A Higher Step Count Is Associated with the Better Evaluation of Physical Education Lessons in Adolescents
Round 1
Reviewer 1 Report
I congratulate the authors for a well written contribution to school health and to physical education literacy.
The introduction was particularly well argued and referenced. Data was presented clearly and conclusions derive logically from the evidence brought about by the study.
There is, however, few comments I could do to slightly improve the paper:
- The fact that PE lessons were gender segregated might have an effect on results should be better explained.
- The first and only (short) paragraph at section 3. should be either deleted or rewritten as the description of what should be in the section (probably from the journal guidelines).
- At figure one the the lines and the stars are confusingly displayed, which are the significant comparisons?
- If possible I would like authors to discuss the role of the timing of the PE lessons, i.e. Where there differences between steps depending on the hours of the lessons? If so, in what direction?
Author Response
Dear reviewer, we would like to thank you for your time and review. We were trying to improve the paper based on your comments.
Comments and Suggestions for Authors
I congratulate the authors for a well written contribution to school health and to physical education literacy.
The introduction was particularly well argued and referenced. Data was presented clearly and conclusions derive logically from the evidence brought about by the study.
There is, however, few comments I could do to slightly improve the paper:
- The fact that PE lessons were gender segregated might have an effect on results should be better explained.
R: Thank you for note. We agree that this needs to be clarified and now we added “The main reasons for gender segregation were that girls are more positive in PE lessons evaluation than boys, and the predominance of single-sex PE lessons [30].
- The first and only (short) paragraph at section 3. should be either deleted or rewritten as the description of what should be in the section (probably from the journal guidelines).
R: It has been removed.
- At figure one the the lines and the stars are confusingly displayed, which are the significant comparisons?
- R: The figure was adjusted.
- If possible I would like authors to discuss the role of the timing of the PE lessons, i.e. Where there differences between steps depending on the hours of the lessons? If so, in what direction?
R: It has been improved as part of further editing of the article.
Reviewer 2 Report
The article is interesting, but some relevant to a research are treated superficially.
The argumentation regarding the novelty and originality of the article are not clear and insufficiently highlighted in the text.
The purpose of the study only partially covers the analyzed results. I recommend rewriting the purpose according to the presented data.
2.1. Study Design and Participants.
It is not clear what were the inclusion criteria of the subjects in the study.
2.3. Measurements”The questionnaire included 24 dichotomous questions covering the cognitive, 146
emotional, health, social, relational, and creative domains”.
What about this questionnaire. What is the connection with the purpose of the study. Is it standardized? To whom was it applied? What was the questionnaire about? It is not presented and the data are not highlighted in studies except partially and inconclusively. It is not clear what the chestionarul consisted of and what were the key elements on which it was focused.
- Rezults
Table 3. Odds ratios of positive evaluation of PE lessons, stratified by gender
The study does not specify how the fitness level was calculated, nor was it an objective of the study.
4.Discussions
The discussions are nothing revealing or remarkable in my subjective opinion.
- Conclusions
The conclusions should be extended to highlight the most remarkable ideas in correlation with the goal in the study.
Author Response
Dear reviewer, we would like to thank you for your time and review. We were trying to improve the paper based on your comments.
Comments and Suggestions for Authors
The article is interesting, but some relevant to a research are treated superficially.
The argumentation regarding the novelty and originality of the article are not clear and insufficiently highlighted in the text.
R: Thank you for note. We agree that this needs to be clarified and we tried to highlight it in the text.
The purpose of the study only partially covers the analyzed results. I recommend rewriting the purpose according to the presented data.
R: We have modified the aim of the study according to data presented.
2.1. Study Design and Participants.
It is not clear what were the inclusion criteria of the subjects in the study.
R: We added this information. “In both years, all students who participated in PE lessons were included in the research.“
2.3. Measurements”The questionnaire included 24 dichotomous questions covering the cognitive, emotional, health, social, relational, and creative domains” What about this questionnaire. What is the connection with the purpose of the study. Is it standardized? To whom was it applied? What was the questionnaire about? It is not presented and the data are not highlighted in studies except partially and inconclusively. It is not clear what the chestionarul consisted of and what were the key elements on which it was focused.
R: Thank you for note, however we cannot extend the results by analyzing the answers to individual questions of the questionnaire as this is a work for other paper and not the main aim of this article. We added more about the used tool into text with citation. „The PE lessons questionnaire is standardized and has been used in research, teacher training and school practice for two decades [see annex 41]. The biggest advantage of the questionnaire is the anonymous subjective evaluation of PE lessons by students (expression of immediate feelings) at the end of lesson. The main purpose of using the questionnaire was to find out whether the higher physical load in PE lessons will or will not indicate the negative evaluation of PE lessons.“
- Rezults
Table 3. Odds ratios of positive evaluation of PE lessons, stratified by gender
The study does not specify how the fitness level was calculated, nor was it an objective of the study.
R: We consider this variable to be important for the analyzed associations and added it into methods. Participants subjectively assessed their current level of fitness in the question: "Indicate, in your opinion, the level of your sports physical performance in relation to other classmates (upper half of the class - lower half of the class)".
4.Discussions
The discussions are nothing revealing or remarkable in my subjective opinion.
R: Thank you for the note and we agree. We discussed our findings with the results additional studies. Unfortunately, we deal with this approach in PE mainly in the Czech Republic, Poland and Slovakia. Due to the specifics of PE in post-communist countries, comparisons with research in different educational systems (eg co-PE) are complex.
