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Journal articles on the topic 'Schools School sports'
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1
Edwards, Michael B., Jason N. Bocarro, Michael Kanters, and Jonathan Casper. "Participation in Interscholastic and Intramural Sport Programs in Middle Schools: An Exploratory Investigation of Race and Gender." Recreational Sports Journal 35, no. 2 (2011): 157–73. http://dx.doi.org/10.1123/rsj.35.2.157.
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Although school-sponsored extracurricular sport remains one of the most popular and effective ways to increase adolescents' physical activity levels, it is designed to include a small number of a school's elite athletes. Fewer schools offer intramural sports, and little is known about participation in these activities. The purpose of this study is to compare variations in how students participate in interscholastic and intramural school sport programs. Using a sample of seventh and eighth graders in two southeastern middle schools, results indicated that school sport participation levels were higher in intramurals than interscholastic sports for all studied categories of students except for White girls. In addition, students participating in intramural sports played nearly twice as many sports during the school year as students participating in interscholastic sports. Gender and race differences in school sport participation both confirm and contradict previous research and suggest that schools should consider cultural factors when planning sport programs for diverse populations of young people.
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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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Pule, Eric, Tonie Drotsky, Abel Toriola, and Ntwanano Alliance Kubayi. "PROMOTION OF SCHOOL SPORTS: A SURVEY OF THE PERCEPTION OF PRIMARY AND SECONDARY SCHOOL LEARNERS AT PUBLIC TOWNSHIP SCHOOLS IN TSHWANE, SOUTH AFRICA." Commonwealth Youth and Development 13, no. 1 (2016): 41–49. http://dx.doi.org/10.25159/1727-7140/1157.
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The purpose of this study was to evaluate learners’ views about sport promotion at public primary and secondary schools in Tshwane, the capital city of South Africa. A total of 773 school children aged 12–18 years volunteered to participate in the study. Data were collected using a validated structured questionnaire. Overall, the results showed that both primary and secondary school children indicated that quality of sport facilities, school sport bursaries, safety after school hours, competition and sport equipment should be made available to all children at schools. The implication of the findings for effective planning and delivery of sports programmes in schools are discussed.
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Santos Silva, Diego Augusto, and Roberto Jerônimo dos Santos Silva. "Association Between Sports Participation and Sedentary Behavior During School Recess Among Brazilian Adolescents." Journal of Human Kinetics 45, no. 1 (2015): 225–32. http://dx.doi.org/10.1515/hukin-2015-0023.
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Abstract The aim of this study was to examine the association between sports participation and sedentary behavior during school recess among Brazilian adolescents. This study included 2,243 adolescents aged 13-18 years (16.2 ± 1.1), 62.2% females and 37.8% males, enrolled in public high schools in Aracaju, Northeastern Brazil. Sedentary behavior during school recess and sport participation was self-reported. Several factors were examined, including sex, age, skin color, socioeconomic status, maternal education and physical activity level. Sixty percent of adolescents had sedentary behavior during school recess and 57.7% of adolescents reported that they did not participate in any team sport. Additionally, adolescents who did not practice any team sport were 40% more likely (OR: 1.4, 95% CI: 1.1, 1.8) to be sedentary during school recess compared to those who participated in two or more team sports. It is recommended that schools encourage students to engage in sports activities and promote more physical activity during school recess to reduce the sedentary behavior and increase physical activity levels in youth.
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Howell, Frank M., and James A. McKenzie. "High School Athletics and Adult Sport–Leisure Activity: Gender Variations across the Life Cycle." Sociology of Sport Journal 4, no. 4 (1987): 329–46. http://dx.doi.org/10.1123/ssj.4.4.329.
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There is a significant investment by schools and local communities in the athletic programs offered by secondary schools. A growing issue is, to what extent does the functioning of these sports programs coincide with the formal academic goals of the school? Using a structural equations model, we examine one theme within this major issue by estimating the effect of high school sports participation on sport and leisure activity later in adulthood. Further investigated is the process by which these effects are played out over the transition from adolescence to adulthood, as well as gender differences in the pattern of effects. Using the EEO panel of 1955 high school sophomores reinterviewed in 1970, we find that varsity and nonvarsity sports participation in high school increases adult sports involvement. However, whereas high school sports participation does not retard reading or “high-status” leisure pursuits in adulthood, curriculum track placement during high school does enhance these activities later in life. Track effects were also largely independent of completed school level. Finally, gender variations in the model were present but not uniformly so and largely appear to make sport participation and tracking effects significant only among men.
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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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Göpfert, Anya, Maria Van Hove, Alan Emond, and Julie Mytton. "Prevention of sports injuries in children at school: a systematic review of policies." BMJ Open Sport & Exercise Medicine 4, no. 1 (2018): e000346. http://dx.doi.org/10.1136/bmjsem-2018-000346.
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BackgroundParticipation in sports as a child improves physical and psychological health. Schools need to promote sport while protecting against injury. It is not clear whether increasing evidence on injury prevention generated from professional sport is influencing school sports practices. This study reviewed policies promoting sport safety in schools to determine whether exposure to injury risk is recognised and whether evidence based prevention and management are included.MethodsA search strategy to identify policies for children aged 4–18 years was applied to electronic databases and grey literature sources. Safeguarding policies were excluded. Included policies were critically appraised and synthesised using modified framework analysis.ResultsTwenty-six policies were analysed. Most (57.7%) were from the USA. Ten (38.5%) focused solely on concussion. Synthesis identified primary, secondary and tertiary injury prevention measures relating to people (staff, students and parents), systems, school physical environment and national-level factors.ConclusionsRobust, evidence-based policies for reducing injury risk in school sports are limited. Guidelines with the largest evidence base were focused on concussion, with other school sport guidelines showing limited inclusion of evidence. Where included, evidence focused on injury management rather than prevention and frequently applied evidence from adult to children. Guidance was not specific to the child’s age, gender or developmental stage.
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Lombard, W. "Building a robust athlete in the South African high school system." South African Journal of Sports Medicine 30, no. 1 (2018): 1–3. http://dx.doi.org/10.17159/2078-516x/2018/v30i1a2933.
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In the modern era of school sport, schools are faced with important decisions on how best to structure their programs to fit in the growing number of tournaments into the schools sports calendars. Furthermore, school sport has taken on a more professional and competitive feel, with the possibility of winning cash prizes as well as the live TV coverage of various tournaments it is plausible to believe that the pressure on coaches to win at this level has increased when compared to 10 years back.The intention of this article is not to disparage the South African school sport system but rather to create an understanding of best practice when considering high school athletes. As it has been the authors experience through working with numerous highs school athletes and presenting to various schools and educators on this topic that the current system or lack thereof is possibly not athlete-centered which may be detrimental to their development down the line.
