Academic literature on the topic 'School Sports Associations'
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Journal articles on the topic "School Sports Associations"
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Ng, Kwok, and Tatiana Ryba. "The Quantified Athlete: Associations of Wearables for High School Athletes." Advances in Human-Computer Interaction 2018 (October 1, 2018): 1–8. http://dx.doi.org/10.1155/2018/6317524.
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The adoption of wearable technology in competitive sports can be an advantage to performance and training. Athletes who use personalised data to quantify their performances with the possibilities of sharing with others may use wearables to reinforce the athletic identity. Despite these changes, few studies have actually examined the associations between wearables and developing athletes in their quest for professional sports. Student athletes (n = 437, age = 17y) still in high schools completed a web-based survey about their professional aspirations, athletic identity, and the association with wearables. Wearables were measured by ownership and usage of apps, fitness trackers, or sports watches. Odds ratio (OR) and 95% confidence intervals (CI) were reported. Most high school athletes had apps (64.3%) or fitness trackers (65.2%) and over half of the athletes (58%) had aspirations for professional sport. Athletic identity was positively associated with ownership and usage of apps and fitness trackers. The OR was greater for professional sport aspiration with fitness trackers owners (OR = 2.60, CI = 1.44-4.73) and users (OR = 4.04, CI = 2.09-7.81) than athletes without fitness trackers. Wearables were common among high school athletes and it was part of their athletic identity. For professional aspiring athletes, wearables have the potential to help provide data to support suitable training and competition schedules at a time when students may be overloaded with academic pressures.
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Christofaro, Diego Giulliano Destro, Rômulo Araújo Fernandes, Catarina Martins, et al. "Prevalence of physical activity through the practice of sports among adolescents from Portuguese speaking countries." Ciência & Saúde Coletiva 20, no. 4 (2015): 1199–206. http://dx.doi.org/10.1590/1413-81232015204.00692014.
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This study evaluated the prevalence of physical activity through the practice of sports in adolescents from schools in two Brazilian cities and a Portuguese school, and its association with independent variables, such as gender and age. A cross-sectional study was conducted of schoolchildren from two cities in Brazil and one in Portugal. The total study sample was 3694 subjects (1622 males and 1872 females). Physical activity levels were assessed using Baecke's questionnaire. Body weight was measured on electronic scales and stature was measured with a portable wooden stadiometer. Numerical variables were expressed as mean, categorical variables were expressed as percentages and the chi-square test analyzed associations. The prevalence of no sport was high (39.7%), being higher in the Portuguese school than in the Brazilian schools (p < 0.001). Irrespective of being an adolescent in a Brazilian or Portuguese school, boys showed higher engagement in sports practice than girls (p < 0.001). In both, differences were identified between adolescents aged 13 to 15 (P = 0.001) and 16 to 17 (P = 0.001). The prevalence of physical inactivity among schoolchildren from two cities in Brazil and a school in Portugal was high, with the girls practicing less sport than the boys and with this imbalance likely to be higher in adolescents.
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Demissie, Zewditu, Richard Lowry, Danice K. Eaton, Marci F. Hertz, and Sarah M. Lee. "Associations of School Violence With Physical Activity Among U.S. High School Students." Journal of Physical Activity and Health 11, no. 4 (2014): 705–11. http://dx.doi.org/10.1123/jpah.2012-0191.
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Background:This study investigated associations of violence-related behaviors with physical activity (PA)-related behaviors among U.S. high school students.Methods:Data from the 2009 national Youth Risk Behavior Survey, a cross-sectional survey of a nationally representative sample of 9th–12th grade students, were analyzed. Sex-stratified, adjusted odds ratios (aORs) and 95% confidence intervals (CIs) were estimated for associations between violence-related behaviors and being physically active for ≥ 60 minutes daily, sports participation, TV watching for ≥ 3 hours/day, and video game/computer use for ≥ 3 hours/day.Results:Among male students, at-school bullying victimization was negatively associated with daily PA (aOR: 0.72; 95% CI: 0.58–0.87) and sports participation; skipping school because of safety concerns was positively associated with video game/computer use (1.42; 1.01–2.00); and physical fighting was positively associated with daily PA. Among female students, atschool bullying victimization and skipping school because of safety concerns were both positively associated with video game/computer use (1.46; 1.19–1.79 and 1.60; 1.09–2.34, respectively), and physical fighting at school was negatively associated with sports participation and positively associated with TV watching.Conclusions:Bullying victimization emerged as a potentially important risk factor for insufficient PA. Schools should consider the role of violence in initiatives designed to promote PA.
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Oldham, Jessie R., David R. Howell, Corey J. Lanois, Paul D. Berkner, Rebekah C. Mannix, and William P. Meehan. "SPORT TYPE AND BASELINE NEUROCOGNITIVE SCORES AMONG HEALTHY HIGH SCHOOL ATHLETES." Orthopaedic Journal of Sports Medicine 9, no. 7_suppl3 (2021): 2325967121S0012. http://dx.doi.org/10.1177/2325967121s00121.
