Relevant bibliographies by topics / School sports

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'School sports'

Author: Grafiati
Published: 4 June 2021
Last updated: 15 June 2025

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Journal articles on the topic "School sports"

1

Laios, Athanasios. "School versus non‐school sports." International Journal of Educational Management 9, no. 1 (1995): 4–9. http://dx.doi.org/10.1108/09513549510075970.

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Frey, James H., and John D. Massengale. "American School Sports." Journal of Physical Education, Recreation & Dance 59, no. 6 (1988): 40–44. http://dx.doi.org/10.1080/07303084.1988.10609781.

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Wu, Yong Cheng. "Research on School Sports Insurance in China." Advanced Materials Research 271-273 (July 2011): 1049–52. http://dx.doi.org/10.4028/www.scientific.net/amr.271-273.1049.

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Sports insurance originates in the nature of sports-high risk, and its basic position in the sports industry is determined by its particularity. However, sports insurance in China is only limited to high-risk competitive sports. School sports insurance is still in the development stage. The self-construction of sports insurance and insurance codes are imperfect with few sectors. What’s more, because of weak insurance consciousness of schools and students, unavoidable sports accidents take great pressure to the school, family and the student, which make an impact on the normal operation of schools. Thus it is necessary and urgent to build up and perfect school sports insurance.
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Shigematsu, Ryosuke, Shuta Katoh, Koya Suzuki, Yoshio Nakata, and Hiroyuki Sasai. "Sports Specialization and Sports-Related Injuries in Japanese School-Aged Children and Adolescents: A Retrospective Descriptive Study." International Journal of Environmental Research and Public Health 18, no. 14 (2021): 7369. http://dx.doi.org/10.3390/ijerph18147369.

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Although early sports specialization is associated with sports-related injuries, relevant quantitative studies on young non-elite athletes, the majority of sports participants, are scarce. We described sports specialization time points and the characteristics of sports-related injuries. Undergraduate students at a university in Japan (n = 830) recalled their history of sports participation from elementary to high school and sports-related injuries in a self-administered questionnaire. Of 570 valid respondents, 486 (85%) engaged in sports at least once. Significantly more respondents played multiple sports in upper elementary school (30%) than in other school categories (1–23%). In junior high and high schools, 90% and 99% played only one sport, respectively. Of the 486 respondents who played sports, 263 (54%) had experienced acute or overuse injuries. The proportion of injured participants significantly differed by school category: lower elementary school (4%), upper elementary school (21%), junior high (35%), and high school (41%). The proportions of acute or overuse injuries in males were higher than those in females. In conclusion, this study clarified a slight variation in sports items, particularly in junior high and high schools, which demonstrates 13 years as the age of beginning specialization in a single sport. More than half of the non-elite athletes experienced sports-related injuries. Injuries were frequently observed in males and those in junior high and high schools.
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Arenyeka, Ufuoma Vivian, Dorah Ataphia Akporehe, and Ochuko Eric Nabofa. "Matching school sports managers’ job demands with resources for optimal performance in Nigeria." SPORT TK-Revista EuroAmericana de Ciencias del Deporte 13 (January 15, 2024): 19. http://dx.doi.org/10.6018/sportk.539591.

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School sports are beneficial to schools, communities and society as a whole in that they can prevent delinquent behaviours, force commitment to rules, promote social control and teach societal/school values, among others. Deriving these benefits of school sports requires the optimal performance of school sports managers, who teach physical and health education (PHE) as a subject, games masters, house masters, head teachers and seconded school coaches. In this literature review, the JD-R theory was used to explore the literature regarding several potential job demands and job resources within the school sports management environment and how these can be matched for the optimum performance and productivity of school sports managers. It was established that there is a need to identify all possible physical, psychological, social or organizational demands and resources in school sports management to achieve optimal performance in school sports management. The JD-R literature suggests that organizations need to offer employees sufficient job challenges and resources, including feedback, social support, and skill variety, for optimal productivity.
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Siber, Dino, and Mihael Horvatek. "The role of universal sports school in sports selection." Život i škola 66, no. 2 (2020): 113–18. http://dx.doi.org/10.32903/zs.66.2.10.

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The Universal Sports School (hereinafter USŠ) is a project of the Croatian School Sports Federation (hereinafter HŠSS) carried out in lower grades of primary education in the Republic of Croatia. The project involves children from 1st to 4th grade of primary schools and it is conducted by both P.E. teachers and kinesiologists. The aim of the project is to encourage the multifaceted psychosomatic development of children, to raise awareness of preserving and improving health, doing daily physical exercise and to develop motor and functional abilities. The paper focuses on sports selection as a method for identifying potential top athletes and on the notion of USŠ, which is a HŠSS project, regarded as a system for carrying out a selection and directing of potential young athletes for the sports in which they can achieve optimal results in their future sports activities.
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Tikhonova, N.V. "Significance of youth and sports in Ukraine backup for the education of the younger generation." Pedagogics, psychology, medical-biological problems of physical training and sports 18, no. 9 (2014): 60–64. https://doi.org/10.5281/zenodo.10130.

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<em>Purpose: </em>determine the social significance and especially the development of youth and sports reserve in Ukraine. <em>Material</em>: a questionnaire survey of 50 experts in the sphere of physical culture and sports. <em>Results</em>: notes that children and youth and sports reserve three tasks: training of sports reserve, rehabilitation of children and youth, education of children and youth. Structure of youth and sports reserve in Ukraine in 1455 has youth sports schools, 184 specialized youth sports school of Olympic reserve, sports club 4522, 891 children and youth sports and sports club in the community population, 17 schools of Physical Culture and Olympic reserve, 35 high school sports. <em>Conclusions</em>: Children and Youth and reserve a sport that requires a thorough reform. Determined that develop youth sport must youth sports school.
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Jaroszewski, Julian. "Sport szkolny w Kaliszu do 1939 roku." Polonia Maior Orientalis 10 (November 15, 2023): 163–82. http://dx.doi.org/10.4467/27204006pmo.23.009.17782.