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Lombard, W. "Building a robust athlete in the South African high school system." South African Journal of Sports Medicine 30, no. 1 (2018): 1–3. http://dx.doi.org/10.17159/2933.
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In the modern era of school sport, schools are faced with important decisions on how best to structure their programs to fit in the growing number of tournaments into the schools sports calendars. Furthermore, school sport has taken on a more professional and competitive feel, with the possibility of winning cash prizes as well as the live TV coverage of various tournaments it is plausible to believe that the pressure on coaches to win at this level has increased when compared to 10 years back.The intention of this article is not to disparage the South African school sport system but rather to create an understanding of best practice when considering high school athletes. As it has been the authors experience through working with numerous highs school athletes and presenting to various schools and educators on this topic that the current system or lack thereof is possibly not athlete-centered which may be detrimental to their development down the line.
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Georgakis, Steve. "Public and Private Spaces: Sport and the Construction of Middle Class Femininity in Sydney Independent Girls’ Schools 1880-1922." Women in Sport and Physical Activity Journal 23, no. 1 (2015): 19–25. http://dx.doi.org/10.1123/wspaj.2014-0003.
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This article documents the history of sport in independent girls’ schools in Sydney, Australia, from the introduction of compulsory education in 1880 until the formation of the Girls Secondary School Sports Union in 1922 to organize interschool sporting connections. While there have been many vigorous studies that have followed the history of sport in Australian independent boys’ schools, this has not been replicated in the role of sport in Australian independent girls’ schools. The Australian independent girls’ school sector, however, accounts for a significant portion of the total student population. This article demonstrates that sport was significant in Australian independent girls’ schools and became dominant to the education of middle class girls. Modeled after the English Public Schools that had embraced the educational ideology of ‘athleticism’, Australian girls’ independent schools also reinforced the ideology that sport was a part of a well-rounded education. By the early 1920s sport was part of the independent girls’ schools extracurricular accomplishments and the sporting landscape became a ‘public space’ where middle-class femininity was constructed.
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GEORGESCU, CLAUDIA, ROXANA FIREZAR (TĂTAR), and PETRU PEȚAN. "Some insights on physical education classes in primary and secondary schools in Bihor County, Romania." Baltic Journal of Health and Physical Activity 12, Special Issue 1 (2020): 87–96. http://dx.doi.org/10.29359/bjhpa.12.spec.iss1.10.
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Background: The paper presents some insights into the organisation of physical education classes in primary and secondary (lower secondary level) schools in Bihor county, Romania. Material and methods: The analyses are descriptive and address sports games played in physical education classes, time allotted to these classes, and also the quality of present sports infrastructure in schools. Data were collected by questionnaires applied to physical education teachers from primary and secondary schools in rural and urban areas, which were then descriptively analysed. Results: The results indicate an insufficient number of physical education hours established in the primary and secondary school curriculum. Conclusions. There is a need to improve the quality of sports infrastructure and facilities in schools (synthetic sports fields, multisport fields, etc.), both through the involvement of school management and local public authorities. Conclusions: There is a need to improve the quality of sports infrastructure and facilities in schools (synthetic sports fields, multisport fields, etc.), both through the involvement of school management and local public authorities.
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Umiastowska, Danuta, and Urszula Domańska. "Contemporary threats to professional sport resulting from beginning specialist training too early." Journal of Kinesiology and Exercise Sciences 29, no. 86 (2019): 29–35. http://dx.doi.org/10.5604/01.3001.0014.1274.
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Introduction. Professional sport aims at the highest feat forcing players to achieve such a form guaranteeing victory. The career of a young athlete and focus on strict sports specialisation starts very early. The threat to professional sport comes from technological progress and the lack of natural, general forms of activities in the early school period, and resulting in movement pattern disorders and compensations resulting from them. Aim. Presentation of contemporary threats to professional sport resulting from the early implementation of sport specialisation. Research materials and methods. The research material is a group of 60 girls and 60 boys (15-19 y.o.) attending sports schools in the West Pomeranian voivodeship. The research was carried out in the period from 2015-2019 by means of questionnaire implementation. Results. The respondents declared lack of movement and general development activities in the early school period. Very early direction towards a particularly chosen sport caused a number of dysfunctions of the movement apparatus and influenced the occurrence of injuries and breaks in sports training. Moreover, it caused early termination of sports career among 70% of players. The exceptions were swimmers and water rescue participants. Conclusions. 1. Among the examined girls and boys, there was a regression in the continuation of sports career by young people attending sports schools. 2. The reason for the early completion of sports training may be the lack of movement and general development training in the early school period, and sports specialisation began far too early.
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Kim, Hyung Jin, and Chanam Lee. "Does a More Centrally Located School Promote Walking to School? Spatial Centrality in School-Neighborhood Settings." Journal of Physical Activity and Health 13, no. 5 (2016): 481–87. http://dx.doi.org/10.1123/jpah.2015-0221.
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Background:A public elementary school has traditionally functioned as an important center of a neighborhood, but this role has diminished with sprawling urban developments. Despite the large number of studies of children’s walking to/from school (WTS), the school’s location in relation to the larger neighborhood context has not been fully explored. This study is to examine the relationship between school’s spatial centrality and children’s WTS in urban, suburban and rural settings.Methods:this study used school travel tally (11,721 students), environment audit, GIS and census data from 71 elementary school/neighborhoods in Texas, and employed the closeness centrality index to estimate a school’s spatial centrality. Data were collected from 2009–2012.Results:After controlling for neighborhood characteristics, it was found that more centrally located schools are likely to have higher proportions of WTS in the neighborhoods. And, among urban, suburban and rural settings, urban schools were the most and rural schools were the least likely to be centrally-located in the neighborhoods.Conclusions:The findings offer implications on school and community planning policies that can help promote WTS. Spatial centrality measures can be effective tools to identify environmental factors in complex urban networks related to human behaviors and community-based activities.
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Chirazi, Marin. "Comparative study on the number of pupils registered as sportsmen in the middle schools from Iasi and at a national level." Timisoara Physical Education and Rehabilitation Journal 7, no. 13 (2014): 128–32. http://dx.doi.org/10.1515/tperj-2015-0022.
