The Use of Heart Rate Monitor Technology in the Secondary Physical Education Classroom

1. The Use of Heart Rate Monitor Technology in the Secondary Physical Education Classroom Dr. David Chorney University of Alberta Dr. Thelma Gunn University of Lethbridge

2. Background • Childhood obesity and inactivity are on the rise worldwide. • Research indicates that there is a 90% failure rate for appropriate exercise throughout adulthood if during childhood and adolescence students failed to engage in appropriate exercise or physical activity. • In Alberta, the population of those overweight has increased from 10% in 1986 to 23% in 2004. • The only course responsible for teaching the achievement and assessment of cardiovascular fitness is Physical Education. • Unless heart rate is accurately monitored, fitness tests cannot be deemed valid.

3. Purpose of the Study • This study is a continuation of a 2 year investigation regarding the use of heart rate monitor technology with students enrolled in elective PE classes. • The intent is to determine whether such technology improves fitness levels, increases physical activity levels, and enhances the perceptions of future personal fitness amongst Grade 11 and 12 students. • Previous findings suggest that heart rate monitors are well received by students, but do not significantly change physical activity levels.

4. Method • In Fall, 2007, 23 Grade 11 students were selected to pilot the newest control method. • As compared to the previous control group, students were taught to manually capture and calculate Heart Rate and Recovery Time data. • The previous control group did not provide heart rate data. Participants: • In February, 2008, using a convenience sampling method, two classes were selected to represent a treatment (n = 16; males – 9 and females - 7) and a control group (n = 29; males – 24 and females - 5). • One male PE teacher instructed both classes.

5. Instruments: • Pre-Course and Post-Course surveys were administered to both the treatment and control classes. • Weekly fitness test data was submitted to an online web space. • An on-line journal was kept by the PE teacher tracking the responses of the students and the overall climate of the treatment and control groups.

6. Survey instruments: • Comprised of questions derived from The Physical Activity Questionnaire for Older Children (PAQ-C) and Adolescents (PAQ-A) Manual. • Researcher developed questions targeting student perceptions on the use of Heart Rate Monitors in physical education classes. • The PAQ’s measurement of general physical activity levels is one of the tool’s strengths because it is difficult to precisely measure intensity, frequency, and duration of young people’s activities, especially with self-report (Kowalski, Crocker, & Faulkner, 1997).

7. Sample Questions • From the PAQ (Physical Activity Questionnaire) these are some of the sample questions asked: • In the last 7 days, what did you normally do at lunch (besides eating lunch)? • In the last 7 days, on how many days right after school did you participate in sports, dance, etc? • Last weekend, how many times did you participate in sports, dance, or game play? • Considering a 7-day period (a week), during your leisure time how often do you engage in any regular activity?

8. Sample Questions (Continued) • Perception type questions targeting students’ feelings about the use of the heart rate monitors during their PE classes. • Do you think that the use of heart rate monitor technology during the class made you want to improve your fitness level? • By using the HR monitors, was your motivation higher, lower, the same? • What did you like/dislike about using HR monitors during your PE classes?

9. Fitness Tests • 12 Minute Run/Cooper’s Test (Pylons are set out at pre-determined spots. At the 6 minute mark students change directions). This test is measured in laps completed over a 12-minute time frame. • Beep Test (Shuttle Run). This test is measured in levels completed. • Guess the Mile (Same test protocol as the 12-minute run except that the students run 23 laps in the gymnasium and the students do not change directions during the run. Students must estimate their mile time before their test and then compare with the actual time they achieve). This test is measured in time taken to complete.

10. Results: Preliminary Outcomes • Survey #1 • Chi-square analysis • No significant differences between the treatment and control groups on any question • No significant differences between genders on any question

11. Treatment Group – Perception • Do you think that the use of heart rate monitor technology during class will make you want to improve your fitness level: Survey #1 (/13)

12. In using heart rate monitor technology, I will be more motivated to: Survey #1 (/13)

13. Do you think that the use of heart rate monitor technology during class will: Survey #1 (/13)

14. Heart Rate Data • Preliminary statistical data • Will be analyzed during Summer, 2008 • Limitations: occasional technical difficulties and manual calculation errors.

15. Teacher Journal • Control Group: • “Difficulties in understanding target heart zone, etc. They understand recovery time and heart rate. Some students feel that manual data collection is too difficult and questioned the accuracy of manual heart rate data collection”. • “Data accuracy may be lost when all students are expected to record findings throughout the lesson without direct supervision from the teacher. When you have 30 students finish the test ALL at different times – the supervision of proper test protocol deteriorates. When this happens classroom management will always come first over proper data collection during the recovery phase”.

16. Treatment group: • “Students are starting to take a keen interest in comparing data from previous fitness days to results from today. Many questions with regard to data differences and test variety. Students better understand the concept of self-fitness management that can be done on an individual basis and therefore monitor fitness levels on a life-long basis”. • “Students are much more comfortable with the watches. There are less problems when pulling data from the watches. More students asking questions with regards to above, below and in – the target hear range”. • “During the test a former student came into class to see me about a Fitness Routine. The former student spoke to the class with regards to how the PE program taught him how to stay in shape and he wished he had a HR watch monitor to use on his own. He stated that the students are lucky to experience this form of fitness evaluation”.

17. Conclusions • In conjunction with previous findings, we are hypothesizing that the use of heart rate monitor technology will not significantly improve personal fitness levels or physical activity levels with senior high school students. • We are hypothesizing that while the use of the technology is both intriguing and informative for the treatment students, in the short run there will be no evidence of improved overall physical well-being (i.e., heart rate date or reported physical activity levels).

18. Future directions • Fall of 2008 will see this study grow to include grade 7 students from Edmonton thus, enabling the researchers to track students for at least 3 years within a required PE setting • Long range patterns in physical fitness and physical activity will be more adequately tracked as well as students attitudes towards physical activity • Larger and more random student population

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