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Artykuł poświęcony jest działalności sportowej młodzieży szkolnej w m. Kaliszu do 1939 roku. Ruch sportowy młodzieży szkolnej m. Kalisza rozpoczął się w II dekadzie XX wieku. Miał charakter spontaniczny, ograniczony do meczów piłkarskich „dzikich drużyn”. Formalnego kształtu przybrał po 1921 roku, tj. powołaniu uczniowskich kół sportowych, następnie Przystani Wioślarskiej Młodzieży Szkolnej (1929 rok) i Międzyszkolnego Klubu Sportowego (1932 rok). Najpopularniejszymi dyscyplinami sportowymi w środowisku młodzieży była piłka nożna, boks, lekkoatletyka oraz wioślarstwo. Najwyższy poziom sportowy demonstrowali uczniowie Gimnazjum Państwowego im. Adama Asnyka i Gimnazjum Państwowego im. Tadeusza Kościuszki. Największym sukcesem sportowym było wywalczenie przez pięściarzy Międzyszkolnego Klubu Sportowego tytułów drużynowego mistrza m. Kalisza w boksie w latach 1932 i 1933. Corocznie młodzież szkolna uczestniczyła w mistrzostwach szkół średnich i świętach wychowania fizycznego i przysposobienia wojskowego. Główny ruch sportowy skoncentrowany był w środowisku męskiej młodzieży szkół gimnazjalnych. Sport wśród dziewcząt oraz uczniów szkół powszechnych był opóźniony. Niekorzystny wpływ na rozwój sportu szkolnego miało zarządzenie władz oświatowych izolujące sport szkolny od klubów i stowarzyszeń sportowych. School Sports in the City of Kalisz up to 1939: The article reviews sports activities of school youth in the city of Kalisz up to 1939. The sports movement of school youth in the city of Kalisz began in the second decade of the 20th century. It was spontaneous, limited to football matches played by unofficial teams. It was formalized after 1921,that is, after instituting students sports associations, then after forming the School Youth Boathouse (1929) and Interschool Sports Center (1932). The most popular sport disciplines among young people were football, boxing, athletics and rowing. The highest sport level was demonstrated by students of Adam Asnyk State Gymnasium and Tadeusz Kościuszko State Gymnasium. The greatest sporting success was winning the boxing team championships by boxers of Interschool Sports Center in 1932 and 1933. Every year school youth participated in high school championships and Physical Education and Basic Military Training events. The main sports movement was concentrated among male youth of junior high schools. Sport among girls and primary schoolchildren was delayed. The development of school sports activities was adversely affected by the directive issued by education authorities which isolated school sports from sports clubs and associations.
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Chen, Nuo. "The Influence of Extracurricular Sports Activities on the Psychological Resilience of Middle School Students." Transactions on Social Science, Education and Humanities Research 11 (August 20, 2024): 78–84. http://dx.doi.org/10.62051/xrfz4385.

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The level of psychological resilience is an important aspect of measuring mental health. In recent years, many middle school students in China have psychological problems due to excessive learning pressure and weak anti-pressure ability. Extracurricular sports activities in physical exercise are an effective way to improve the level of psychological resilience of middle school students. Based on this, China continues to attach importance to extracurricular physical exercise, so as to alleviate students ' psychological pressure and promote students ' mental health. Based on the adolescent psychological resilience scale, this paper analyzes the influence of different types of extracurricular sports activities on the psychological resilience of middle school students in China. This study found that in the school extracurricular sports activities, sports associations, sports students, school sports teams mainly in interpersonal assistance, emotional control, goal focus on three aspects to improve the level of psychological resilience of middle school students. In off-campus sports activities, extracurricular sports training and spontaneous extracurricular sports activities mainly have a positive impact on students ' psychological resilience level in family support and positive cognition. Secondly, this study puts forward three suggestions for the development of extracurricular sports activities in modern China : schools organize diversified extracurricular sports activities ; parents improve the awareness of cultivating children 's interest in physical exercise ; the society provides public fitness and sports facilities for middle school students. The significance of this study is to improve the attention of the state, schools and parents to extracurricular sports activities, promote the further development of extracurricular sports activities, and improve the physical quality and psychological resilience of middle school students.
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Vetoshkin, Vladislav, Lesia Galamanzhuk, and Victoriia Rozmirchuk. "The state of formation of the desire of boys aged 11–14 to engage in sports in the school boxing section." This bulletin of the Kamianets-Podilskyi National Ivan Ohiienko University. Physical education, Sport and Human Health 30, no. 1 (2025): 20–30. https://doi.org/10.32626/2309-8082.2025-30(1).20-30.