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Background: Athletes who participate in collision sports may experience more repetitive head impacts than other sport types. These repetitive head impacts have been theorized as a potential catalyst for cognitive problems later in life. It is unknown, however, if sport type influences neurocognitive performance. Hypothesis/Purpose: Our purpose was to investigate the association between sport type and baseline neurocognitive scores in a high school athletic population. We hypothesized that athletes participating in collision sports would demonstrate worse scores on baseline neurocognitive tests compared to those in contact or non-contact sports. Methods: We conducted a cross-sectional, observational study using baseline computerized neurocognitive scores of 186,117 high school student-athletes (age: 15.47±2.28 years, height: 168.53±10.77 cm, weight: 63.02±14.83 kg, 45% female) in the state of Massachusetts. The dependent variables were five composite scores (verbal memory, visual memory, visual motor, reaction time, and impulse control) and total symptom score. The independent variables included sport type (collision, contact, non-contact), age, sex, and concussion history. We used univariable one-way ANOVAS to compare composite scores between sport type. We conducted a series of multivariable regression models, controlling for age, sex, and number of previous concussions, to examine the independent association between sport type and composite scores. Results: There was a minimal but statistically significant association between sport type and composite scores, with collision sport athletes performing slightly worse than other athletes on most composite scores. Collision sport athletes had a slightly lower symptom burden. (Tables 1 and 2) Conclusion: While statistically significant, the differences in neurocognitive function and symptom burden between sport type are of questionable clinical significance. In fact, all of them fall within the reliable change index values of each respective score. As participants were in high school at the time of the study, we cannot determine the potential for associations later in life. Tables/Figures: [Table: see text][Table: see text]
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Denham, Bryan E. "Alcohol and Marijuana Use among American High School Seniors: Empirical Associations with Competitive Sports Participation." Sociology of Sport Journal 28, no. 3 (2011): 362–79. http://dx.doi.org/10.1123/ssj.28.3.362.
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Drawing on data gathered from high-school seniors in the 2008 Monitoring the Future Study of American Youth (N = 2,063), this research examined the explanatory effects of competitive sports participation on alcohol consumption and marijuana use using race and noncompetitive exercise frequency as controls. Among males, competitive sports included baseball, basketball, football, soccer, track and field, and weightlifting, and among females, sports included softball, basketball, soccer, swimming and diving, track and field, and volleyball. White males reported greater alcohol consumption than Black and Hispanic respondents, with competitors in baseball, football and weightlifting consuming alcohol more frequently. The use of marijuana did not depend on race, but baseball players and weightlifters reported significantly more use. Among females, race differences did not emerge in ordinal regression models testing effects on alcohol consumption, but participants in every sport reported drinking alcohol more frequently. White female athletes also appeared to smoke marijuana more frequently. Overall, results suggested comparably strong effects for female sport environments while male behaviors varied by race, noncompetitive exercise frequency, and sports competition. Limitations of the study and recommendations for future research are offered.
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McCarthy, Nicole, Kirsty Hope, Rachel Sutherland, et al. "Australian Primary School Principals’, Teachers’, and Parents’ Attitudes and Barriers to Changing School Uniform Policies From Traditional Uniforms to Sports Uniforms." Journal of Physical Activity and Health 17, no. 10 (2020): 1019–24. http://dx.doi.org/10.1123/jpah.2020-0116.
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Background: To determine Australian primary school principals’, teachers’, and parents’ attitudes to changing school uniform policies to allow students to wear sports uniforms every day and to assess associations between participant characteristics and their attitudes. A secondary aim was to identify principals’ and teachers’ perceived barriers to uniform changes. Methods: Cross-sectional surveys of principals, teachers, and parents of children in grades 2 to 3 (age 7–10 y) from 62 Australian primary schools (Oct 2017–Mar 2018) were undertaken. Mixed logistic regression analyses assessed the associations between participant characteristics and attitudes toward uniform changes. Results: In total, 73% of the principals (38/52) who responded reported that their school only allowed children to wear a sports uniform on sports days. Overall, 38% of the principals (18/47), 63% of the teachers (334/579), and 78% of the parents (965/1231) reported they would support a policy that allowed children to wear daily sports uniforms. The most commonly reported barrier was the perception that sports uniforms were not appropriate for formal occasions. Conclusions: Although the majority of the principals were not supportive of a change to a daily sports uniform, the majority of the teachers and parents were. Strategies to improve principal support may be required if broader adoption of physical activity–supporting uniforms is to be achieved.
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Post, Eric G., David R. Bell, Stephanie M. Trigsted, et al. "Association of Competition Volume, Club Sports, and Sport Specialization With Sex and Lower Extremity Injury History in High School Athletes." Sports Health: A Multidisciplinary Approach 9, no. 6 (2017): 518–23. http://dx.doi.org/10.1177/1941738117714160.
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Background: High school athletes are increasingly encouraged to participate in 1 sport year-round to increase their sport skills. However, no study has examined the association of competition volume, club sport participation, and sport specialization with sex and lower extremity injury (LEI) in a large sample of high school athletes. Hypothesis: Increased competition volume, participating on a club team outside of school sports, and high levels of specialization will all be associated with a history of LEI. Girls will be more likely to engage in higher competition volume, participate on a club team, and be classified as highly specialized. Study Design: Cross-sectional study. Level of Evidence: Level 3. Methods: High school athletes completed a questionnaire prior to the start of their competitive season regarding their sport participation and previous injury history. Multivariable logistic regression analyses were used to investigate associations of competition volume, club sport participation, and sport specialization with history of LEI, adjusting for sex. Results: A cohort of 1544 high school athletes (780 girls; grades 9-12) from 29 high schools completed the questionnaire. Girls were more likely to participate at high competition volume (23.2% vs 11.0%, χ2 = 84.7, P < 0.001), participate on a club team (61.2% vs 37.2%, χ2 = 88.3, P < 0.001), and be highly specialized (16.4% vs 10.4%, χ2 = 19.7, P < 0.001). Athletes with high competition volume, who participated in a club sport, or who were highly specialized had greater odds of reporting a previous LEI than those with low competition volume (odds ratio [OR], 2.08; 95% CI, 1.55-2.80; P < 0.001), no club sport participation (OR, 1.50; 95% CI, 1.20-1.88; P < 0.001), or low specialization (OR, 2.58; 95% CI, 1.88-3.54; P < 0.001), even after adjusting for sex. Conclusion: Participating in high sport volume, on a club team, or being highly specialized was associated with history of LEI. Girls were more likely to participate at high volumes, be active on club teams, or be highly specialized, potentially placing them at increased risk of injury. Clinical Relevance: Youth athletes, parents, and clinicians should be aware of the potential risks of intense, year-round participation in organized sports.
