated from the universities themselves and starting in the middle of the 1920s were ultimately overcome by proceedings and argumentation. These circumstances are described in this contribution based on accessing and evaluating new sources. The central focus is on a memorandum written in February 1929 by the Göttingen University physical education lecturer Bernhard Zimmermann. The article concludes by classifying and assessing the act of 1929 with a view to the further development of the academic education of sports instructors in the ensuing era of National Socialism and the postwar period in West Germany and the Federal Republic of Germany.     

Was macht den Sport zum Mediensport?

The popularity of sports varies to different extents around the world and leads to the question: what is a media sport? This contribution discusses definitional principles with the goal of using a model to establish the basis of categorization for future empirical analysis of diverse sports types. Media sports are defined as characteristic of movement structures in the culturally differentiated media sports complex. Features of media sports are distinguished according to the dimensions of context, organization, and (interactive) structure. It becomes clear that media sports types are not only characterized by cultural grounding, success, and charismatic stars, but can also exhibit structural distinctions. In conclusion, real, media-driven, and medial media sports are differentiated to demonstrate application of the model.     

Teacher as token dispenser: Effect of an observer

Data were collected on rate per minute of administering token reinforcement for one male and six female teachers enrolled in a behavior modification course. Data were obtained from record cards maintained by pupils for tokens received during an observer-present condition and for an observer-absent condition. Comparison of reinforcement rates for observer-present vs. absent indicated significantly higher rates of token delivery (p <.025) in the observer-present condition. The observer effect has important implications for those programs in which assessment procedures introduce an observer into the classroom to collect data on changes in teacher behavior.