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Unlike physical education, participation in school sports is rarely mandatory for schools. However, for many students, school sports play an important role in learning, physical, and social experience. Objective: The aim of the study is to investigate the individual aspects of the desire to engage in sports in the school boxing section among boys aged 11-14, with the goal of preparing them for participation in the ‘Healthy Ukraine’ student leagues. Methods: To achieve the set goal, ranges of appropriate research methods were used. To process various sources of information, methods of analysis, synthesis, systematization, and generalization were applied. At the empirical level, the study was conducted using a written survey (with a developed questionnaire) and methods of mathematical statistics. The study involved 52 students who are engaged in the school boxing section. The study participants were divided according to their somatotypes using the method of V. Shtefko and A. Ostrovsky, modified by S. Darska. Results: A number of individual characteristics were identified. It was established that interest in boxing increases with age, a high frequency of section attendance indicates high student motivation, and the main motives are the formation of a sporty physique, health improvement, and achievement of sports results. In general, students show a high readiness to participate in competitions, but there is a discrepancy between personal desire and the assessment of the necessity of the school team’s participation. With age, the importance of victory as the main goal decreases, and the importance of personal development increases. However, a significant part of students express a desire to become professional athletes. Conclusions: The research results have practical significance for optimizing the training process in school boxing sections and increasing student motivation. Taking into account the individual characteristics of students, their somatotypes, motivation, and sports preferences will contribute to increasing the effectiveness of sports activities and achieving high sports results.
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Dissertations / Theses on the topic "School sports"

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Miliauskas, Juozas. "Lietuvos kurčiųjų rinktinės ir Vilniaus "SSK-KM-Perlas" krepšininkų fizinis išsivystymas ir parengtumas bei žaidyminė veikla 2005/2006 m. sezone." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2007. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2007~D_20070816_175718-83658.

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Lietuvos kurčiųjų krepšininkų varžybų rezultatai rodo, kad šios socialinės grupės žmonės gali pasiekti ženklius sportinius laimėjimus. Vadinasi, reikšminga krepšinio treniruotės teorijai ir praktikai bei varžybinei veiklai ištirti ir susisteminti Lietuvos kurčiųjų krepšininkų fizinio išsivystymo, parengtumo, jų varžybinės veiklos ypatumus ir palyginti juos su sveikųjų komanda. Darbo tikslas – nustatyti bei palyginti Lietuvos kurčiųjų vyrų krepšinio komandos ir sveikųjų komandos žaidėjų fizinį išsivystymą ir parengtumą, atlikti šių komandų varžybinės veiklos analizę. Tyrimų uždaviniai: 1. Nustatyti Lietuvos rinktinės kurčiųjų krepšininkų fizinį išsivystymą ir parengtumą, bei palyginti jį su sveikųjų komandos žaidėjų fiziniu išsivystymu ir parengtumu. 2. Atlikti abiejų komandų žaidyminės veiklos analizę. 3. Palyginti komandų fizinį išsivystymą ir parengtumą bei žaidyminės veiklos rodiklius. Tyrimo subjektas – Lietuvos kurčiųjų vyrų krepšinio rinktinės krepšininkai (n=12) ir Vilniaus "KM-SSK - Perlas" krepšinio klubo krepšininkai (n=12). Tyrimo objektas – kurčiųjų ir sveikųjų krepšininkų fizinis išsivystymas ir parengtumas, bei žaidyminė veikla. Lietuvos kurčiųjų rinktinės krepšininkų rengimas yra panašus kai ir sveikųjų krepšininkų. Abiejų komandų aukščiausi žaidėjai buvo vidurio puolėjai (jie taip pat buvo ir sunkiausi), tada sekė krašto puolėjai ir gynėjai, toks komandų komplektavimas atitinka šiuolaikines komandų sudarymo tendencijas. Aukšti žaidėjai... [toliau žr. visą tekstą]<br>Results of Lithuanian deaf basketball players in various competitions indicate that people belonging to this social group can achieve significant victories. Thus, it is essential to investigate and systemize Lithuanian deaf basketball players’ physical development, preparedness, peculiarities of their competitive activity and compare with those of the team with healthy players. It is important for the theory and practice of basketball trainings. The objective of the paper is to identify and compare physical development and preparedness of Lithuanian national deaf basketball team with those who are healthy. It also aims at analyzing competitive activities of these teams. Tasks of analyses are as follows: 1. to identify the development and preparedness of Lithuanian deaf basketball team with the development and preparedness of Lithuanian healthy basketball team. 2. to prepare the analysis of the competitive activity of both teams. 3. to compare the development, preparedness and game indicators of both teams. The subject of the research is Lithuanian national death men basketball team (n=12) and players from Vilnius KM-SSK – Perlas basketball team. The object of the research is physical development, preparedness and competitive activity of deaf and healthy players. The preparation of Lithuanian national deaf basketball team is similar to that of healthy basketball players. In both teams the tallest players are centers (they are also the heaviest ones), then go forwards and... [to full text]
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Kalend, Steven L., and n/a. "The evolution of secondary school representative sport in Australia (1977-1983)." University of Canberra. Education, 1985. http://erl.canberra.edu.au./public/adt-AUC20060804.124742.

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For many years, considerable time and effort was devoted by teachers in Australian schools to the organisation of sporting activities for students. As a result, School Sports Associations were formed in most Australian States early this century. These Associations provided intra state and inter state competition on a limited scale. It was not until the early 1970's that any co-ordinated effort was made to bring together all the States' and Territories' activities. Regular meetings of Association Secretaries led to the formation of the Australian State Secondary Schools Sports Council in 1973. This was the beginning of a new era in secondary school representative sport in Australia. The creation of a forum for States to discuss matters of mutual interest resulted in a greater awareness within school communities of the benefits provided by sporting activities. This generation of interest eventually led to the formation of the Australian Secondary Schools Sports Federation in 1977. This body, representing all States and Territories became identified as the controlling body of secondary school sport in Australia and has continued to develop this role over the years. Since the formation of the Australian Secondary Schools Sports Federation, there has been significant growth in representative sporting activities, greater liaison and improved relations with community groups and systematic generation of relevant policies aimed at the betterment of school sport. After several years of operation, the role of the Federation was supplemented by the establishment of the Australian Schools Sports Council. This body represents both Primary School and Secondary School Sports Associations throughout Australia. After considerable effort, the Council was successful in obtaining Commonwealth Government funding for the employment of a National Executive Director to work full-time on the promotion of school sport. The years 1977-1983 saw dramatic growth in school sporting activities in Australia. Many problems were encountered some of which were ultimately solved. Other problems continue to occupy those who work within the organisation and their solution would appear to be the main task for the future.
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Cradic, Sharon, Kason M. O'Neil, and Diana Mozen. "Modifying Team Sports for Middle School Success." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/4035.