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Abstract Practicing sports at the age of puberty is important for the development of a harmonious body, as well as for the acquisition of the habit of practicing a sport activity by the teenagers to be during their spare time. This study relies on two data categories: the ones presented by the Romanian Federation of School and University Sports and the results of a vaster project developed by the Faculty of Physical Education and Sport from Iasi in partnership with the School Inspectorate of Iasi County. The research identified the percentage of middle school pupils who have the status of registered sportsmen by carrying out a sociological survey at all the middle schools (36) from the Iasi city. The study monitored a number of 8911 pupils and the statistical processing of the data showed that 4.3% of them are registered at various school sports clubs or private clubs. These values have been compared with the data provided by the Romanian Federation of School and University Sports and we have reached the conclusion that the number of pupils who practice sports is highly heterogeneous.
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Irawan, Fajar Awang, and Fajar Eko Prasetyo. "Sport Infrastructure for Physical Education in Senior High School." International Journal of Multicultural and Multireligious Understanding 6, no. 1 (2019): 66. http://dx.doi.org/10.18415/ijmmu.v6i1.491.
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The purpose of this study was to determine the condition and the quality of sports infrastructure in high school. This study using mixed method which is data collection combined between interview data and the documentation. Total subjects were 40 respondents and full fill the inform consent before answer question. The research study located in high schools throughout Purbalingga District. The results of this study have correlation to the standardization of sports infrastructure in the standard category according to the regulation Number 24 of 2007 concerning the standard for Facilities and Infrastructure for School in Republic of Indonesia. This study showed that the completeness of the equipment has fulfilled, although there are some sports facilities are lacking but do not interfere to the learning processes. The level of feasibility of sports infrastructure is still to be optimized. Regarding to the used of sports infrastructure in a multifunctional manner and carrying out the maintenance procedures have been running but not optimal. The conclusions were 3 of the 10 high schools in sufficient category, 5 schools in good category, and 2 schools in the very good category. Therefore, it is necessary to improve and standardize the maintenance of sports infrastructure facilities to the realization of standardization and equitable distribution of sports infrastructure in every high school as well as an increases in achievement at public high schools.
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Silva Dias, Teresa, Katerina Novotná, Helder Zimmermann Oliveira, et al. "Why talented athletes drop out from sport? The Portuguese and Czech case." Education + Training 60, no. 5 (2018): 473–89. http://dx.doi.org/10.1108/et-12-2017-0207.
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Purpose The purpose of this paper is to perceive the perspective of Portuguese and Czech’ talented athletes regarding: the main reasons pointed to drop out of sport, putting into analysis motivational factors; the conciliation of School and Sport, and how the organization of schools and sports contexts are articulated in relation to the training and promotion of students, athletes and citizens; and the contributions (positive/negative) of sports to daily life and society. Design/methodology/approach This study uses a qualitative approach to interview eight talented athletes from different sports that had to drop out the practice of sport and explores their narratives regarding experiences and the relational dynamics between sports contexts and schools. Findings Athletes identify factors that led to drop out: the coach profile or the methodology and dynamics of practicing/training; time consuming; and the impossibility of reconciling sports with school/job. Athletes can identify the sport’s culture, self-development and health being as positive contributions of sports, whereas injuries were referred as the main negative factor of sport. As proposal of changes, athletes referred to the need of a more professional organization of the sport contexts and to more proximity between school policies and sport policies allowing conciliating both. Research limitations/implications One limitation that could be pointed to this research is the difference between the Czech and Portuguese socio-cultural and political situation, not only in the concept and organization of sports activities (since scholar years) but also in the general society. This difference could have more visibility when interpreting the data that led to this fact referred above. Practical implications It is recommended a more proximity relationship between researchers and the contexts of practice (sport contexts) being that it is important that these contexts should have feedback from the investigations carried out. Only in this way coaches, federations and confederations can be aware of the motivational factors that lead to talented athletes drop out, and make a greater investment in initial formation of the coaches and propose policies that try to establish partnerships with schools or professional contexts which could help the management of athletes’ times outside of sport. Originality/value Departing from the athletes’ feelings, concerns and motivations related to sport and the reasons that led to their drop out, we argue for the definition of public policies, in both countries, that promote non-discrimination of young people who wish to maintain a path linked to sports in articulation with other areas of their lives.
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Bell, David R., Eric G. Post, Stephanie M. Trigsted, et al. "Sport Specialization Characteristics Between Rural and Suburban High School Athletes." Orthopaedic Journal of Sports Medicine 6, no. 1 (2018): 232596711775138. http://dx.doi.org/10.1177/2325967117751386.
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Background: Sport specialization has been associated with overuse injuries and is more common in larger high schools, which are often located in more urban/suburban settings. However, sport participation characteristics have not been compared between suburban and rural high schools. Purpose/Hypothesis: The purpose of this study was to examine the differences in sport participation characteristics between athletes at suburban and rural high schools. It was hypothesized that suburban high school students would be more likely to be highly specialized, participate in more athletic competitions per year, and play in a league outside of school. We also hypothesized that suburban high school students would start playing their primary sport at a younger age, would have participated in their primary sport for longer, and would play more months per year and hours per week. Study Design: Cross-sectional study. Methods: High school athletes from 4 high schools (2 suburban and 2 rural) participated in this study (N = 354 [222 females]; mean age, 15.7 ± 1.2 years). Athletes were on a school-sponsored athletic team in 1 of 4 sports (volleyball, tennis, basketball, soccer). The suburban schools (study enrollment, n = 226) had total school enrollments of 2271 and 622 students, while the rural schools (study enrollment, n = 128) had total school enrollments of 443 and 297. Participants completed a questionnaire prior to the start of their high school sport season. The questionnaire consisted of demographic information, a sport specialization scale, and sport participation information. Primary sport competition volume in the previous 12 months was classified as high (>60 primary sport competitions), moderate (30-60), or low (<30). Sport specialization status was classified via a 3-point scale as low, moderate, or high. Results: As compared with athletes at rural schools, athletes at suburban schools started playing their primary sport at a younger age (suburban, 7.8 ± 2.9 years; rural, 9.7 ± 3.2 years; P < .001) and participated for more years (suburban, 7.9 ± 3.1 years; rural, 6.1 ± 3.3 years; P < .001), more months per year (suburban, 7.6 ± 3.6 months; rural, 5.6 ± 2.8 months; P < .001), and more hours per week (suburban, 15.2 ± 5.1 hours; rural, 12.9 ± 3.3 hours; P < .001). Athletes at suburban schools were more likely than rural athletes to be classified as highly specialized (χ2 = 52.5, P < .001), participate in more competitions (χ2 = 16.5, P < .001), play in a league outside of school (χ2 = 18.4, P < .001), and train in their primary sport for >8 months per year (χ2 = 27.8, P < .001) and >16 hours per week (χ2 = 15.0, P < .001). Conclusion: High school athletes at suburban schools are more likely to exhibit sport participation patterns that are associated with increased risk of overuse injury. These include being classified as highly specialized, playing their primary sport >8 months per year and >16 hours per week, engaging in a high competition volume, and participating in a sport league (eg, club) outside of school. Efforts aimed at safe sport participation should target these groups, as they seem more likely to violate safe sport recommendations.