- Conclusions
The conclusions should be extended to highlight the most remarkable ideas in correlation with the goal in the study.
R: Thank you for the note and we added. “It is very important that the association between a more positive evaluation of PE lessons and a higher number of steps/PE lessons was valid for both boys and girls who did not consider PE as their favorite school subject, and who reported themselves with lower fitness and sport performance levels. It is possible to increase the physical load of girls in PE lessons without negatively affecting the girls' association to PA in an effort to reduce the differences in boys and girls PA in PE lessons.”
Reviewer 3 Report
The paper provides evidence that a higher steps count in PE is associated with a positive evaluation of PE lessons in boys and girls based on the physical load level, according to the steps count in PE lessons.
Suggestions:
1.page 5, Figure 1. Some content of Boys CZ is cut. Please modified it.
2.page 8. Table 2. Some variables' classification principles are not clear, for example , why the age is divided by 17, not 16 ? Fitness level divided into Higher and Lower and what is the definition of Higher and Lower?
3.page 8. Table 2. there is a line between 17<age and age >= 17. It should be modified.
Author Response
Dear reviewer, we would like to thank you for your time and review. We were trying to improve the paper based on your comments.
Comments and Suggestions for Authors
The paper provides evidence that a higher steps count in PE is associated with a positive evaluation of PE lessons in boys and girls based on the physical load level, according to the steps count in PE lessons.
Suggestions:
1.page 5, Figure 1. Some content of Boys CZ is cut. Please modified it.
R: Thank you for the note and it has been modified.
2.page 8. Table 2. Some variables' classification principles are not clear, for example , why the age is divided by 17, not 16 ?
R: Given that M = 16.3 and Mdn = 16, we decided to divide the age by 16 years.
Fitness level divided into Higher and Lower and what is the definition of Higher and Lower?
R: Thank you for the note. The determination was done according to the subjective expression in the questionnaire. Participants subjectively assessed their current level of fitness in the question: "Indicate, in your opinion, the level of your sports physical performance in relation to other classmates (upper half of the class - lower half of the class)".
3.page 8. Table 2. there is a line between 17<age and age >= 17. It should be modified.
R: It has been modified.
Reviewer 4 Report
This manuscript is about the study on determining the step counts of boys and girls in habitual PE lessons during the school teaching practice and assessing differences in the evaluation of PE lessons based on the physical load level, according to the steps count in PE lessons. You searched the broad references and the research design, questions, hypotheses and methods are clearly stated. You also employed the appropriate instruments and statistical analysis. The results and conclusions are reliable, and provided applicable information for the professionals in the field. Except for these strengths, there are some concerns and suggestions:
- Line 127 Pedometers are usually attached to students' right hip.
- Line 136 Provide reference for "extremely low (< 500 steps) and high (> 6,000 steps) values were excluded".
- Figure 1 Suggest to make revision for the clarification.
- Lines 177-186 The effects of PE content (e.g. game, soccer, volleyball etc.) and gender of teachers on step counts were discussed. Suggest to add data collection for these information in the section of "Materials and Methods".
- In the section of "Conclusions" Suggest to add content related to PE content and gender of teachers.
Author Response
Dear reviewer, we would like to thank you for your time and review. We were trying to improve the paper based on your comments.
Comments and Suggestions for Authors
This manuscript is about the study on determining the step counts of boys and girls in habitual PE lessons during the school teaching practice and assessing differences in the evaluation of PE lessons based on the physical load level, according to the steps count in PE lessons. You searched the broad references and the research design, questions, hypotheses and methods are clearly stated. You also employed the appropriate instruments and statistical analysis. The results and conclusions are reliable, and provided applicable information for the professionals in the field. Except for these strengths, there are some concerns and suggestions:
- Line 127 Pedometers are usually attached to students' right hip.
R: Thank you for the note, we added “During the PE lessons teachers checked the correct position of the pedometer on the students’ right hip.” to the methods.
- Line 136 Provide reference for "extremely low (< 500 steps) and high (> 6,000 steps) values were excluded".
R: Reference added based on our previous study (Frömel, K.; Vašíčková, J.; Skalik, K.; Svozil, Z.; Groffik, D.; Mitáš, J. Physical activity recommendations in the context of new calls for change in physical education. Int. J. Environ. Res. Public Health 2021, 18, 1177, doi:10.3390/ijerph18031177)
- Figure 1 Suggest to make revision for the clarification.
R: The figure was adjusted.
- Lines 177-186 The effects of PE content (e.g. game, soccer, volleyball etc.) and gender of teachers on step counts were discussed. Suggest to add data collection for these information in the section of "Materials and Methods".
R: This information was added it in the section of “Materials and Methods”. “Teachers recorded their gender, gender of students, and type of PE lessons according to content and predominant focus.”
- In the section of "Conclusions" Suggest to add content related to PE content and gender of teachers.
R: The conclusions were adjusted, but it was not possible to draw conclusions in terms of the content of PE lessons and the gender of teachers as this was not a main objective and was not part of the results of the study.
Round 2
Reviewer 2 Report
The authors improved the manuscript according with the recommendations.
Author Response
Dear reviewer, thank you for the evaluation. We added to conclusion answer on given aims, as editors mentioned, so now it should be OK: “The findings of this study confirmed that both Czech and Polish boys reached a higher volume of PA during the PE lessons than did girls. Overall, a higher steps count was observed in both boys and girls during lessons led by male student teachers compared to both lessons led by female student teachers and steps/PE lessons.”