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Montreuil, Richard. "High school sports: The perspectives of the school principals." Thesis, University of Ottawa (Canada), 2007. http://hdl.handle.net/10393/27537.

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The Canadian School Sport Federation, responsible for interscholastic sport, provides a mission to extend physical and athletic development, as well as, moral and social development (Canadian School Sport Federation, n.d.). To reach this mission, participation is needed not only by the coaches, who's role is central to the athletes experience (Roy, Trudel, & Lemyre, 2001), but also the school principals. As part of a research program examining the practice of interscholastic sports, we conducted interviews with 11 school principals and documented 'who' are the high school principals i.e. documented their past experiences and their role and perspective regarding high school sports. The main results showed that (a) most school principals had experience in sport as an athlete or a coach, (b) being a physical education teacher often led to the position of school principal, (c) the principals were conscious of the importance of school sports, and (d) they preferred to select coaches from within their school. Keywords: school sport/interscholastic sports, school principal
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Smith, Larry Jackson. "The immediate effects of consolidation on rural high school athletics in Lee County, Virginia." Master's thesis, This resource online, 1990. http://scholar.lib.vt.edu/theses/available/etd-03302010-020204/.

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Gormez, Gurkan. "Percieved Opinions Of The Sports High School Students, Teachers And Managers Towards The Sports High Schools In Turkey." Master's thesis, METU, 2009. http://etd.lib.metu.edu.tr/upload/12611416/index.pdf.

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The purpose of this study was to investigate the perceived opinions of Turkish sports high school teachers, students and managers about these high schools. In order to reveal the practical conditions of sports high schools, three survey instruments were developed separately for sport high school students, teachers and managers related to school perception. Participants of this study were 1283 students, 50 teachers, and 26 managers of 11 sports high schools in Turkey. According to the results, participants&rsquo<br>expectations were not fully satisfied due to insufficient facility, personnel and material infrastructure of sports high schools. Results of this study also revealed that the majority of the students had shown high state of belonging and contentment to their particular sports high school, although managers and teachers had shown neutral scores according to state of belonging and contentment.
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Gentles, Jeremy A. "Long-term Athlete Monitoring in High School." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/3977.

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Mathebula, Nkhensani Stella. "The management and implementation of School Sport Mass Participation Programme (SSMPP) in selected secondary schools at Malamulele East Education Cluster in the Limppopo Province." Thesis, University of Limpopo, 2015. http://hdl.handle.net/10386/1756.

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Thesis (M. Dev.) -- University of Limpopo, 2015<br>Recent changes in the Department of Sport and Recreation have placed new external pressures and challenges on Sport officials to change their ways of managing School Sport Mass Participation Programme in their sphere of operation. The above challenge prompted the researcher to investigate the Management and Implementation of School Sport Mass Participation Programme (SMPP) in selected secondary schools at Malamulele East Education Cluster in the Limpopo Province. The study is concerned with the development of effective strategies that will enhance the capacity of sport officials and change their perception; and that of other stakeholders on the management and implementation of the School Sport Mass Participation Programme. This study used the context of Malamulele East cluster as its spring board in engaging in the daunting subject of the School Sport Mass Participation Programme. Surely, with all the changes that are involved in the implementation of the above programme, there is a need to review the way the School Sport Mass Participation Programme should be implemented, hence this study. The literature review established the relationship between Sport Management and the implementation of School Sport Mass Participation Programme. In this regard, the study showed that managers who apply the principles of management, motivation, participation in decision making, management by objectives and delegation can enhance the management and implementation of School Sport Mass Participation Programme in the area of the study. In this study, a mixed research design approach was employed to investigate the factors that promote and hinder the management and implementation of the School Sport Mass Participation Programme in Malamulele East cluster. Both questionnaires and structured interviews were employed to collect data from the respondents. The main findings of the study confirmed that there are challenges associated with the management and implementation of the School Sport Mass Participation Programme in Malamulele East cluster. Challenges such as lack of managerial skills, clear delegation of powers, lack of clarity on policy guidelines, inadequate resources, lack of cooperation vi and shortage of financial resources hampered the successful implementation of the School Sport Mass Participation Programme in Malamulele. In conclusion, the study also led to suggestions of strategies and recommendations that can improve the management and implementation of School Sport Mass Participation Programme in Malamulele East Education Cluster in the Limpopo Province.
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Amusa, LO, and AL Toriola. "Children's perceptions of Physical Education and school sports at selected South African schools." African Journal for Physical, Health Education, Recreation and Dance, 2008. http://encore.tut.ac.za/iii/cpro/DigitalItemViewPage.external?sp=1000930.