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Samuelson, Anne, Leslie Lytle, Keryn Pasch, Kian Farbakhsh, Stacey Moe, and John Ronald Sirard. "The Physical Activity Climate in Minnesota Middle and High Schools." Journal of Physical Activity and Health 7, no. 6 (2010): 811–17. http://dx.doi.org/10.1123/jpah.7.6.811.
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Background:This article describes policies, practices, and facilities that form the physical activity climate in Minneapolis/St. Paul, Minnesota metro area middle and high schools and examines how the physical activity climate varies by school characteristics, including public/private, school location and grade level.Methods:Surveys examining school physical activity practices, policies and environment were administered to principals and physical education department heads from 115 middle and high schools participating in the Transdisciplinary Research on Energetics and Cancer-Identifying Determinants of Eating and Activity (TREC-IDEA) study.Results:While some supportive practices were highly prevalent in the schools studied (such as prohibiting substitution of other classes for physical education); other practices were less common (such as providing opportunity for intramural (noncompetitive) sports). Public schools vs. private schools and schools with a larger school enrollment were more likely to have a school climate supportive of physical activity.Conclusions:Although schools reported elements of positive physical activity climates, discrepancies exist by school characteristics. Of note, public schools were more than twice as likely as private schools to have supportive physical activity environments. Establishing more consistent physical activity expectations and funding at the state and national level is necessary to increase regular school physical activity.
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Adi, Sapto, and Abi Fajar Fathoni. "Blended Learning Analysis for Sports Schools in Indonesia." International Journal of Interactive Mobile Technologies (iJIM) 14, no. 12 (2020): 149. http://dx.doi.org/10.3991/ijim.v14i12.15595.
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The students at Sports School are athletes that often leave school for training camps or participate in competitions outside the city. This study therefore, aims to determine the characteristics, conditions, and needs of Sports Schools in Indonesia as a basis for the Blended Learning development. Data were collected on information related to Sports School in various regions of Indonesia, through surveys. The result showed that there are special services for students that participate in training camps and competitions. However, their skill is ineffective and requires an increase in teaching hours and workload. Therefore, based on the characteristics of the Sports School and the needs of teachers and students, the Blended Learning model was developed
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Maniam, Vegneskumar. "Secondary School Students’ Participation in Sports and their Parents’ Level of Support: A Qualitative Study." Physical Culture and Sport. Studies and Research 76, no. 1 (2017): 14–22. http://dx.doi.org/10.1515/pcssr-2017-0025.
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AbstractThe study investigated student involvement in sports as part of co-curricular activities in the school and outside, and the effect of parental support upon their child’s participation in sport. The purpose of the study was to investigate in-depth the views of year 11 students from six Australian schools about their parents’ influence on their participation in sport. The schools agreed to allow their students to participate on a voluntary basis. The primary data were gathered from 111 students in the form of written personal statements in response to the researcher’s open-ended guideline questions, based on the humanistic sociological approach of studying respondents’ personal perspectives on a particular phenomenon. The 80% of respondents who claimed to play sport were involved in a total of 23 different sports, with soccer being the most frequently mentioned (29%). The 20% of respondents who did not play sport all attended schools where participation in sport was not compulsory. Parental support for sports participation was evident in 89% of their comments, but only 11% of parents played an active role. The negative family constraints identified by 15% of respondents referred to issues such as lack of parental interest in sport, concerns about safety, maintaining a balance between sport and other areas of life, and the cost involved
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Pasicznik, Władimir. "Physical education in general education schools in Ukraine (selected aspects)." Sport i Turystyka. Środkowoeuropejskie Czasopismo Naukowe 3, no. 3 (2020): 57–67. http://dx.doi.org/10.16926/sit.2020.03.20.
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There were many different problems in the organisational process of physical education in schools of Ukraine in the 1990s and at the beginning of the 21st century, such as: underestimation of the importance of physical education in the didactic and educational process by managers of individual schools, insufficient consideration of students’interests in selected forms of exercise; lack of individualisation of work with a student, taking into account their real level of mobility and readiness to perform particular exercises; low level of investment in the development of sports fa-cilities by educational and local authorities, i.e. creating sports fields, swimming pools and supply-ing schools with sports equipment; lack of coordination in the cooperation of schools with students’parents or with state and local government institutions in the field of popularising physical educa-tion and a healthy lifestyle. The Ukrainian children and young people’s health situation at the be-ginning of the 21st century was unsatisfactory. The analysis of pedagogical and specialist literature regarding remedial actions in the pre-school and school education system in physical education in Ukraine shows that most often the main direction of changes is the improvement of methods and forms of conducting physical education lessons as well as activities in the field of popularising sport recreation in the free time and adapting these solutions to contemporary curriculum requirements of this subject at school.
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Silva, Luvanor Santana, Marcel Anderson Ferreira, Luciano Marchado Ferreira Tenório de Oliveira, Edil De Albuquerque Rodrigues Filho, and Iberê Caldas Souza Leão. "Por onde anda o esporte escolar em Pernambuco? Where is school sport going in Pernambuco?" Caderno de Educação Física e Esporte 19, no. 1 (2021): 1–6. http://dx.doi.org/10.36453/cefe.2021191.a26061.
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INTRODUÇÃO: O esporte escolar está presente na EF e transcende seus muros. Equipes de treinamento representam a escola em competições esportivas. OBJETIVO: Objetivou-se relatar a evolução do esporte escolar no estado de Pernambuco, buscando reflexões e mudanças a partir da escola e entidades governamentais. MÉTODOS: O estudo trata-se de um relato de experiência de natureza qualitativa e descritiva. Obtiveram-se dados numéricos para o desenvolvimento do estudo. RESULTADOS: Destacou-se a vivência do esporte na aula de EF como também a participação das escolas nos Jogos Escolares de Pernambuco e Jogos Escolares da Juventude, além de mudanças nas escolas para ingresarem em competições dentro e fora do estado. Após descrever sobre a evolução do esporte escolar em PE, aspectos devem ser embutidos na aula de EF e na participação das escolas nos JEP e Jogos da Juventude. CONCLUSÃO: A prática esportiva de uma maneira geral no estado de PE deve passar por uma série de mudanças, algumas, propostas neste estudo. Essas farão com que sejam despertados novamente no ambiente do esporte escolar, valores significantes para a vida dos praticantes.ABSTRACTBACKGROUND: School sport is present in physical education and transcends its walls. Training teams represent the school in sports competitions. OBJECTIVE: The objective was to report the evolution of school sports in the state of Pernambuco, seeking reflections and changes from the school and government entities. METHODS: The study is a qualitative and descriptive experience report. Numerical data were obtained for the development of the study. RESULTS: Noteworthy was the experience of sport in the PE class as well as the participation of schools in the Pernambuco School Games and Youth School Games, in addition to changes in schools to enter competitions inside and outside the state. After describing the evolution of school sports in PE, aspects must be embedded in the PE class and in the participation of schools in the JEP and Youth Games. CONCLUSION: Sports practice in general in the state of PE must undergo a series of changes, some of which are proposed in this study. These will cause significant values to the lives of practitioners to be awakened again in the school sports environment.
