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Journal articles on the topic 'Middle school students Sports Intramural sports School sports'

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Published: 4 June 2021

Last updated: 13 February 2022

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1

Edwards, Michael B., Jason N. Bocarro, Michael Kanters, and Jonathan Casper. "Participation in Interscholastic and Intramural Sport Programs in Middle Schools: An Exploratory Investigation of Race and Gender." Recreational Sports Journal 35, no. 2 (2011): 157–73. http://dx.doi.org/10.1123/rsj.35.2.157.

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Although school-sponsored extracurricular sport remains one of the most popular and effective ways to increase adolescents' physical activity levels, it is designed to include a small number of a school's elite athletes. Fewer schools offer intramural sports, and little is known about participation in these activities. The purpose of this study is to compare variations in how students participate in interscholastic and intramural school sport programs. Using a sample of seventh and eighth graders in two southeastern middle schools, results indicated that school sport participation levels were higher in intramurals than interscholastic sports for all studied categories of students except for White girls. In addition, students participating in intramural sports played nearly twice as many sports during the school year as students participating in interscholastic sports. Gender and race differences in school sport participation both confirm and contradict previous research and suggest that schools should consider cultural factors when planning sport programs for diverse populations of young people.

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2

Kanters, Michael, Jason Bocarro, Jonathan Casper, and Scott Forrester. "Determinants of Sport Participation in Middle School Children and the Impact of Intramural Sports." Recreational Sports Journal 32, no. 2 (2008): 134–51. http://dx.doi.org/10.1123/rsj.32.2.134.

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The purpose of this study was to examine the determinants for adolescent participation in sports and to determine the impact of an alternate model of sport delivery (i.e., school intramural sports). More specifically, this study used the theory of planned behavior to highlight factors that might contribute to young people's decisions to play sports and to determine what impact an alternate model of sport delivery would have on intention to participate in sport. Three hundred and three students in grades seven and eight completed measures of their participation in intramural and extramural sports and items related to the theory of planned behavior. In addition to results that showed a relatively large number of students participating in school intramural sports, notable differences in the relative contributions of the predictor variables of attitude, subjective norms, and perceived behavioral control were found across different sport-participation subgroups. Suggestions for future research are made in the context of the limitations of the study.

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3

Edwards, Michael B., Michael A. Kanters, and Jason N. Bocarro. "Opportunities for Extracurricular Physical Activity in North Carolina Middle Schools." Journal of Physical Activity and Health 8, no. 5 (2011): 597–605. http://dx.doi.org/10.1123/jpah.8.5.597.

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Background:This study’s purpose was to assess the opportunities for North Carolina adolescents to be physically active in extracurricular middle school environments and to compare opportunities across community types.Methods:Data were analyzed based on the results of an electronic questionnaire distributed to a sample of 431 schools with a response rate of 75.4% (N = 325).Results:Nearly all schools offered interscholastic sports while fewer than half offered intramurals or noncompetitive activities to students. “Open gym” was offered at only 35% of schools, while 24% of schools offered extracurricular activities to students with disabilities. Overall, 43.4% of schools offered special transportation to students who participated in some extracurricular physical activities. Schools in rural areas generally offered fewer programs and had fewer supports than schools located in more urbanized areas. Over two-thirds of rural schools offered no extracurricular programs other than interscholastic sports.Conclusions:Schools can be important settings for physical activity. North Carolina’s middle schools and its rural schools in particular, are falling short in efforts to provide extracurricular physical activity programming recommended by researchers and policy groups.1−6 Lower accessibility to extracurricular physical activities may partially contribute to higher levels of physical inactivity found in the state.

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4

Angelini, Paolo, Benjamin Y. Cheong, Veronica V. Lenge De Rosen, et al. "High-Risk Cardiovascular Conditions in Sports-Related Sudden Death: Prevalence in 5,169 Schoolchildren Screened via Cardiac Magnetic Resonance." Texas Heart Institute Journal 45, no. 4 (2018): 205–13. http://dx.doi.org/10.14503/thij-18-6645.