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Students’ perceptions and value orientation could assist curriculum developers to design and implement a Physical Education (PE) curriculum that would address the needs of post-independent South African schools. PE and School Sport (SS) in South Africa demonstrate extremes and inequities. Contrast is visible in all aspects of South African life, but most significant in education. White and urban schools are relatively problem free, whereas black and rural schools have been adversely affected by the past governments’ apartheid and separate development policies. Some schools have well developed facilities, while the majority has next to nothing. PE teachers are qualified in some cases and grossly unqualified in many others. PE programmes in white schools and urban cities offer a wide and balanced variety of activities while in others opportunities are limited to a few movement activities. PE as a school subject has been neglected, misunderstood, seen as being of little importance and regarded as inferior when compared to other subjects in the school curriculum. In order to find out the perceptions of PE and school sport among school children aged 7-15years, we administered the modified Sport in Education (SpinEd) project questionnaire to 923 school children in two provinces and contrasting geographical locations in South Africa. The questionnaire focused on five main domains referring specifically to aspects of children’s perceptions and understanding of PE and SS. The results showed some disparity in the perceptions and understanding of PE and SS among the respondents by gender, age group and geographical location, specifically with regard to feeling about PE and SS, outcomes of PE and SS, comparison of PE and SS with other school subjects and perceived competence in PE and SS. Results are discussed in the light of their implications for provision of quality PE and SS in South African schools.
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Schmid, David. "Contingency beliefs in the school, sports, and health domains /." Bern : [s.n.], 2009. http://www.ub.unibe.ch/content/bibliotheken_sammlungen/sondersammlungen/dissen_bestellformular/index_ger.html.

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Books on the topic "School sports"

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Worsnop, Richard L. High School Sports. CQ Press, 1995. http://dx.doi.org/10.4135/cqresrre19950922.

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Fatchett, Derek. School sports in crisis. Labour Party, 1989.

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Borkowski, Richard P. The school sports safety handbook. LRP Publications, 1998.

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Jan, Lewis. Sports day. Child's Play (International) Ltd, 2012.

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Saddlewick, A. B. Spooky sports day. Galaxy, 2013.

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Group, ASH Consulting. Sports development under devolved school management. Scottish Sports Council, 1997.

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Gutman, Dan. My Weird School Fast Facts: Sports. HarperCollins Publishers, 2016.

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Copyright Paperback Collection (Library of Congress), ed. Venus school mistress, or Birchen sports. Blue Moon, 1987.

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L, Stanitski Carl, ed. Sports injuries in school-age athletes. Saunders, 2003.

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Wales, Sports Council for, ed. Optimum use of school sports facilities. Sports Council for Wales, 1988.

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Book chapters on the topic "School sports"

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Helgeson, Vicki S., Krystle Balhan, and Erin Winterrowd. "School and Sports." In Psychology of Gender/Sex, 7th ed. Routledge, 2025. https://doi.org/10.4324/9781032643526-8.

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Hörnberger, Chris. "Sports Clubs." In Violence Prevention in Education, School, and Club. Springer Fachmedien Wiesbaden, 2022. http://dx.doi.org/10.1007/978-3-658-38551-4_10.

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Laine, Kaarlo. "Finnish after-school sports projects." In Bildung im Sport. VS Verlag für Sozialwissenschaften, 2011. http://dx.doi.org/10.1007/978-3-531-94026-7_14.

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Xuedong, Chen. "School Sports and University Sports Club Development in China." In Routledge Handbook of Sport in China. Routledge, 2023. http://dx.doi.org/10.4324/9781003204015-23.

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Wilson, Charles H. "Coaching Youth and High School Sports." In Coaching for Sports Performance. Routledge, 2019. http://dx.doi.org/10.4324/9780429299360-14.

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Min, Hyungsik, Donetta Cothran, and Pamela Hodges Kulinna. "School-Based After-School Physical Activity and Sports Programs." In Promotion of Physical Activity and Health in the School Setting. Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-65595-1_13.

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Devi, Akoijam Sunita, Moirangthem Hemanta Meitei, and Maibam Nodiyachand Singh. "A Comparative Study of School Choice between Private and Goverment School based on School Characteristic in Thoubal District." In Advances in Sports Science and Technology. CRC Press, 2025. https://doi.org/10.1201/9781003616283-5.

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Martin, Amanda, and Steve North. "School-Based Telemedicine Services." In Telemedicine in Orthopedic Surgery and Sports Medicine. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-53879-8_12.

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Mar, Ferdinand Xie Fai, and Koon Teck Koh. "Whole-School Approach." In Coaching Values and Life Skills through Physical Education and Sports. Routledge, 2024. http://dx.doi.org/10.4324/9781032688657-20.

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Hunt, Tamerah N. "Return to School/Work Accommodations." In Cram Session in Evaluation of Sports Concussion. Routledge, 2024. http://dx.doi.org/10.4324/9781003523376-6.

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Conference papers on the topic "School sports"

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Xu, Bin. "Sports Environment and Sunny Sport Activities in School." In 2nd International Conference on Civil, Materials and Environmental Sciences. Atlantis Press, 2015. http://dx.doi.org/10.2991/cmes-15.2015.82.

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Li, Yali. "College Sports Informationization on School Sports Work." In ICIMTECH 21: The Sixth International Conference on Information Management and Technology. ACM, 2021. http://dx.doi.org/10.1145/3465631.3465814.

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Colibaba, Anca cristina, Florin Murariu, Stefan Colibaba, Irina Gheorghiu, and Ovidiu Ursa. "PROMOTING LESS POPULAR SPORTS IN SCHOOLS THROUGH THE NOT ONLY FAIR PLAY ONLINE TOOLKIT." In eLSE 2016. Carol I National Defence University Publishing House, 2016. http://dx.doi.org/10.12753/2066-026x-16-172.