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Ntwanano, Alliance Kubayi, and Eric Pule. "Psychosocial and Physical Benefits of Exercise Among Rural Secondary School Students." European Review Of Applied Sociology 8, no. 11 (2015): 14–18. http://dx.doi.org/10.1515/eras-2015-0007.
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Abstract The purpose of this study was to examine the benefits of physical exercise among secondary school students. Participants in the study were 251 students (120 boys and 131 girls) attending three public secondary schools in the Hlanganani rural area of South Africa. A validated questionnaire was used to collect data. Results of this study indicated that students exercised to be with their friends, to be physically attractive and compete with others. The findings of this study have practical implications for promoting participation in physical activity among students in rural schools. In an effort to promote physical activity participation, schools should be provided with quality sports infrastructure and funding so that they can implement school sport programmes. Finally, the teaching of physical education should be emphasised in schools as it is the cornerstone for children’s involvement in physical activity.
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Pickett, Moneque Walker, Marvin P. Dawkins, and Jomills Henry Braddock. "Race and Gender Equity in Sports." American Behavioral Scientist 56, no. 11 (2012): 1581–603. http://dx.doi.org/10.1177/0002764212458282.
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Males have been the dominant focus of sports participation in America since the 19th century. Serious examination of women’s participation in sports did not begin to receive substantial treatment until the early 1970s, when social and legal forces led to the enactment of Title IX of the 1972 Education Amendments to the Civil Rights Act of 1964. The purpose of the present study is to address the question of whether Black and White women have benefited equally from Title IX by (a) examining Post–Title IX trends in Black and White females’ sport participation in high school and college, using data from national longitudinal surveys; (b) assessing the effect of race on sport participation opportunities for high school girls based on these data:, and (c) examining legal cases involving Title IX to assess the extent to which legal challenges have improved access to and participation of Black women in sports relative to their White female counterparts. The findings of the current study reveal that this benefit has not been shared equally by White and African American females. High schools attended by African American females do not offer the same range of sports as those available in schools attended by White females.
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Rechel, Julie A., Ellen E. Yard, and R. Dawn Comstock. "An Epidemiologic Comparison of High School Sports Injuries Sustained in Practice and Competition." Journal of Athletic Training 43, no. 2 (2008): 197–204. http://dx.doi.org/10.4085/1062-6050-43.2.197.
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Abstract Context: More than 7 million US high school students play sports. Objective: To compare practice and competition injury rates and patterns in 5 boys' sports (football, soccer, basketball, wrestling, and baseball) and 4 girls' sports (soccer, volleyball, basketball, and softball) during the 2005–2006 school year. Design: Prospective injury surveillance study. Setting: Injury data were collected from 100 nationally representative United States high schools via High School RIO (Reporting Information Online). Patients or Other Participants: Athletes from participating high schools injured while participating in a school-sanctioned practice or competition in one of the above sports. Main Outcome Measure(s): Practice and competition injury rates, body site, diagnosis, and severity. Results: High school athletes participating in these 9 sports at participating schools sustained 4350 injuries during the 2005–2006 school year, which corresponds to an estimated 1 442 533 injuries nationally. The rate of injury per 1000 athlete-exposures was higher in competition (4.63) than in practice (1.69) (rate ratio [RR] = 2.73, 95% confidence interval [CI] = 2.58, 2.90). Of all sports, football had the highest competition (12.09) and practice (2.54) injury rates per 1000 athlete-exposures. Compared with injuries sustained during practice, higher proportions of competition injuries were head/face/neck injuries (proportion ratio [PR] = 1.61, 95% CI = 1.34, 1.94), particularly in boys' soccer (PR = 7.74, 95% CI = 2.53, 23.65) and girls' basketball (PR = 6.03, 95% CI = 2.39, 15.22). Competition injuries were more likely to be concussions (PR = 2.02, 95% CI = 1.56, 2.62), especially in boys' soccer (PR = 6.94, 95% CI = 2.01, 23.95) and girls' basketball (PR = 5.83, 95% CI = 2.06, 16.49). Higher proportions of competition injuries caused the athlete to miss more than 3 weeks of play (PR = 1.28, 95% CI = 1.08, 1.52), particularly in baseball (PR = 3.47, 95% CI = 1.48, 8.11) and volleyball (PR = 2.88, 95% CI = 1.01, 8.24). Conclusions: Rates and patterns of high school sport injuries differed between practice and competition. Providing athletic trainers with this information is a crucial step in developing the targeted, evidence-based interventions required to effectively reduce injury rates among the millions of high school student-athletes.
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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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Arufe-Giráldez, Victor, Ramón Chacón-Cuberos, Félix Zurita-Ortega, Amador Lara-Sánchez, and Denís Castro-García. "Influencia del tipo de centro en la práctica deportiva y las actividades de tiempo libre de escolares." Revista Electrónica Educare 21, no. 1 (2016): 1. http://dx.doi.org/10.15359/ree.21-1.6.
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Background: Recent researches have shown the importance of extracurricular activities and leisure time in children of school age, especially within today’s society where the increasing labour activity of families makes difficult to spend time with children. In this sense, sport practice has a central role, as it will help to combat sedentary lifestyle produced by digital leisure. Aims: This study aims to determine the extracurricular sports and leisure activities done by a sample of primary school students, analysing its relation to the type of school in which they are enrolled. Design: A descriptive and cross-sectional study of multifactorial and univariate design was conducted. Respondents: A total of 786 students from Primary Education participated in this research. They were selected by using a random cluster sampling. Measurements: This study employed an Ad-hoc questionnaire consisting of 12 items related to extra-curricular sport practice. Analysis: SPSS 22.0 software was used for statistical analyses by using cross tables, ANOVA or T of Student depending on the nature of the variables. Results: The results showed acceptable measures of sports practiced, high percentages of screen leisure and low measurements of time which is spent in reading and with peers. According to the type of school, it was revealed that the schoolchildren of private schools practiced more sports, mainly in teams. Students in public schools preferred individual sports and spending more time with friends and in digital entertainment. Thus, the relationship between the type of school and non-curricular activities is shown, mainly for reasons of ideology and facilities.