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Improving preparticipation screening of candidates for sports necessitates establishing the prevalence of high-risk cardiovascular conditions (hr-CVC) that predispose young people to sudden cardiac death (SCD). Our accurate, novel protocol chiefly involved the use of cardiac magnetic resonance (CMR) to estimate this prevalence. Middle and high school students from a general United States population were screened by means of questionnaires, resting electrocardiograms, and CMR to determine the prevalence of 3 types of hr-CVC: electrocardiographic abnormalities, cardiomyopathies, and anomalous coronary artery origin from the opposite sinus with intramural coronary course (ACAOS-IM). We examined the range of normal left ventricular size and function in the main study cohort (schoolchildren 11–14 yr old). We defined diagnostic criteria for hr-CVC and compared the cardiac measurements of these younger participants with those of older children whom we examined (age, 15–18 yr). From 5,169 completed diagnostic studies (mean participant age, 13.06 ± 1.78 yr), CMR results revealed 76 previously undiagnosed cases of hr-CVC (1.47% of the total cohort): 11 of dilated cardiomyopathy (14.5%), 3 of nonobstructive hypertrophic cardiomyopathy (3.9%), 23 ACAOS-IM cases (30.3%; 6 left-ACAOS and 17 right-ACAOS), 4 Wolff-Parkinson-White patterns (5.3%), 34 prolonged QT intervals (44.7%), and 1 Brugada pattern (1.3%). Cardiomyopathies were significantly more prevalent in the older children. Of note, we identified 959 cases (18.5%) of left ventricular noncompaction. If our estimate is accurate, only 1.47% of school-age sports participants will need focused secondary evaluations; the rest can probably be reassured about their cardiac health after one 30-minute screening study.

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5

ÖZTÜRK, Hüseyin. "RURAL MIDDLE SCHOOL STUDENTS ATTITUDES TOWARDS SPORTS." Online Journal of Recreation and Sport Volume 8, Volume 8 Issue 3 (2019): 14–22. http://dx.doi.org/10.22282/ojrs.2019.51.

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6

Sun, Haichun, Weidong Li, Bo Shen, and Paul Rukavina. "Middle School Students' After-school Physical Activity." Medicine & Science in Sports & Exercise 41 (May 2009): 18–19. http://dx.doi.org/10.1249/01.mss.0000354280.57625.1d.

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7

Caswell, Shane, Matthew Prebble, Kaitlyn Romm, Jatin Ambegaonkar, Amanda Caswell, and Nelson Cortes. "EPIDEMIOLOGY OF SPORTS INJURIES AMONG MIDDLE SCHOOL STUDENTS." British Journal of Sports Medicine 51, no. 4 (2017): 305.1–305. http://dx.doi.org/10.1136/bjsports-2016-097372.56.

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8

Yanık, Mehmet. "Effect of Participation in School Sports Teams on Middle School Students’ Engagement in School." Education Sciences 8, no. 3 (2018): 123. http://dx.doi.org/10.3390/educsci8030123.

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The aim of this study is to determine the effect of participation in school sports teams of students studying in middle school on their levels of school engagement. The relational screening model was used in the study. The study group of the research consisted of a total of 610 students selected by the random sampling method and studying at middle school level (fifth, sixth, seventh, and eighth grades). For analysis of the data obtained from the participants by means of the ‘School Engagement Scale’, descriptive statistics were calculated and interpreted with independent samples t-test and one-way analysis of variance (ANOVA). Based on the research findings, the mean level of school engagement of the participants was found to be 3.62 ± 0.51. In terms of the gender variable, a significant difference in favour of female participants was found. With respect to another variable, that of state of participation in school teams, it was determined that as length of participation in school teams increased, mean level of school engagement of the participants also increased. In conclusion, it was determined that participation in school teams made a positive contribution to students’ engagement in school, and it is recommended that in order to further increase students’ level of school engagement, measures should be taken to ensure students’ participation in school teams.

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9

Lee, Sang-min, Keun-Mo Lee, and Seung-Hyun Jang. "The Significance of School Sports Club Activities: Focused on Middle School Students." Korean Journal of Physical Education 57, no. 1 (2018): 59–70. http://dx.doi.org/10.23949/kjpe.2018.01.57.1.5.

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Lim, Eun-Ju, and Deajung Lee. "The Differences in School-Related Attitudes of Middle School Students in School Sports Club." International Journal of IT Business Strategy Management 6, no. 1 (2020): 9–18. http://dx.doi.org/10.21742/ijibsm.2020.6.1.02.

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11

Turchyk, I., R. Chopyk, and N. Kizlo. "Contents and features of intramural (in-school) sports in the USA." Scientific Journal of National Pedagogical Dragomanov University. Series 15. Scientific and pedagogical problems of physical culture (physical culture and sports), no. 3(123) (July 28, 2020): 143–47. http://dx.doi.org/10.31392/npu-nc.series15.2020.3(123).27.

