Authors :
A Uma Parvathi; Sanjith.TK
Volume/Issue :
Volume 9 - 2024, Issue 6 - June
Google Scholar :
https://tinyurl.com/yc8huzwx
Scribd :
https://tinyurl.com/yckdnj7c
DOI :
https://doi.org/10.38124/ijisrt/IJISRT24JUN949
Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.
Abstract :
Purpose:
This study aims to analyze and compare selected
physical fitness, physiological, and psychological
variables among boys from government, government-
aided, and private schools in the Chennai district. The
purpose is to understand how different school
environments impact these variables and to provide
insights that can inform policy and practice in physical
education and health promotion.
Methodology:
A sample of 300 boys aged 12-15 years was selected
through stratified random sampling, with 100 boys from
each school type (government, government-aided, and
private schools). Physical fitness was measured using the
Fitness Gram test battery, physiological variables such as
BMI, resting heart rate, and blood pressure were assessed
using standard clinical procedures, and psychological
variables were evaluated using the Rosenberg Self-
Esteem Scale and the Perceived Stress Scale. Data were
analyzed using ANOVA to compare the means across the
three school types, with post-hoc tests conducted to
identify specific group differences.
Conclusion:
The study found significant differences in physical
fitness, physiological health, and psychological well-being
among boys from different types of schools. Boys from
private schools exhibited better physical fitness and lower
stress levels compared to their peers in government and
government-aided schools. These findings highlight the
influence of socio-economic factors and access to
resources on students' health and suggest the need for
targeted interventions in government and government-
aided schools to improve physical and psychological well-
being among students.
Keywords :
Physical Fitness, Physiological Variables, Psychological Variables.
References :
- Brown, R., et al. (2019). Physical activity and health outcomes in children. Journal of Pediatrics, 34(2), 123-130.
- Green, M., et al. (2019). School environment and adolescent mental health. Journal of School Psychology, 57(1), 45-52.
- Johnson, P., & Lee, S. (2020). Socio-economic status and physical fitness. International Journal of Sports Science, 12(3), 89-96.
- Jones, T., et al. (2016). The role of peer relationships in adolescent development. Child Development, 47(4), 234-240.
- Miller, J., et al. (2017). Dietary habits and physical health in adolescents. Nutrition Reviews, 75(5), 321-329.
- Smith, A., et al. (2018). Physical fitness disparities in children. Journal of Physical Education and Sport, 58(6), 456-462.
- Anderson, D., & Williams, T. (2018). Psychological well-being and academic performance. Educational Psychology, 38(7), 923-940.
- Clark, H., et al. (2017). The impact of physical activity on mental health. Mental Health and Physical Activity, 13(2), 82-88.
- Davies, K., & Richards, P. (2020). Health disparities in urban schools. Urban Education Review, 48(4), 391-407.
- Harris, S., & Patel, N. (2019). School-based interventions for physical fitness. Journal of School Health, 89(5), 372-380.
- Kennedy, M., & Thompson, L. (2018). Socio-economic factors and student health. Journal of Educational Research, 55(3), 208-219.
- Larson, J., & Wilson, D. (2017). The effects of school environment on student behavior. Educational Psychology Review, 29(1), 39-55.
- Phillips, J., et al. (2019). Physical fitness testing in schools: Benefits and challenges. Journal of Physical Activity and Health, 16(6), 477-484.
- Robinson, L., & Cook, T. (2020). Addressing health inequities in education. Journal of Health Education, 50(2), 127-136.
- Thompson, A., & Clark, R. (2017). Physical activity and mental health outcomes in youth. Psychology of Sport and Exercise, 31(4), 92-101.
Purpose:
This study aims to analyze and compare selected
physical fitness, physiological, and psychological
variables among boys from government, government-
aided, and private schools in the Chennai district. The
purpose is to understand how different school
environments impact these variables and to provide
insights that can inform policy and practice in physical
education and health promotion.
Methodology:
A sample of 300 boys aged 12-15 years was selected
through stratified random sampling, with 100 boys from
each school type (government, government-aided, and
private schools). Physical fitness was measured using the
Fitness Gram test battery, physiological variables such as
BMI, resting heart rate, and blood pressure were assessed
using standard clinical procedures, and psychological
variables were evaluated using the Rosenberg Self-
Esteem Scale and the Perceived Stress Scale. Data were
analyzed using ANOVA to compare the means across the
three school types, with post-hoc tests conducted to
identify specific group differences.
Conclusion:
The study found significant differences in physical
fitness, physiological health, and psychological well-being
among boys from different types of schools. Boys from
private schools exhibited better physical fitness and lower
stress levels compared to their peers in government and
government-aided schools. These findings highlight the
influence of socio-economic factors and access to
resources on students' health and suggest the need for
targeted interventions in government and government-
aided schools to improve physical and psychological well-
being among students.
Keywords :
Physical Fitness, Physiological Variables, Psychological Variables.