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The article is a study of the online toolkit addressing teachers of physical education which was developed within the project Not only fair play (557089 EPP1-2014-IT-SPO-SCP) co-financed by the European Union under the Erasmus+ programme, Sport - Collaborative Partnership. The project aims to promote the enhancement of sport and physical activities offer of European schools both within the curricular activities and through extracurricular initiatives in order to confute the need to necessary choose between studying and doing sport. And through the project sport and physical activity became a fundamental educational tool to provide students with self confidence, socialisation opportunities, mutual understanding among different cultures and valorise the role that the universal language of sport can play in order to achieve social inclusion, equal opportunities and tolerance. The online toolkit benefits from the outcomes, knowledge and experience gained from previous European projects related to the topic. It is based on research on physical education activities, less popular sports and games and sports preferences of the students from the partners' countries. The online toolkit addresses teachers from mainstream, special needs and inclusive schools. The main chapters develop topics such as: the role of sports in education and life; the balance between sports and study; methods of motivating students only interested in sport to improve their school performances. The toolkit also provides teachers with materials on how to: integrate sport and healthy lifestyle approaches into the students' educational pathways; promote an ethical approach to sport; and use sports as a means to acquire transversal skills and as a means of social inclusion. The toolkit provides teachers with counseling and training on how to use sports in school and extracurricular contexts.
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Parandjuks, Rihards. "The Impact of Additional Sports Activities on the Development of Students in General Education Schools." In ATEE 2022 Annual Conference. University of Latvia Press, 2023. http://dx.doi.org/10.22364/atee.2022.51.

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Sports can be diverse – dual career, sports for the general public, youth sports, and other levels. However, the level of general education schools is vital, as it is compulsory in the Latvian education system. Thus, for approximately 70% of Latvian children and young people, sports lessons are the only places to do sports. The study’s author has analyzed the “Sport everyone in the class” project organized by the Latvian Olympic Committee. The essence of the project is related to additional sports activities that depend on the capabilities of the particular school – both in terms of infrastructure and human resources. A quantitative and qualitative survey method has been performed. Data were obtained from 26 schools participating in the project. Number of respondents – students – n-582. The author analyzed the impact of additional sports activities on students’ work ethic, learning achievements, physical fitness, etc. Data were processed using the Windows SPSS program. It is concluded that students improve their ability to concentrate and complete the learning process and their eating habits. In qualitative surveys – interviews with school management, it was found that this type of process is recommended for all educational institutions because the benefits are more than the negative factors.
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Antala, Branislav. "Quality physical education and tandem teaching in slovak active schools." In The International Scientific Congress "Sports. Olimpysm. Health". SOH 2023. 8th Edition. The State University of Physical Education and Sport, 2025. https://doi.org/10.52449/soh23.03.

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Physical inactivity is today big problem with significant related health, economic and social consequences. To eliminate crises in well-being, education and equality, sedentary lifestyle and physical inactivity UNESCO during MINEPS VII, held in 2023 in Baku, Azerbaijan, adopted new global initiative "Fit for Life". This global project is focused on: - Driving Sustainable Development in and through Sport - Youth Accelerator Programme - Sport and Gender Equality Game Plan - Tackling Violence Against Women and Girls in Sport - Impact Investment in Sport - Using Data to Drive Impact - Sustainability of major Sport Events - Quality Physical Education Policies and Practices To achieve the goal of people to be more active due the recommendations of WHO from 2018 will require to implement a combination of effective policy actions organised around these strategic areas: creating an active society; creating active environments; creating active lives and creating active systems. These four strategic areas influence creating of important subsystem and it is "Active school". Active school is school giving many opportunities for children and youth to be physically active in school environment. Active school open opportunities to be active before school, during school day and after school. Quality Physical Education as a part of Active school is influenced by internal and external factors. One of factors is implementation of new approaches in physical education teaching. Tandem teaching is a form of management of the teaching process in which the process is conducted simultaneously by two educators, and which is implemented mainly in the first years of elementary school. In physical education, it can be the general class teacher in cooperation with PE teacher or coach. Both are actively involved in teaching and have clearly divided competences. Examples of tandem teaching in Slovakia are projects "Modules" and "Coaches in School", programs implemented in Slovak primary schools in the 1st, 2nd and 3th grades from the 2020/2021 school year. The programs, made up of varied movement activities from various sports, creates a relationship with movement activity and the student acquires basic movement habits. The programs are under the auspices of the Slovak government's representative for youth and sports and the Ministry of Education, Science, Research and Sport of the SR. In the 2022/2023 school year 192 schools, 29 533 children, and 192 trained coaches were involved in the program "Coaches in School" and 595 schools, 2748 classes and 52 212 children in program "Modules". To better known effects of these programs it was realize also their scientific evaluation. We present basic results of pilot studies during first two years of implementation of project "Coaches in School" in praxis. The results of the pilot study carried out in the 2020/2021 school year show very positive responses from children. The participants of the study were 177 children (100 girls, 78 boys; 1st grade - 94, 2nd grade - 83) at three primary schools in Bratislava, where the project and tandem teaching was implemented during half a year. The results showed that at the end of the pilot evaluation, the number of children who ranked physical education among the three most popular school subjects increased, and the number of children who liked physical education more than at the beginning of the monitoring also increased. The interim results monitored during the 2021/2022 school year, when the project was already fully underway, showed how the coaches and classroom general teachers themselves perceive the project. The participants of the study in this case were 29 coaches and 136 general class teachers in the 1st grade of primary schools who were involved in the project. Almost 80% of the class teachers rated the project as excellent, 82% of them rated the teaching content prepared by the coaches as extremely attractive for children, and 81% of the teachers would welcome such a teaching model to continue. The coaches stated that 14% of female teachers were actively involved in teaching in every lesson and 73% in most lessons. The majority of both groups also stated that they perceived an improvement in children's physical literacy, while the coaches perceived it a little more intensively. Conclusion To increase quality physical education teaching in schools it is necessary to start implementing new approaches, especially in primary schools, where physical education is thought by general teachers. Tandem teaching is one of the ways how to manage teaching of physical education to highest quality and research and experiences show positive impact to children's attitudes to physical activity and its positive evaluation also by general class teachers and parents. The study is supported by VEGA Agency of the Ministry of Education, Science, Research and Sport of the SR with number 1/0213/23 and title "Tandem Teaching of Physical and Sports Education in Primary School and its Impact to Motor, Cognitive and Emotional Development of Pupils".
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Pignato, Salvatore, Vittoria Patania, Francesco Casolo, and Manuela Valentini. "School, sport and fair play." In Journal of Human Sport and Exercise - 2020 - Summer Conferences of Sports Science. Universidad de Alicante, 2020. http://dx.doi.org/10.14198/jhse.2020.15.proc4.18.