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The study and generalization of foreign experience is a value for Ukraine, which has set itself the task of integration into the world community and can be an important source of thorough thinking and creative use of positive ideas in domestic theory and practice of physical education and sports. This article analyzes the content and features of the organization of intramural (in-school) sports in the United States. The study found that intramural sports in the United States are an integral part of the overall education program, which provides an opportunity to involve children with different levels of development of motor skills and qualities in motor activities outside of physical education lessons. Participation in intramural sports programs is voluntary. It is determined that the intramural sports program in the United States is characterized by certain features that must be taken into account for its successful implementation. It was found that, first of all, American specialists determine the direction (nature) of the sports program and possible types of physical activity, taking into account the wishes of students; it is important to properly plan and compile a quality schedule for classes in compliance with the capacity of existing sports facilities; it is obligatory to observe the rules of admission of students to classes and competitions, as well as their annual medical examination; implementation of the sports program is carried out with the use of modern information technologies; the accounting and evaluation of the program is constantly carried out; proper administration and quality arbitration are of great importance; special attention is paid to the competition procedure itself and the determination of winners; a special place is given to the financing of programs and their support and promotion.

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Abraham, Avron, P. Michael Peterson, D. Allan Waterfield, Maggi J. Chandlee, and Michael R. Deschenes. "After School Behaviors of Middle and High School Delaware Students." Medicine & Science in Sports & Exercise 38, Supplement (2006): S474. http://dx.doi.org/10.1249/00005768-200605001-02859.

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13

Park, Bo-Hyeon, and Yeon-Ju Lee. "Relationships among Sports Participation Degree, Sports Competence, and Social Support for Middle School Students." Journal of the Korea Contents Association 10, no. 4 (2010): 415–23. http://dx.doi.org/10.5392/jkca.2010.10.4.415.

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Sirard, J. R., M. Dowda, C. Chappell, and R. R. Pate. "FACTORS RELATED TO SPORTS PROGRAM PARTICIPATION IN MIDDLE SCHOOL STUDENTS." Medicine & Science in Sports & Exercise 34, no. 5 (2002): S167. http://dx.doi.org/10.1097/00005768-200205001-00929.

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Tran, Alvin, Jeanette Garcia, John R. Sirard, et al. "Motivation for Sports Participation Among High- and Middle School Students." Medicine & Science in Sports & Exercise 48 (May 2016): 47. http://dx.doi.org/10.1249/01.mss.0000485152.15324.49.

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16

Liu, Yuanlong, Sang-Jo Kang, Hank Jwo, and Clark Jwo. "Physical Activity Preference of Middle School Students." Medicine & Science in Sports & Exercise 36, Supplement (2004): S263. http://dx.doi.org/10.1097/00005768-200405001-01261.

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Liu, Yuanlong, Sang-Jo Kang, Hank Jwo, and Clark Jwo. "Physical Activity Preference of Middle School Students." Medicine & Science in Sports & Exercise 36, Supplement (2004): S263. http://dx.doi.org/10.1249/00005768-200405001-01261.

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18

McClanahan, Barbara S., Michelle B. Stockton, and Nancy J. Tyner. "Physical Activity Preferences Of Urban, Middle School Students Students." Medicine & Science in Sports & Exercise 52, no. 7S (2020): 284. http://dx.doi.org/10.1249/01.mss.0000676672.90638.88.

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19

Farrell, Anne, and Sharon Thompson. "The Intramural Program: A Comprehensive Analysis." Recreational Sports Journal 23, no. 2 (1999): 32–38. http://dx.doi.org/10.1123/nirsa.23.2.32.

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While the majority of the members of the National Intramural-Recreational Sports Association work at the community college, college or university level of higher education, there exists at the elementary and secondary level of higher education an untapped area of recreational sports development. Why intramural sports remains at this relatively low level of participation and resource allocation is more than likely the result of a combination of factors. This article examines the components and benefits of a properly organized, funded and supported intramural sports program. Intramural sports programs at the elementary/secondary levels need three basic components in order to be successful: (1) Student involvement; (2) Assistance from the school staff; and (3) Cooperative efforts from the school district. The effective and efficient intramural sports program results in the development of character and leadership among the participating students and leads to a commitment to a lifetime of physical activity.