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Ross, Allison, Eric Legg, and Kevin Wilson. "The influence of peer and coach relationships in after-school sports on perceptions of school climate." Health Education Journal 80, no. 4 (2021): 487–97. http://dx.doi.org/10.1177/0017896920988750.
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Objective: Sport is an important source of physical, social and emotional health and well-being among children. Sports participation at school may provide young people with the opportunity to build interpersonal skills and develop supportive social relationships with peers and adults, which may translate to positive experiences during the school day. School climate represents the relationships, values and beliefs within a school system and is associated with positive social, emotional and psychological health outcomes. This research examines the influence of social relationships developed during an after-school sports programme on indicators of school climate. Method: Students in grades 4–8 ( n = 230) at a school in Phoenix (Arizona) completed an online survey to measure perceptions of peer and coach relationships in after-school sports and indicators of school climate in the form of engagement with students, teachers and the school itself and perceptions of the school environment. Associations between sports relationships and school engagement and environment were examined through structural equation modelling (SEM). Results: Feeling coaches care about players and feeling like part of a team were positively associated with reported levels of school engagement. Feeling like other students shared similar values during sports, feeling a sense of belonging and feeling that coaches cared were associated with positive perceptions of school environment. Conclusion: Participation in an after-school sports programme can provide an opportunity for young people to develop positive social relationships with peers and coaches which may contribute to positive perceptions of the learning environment and student engagement during the school day. Findings support efforts to increase opportunities and accessibility to sports during the school day.
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Eitle, Tamela McNulty, and David J. Eitle. "Just Don’t Do It: High School Sports Participation and Young Female Adult Sexual Behavior." Sociology of Sport Journal 19, no. 4 (2002): 403–18. http://dx.doi.org/10.1123/ssj.19.4.403.
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Recent research has explored the relationship between sports participation in high school and the sexual and reproductive behavior of females. Evidence has accumulated that playing sports is associated with a lowered risk of pregnancy among adolescents and positively associated with the use of contraceptives, but little evidence has been uncovered as to whether such associations endure into young adulthood. Using data from a representative community sample, we examined whether differences in high school sports participation has an association with the sexual and reproductive activities of young adult women after high school (n = 679). Results of multivariate analyses suggest that high school sports involvement is a predictor of the likelihood of childbirth outside of marriage and lifetime number of sex partners but is not a predictor of condom use during sex.
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Stempel, Carl. "Gender, Social Class, and the Sporting Capital–Economic Capital Nexus." Sociology of Sport Journal 23, no. 3 (2006): 273–92. http://dx.doi.org/10.1123/ssj.23.3.273.
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In “Do High School Athletes Earn More Pay?” Curtis, McTeer, and White reopened an important line of inquiry about the conversion of sporting capital to economic capital. They found associations between adolescent participation sports and adult income for Canadian men and women with some college education. The present study revises and extends Curtis and colleagues’ understanding of sport as cultural capital and its relation to economic capital, tests the nature of the high school varsity sport–adult income relationship for the United States, and examines gender and class differences in the degree to which adult sporting practices mediate the varsity sport–adult income relationship. The results show that American class and gender patterns of income and participation are similar to those found by Curtis and colleagues and that adult participation in sports more strongly mediates this relationship for men than for women. I conclude by proposing a gendered theory of sports as cultural capital to explain those differences.
Dissertations / Theses on the topic "School Sports Associations"
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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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Cramer, Roh Joni L. "Patient satisfaction among injured high school and college athletes and its association with rehabilitation adherence and compliance." Morgantown, W. Va. : [West Virginia University Libraries], 2001. http://etd.wvu.edu/templates/showETD.cfm?recnum=1877.
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Thesis (Ed. D.)--West Virginia University, 2001.<br>Title from document title page. Document formatted into pages; contains viii, 164 p. : ill. Includes abstract. Includes bibliographical references (p. 115-123).
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Kořínková, Alena. "Komparace dvou forem podnikání se sportem." Master's thesis, Vysoká škola ekonomická v Praze, 2013. http://www.nusl.cz/ntk/nusl-199564.
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The purpose of the Master's Thesis is to compare two models of business when applied to riding schools. The Thesis seeks the answer to the question whether is it preferable to be an association of tradesmen, or a civic association. In the theoretical part are defined the basic concepts connected with the sport of horse-riding, financial statement and financial analysis. In the practical part there are two financial analyses, the first analysis contains data from the association of tradesmen, and the second is similar, but applied to civic association. The financial analyses use horizontal and vertical analyses and several financial ratios. In the Thesis, the impact of the new civil code on civic associations is contained.