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Bin Seman, Mohammad, Tan Kuan Tee, and Muhammad Faizal Bin A. Ghani. "The Effectiveness of Sports School in Malaysia A Pilot Study in Sports School of Pahang State." In 1st Yogyakarta International Conference on Educational Management/Administration and Pedagogy (YICEMAP 2017). Atlantis Press, 2017. http://dx.doi.org/10.2991/yicemap-17.2017.33.

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Viscione, Ilaria, Pietro Luigi Invernizzi, and Gaetano Raiola. "Physical education in secondary higher school." In Journal of Human Sport and Exercise - 2019 - Spring Conferences of Sports Science. Universidad de Alicante, 2019. http://dx.doi.org/10.14198/jhse.2019.14.proc4.31.

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"Transition Countermeasures for Sustainable Development of Social Sports and School Sports." In 2018 2nd International Conference on Social Sciences, Arts and Humanities. Francis Academic Press, 2018. http://dx.doi.org/10.25236/ssah.2018.055.

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Zeng, Jian, and Jishuo Jia. "The impact of big data on school sports and competitive sports." In 2017 Chinese Automation Congress (CAC). IEEE, 2017. http://dx.doi.org/10.1109/cac.2017.8242837.

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Reports on the topic "School sports"

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Machado, Rui Menezes, Hugo Sarmento, Miguel Valeiro, Gabriel Torres Tobio, Daniel Duarte, and Pedro Teques. School Sport, conceptual and operational realities: A Systematic Review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, 2021. http://dx.doi.org/10.37766/inplasy2021.10.0027.

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Review question / Objective: What is the concept of School Sport in different countries and how they operationalize it? Condition being studied: The School Sports in several countries, are a crucial element of the educational system and assumes an increseally importance for the physical activity and health programs. In this pandemic period, the physical activity and the wellbeing of children and young adults have come to the center of a large discussion. The school sports, in this context, are assumed as player in consideration, but as countries discuss it, are noted different understandings of the school sports concept in each country as well different approaches and applications of it.
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Khamidullina G.F., Latypov I.K. Theoretical Aspects of Young 6-9 Year-Old Judoists Training in Sports-Health Improving Groups of a Sports School. Povolzhskaya State Academy of Physical Culture of Sports and Tourism, 2017. http://dx.doi.org/10.14526/03_2017_241.

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Marcus, Jan, Thomas Siedler, and Nicolas Ziebarth. The Long-Run Effects of Sports Club Vouchers for Primary School Children. National Bureau of Economic Research, 2021. http://dx.doi.org/10.3386/w28819.

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Verdisco, Aimee. IDB Briefly Noted: No. 16: May 2012: Fit Kids Learn Better. Inter-American Development Bank, 2012. http://dx.doi.org/10.18235/0008075.

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As schools seek to improve learning, many are moving towards sophisticated and high-stakes testing regimes. What isn't tested doesn't matter. To sharpen the focus on the competencies demanded by tests, schools are devoting an ever-greater share of resources to a few, basic subject areas, while reducing - even eliminating - time spent on subjects not tested. A casualty among these has been physical education. This brief summarizes the evidence against this trend. It presents concrete evidence that school-based sports and physical activity during the school day can improve learning and test scores. There is a positive association between mental and physical fitness. Although evidence is drawn from the United States, the conclusions can be adapted more universally. To date, there are no rigorous studies on the impact of sports and physical activity on learning in Latin America and the Caribbean.
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Stevenson, Betsey. Beyond the Classroom: Using Title IX to Measure the Return to High School Sports. National Bureau of Economic Research, 2010. http://dx.doi.org/10.3386/w15728.

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Elacqua, Gregory, and Macarena Kutscher. Navigating Centralized Admissions: The Role of Parental Preferences in School Segregation in Chile. Inter-American Development Bank, 2023. http://dx.doi.org/10.18235/0005484.

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In this paper, we aim to understand some of the mechanisms behind the low impact of a Chilean educational reform on socioeconomic integration within the school system. We focus on pre-kindergarden (pre-K) admissions, which account for the highest volume of applications since all students (except those applying to private schools) must seek admission through the centralized system. We employ a discrete choice model to analyze parents school preferences. Our analysis reveals that the school choices of low-SES families are more strongly influenced by a schools non-academic attributes which are often omitted from analyses of parental preferences due to data availability constraints rather than academic quality. For instance, low-SES parents tend to prefer schools with fewer reported violent incidents, schools where students report facing less discrimination and exclusion, and schools where students demonstrate higher levels of self-efficacy. Disadvantaged families also tend to favor schools that have a religious affiliation, offer more ”classical” sports (e.g. soccer), or have a foreign name. These results have significant implications for understanding the preferences of disadvantaged families and the impact of centralized admission systems on reducing segregation. By recognizing the non-academic factors driving school choices, policymakers can better design admission systems that truly foster school diversity and equality.
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Schiavuzzi, Alexandra, Cathelijne van Kemenade, Eleanor Wilson, Nick Petrunoff, and Eileen Goldberg. Physical activity in school playgrounds. The Sax Institute, 2024. https://doi.org/10.57022/jhly4812.