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Pike, Alicia, Riana R. Pryor, Stephanie M. Mazerolle, Rebecca L. Stearns, and Douglas J. Casa. "Athletic Trainer Services in US Private Secondary Schools." Journal of Athletic Training 51, no. 9 (2016): 717–26. http://dx.doi.org/10.4085/1062-6050-51.11.04.
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Context: Availability of athletic trainer (AT) services in US secondary schools has recently been reported to be as high as 70%, but this only describes the public sector. The extent of AT coverage in private secondary school settings has yet to be investigated and may differ from the public secondary school setting for several reasons, including differences in funding sources. Objective: To determine the level of AT services in US private secondary schools and identify the reasons why some schools did not employ ATs. Design: Concurrent mixed-methods study. Setting: Private secondary schools in the United States. Patients or Other Participants: Of 5414 private secondary schools, 2044 (38%) responded to the survey. Main Outcome Measure(s): School administrators responded to the survey via telephone or e-mail. This instrument was previously used in a study examining AT services among public secondary schools. Descriptive statistics provided national data. Open-ended questions were evaluated through content analysis. Results: Of the 2044 schools that responded, 58% (1176/2044) offered AT services, including 28% (574/2040) full time, 25% (501/2042) part time, 4% (78/1918) per diem, and 20% (409/2042) from a hospital or clinic. A total of 84% (281 285/336 165) of athletes had access to AT services. Larger private secondary schools were more likely to have AT services available. Barriers to providing AT services in the private sector were budgetary constraints, school size and sports, and lack of awareness of the role of an AT. Conclusions: More than half of the surveyed private secondary schools in the United States had AT services available; however, only 28% had a full-time AT. This demonstrates the need for increased medical coverage to provide athletes in this setting the appropriate level of care. Budgetary concerns, size of the school and sport offerings, and lack of awareness of the role of the AT continued to be barriers in the secondary school setting.
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Frommer, Leah J., Kelly K. Gurka, Kevin M. Cross, Christopher D. Ingersoll, R. Dawn Comstock, and Susan A. Saliba. "Sex Differences in Concussion Symptoms of High School Athletes." Journal of Athletic Training 46, no. 1 (2011): 76–84. http://dx.doi.org/10.4085/1062-6050-46.1.76.
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Abstract Context: More than 1.6 million sport-related concussions occur every year in the United States, affecting greater than 5% of all high school athletes who participate in contact sports. As more females participate in sports, understanding possible differences in concussion symptoms between sexes becomes more important. Objective: To compare symptoms, symptom resolution time, and time to return to sport between males and females with sport-related concussions. Design: Descriptive epidemiology study. Setting: Data were collected from 100 high schools via High School RIO (Reporting Information Online). Patients or Other Participants: Athletes from participating schools who sustained concussions while involved in interscholastic sports practice or competition in 9 sports (boys' football, soccer, basketball, wrestling, and baseball and girls' soccer, volleyball, basketball, and softball) during the 2005–2006 and 2006–2007 school years. A total of 812 sport concussions were reported (610 males, 202 females). Main Outcome Measure(s): Reported symptoms, symptom resolution time, and return-to-play time. Results: No difference was found between the number of symptoms reported (P = .30). However, a difference was seen in the types of symptoms reported. In year 1, males reported amnesia (exact P = .03) and confusion/disorientation (exact P = .04) more frequently than did females. In year 2, males reported more amnesia (exact P = .002) and confusion/disorientation (exact P = .002) than did females, whereas females reported more drowsiness (exact P = .02) and sensitivity to noise (exact P = .002) than did males. No differences were observed for symptom resolution time (P = .40) or return-to-play time (P = .43) between sexes. Conclusions: The types of symptoms reported differed between sexes after sport-related concussion, but symptom resolution time and return-to-play timelines were similar.
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Retnaningsih, Apri, and Achadi Budi Santosa. "Community Support in The Implementation of School-Based Management." Randwick International of Social Science Journal 1, no. 3 (2020): 571–78. http://dx.doi.org/10.47175/rissj.v1i3.109.
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This study aims to reveal the role and participation of the community in the implementation of School-Based Management (SBM) and the factors supporting and inhibiting implementation. The research was conducted using observation sheet guides and interview guidelines supported by a review of school administration documents, through a qualitative approach to the interactive analysis model of Miles and Huberman. The results showed that the implementation of SBM was quite successful; this was indicated by a significant change in schools, namely the increase in school quality and increased public interest in Muhammadiyah Mutihan Elementary School. In the implementation of SBM, the school is more flexible because it can manage schools independently, making programs based on the school's needs and abilities. Public participation is quite good; the community always supports and helps school activities and controls the school. Supporting factors in implementing SBM are the community, alumni, foundations, and sponsors. While the inhibiting factor is limited land, schools cannot provide sports fields for students and the limited ability to accompany teachers.
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Tarp, Jakob, Anne Kær Gejl, Charles H. Hillman, Niels Wedderkopp, and Anna Bugge. "Does Additional Physical Education Improve Exam Performance at the End of Compulsory Education? A Secondary Analysis from a Natural Experiment: The CHAMPS-Study DK." Children 8, no. 1 (2021): 57. http://dx.doi.org/10.3390/children8010057.
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It remains unclear whether the provision of additional physical activity in school improves academic outcomes. We conducted a secondary analysis of the Childhood Health, Activity, and Motor Performance School Study Denmark (CHAMPS-study DK), a natural experiment based on a trebling of curricular physical education, to investigate whether children receiving additional physical education performed better on their academic exams at the conclusion of compulsory education (i.e., 9th grade). Children from six intervention schools received 3–7 years of exposure to 270 weekly minutes of physical education (sports schools), while children from four control schools received the 90-min national standard (normal schools). Academic performance was based on the standard Danish 7-point scale (ranging from −03 to 12) and retrieved from national registries. The primary outcome was calculated as the average exam grade. Comparisons of participants at sports and normal schools were adjusted for individual socioeconomic factors and school-level academic environment. There were no differences in the pooled exam performance among 691 sports- and 510 normal-school participants (0.20 (95% confidence interval: −0.12 to 0.52)). Results for subject-specific exams indicated similar results. This analysis from a non-randomized natural experiment did not provide evidence that simply adding additional physical education is sufficient to affect academic performance relative to the national standard.