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20

Rowland, T. "Motivational factors associated with sports program participation in middle school students." Yearbook of Sports Medicine 2007 (January 2007): 298–99. http://dx.doi.org/10.1016/s0162-0908(08)70236-8.

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21

Otto, Stephanie M., Jennifer L. Caputo, Richard S. Farley, Brandi M. Eveland-Sayers, and Jeremy M. Bettle. "Sports Participation and Physical Fitness in Middle- and High-School Students." Medicine & Science in Sports & Exercise 39, Supplement (2007): S494. http://dx.doi.org/10.1249/01.mss.0000274963.88656.33.

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22

SIRARD, J., K. PFEIFFER, and R. PATE. "Motivational factors associated with sports program participation in middle school students." Journal of Adolescent Health 38, no. 6 (2006): 696–703. http://dx.doi.org/10.1016/j.jadohealth.2005.07.013.

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23

King, Keith A., Ashley L. Merianos, Rebecca A. Vidourek, and Oladunni A. Oluwoye. "Examining the Relationship Between School Sports Participation and Alcohol Use Among Middle School and High School Students." Journal of Child & Adolescent Substance Abuse 26, no. 4 (2017): 251–57. http://dx.doi.org/10.1080/1067828x.2017.1305927.

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24

McMillan, J., P. Miko, D. Joyner, and R. Lefavi. "1088 MIDDLE SCHOOL STUDENTS?? KNOWLEDGE OF ANABOLIC STEROIDS." Medicine & Science in Sports & Exercise 25, Supplement (1993): S193. http://dx.doi.org/10.1249/00005768-199305001-01091.

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25

Erfle, Stephen E., and Corey M. Gelbaugh. "Physical Activity Performance of Focal Middle School Students." Measurement in Physical Education and Exercise Science 17, no. 2 (2013): 150–66. http://dx.doi.org/10.1080/1091367x.2013.761034.

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26

Hwang, Sun-Hwan, and Hong-Seol Kim. "Effects of the After School Sports Club Activity on the School Life Satisfaction in the Middle School Students." Journal of the Korea Contents Association 12, no. 12 (2012): 771–78. http://dx.doi.org/10.5392/jkca.2012.12.12.771.

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Samuelson, Anne, Leslie Lytle, Keryn Pasch, Kian Farbakhsh, Stacey Moe, and John Ronald Sirard. "The Physical Activity Climate in Minnesota Middle and High Schools." Journal of Physical Activity and Health 7, no. 6 (2010): 811–17. http://dx.doi.org/10.1123/jpah.7.6.811.

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Background:This article describes policies, practices, and facilities that form the physical activity climate in Minneapolis/St. Paul, Minnesota metro area middle and high schools and examines how the physical activity climate varies by school characteristics, including public/private, school location and grade level.Methods:Surveys examining school physical activity practices, policies and environment were administered to principals and physical education department heads from 115 middle and high schools participating in the Transdisciplinary Research on Energetics and Cancer-Identifying Determinants of Eating and Activity (TREC-IDEA) study.Results:While some supportive practices were highly prevalent in the schools studied (such as prohibiting substitution of other classes for physical education); other practices were less common (such as providing opportunity for intramural (noncompetitive) sports). Public schools vs. private schools and schools with a larger school enrollment were more likely to have a school climate supportive of physical activity.Conclusions:Although schools reported elements of positive physical activity climates, discrepancies exist by school characteristics. Of note, public schools were more than twice as likely as private schools to have supportive physical activity environments. Establishing more consistent physical activity expectations and funding at the state and national level is necessary to increase regular school physical activity.

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LUO, QI, LIN YANG, SONG ZHANG, JUN SU, and DONGMEI HAO. "MONITORING AND EVALUATION OF SPORTS LOAD FOR PRIMARY AND MIDDLE SCHOOL STUDENTS." Journal of Mechanics in Medicine and Biology 18, no. 08 (2018): 1840028. http://dx.doi.org/10.1142/s0219519418400286.