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Rudberg, Andrea, and Linnéa Granström. "Associations between gestational age, physical activity and cognitive functioning among children in early school age." Thesis, Umeå universitet, Institutionen för psykologi, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-121874.
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The aim of this study was to examine differences and associations concerning physical activity and cognitive functioning among children born preterm in comparison to those born full term. The sample consisted of 130 children at early school age (mean = 7.8 years), born at a gestational age (GA) of 23 - 42 weeks, and categorized into three groups; children born full term (GA 39 - 42), moderately preterm (GA 34 – 36) and very preterm (GA 23 - 33). Physical activities were perceived from parents’ ratings by use of the Child behaviour checklist (CBCL), and cognitive functioning by WISC-IV. Results showed that children born moderately preterm performed comparable to children born full term, both regarding physical activity ratings and cognitive performance. Children born very preterm were found to have significantly poorer full scale IQ, lower physical performance, fewer sport activities, and were less lateralized, in comparison to both children born full term and those born moderately preterm. Conclusion: a very preterm birth seems to generate long-term effects on physical activities, sport performance and cognitive functioning. Thus, more focus should be paid to children born at a very low GA to identify early deviations and to provide interventions to improve cognitive functioning and enhance physical performance; also in contexts other than sport activities.<br>Syftet med denna studie var att undersöka skillnader och samband mellan fysisk aktivitet och kognitivt fungerande inom gruppen för tidigt födda barn och i jämförelse med fullgångna barn. Urvalet bestod av 130 barn i tidig skolålder (medel = 7.8 år), födda i gestationsålder (GA) mellan 23 – 42 veckor kategoriserade i tre grupper; fullgångna barn (GA 39 – 42), moderat förtidigt födda (GA 34 – 36) och mycket förtidigt födda (GA 23 – 33). Fysisk aktivitet undersöktes utifrån föräldrars skattning genom användande av Child behaviour checklist (CBCL) och kognitivt fungerande utifrån WISC-IV. Resultaten visade att de moderat för tidigt födda barnen presterade jämförbart med de fullgångna barnen både vad beträffar fysisk aktivitet och kognitivt fungerande. De mycket för tidigt födda barnen visade sig ha signifikant sämre fullskale-IQ, lägre sportsliga prestationer, färre antal sporter och var mindre lateraliserade, jämfört med både de fullgångna barnen och de moderat förtidigt födda. Slutsats: en mycket förtidig födsel tycks generera långvariga effekter på fysiska aktiviteter, sportsliga prestationer och kognitivt fungerande. Således bör större fokus läggas på barn födda med en mycket låg GA för att identifiera tidiga avvikelser och tillhandahålla interventioner för att förbättra kognitivt fungerande och stimulera/förhöja fysiska prestationer; även i andra kontexter än sportsliga aktiviteter.
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Evans, James O. "School Resources, Social Media Capabilities, and Recruiting Effectiveness in the National Collegiate Athletic Association Division I Football Bowl Subdivision." The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1563223839479203.
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Cheng, Lin Chung, and 林忠城. "Factors Affecting Participation Behavior in Sports Associations among Senior High School Students." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/ym7b9t.
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碩士<br>美和科技大學<br>運動與休閒系碩士班<br>105<br>Participation in social activities can enhance students’ interpersonal relations, having a positive effect on academic performance. Sports can increase physical fitness, while also helping to develop willpower and endurance. Participation of students in sports associations has an important learning function; however, there are many factors affecting the participation of senior high school and vocational students in sports associations. The present study discusses the current participation beliefs, significant others, participation factors, and participation intentions, as well as background differences and their effects on the participation of senior high school and vocational students in sports associations. The present study referred to the current literature to develop the “Questionnaire on Participation and Behavior in Sports Associations among Senior High School and Vocational Students” as the research instrument. Research subjects were students from 19 public and private senior and vocational high schools in Pingtung County, Taiwan. A total of 450 questionnaires were distributed via convenience sampling, and 400 valid questionnaires were returned. Following data analysis, the following results were obtained. (1) Senior high school and vocational students’ negative beliefs regarding participation in sports associations are greater than positive beliefs. Teachers and family members have a large influence on the participation of senior high school and vocational students in sports associations. Negative influencing factors for high school and vocational students' participation in sports associations are greater than positive influencing factors. The intention of senior high school and vocational students to participate in sports associations is moderate. (2) There is significant variation in participation beliefs, significant others, participation factors, and participation intentions depending on sex, year in school, and whether the respondent had previously participated in school teams. (3) Senior high school and vocational students' participation intentions towards sports associations have a significant positive association with participation beliefs and participation factors, but have a significant negative correlation with significant others. (4) Participation beliefs have a significant influence on participation intentions, but significant others and participation factors do not have significant influences on participation intentions. Overall conclusion: Senior high school and vocational students have greater negative beliefs and negative influencing factors for participation in sports associations, whereas teachers and family members have strong influences. There is also variation in the results among students from different backgrounds. In addition, participation beliefs have a significant influence on participation intentions. As a result, in order to enhance senior high school and vocational students’ positive participation beliefs regarding sports associations, teachers and family members, in particular, can have a positive influence, which should help increase students’ participation intentions towards sports associations.
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Sheu, Gwo-Cherng, and 許國成. "Analysis of motivation, attitude, and satisfaction in Kaohsiung elementary school students who participate in after-school sports associations." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/s25wmp.