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Ausz, Mariusz, and Ewa Barnaś-Baran. "Sport in the Piarist Stanisław Konarski Gymnasium in Rakowice in 1909-39." Biuletyn Historii Wychowania, no. 38 (October 11, 2019): 55–66. http://dx.doi.org/10.14746/bhw.2018.38.4.
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The article shows the role of physical education in the Piarist priests’ gymnasium in Rakowice near Kraków in 1909-39, a period when sport entered the school curriculum on a permanent basis. In the Interwar period, the order was able to open more schools in Lida, Szczuczyn Nowogródzki, and Lubieszów. The school in Rakowice was modern and comfortable and enjoyed a growing reputation among wealthy Polish society. The Rakowice school took great care of the physical development of young people. The article uses source materials describing the physical education of this institution. In this school, sport was considered to be an important educational factor, and the monks also saw it as an element of improving health, hygiene and finally, civic education. Polish society and the Polish state needed educated and healthy youth. However, it should be noted that this school was an elite, paid school, attended by children from wealthy families who were more aware of the importance of sport. This also contributed to the fact that the gymnasium had great facilities for practising sports, which many excellent secondary schools of that period could envy.
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Johnson, Samuel T., Marc F. Norcross, Viktor E. Bovbjerg, Mark A. Hoffman, Eunwook Chang, and Michael C. Koester. "Sports-Related Emergency Preparedness in Oregon High Schools." Sports Health: A Multidisciplinary Approach 9, no. 2 (2017): 181–84. http://dx.doi.org/10.1177/1941738116686782.
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Background: Best practice recommendations for sports-related emergency preparation include implementation of venue-specific emergency action plans (EAPs), access to early defibrillation, and first responders—specifically coaches—trained in cardiopulmonary resuscitation and automated external defibrillator (AED) use. The objective was to determine whether high schools had implemented these 3 recommendations and whether schools with a certified athletic trainer (AT) were more likely to have done so. Hypothesis: Schools with an AT were more likely to have implemented the recommendations. Study Design: Cross-sectional study. Level of Evidence: Level 4. Methods: All Oregon School Activities Association member school athletic directors were invited to complete a survey on sports-related emergency preparedness and AT availability at their school. Chi-square and Fisher exact tests were used to analyze the associations between emergency preparedness and AT availability. Results: In total, 108 respondents (37% response rate) completed the survey. Exactly half reported having an AT available. Only 11% (95% CI, 6%-19%) of the schools had implemented all 3 recommendations, 29% (95% CI, 21%-39%) had implemented 2, 32% (95% CI, 24%-42%) had implemented 1, and 27% (95% CI, 19%-36%) had not implemented any of the recommendations. AT availability was associated with implementation of the recommendations (χ2 = 10.3, P = 0.02), and the proportion of schools with ATs increased with the number of recommendations implemented (χ2 = 9.3, P < 0.01). Schools with an AT were more likely to implement venue-specific EAPs (52% vs 24%, P < 0.01) and have an AED available for early defibrillation (69% vs 44%, P = 0.02) but not more likely to require coach training (33% vs 28%, P = 0.68). Conclusions: Despite best practice recommendations, most schools were inadequately prepared for sports-related emergencies. Schools with an AT were more likely to implement some, but not all, of the recommendations. Policy changes may be needed to improve implementation. Clinical Relevance: Most Oregon high schools need to do more to prepare for sports-related emergencies. The results provide evidence for sports medicine professionals and administrators to inform policy changes that ensure the safety of athletes.
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Evenson, Kelly R., Fang Wen, Sarah M. Lee, Katie M. Heinrich, and Amy Eyler. "National Study of Changes in Community Access to School Physical Activity Facilities: The School Health Policies and Programs Study." Journal of Physical Activity and Health 7, s1 (2010): S20—S30. http://dx.doi.org/10.1123/jpah.7.s1.s20.
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Background:A Healthy People 2010 developmental objective (22-12) was set to increase the proportion of the nation's public and private schools that provide access to their physical activity spaces and facilities for all persons outside of normal school hours. The purpose of this study was to describe the prevalence of indoor and outdoor facilities at schools and the availability of those facilities to the public in 2000 and 2006.Methods:In 2000 and 2006, the School Health Policies and Programs Study (SHPPS) was conducted in each state and in randomly selected districts, schools, and classrooms. This analysis focused on the school level questionnaire from a nationally representative sample of public and nonpublic elementary, middle, and high schools (n = 921 in 2000 and n = 984 in 2006).Results:No meaningful changes in the prevalence of access to school physical activity facilities were found from 2000 to 2006, for youth or adult community sports teams, classes, or open gym.Conclusions:These national data indicate a lack of progress from 2000 and 2006 toward increasing the proportion of the nation's public and private schools that provide access to their physical activity facilities for all persons outside of normal school hours.
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Kifayatullah, Asghar khan, and Muhammad Safdar Luqman. "Pre and Post 9/11 era in Perspectives of the Impact of Terrorism on Sports at Secondary School Level in South Waziristan Agency." Global Physical Education & Sports Sciences Review III, no. I (2020): 27–32. http://dx.doi.org/10.31703/gpessr.2020(iii-i).05.
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The main purpose of the study was to investigate the Pre and Post 9/11 Era in Perspectives of the Impact of Terrorism on Sports at Secondary School Level in South Waziristan Agency. All the secondary schools and Agency Education office of SWA were the proposed place of the work. The researcher focused on the rural Secondary level Schools. Close ended questionnaire was used for the data collection. Stratified sample technique was adopted for the current study. The sample of study was 248 consisting of physical Education teachers, general teachers and athletes. Correlation and regression test were applied for the data analyses. The results show The relationship between pre 9/11 and post 9/11 era in perspective of impact of terrorism on sports at secondary school level was negative it was also concluded that Terrorism has negative impact upon sports activities conducted among the secondary schools after 9/11 era in South Waziristan Agency. The researcher recommended that Government may pay special attention to School Sports and give full proof security during sports Competitions.
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Davies, Susan, Kathryn Coxe, Hosea H. Harvey, Bhavna Singichetti, Jinhong Guo, and Jingzhen Yang. "Qualitative Evaluation of High School Implementation Strategies for Youth Sports Concussion Laws." Journal of Athletic Training 53, no. 9 (2018): 873–79. http://dx.doi.org/10.4085/1062-6050-529-17.