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In recent years, the physical fitness of primary and middle school students in China has been declining. In addition to the unbalanced nutrition, the main reason is the insufficient load of physical exercise. The aim of this study is to explore the quantitative methods of sports load of primary and middle school students by means of training impulse (TRIMP), and to evaluate the feasibility and effectiveness of this method. In the study, 297 students (168 boys, 129 girls) were divided into intervention group and control group. All of students were tested with height, weight, vital capacity, sit-and-reach, 50[Formula: see text]m running, 50[Formula: see text]m [Formula: see text] 8 round trip, one-minute sit-up, one-minute skip and other physical indicators in gym class, the change of resting heart rate, sport heart rate, exercise time were collected before and after by independent development of the heart-rate wrist belt. The mean sport heart rate, mean exercise time (the cumulative time of the heart rate between 120 and 200[Formula: see text]bpm), the time of different intensity exercise and the TRIMP were calculated. The results of correlation analysis showed that the change of TRIMP was positively correlated with the change of vital capacity and one-minute sit up, and increasing sports load could improve the physical health, verifying the feasibility of using the TRIMP to quantify the sports load. At the same time, the TRIMP was expressed in scores to make the understanding easy for the teachers and students or any audience in general.

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Beale, Andrew V., and Jennifer S. Jacobs. "Beyond the Professional Athlete: Introducing Middle School Students to Sports Related Occupations." Journal of Career Development 31, no. 2 (2004): 111–24. http://dx.doi.org/10.1177/089484530403100203.

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Beale, Andrew V., and Jennifer S. Jacobs. "Beyond the Professional Athlete: Introducing Middle School Students to Sports Related Occupations." Journal of Career Development 31, no. 2 (2004): 111–24. http://dx.doi.org/10.1007/s10871-004-0569-2.

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권순정 and SooJung Park. "Middle School Students' Motives, Encouragementsand Discouragements for After School Activities - Particularly for participants of Dance Sports -." Journal of Education & Culture 17, no. 3 (2011): 313–31. http://dx.doi.org/10.24159/joec.2011.17.3.313.

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Kim, Hong Rok, and Kwang Wook Lee. "The Relationship among E-sports Participation of the Middle School Students` Adaptation to School and Sociality." Journal of Sport and Leisure Studies 44 (May 31, 2011): 429–40. http://dx.doi.org/10.51979/kssls.2011.05.44.429.

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Doolittle, Sarah A., Paul B. Rukavina, Weidong Li, Mara Manson, and Angela Beale. "Middle School Physical Education Teachers’ Perspectives on Overweight Students." Journal of Teaching in Physical Education 35, no. 2 (2016): 127–37. http://dx.doi.org/10.1123/jtpe.2014-0178.

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Using the Social Ecological Constraints model, a qualitative multiple case study design was used to explore experienced and committed middle school physical education teachers’ perspectives on overweight and obese students (OWS), and how and why they acted to include OWS in physical education and physical activity opportunities in their school environments. Three themes emerged. 1) OWS are “the same, but different.” Teachers attempted to treat all students the same, but perceived variations among OWS’ participation in PE and related individual constraints. 2) Teachers’ concerns lead to individual goals and specific actions. Teachers identified specific goals and approaches to help individual OWS who needed extra attention. 3) OWS are a responsibility and challenge. Many of these teachers felt a responsibility to devote extra time and effort to help struggling OWS to succeed. These teachers avoided obesity bias, and exhibited beliefs and actions similar to a caring perspective.

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Faircloth, Summer, and Nelson Cooper. "Communities of Practice in Campus Recreation: A Framework for Developing Student Intramural Officials." Recreational Sports Journal 31, no. 1 (2007): 43–50. http://dx.doi.org/10.1123/rsj.31.1.43.

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Campus intramural sports officials often participate in external officiating experiences beyond campus intramural contests, such as community sport programs, middle and high school sports, and even intercollegiate sports. While these external opportunities may enhance an official's skills and abilities, there are concerns that the demand from external agencies and competing salaries result in campus intramural programs being left with underdeveloped officials. This in turn contributes to the critique that encouraging external officiating experiences does not contribute to the college or university mission of learning, research, and professional development. The purpose of this article is to present a justification why campus intramural sports officials should engage in sports officiating experiences beyond campus intramural and extramural contests. A conceptual framework known as Communities of Practice (Wenger, 1998) is presented to illustrate how external officiating experiences may contribute to the college or university mission of learning, research, and professional development. Benefits of participating in external officiating experiences are also presented.

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Nutter, June. "Middle School Students' Attitudes and Use of Anabolic Steroids." Journal of Strength and Conditioning Research 11, no. 1 (1997): 35. http://dx.doi.org/10.1519/1533-4287(1997)011<0035:mssaau>2.3.co;2.