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碩士<br>國立臺東大學<br>進修部暑期體育碩士班<br>97<br>Analysis of motivation, attitude, and satisfaction in Kaohsiung elementary school students who participate in after-school sports associations
Graduate
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Hsu, Yu-Ling, and 許鈺羚. "The Study on Learning Satisfaction and Learning Effectiveness of Children’s Participating in School Sports Associations in Taipei's Elmentary Schools." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/253zby.
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碩士<br>臺北市立大學<br>體育學系體育教學碩士學位班<br>105<br>The purpose of this study is to understand the situation of learning satisfaction and learning effectiveness of elementary school students in Taipei and the different situation among every factor. It also compares the differences of learning satisfaction and learning effectiveness, which are caused by different backgrounds, and discussed the relevant and predicted situations.The object of this study is 4th to 6th grade students who participate in school sports associations in elementary schools in Taipei. “The questionnaire of learning satisfaction and learning effectiveness in participating in school sports associations in Taipei’s elementary schools” is the research tool. Stratified random sampling method is used in this study. There are 693 valid samples retrieved from 720 formal questionnaires.The data were analyzed and processed with statistical software SPSS For Windows version 12.0 , and the results are as follows : 1. Among the four factors in learning satisfaction, "teacher’s professional", "self-efficacy", "peer relationship” are the most satisfied factors in children, which can be view as the first degree, and "space and facility "is the least satisfied factor. There are three factors in learning effectiveness in this study. Among them, “cognition” and “skills” are at the first degree, and the lowest goes to “affection” which can view as the second degree. 2.The background variables such as “gender”, "grade", and "extra exercisng time" make significant differences to learning satisfaction, while “the time spend on participating in sports associations “ make no significant difference; “gender”, “grade”, "extra exercisng time" and “the gender of teacher” make significant differences to learning effectiveness, while only “ the time spend on participating in sports associations “make no significant difference. 3.There is high positive correlation between learning satisfaction and learning effectiveness in children who participate in school sports associations in elementary schools in Taipei. 4. Learning satisfaction of children who participate in school sports associations in elementary schools in Taipei can predict their learning effectiveness effectively.
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LIAU, YOU-JHEN, and 廖宥溱. "A Study on the Motivation and Obstacles of the Participation of the Sports Associations of Junior High Schools and Seniors in Junior High Schools-Taking Guoguang Elementary School in the Southern District of Taichung City as an." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/h2bfwh.
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碩士<br>輔仁大學<br>體育學系碩士在職專班<br>106<br>The purpose of this study was to understand the motivations and obstacles of the participation of students in the sports clubs of Guoguang Elementary School and Senior Students in the Southern District of Taichung City, and to compare the differences in motivation and obstacles between students with different background structures. The researchers conducted a stratified random sampling method through a self-compiled questionnaire on the motivations and obstacles of the participation of sports clubs in the national junior high school and middle school students in the Southern District of Taichung City. A total of 116 valid questionnaires were obtained. The data obtained were analyzed by descriptive statistics, independent sample t test and Pearson product difference, and the conclusions were drawn based on the
The study found that:
a). The motivation for the participation of Guoguang Guozhong Middle and Senior
Students in the Southern District of Taichung City is "achievement needs"The factors
are the strongest; the obstacles are most hindered by "interpersonal obstacles."
b). There is no significant difference in motivation for participation among students of
different genders and participation in different societies.Third, different grades and different practice time in the motivation of participation, reached a significant level.
c). Students and their fathers with different years of participation have not reached the motivation to participate in different educational levels. Significant differences, but the mothers of students have significant differences in their motivation to participate in different levels of education.
d). There is a significant negative correlation between the motivation and obstacles of the participation of students in the middle and upper grades of Guoguang Guozhong in the Southern District of Taichung City.
Based on the results, the researchers made the following recommendations:
a).It is recommended that schools should cultivate more sports associations, provide good community practice venues, and encourage students to participate in sports associations and actively participate in competitions or performances inside and outside the school.
b).Second, it is recommended that the community guidance teachers should have the patience to accompany the students to grow up, and moderately arrange the practice time and participate in sports competitions.
c).Third, it is recommended that future researchers should expand the scope of the study area, or join the interview method to support the impact of school and community guidance teachers on the motivation and obstacles of participation.
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Mohlala, Francinah Kanyane. "The role of USSASA in facilitating the development of school sport in Tshwane North district." Thesis, 2008. http://hdl.handle.net/10210/1338.
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M.Phil.<br>The aim of this study was to determine the role that USSASA played in Tshwane North district, and to provide guidelines for the organization in facilitating optimal development of school sport in the district. It was an explorative type of study with qualitative and quantitative data collected from 39 schools in the district, with two respondents per school. A representative sample of schools were randomly selected (20% per category on average) for the study, which included Farm schools (n=3), Townships schools (n=14), Ex Model C schools (n=12), Independent (Private) schools (n=5) and LSEN (Learners with Special Educational Needs) schools (n=5). The principal and the sports organizer were targeted as respondents. Out of these, 38 schools responded, which means that 76 respondents completed the questionnaire. The questionnaire included three categories which focused on biographical Information, sport related issues and strategic partnerships. The findings indicated that USSASA had made a substantive contribution to school sport in the district. However, the demands made by schools were diverse and sometimes unachievable, especially learners from LSEN schools felt marginalized as they were not included in mainstream sport programmes and events. Furthermore, some schools were found to have their academic activities disturbed due to educator involvement in USSASA. This shows that due to unceasing demands, USSASA needs to employ full-time staff to do its work and not involve educators to such a large extent. Information flow to some schools from USSASA also did not reach the schools in time. However, USSASA provided access to wider sport participation in 18 sporting codes for many schools.<br>Prof. C. Burnett Prof. W. J. Hollander
Books on the topic "School Sports Associations"
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Program, National Federation of State High School Associations Officials Education. Officiating football: A publication for the National Federation of State High School Associations Officials Education Program. Human Kinetics, 2005.