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This report, commissioned by the Northern Sydney Local Health District (NSLHD) and prepared by the Sax Institute, investigates strategies to enhance physical activity among primary school children (aged 5-12) in school playgrounds. The review evaluates interventions targeting physical activity during unstructured playground time, examining their effectiveness, implementation characteristics, and factors influencing success. A systematic search of peer-reviewed literature published since 2022 identified 16 relevant studies. Effective strategies to promote physical activity in school playgrounds include implementing active breaks (e.g., 3 x 10 minutes/day) and extending recess durations, which significantly increase moderate-to-vigorous physical activity (MVPA), particularly among younger children. Allowing sports uniforms also enhances comfort and academic performance. Well-designed playgrounds, such as those with nature-based features, creative activity zones, and clear play markings, foster both active and social play, while overcrowding and poor maintenance reduce effectiveness. Effective physical activity interventions in school playgrounds require tailored approaches addressing space, inclusivity, and systemic constraints. Strategies such as cost-effective, co-designed active breaks, and diverse, well-maintained play environments can sustainably improve physical activity and wellbeing among students.
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Emerson, Sue, Lesley Ferkins, Gaye Bryham, and Mieke Sieuw. Young People and Leadership: Questions of Access in Secondary Schools. Unitec ePress, 2016. http://dx.doi.org/10.34074/ocds.0291.

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There is seemingly an abundance of leadership opportunities available to youth within school environments, including sport captaincy, sport coaching, prefect roles, and assigned arts or cultural leadership. For many students, the opportunity to captain a sports team, or lead an event or activity is perceived as their first taste of leadership action. However, as evidenced in a growing body of literature (Jackson &amp; Parry, 2011), leadership is increasingly being conceived as much more than an assigned formal position. Furthermore, there is some evidence to suggest that formal leadership roles may be presenting barriers for students wishing to access leadership opportunities in a more informal capacity (McNae, 2011). In this conceptual article, we examine the value and nature of informal leadership practices, and from this, identify questions of access to leadership for youth in secondary school settings. Specifically, the aim of our paper is to advance current conceptualisations about youth leadership and to offer future research directions (via questions) to establish a deeper evidence base for better understanding access to leadership for youth. To achieve this, we explore three interrelated themes: leadership practices and accessibility for youth; learning through leadership for youth; youth access and the notion that leadership belongs to everybody. As a result of the platform provided by our conceptualising, a series of questions are presented for future research. Directions for future research relate to understanding more about formal and informal leadership opportunities in the secondary school context, what we will hear when we listen to the student’s voice about access to these opportunities, and how informal leadership opportunities might influence overall access to leadership for students.
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Oleksiuk, Vasyl P., and Olesia R. Oleksiuk. Exploring the potential of augmented reality for teaching school computer science. [б. в.], 2020. http://dx.doi.org/10.31812/123456789/4404.

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The article analyzes the phenomenon of augmented reality (AR) in education. AR is a new technology that complements the real world with the help of computer data. Such content is tied to specific locations or activities. Over the last few years, AR applications have become available on mobile devices. AR becomes available in the media (news, entertainment, sports). It is starting to enter other areas of life (such as e-commerce, travel, marketing). But education has the biggest impact on AR. Based on the analysis of scientific publications, the authors explored the possibilities of using augmented reality in education. They identified means of augmented reality for teaching computer science at school. Such programs and services allow students to observe the operation of computer systems when changing their parameters. Students can also modify computer hardware for augmented reality objects and visualize algorithms and data processes. The article describes the content of author training for practicing teachers. At this event, some applications for training in AR technology were considered. The possibilities of working with augmented reality objects in computer science training are singled out. It is shown that the use of augmented reality provides an opportunity to increase the realism of research; provides emotional and cognitive experience. This all contributes to engaging students in systematic learning; creates new opportunities for collaborative learning, develops new representations of real objects.
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Lunn, Pete, Elish Kelly, and Nick Fitzpatrick. Keeping Them in the Game: Taking Up and Dropping Out of Sport and Exercise in Ireland. ESRI, 2013. http://dx.doi.org/10.26504/rs33.

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Keeping them in the Game, commissioned by the Irish Sports Council and compiled by ESRI researchers, provides evidence for policy from three large nationally representative surveys of activity, covering everyone from primary school children to older adults. In launching the report Minister Michael Ring highlighted “the importance of having research of this quality in order to inform important policy decisions around trying to increase the number of Irish people taking part in sport throughout their lives". Key findings include: Almost all primary schoolchildren engage in regular sporting activity – it's what happens after that stage that is a cause for concern. Many children drop out of regular activity during the second-level years, especially girls. School exams have a strong negative impact: students participate less in exam years and this has a lasting effect on whether they are active in later years. Students who play sport get, on average, better Leaving Certificate results. Activity as an adult is less related to attitudes and beliefs than to life events: most adults believe sporting activity is good for them and want to be more active, but leaving education, work commitments, relocations and family responsibilities lead many to drop out. Cycling and, in particular, swimming, are most likely to persist into later adulthood; Gaelic games meanwhile have a high drop-out rate. New sporting activities are mostly taken up through social connections with friends, colleagues and family members; finding facilities is not a barrier. These factors lead to a widening socio-economic gap as people progress through adulthood – the less well-off are more likely to drop out from sport as young adults and less likely to take up new activities. The study discusses a number of policy implications.
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