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Stockton, Michelle B., Barbara S. McClanahan, and Nancy J. Tyner. "Motivational Factors Associated With Physical Activity In Middle School Students." Medicine & Science in Sports & Exercise 52, no. 7S (2020): 276. http://dx.doi.org/10.1249/01.mss.0000676568.97813.83.

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Coe, Dawn P., James M. Pivarnik, Christopher J. Womack, Mathew J. Reeves, and Robert M. Malina. "Relationship between Fitness and Academic Performance in Middle School Students." Medicine & Science in Sports & Exercise 40, Supplement (2008): S21. http://dx.doi.org/10.1249/01.mss.0000321536.04925.37.

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Zhang, Tao, Simon Driver, and Xiangli Gu. "Social-Cognitive Correlates of Physical Activity in Middle School Students." Medicine & Science in Sports & Exercise 42 (May 2010): 523–24. http://dx.doi.org/10.1249/01.mss.0000385283.95334.86.

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Burns, Ryan D., Timothy A. Brusseau, and James C. Hannon. "Physical Activity Trajectories During Daily Middle School Physical Education." Journal of Physical Activity and Health 12, no. 7 (2015): 982–89. http://dx.doi.org/10.1123/jpah.2014-0151.

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Background:Optimal levels of moderate-to-vigorous physical activity (MVPA) have been shown to improve health and academic outcomes in youth. Limited research has examined MVPA trajectories throughout a daily middle school physical education (PE) curriculum. The purpose of this study was to examine MVPA trajectories over a daily PE curriculum and the modifying effects of sex, body composition, and cardiorespiratory endurance.Methods:One hundred 7th- and 8th-grade students participated in daily PE lessons. There were 66 lessons throughout the semester. MVPA was monitored during each lesson using NL-1000 piezoelectric pedometers. Students were classified into FITNESSGRAM Healthy Fitness Zones using estimated VO2 Max and Body Mass Index (BMI). A population averaged generalized estimating equation was employed to examine MVPA trajectories.Results:On average, students’ MVPA decreased over time (β = –0.35, P < .001). Poor student VO2max classification significantly modified the trajectories (β = –0.14, P < .001), however poor BMI classification did not have a modifying effect (β = 0.03, P = .158).Conclusions:MVPA decreased in daily PE over time and cardiorespiratory endurance significantly modified the trajectories. The results support that extra efforts have to be made by teachers and students to sustain MVPA behaviors over a semester.

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Griffin, Patricia S. "Boys’ Participation Styles in a Middle School Physical Education Team Sports Unit." Journal of Teaching in Physical Education 4, no. 2 (1985): 100–110. http://dx.doi.org/10.1123/jtpe.4.2.100.

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The purpose of this study was to identify boys’ participation styles in a middle-school physical education team sports unit. Through the use of class observations, formal interviews, and informal discussions with the teachers, five styles of participation were identified: (a) machos, (b) junior machos, (c) nice guys, (d) invisible players, and (e) wimps. Several contextual factors are discussed as potential contributors to these participation styles. They are the availability of out-of-school team sport leagues, the racial and socioeconomic characteristics of the community, the age of the students observed, the interactions with teachers and other students in the classes, and the instructional strategies that teachers chose. The importance of identifying the variety of participation styles within each gender group, as well as identifying differences between girls and boys in physical education, is discussed.

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Jang, Ho-Jung, Seung-Hyeon Kim, and Chul-Kyu Jung. "The relationship between the sports value of middle school students and physical education attitude and continuous sports participation." Korean Journal of Sports Science 27, no. 5 (2018): 105–19. http://dx.doi.org/10.35159/kjss.2018.10.27.5.105.

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42

Howland, Jonathan, Holly Hackman, Alyssa Taylor, et al. "Evaluation of Implementation of Massachusetts Sports Concussion Regulations." Journal of School Nursing 34, no. 5 (2017): 344–49. http://dx.doi.org/10.1177/1059840517702697.

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In 2015, the Massachusetts Department of Public Health conducted focus groups with school nurses (SNs) and athletic trainers (ATs) from Massachusetts middle and high schools to assess implementation of legislated regulations relative to the management of students’ head injuries incurred during extracurricular sports. Four tape-recorded focus groups were conducted by experienced facilitators. Lists of themes were synthesized by investigators for each focus group. Participating SNs and ATs supported the sports concussion legislation, felt that implementation had gone well, indicated that the law empowered them in managing return-to-school/play for students with concussion, and experienced support from their school administrators. Some SNs reported that they had applied relevant procedures to all students with head injuries, regardless of how or where the injury occurred. Challenges identified included protocols for away games, inconsistent concussion care by physicians, and a need for teacher education. Further research is required to quantify these findings.