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National Interscholastic Athletic Administrators Association. Fundamental principles of athletic administration. National Federation of State High School Associations, 1997.
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1973-, Guo Elizabeth, ed. Jingwu: The school that saved kung fu. Blue Snake Books, 2010.
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Otte, Matt. More than a game: The first 100 years of the Wisconsin Interscholastic Athletic Association, 1896 to 1996. Palmer Publications, 1997.
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May, Bill. Tourney time: The Indiana High School Athletic Association Boys' Basketball Tournament 1911-2005. 2nd ed. Emmis Books, 2005.
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Feinstein, John. Tales from Q school: Inside golf's fifth major. Little, Brown and Company, 2007.
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Vestal, Robert. From the beginning--: The history of Missouri state basketball championships, 1927-1999. Jostens, 2000.
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Pennsylvania. General Assembly. Legislative Budget and Finance Committee. A financial and management review of the PIAA: Conducted pursuant to Act 2000-91. The Committee, 2001.
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Owings, Jeffrey A. Who can play?: An examination of NCAA's Proposition 16. National Center for Education Statistics, 1995.
Find full textBook chapters on the topic "School Sports Associations"
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Miller, James W. "Organizing Athletics." In Integrated. University Press of Kentucky, 2017. http://dx.doi.org/10.5810/kentucky/9780813169118.003.0005.
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This chapter explores how basketball became an organized sport at black schools and its historical importance. As benefactors such as Julius Rosenwald poured support into education for young black men and women, athletic programs began to grow and flourish. By the 1920s, more than fifty African American high schools in Kentucky were engaged in sports competition. In 1932 educators from the Kentucky Negro Educational Association organized the Kentucky High School Athletic League (KHSAL) to standardize rules and equalize competition. Whitney Young of Lincoln Institute and William Kean of Louisville Central High School were instrumental in organizing Kentucky's African American schools into a statewide association. The first state championship sponsored by the KHSAL was the annual boys basketball tournament.
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"Gender Associations: Sport, State Schools and Australian Culture." In Sport in Australasian Society. Routledge, 2013. http://dx.doi.org/10.4324/9780203045305-10.
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Bachynski, Kathleen. "Introduction." In No Game for Boys to Play. University of North Carolina Press, 2019. http://dx.doi.org/10.5149/northcarolina/9781469653709.003.0001.
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Questions about the safety of youth tackle football, its intimate association with American schools, and its existence as a form of entertainment for adults are as old as the game itself. This book examines the history of debates over the safety of youth football—not only changing medical understandings of the sport’s health effects but also the social and cultural attitudes that shaped those understandings. With its focus on safety debates, No Game for Boys to Play provides a bridge between sports history and public health history, examines the values and beliefs animating the development of one of America’s most popular activities for boys, and considers how football’s effects on children’s bodies came to be framed as a matter of public health and well-being.
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Tamte, Roger R. "“What Does Walter Think?”." In Walter Camp and the Creation of American Football. University of Illinois Press, 2018. http://dx.doi.org/10.5622/illinois/9780252041617.003.0028.
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Over a two- or three-year period, sports equipment manufacturer and retailer A. G. Spalding & Bros. replaces Wright and Ditson as publisher of American football’s rules and in 1891 begins a new publication called Spalding’s Official Football Guide, with Camp as editor and writer. Though possibly wanting to stay above the fray, Camp becomes embroiled in a conflict over the eligibility of graduate players, especially at Pennsylvania, which uses a high percentage of graduate school players. With Penn’s increasing success, students and alumni from Yale and other schools in 1892 and 1893 press the Intercollegiate Football Association to ban graduate school players. As president of the IFA, Yale’s captain, McCormick, leads passage of such a ban. Camp supports McCormick’s action but also suggests a one-year-residency requirement as another way to limit transfer of students just to play football. Pennsylvania and Wesleyan resign from the IFA in November 1893, leaving only Princeton and Yale as members.
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Makarov, Leonid. "Sudden Cardiac Death in Young Athletes." In Sudden Cardiac Death. IntechOpen, 2020. http://dx.doi.org/10.5772/intechopen.90627.
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Sudden death (SD) is the most dangerous and irreversible outcome of diseases in clinical as well as in sports medicine. Between 1980 and 2011, the Sudden Death in Young Athletes Registry in the USA, which was developed based on mass media information, recorded 2406 cases of sudden death, which were observed in 29 diverse sports. In the USA 80% of all SD occurred in high school/middle school or collegiate student athletes, and 20% were engaged in organized youth, postgraduate. Statistical data vary greatly in different countries: SCD incidence rate in the USA is 7.47 and 1.33 per 1,000,000 exercising male and female school-age athletes, respectively, whereas in Italy, the rate is 2.6 cases in men and 1.1 in women per 100,000 individuals per year who are involved in active competitive sports. The European Heart Rhythm Association (EHRA) position paper concluded that as an overall estimate, 1–2 out of 100,000 athletes between of age of 12 and 35 years old die suddenly each year. It was shown that the risk of SCD is significantly higher in athletes than in nonathletes with the same heart condition in the general population, by more than five times for ARVC, 2.6 times for coronary artery disease, 1.5 times for myocarditis, and more than 2 times for cardiac conduction system diseases.
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Tamte, Roger R. "Rivalry Demands Rules." In Walter Camp and the Creation of American Football. University of Illinois Press, 2018. http://dx.doi.org/10.5622/illinois/9780252041617.003.0022.
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Harvard alleges Princeton’s 1889 football team includes professional players, paid for playing baseball in the summer. Camp proposes the first eligibility provision in the Intercollegiate Football Association constitution, barring professionals (paid for any sport, not only football) from IFA teams, and the Graduate Advisory Committee approves the provision. Later, by a 3–2 vote, the GAC refuses to apply the provision against Princeton because Harvard’s action was filed too late for Princeton to prepare a defense. Harvard leaves the IFA, and some supporters of both Harvard and Yale promote a “dual league” limited to those two schools; negotiations proceed but do not result in an agreement, and Camp says it was never contemplated that the schools would limit their contests to only one another.
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Matos, Mariana. "Periodisation and Dance." In Advances in Media, Entertainment, and the Arts. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-4261-3.ch012.
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In addition to the annual dance steps teaching plan, a training plan designed for the dancer to reach the main presentation's peak performance is required. This training plan is called periodisation and seems to be a great tool for optimizing performance and avoiding overtraining. This chapter addresses the concepts of periodization translated by sport and association with the conditions found in dance. The manipulation of the volume and intensity of the dancer's integral training will be at the heart of the periodisation proposed in this chapter. The division of phases of a company's season or a year in the dance school will be analysed. The different phases aim to prepare the dancer's body for this activity's demands, improving and maintaining one performance, health, and quality of life.
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Khosrokhavar, Farhad. "European Jihadi Cells and the motivations behind them." In Jihadism in Europe. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780197564967.003.0008.
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Chapter 7 describes the different types of jihadi cells, highlighting their differences as well as some similarities between them. Each cell has a life of its own, and the essence of each is determined by group dynamics, the origins of its leaders, the interactions between its members, and their cultural and economic homogeneity or heterogeneity. Each of these factors plays a significant role in the radicalization and in the effectiveness of the group to implement its goals. In general, cells are loosely structured, and it is very rare to find “egalitarian cells” or “leaderless” groups of friends or buddies, contrary to the claims of some researchers. Sometimes, they have more than one leader, a division of tasks occurring between them (for instance, the ideological and the military). Jihadi actors choose to belong to a group for many reasons: friendship, spatial proximity (they live in the same neighborhood), attendance at the same university, high school, sports association, or mosque, and so on These facets have been frequently studied, some researchers focusing on the horizontal relationships (a group of friends without formal hierarchy) or vertical ones (the presence of a leader and his lieutenants), their actual link with a larger network (al-Qaeda, IS) or imaginary (laying claim or making allegiance without any effective ties), the degree of their dependence on the web, or the greater or lesser scope of the group (from a solo jihadi to large groups of more than ten or fifteen people).
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Lauter, Paul. "Society and the Profession, 1958–83." In Canons and Contexts. Oxford University Press, 1991. http://dx.doi.org/10.1093/oso/9780195055931.003.0006.
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When I was asked to write about the impact of society on our profession over the last twenty-five years, it occurred to me that the period also measures my own lifetime as a professional. I took up full-time teaching in 1957, the year before I received my doctorate. I gave my first paper at a Modern Language Association convention around that time, participated in producing two sons, and published my first article. I left one job, joined in antinuke, anti-ROTC, and prounion activities, and got fired from the second job. I remember complaining to my graduate school director, en route to a third job, how painfully remote upstate New York seemed from everything I valued. Said he, flatly, “You can publish your way out of any place.” Perhaps that was so, then; certainly I acted on that instruction. But I never really put it to the test, for somehow my career swerved that splinter and never returned quite to the groove. In 1963 I went to work for the Quakers, promoting peace studies and learning about political economy. Then, in 1964, I traveled to Mississippi to teach in Freedom Schools and discovered the profound limitations of my graduate school education. With deliberation, among a group of my students from Smith, I went off to jail in Montgomery. Later, as the peace movement brought the war home, I was provided with a more impromptu visit to the Baltimore pokey after trying to protect a Vietnam vet from an outraged policeman. For a number of years I sported a little red button that said “A free university in a free society”—an idea on the basis of which I tried to conduct my life. In due course, I became an active feminist, involved in efforts, like The Feminist Press, to change education and thus society. That pattern of life was not, of course, precisely typical of members of our profession— though more people than we now acknowledge participated in it one way or another. I speak of my life because it reflected, in a sense became a vehicle of, the forces for social change I am to write about here.
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Schultz, Robert A. "Professional Duties." In Contemporary Issues in Ethics and Information Technology. IGI Global, 2006. http://dx.doi.org/10.4018/978-1-59140-779-9.ch004.