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Fox, Claudia K., Daheia Barr-Anderson, Dianne Neumark-Sztainer, and Melanie Wall. "Physical Activity and Sports Team Participation: Associations With Academic Outcomes in Middle School and High School Students." Journal of School Health 80, no. 1 (2010): 31–37. http://dx.doi.org/10.1111/j.1746-1561.2009.00454.x.

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Kim, Hong-Seol. "Influence Degree of Participant of Sports on Self-esteem of Middle School Students." Journal of the Korea Contents Association 9, no. 6 (2009): 399–406. http://dx.doi.org/10.5392/jkca.2009.9.6.399.

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Phillips, Sharon R., Risto Marttinen, Kevin Mercier, and Anne Gibbone. "Middle School Students’ Perceptions of Physical Education: A Qualitative Look." Journal of Teaching in Physical Education 40, no. 1 (2021): 30–38. http://dx.doi.org/10.1123/jtpe.2019-0085.

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Purpose: Existing research suggests that students’ attitudes toward physical education are positive through Grade 5, but become less positive as grade levels increase; this research is, however, missing student voice. The purpose of this study was to further understand why students’ attitudes have been shown to decrease. Methods: Twenty-six focus group interviews (students N = 65) were conducted over 2 years to discover what was influencing attitudes from fifth to eighth grade. Results: Three themes emerged: (a) curriculum leads to decreases in student attitudes (subthemes repetitive and boring, an overemphasis on competition, and fitness testing activities—what’s the purpose and why am I on display?), (b) social factors impact attitude: sweating and changing, and (c) physical education assumptions, the easy “A” (subthemes: perceptions of physical education teachers and the easy “A”). Conclusion: Allowing students to explain the reasons for decreases in attitudes contributes to improving the teaching and learning process.

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Su, Yan Qin. "Data Processing for Correlation Analysis between Extracurricular Sports Activities and Mental Health in Rural Middle School Students." Advanced Materials Research 1022 (August 2014): 233–36. http://dx.doi.org/10.4028/www.scientific.net/amr.1022.233.

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In order to explore the relation between mental health status and extracurricular sports activities, using data processing method to analyze 657 middle school students in rural middle school in Sichuan participated in this survey. They were selected using cluster sampling. The results indicated (a)there were significantly insufficient in extracurricular sports activities in days each week,duration each session and exercise intensity rural middle schools students,(b)there was some extent mental health deficit in rural middle school student, and (c) the mental health has significant correlation with days of sports activities each week ,duration each session and the intensity of sports activities.

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Jeong, Min, and Dong-Jin Kim. "The Relationship among the Physical Self-Concept, Sociality, and School Happiness of Middle School Students Participating School Basketball Sports Club." Korean Journal of Growth and Development 28, no. 3 (2020): 419–26. http://dx.doi.org/10.34284/kjgd.2020.08.28.3.419.

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Yaroshevich, Irina. "DYNAMICS TRAINING MIDDLE DISTANCE RUNNERS IN GROUPS OF SPORTS IMPROVEMENT." Scientific Papers Collection of the Angarsk State Technical University 2018, no. 1 (2020): 329–31. http://dx.doi.org/10.36629/2686-7788-2020-329-331.

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The question of training process runners at medium distances in terms of technical high school – an important problem of modern development of student sports. Qualitative preparation is necessary for students engaged in group of sports perfection in track and field athletics.

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Park, Kwang-Hae, Chul-Hwa Lee, and Soo-Woon Ahn. "The Relationship between Satisfaction of Physical Education Class, After-school Sports Activity and Participation Intention to Future Sports for All in Middle School Students." Korean Association For Learner-Centered Curriculum And Instruction 19, no. 9 (2019): 297–314. http://dx.doi.org/10.22251/jlcci.2019.19.9.297.

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Yang, In-Je,, Jeong-Ho Choi, and Jong-Lyoul Park. "A Study on the Effect of Sports Value on the Academic Self-Efficacy and Interpersonal Relations in School Sports Club of Middle School Students." Asia-pacific Journal of Education Management Research 2, no. 1 (2017): 31–36. http://dx.doi.org/10.21742/ajemr.2017.2.1.06.

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