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It is perhaps easiest to begin the application of ethics to information technology with the ethical responsibilities of IT professionals. Several ethical codes have been developed, and in this chapter we will see how the concepts of Part I apply to these codes. My aim is to establish the ethical basis of these codes. The underlying ethical concepts are Rawlsian, but not his Principles of Justice (Rawls, 1999). Rather, they are distinctions developed as part of the theory of right action. The distinction between duty and obligation is particularly relevant. In addition, something needs to be said about the concept of a profession. Most IT professionals have a very strong sense of their responsibilities as IT professionals. In a way, it is astonishing that such a young profession has developed such a strong sense of its own ethical identity so quickly. Older professions such as Medicine or Law have traditions going back over two thousand years, and their standards have been incorporated into law in most areas. Although IT has its professional organizations, such as the Association for Computing Machinery (ACM) and the Association of Information Technology Professionals (AITP), those organizations do not currently perform a widely recognized credentialing function. Although these organizations promulgate model curricula, they have nothing like the force of the American Medical Association (AMA) certification for medical schools, or the American Bar Association (ABA) certification of law schools. Since IT is a profession without benefit of the formal apparatus of the older professions, it follows that the credentialing and legal sanctions of the older professions are not what makes them professions. Credentialing and legal sanctions safeguard what was already there, namely a calling shared by individuals. Professions differ from mere jobs because those in professions commit themselves indefinitely toward serving a goal beyond their own self-interest, which is their primary focus. Thus, those in the medical profession commit themselves to healing people, and those in the law commit themselves to interpreting and applying the law and preserving the integrity of the legal process. Professional athletes similarly commit themselves to practicing their sport as well as they can. All professionals are prepared to set aside their individual interests when their profession requires it. The basis of a profession—an individually adopted goal beyond self-interest—is also the essential basis for professional ethics.1 What then is this goal for IT professionals? What do IT professionals feel called to do? I think their calling is to provide the best functioning IT systems (infrastructure and applications) possible in the organizational context in which they are dealing. In terms of this calling, IT professionals know what they need to take responsibility for in the technical area, even when managers or clients have other ideas. These responsibilities are often not mandated by management. Indeed, management may not even be aware that IT professionals have assumed and carried out these responsibilities. Yet the well-being of the organization may very well depend on these responsibilities being carried out. A good example is data integrity; nonprofessionals usually have only a vague idea of what is involved in insuring data integrity, and yet failures in insuring data integrity will almost certainly compromise the usability of a system. Even without formal, generally accepted credentialing for IT professionals, there is still a distinct calling recognized by IT professionals with duties attached to it. The absence of generally accepted credentialing does, however, create possibilities for conflicts with management and others, which we will discuss later in this chapter.
Conference papers on the topic "School Sports Associations"
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Infantes-Paniagua, Álvaro, Juan Gregorio Fernández-Bustos, María Pilar León, and David Zamorano-García. "Associations between health-related physical fitness and self-esteem in primary school children." In Journal of Human Sport and Exercise - 2020 - Winter Conferences of Sports Science. Universidad de Alicante, 2020. http://dx.doi.org/10.14198/jhse.2020.15.proc2.23.
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K Dhokrat, Ghansham. "Positive Mental Health and its Association with Posture: With Reference to School Children." In Proceedings of the 2nd Yogyakarta International Seminar on Health, Physical Education, and Sport Science (YISHPESS 2018) and 1st Conference on Interdisciplinary Approach in Sports (CoIS 2018). Atlantis Press, 2018. http://dx.doi.org/10.2991/yishpess-cois-18.2018.66.
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Čech, Pavol, and Pavel Ružbarský. "Relationships between physical activity, motor performance and body composition in school-age children." In 12th International Conference on Kinanthropology. Masaryk University Press, 2020. http://dx.doi.org/10.5817/cz.muni.p210-9631-2020-28.
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Introduction: Physical activity (PA) performed at recommended levels is associated with mul-tiple health benefits. However, as indicated by the available studies, the volume of habitual physical activity of children continuously decreases. Aim: The aim of the study was to assess the relationships between physical activity per-formed by school-age population and indicators of motor performance and body composition. Methods: The research group consisted of 144 students of the primary school assigned into groups according to the years of study (first, fifth and eighth-year students). The amount of physical activity was examined through a non-direct method, using Fels PAQ, recording four scores, namely sport index, leisure index, work (chore) index and total score. Body composition was tested using a direct segmental multi-frequency bioelectric impedance analysis (DSM-BIA). Motor performance was assessed in four categories. Endurance and strength endurance were assessed using Jacik’s motor test; strength abilities were measured using a hand grip test; speed abilities were tested in linear sprints at 5 and 10 meters and in the test of speed with changes of direction at 4 x 10 m and, finally, explosive strength was assessed from results of the countermovement jump (CMJ), squat jump (SJ) and 10-second repeated jumps tests. The strength of association between the selected factors was determined from the results using the Spearman’s rank correlation analysis. Results: The amount of physical activity was mainly associated with the indicators of active body mass (fat free mass, skeletal muscle mass) in all age categories. Low association was found in the parameters of adipose tissue (body fat percentage, visceral fat level). When assessing the strength of association between the characteristics of motor performance and physical activity performed, we observed various courses of associations, based on which it is not possible to determine the tendency. When assessing the relationship between the amount of physical activity and motor performance of students regardless of age, we found medium association only with indicators of strength abilities (hand grip test) and characteris-tics of speed abilities. Conclusions: The results are not explicit but they point to some tendencies in relationships between habitual physical performance and body composition indicators. With respect to mo-tor performance, it is not possible to consider these results decisive; therefore, further data collection and more accurate assessment of relationships are necessary.
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McGuine, TA, DR Bell, SJ Hetzel, AP Pfaller, and E. Post. "O4 The association of sport specialisation with the incidence of foot and ankle injuries in high school athletes." In 7th International Ankle Symposium, 2017. BMJ Publishing Group Ltd and British Association of Sport and Exercise Medicine, 2017. http://dx.doi.org/10.1136/bjsports-2017-anklesymp.4.
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