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Context: All 50 states and the District of Columbia have enacted laws governing concussion management and education. These concussion laws, featuring common tenets regarding removal from play, return to play, and concussion education, have shaped school and district policies. Objective: To evaluate the strategies commonly used to implement concussion laws at the school and district levels, as reported by certified athletic trainers (ATs). Design: Qualitative study. Setting: High schools. Patients or Other Participants: We interviewed 64 ATs from high schools (1 per school) participating in High School Reporting Information Online. Data Collection and Analysis: Interviews were conducted with participants between April and October 2015 regarding implementation of the 3 core tenets of concussion laws. Research team members independently evaluated the interview transcripts and field notes to identify common themes in implementation strategies. Results: Of the 64 schools represented, 90.6% were public schools, 89.1% sponsored more than 15 sports, and all schools employed at least 1 AT and had a written concussion policy. Four commonly used strategies to implement removal from play were reliance on coaches, immediate response, referral and guidance after injury, and notification of key individuals. Use of assessment or baseline tests, communication among parties involved, reliance on AT assessments, and return-to-learn policies were 4 frequent strategies to implement return to play. Finally, 3 major implementation strategies to effectuate concussion education were use of existing educational tools, timing of education, and concussion training for school professionals. Conclusions: Although concussion laws were passed at different times and varied in content across states, common themes in implementation strategies emerged across jurisdictions. The identification of strategic approaches to implementation will help ensure proper concussion management and education, reducing negative health outcomes among youths with concussions.
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Zhernovaya, Anastasiya. "DEVELOPMENT OF CHILDREN’S AND YOUTH SPORTS IN SOCHI." Laisvalaikio tyrimai 2, no. 6 (2015): 1–11. http://dx.doi.org/10.33607/elt.v2i6.225.
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Relevance of research.The problem of health decline of the younger generationis becomingincreasingly important. At present, the overalllevel of health deviation of children in Russia is annuallyincreasing by 7%. Because of modern lifestyle, most adults have weak motivation for physical activity andlow perceptions about healthy lifestyle as well as the sport.Implementing this policy, the State allocates substantial funding for the development of children’sand youth sport. Interests of the state are the following: efficient use of physical culture and sports to bringup patriotism of citizens, to prepare them for the protection of the country and serve in the army, healthpromotion, maintaining high availability and competitiveness of able-bodied persons in the labor market.The state is interested in the efficient development of sports and recreational clubs that make up such animportant segment of the sports industry as a recreational sport, as provision of sports and recreationalservices to the population affects the formation of healthy lifestyle, improvement in public health and thequality of human resources of the national economy.Holding in Russia Sochi Olympic Games-2014 significantly affected the increase of winter sportpopularity, the interest increased by 60 percent. Russian Sports Minister Vitaly Mutko has said that it is stillnot enough for such a big country as Russia.The problem of further improving athletic training is not merely a search for new methods of trainingand selection, but most of all, a broad involvement of children to sports with further sports orientation.The object of studyis children’s and youth sports in the city of Sochi.The purpose of the studyis to determine the level of realization of state programs for thedevelopment of children’s and youth sport in the city of Sochi.Research methods and organization:1 Analysis and synthesis of data from literature and Internet resources;2 The method of mathematical statistics, processing the study results.Conclusions and suggestions.The most important link in the development of youth sport and itsbasement in the education system have always been and still remain youth sport schools which has trainedmany champions of Russia, Europe, World and Olympic Games. In connection with the preparation andholding of Sochi Olympic Games-2014 there was a significant increase in children’s and youth sport schools.Today 24 children’s sports schools are already active in Sochi.Further development of youth sport cannot go on the only way of increasing the number of sportsschools. The development of youth sports could also be contributed by the establishment of sportsclubs ateducational institutions. Proper organizing of the educational process at primary school, high school, andvocational school is unthinkable without the involvement of young people to the sport necessary to improvetheir lifestyle and mental performance. In addition, the creation of such sport clubs will help youth sportschools to select young athletes morequalitatively,more effectively implement their natural potential and toprovide favorable conditions for the improvement in the chosen sport.Keywords:health, children’s and youth sports, sports schools, legacy of the Games, the Olympicfacilities.
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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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Lincove, Jane A., Joshua M. Cowen, and Jason P. Imbrogno. "What's in Your Portfolio? How Parents Rank Traditional Public, Private, and Charter Schools in Post-Katrina New Orleans’ Citywide System of School Choice." Education Finance and Policy 13, no. 2 (2018): 194–226. http://dx.doi.org/10.1162/edfp_a_00222.
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We examine the characteristics of schools preferred by parents in New Orleans, Louisiana, where a “portfolio” of school choices is available. This tests the conditions under which school choice induces healthy competition between public and private schools through the threat of student exit. Using unique data from parent applications to as many as eight different schools (including traditional public, charter, and private schools), we find that many parents include a mix of public and private schools among their preferences, often ranking public schools alongside or even above private schools on a unified application. Parents who list both public and private schools show a preference for the private sector, all else equal, and are willing to accept lower school performance scores for private schools than otherwise equivalent public options. These parents reveal a stronger preference for academic outcomes than other parents and place less value on other school characteristics such as sports, arts, or extended hours. Public schools are more likely to be ranked with private schools and to be ranked higher as their academic performance scores increase.
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Turner, Lindsey, Jamie F. Chriqui, and Frank J. Chaloupka. "Walking School Bus Programs in U.S. Public Elementary Schools." Journal of Physical Activity and Health 10, no. 5 (2013): 641–45. http://dx.doi.org/10.1123/jpah.10.5.641.
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Background:Active transportation to school provides an important way for children to meet physical activity recommendations. The “walking school bus” (WSB) is a strategy whereby adults walk with a group of children to and from school along a fixed route. This study assessed whether school-organized WSB programs varied by school characteristics, district policies, and state laws.Methods:School data were gathered by mail-back surveys in nationally representative samples of U.S. public elementary schools during the 2008−2009 and 2009−2010 school years (n = 632 and 666, respectively). Corresponding district policies and state laws were obtained.Results:Nationwide, 4.2% of schools organized a WSB program during 2008−2009, increasing to 6.2% by 2009−2010. Controlling for demographic covariates, schools were more likely to organize a WSB program where there was a strong district policy pertaining to safe active routes to school (OR = 2.14, P < .05), or a state law requiring crossing guards around schools (OR = 2.72, P < .05).Conclusions:WSB programs are not common but district policies and state laws are associated with an increased likelihood of elementary schools organizing these programs. Policymaking efforts may encourage schools to promote active transportation.
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Kulinna, Pamela Hodges, Timothy Brusseau, Donetta Cothran, and Catrine Tudor-Locke. "Changing School Physical Activity: An Examination of Individual School Designed Programs." Journal of Teaching in Physical Education 31, no. 2 (2012): 113–30. http://dx.doi.org/10.1123/jtpe.31.2.113.
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This study guided by a health ecology conceptual framework evaluated four “bottom-up” Physical Activity (PA) interventions with school personnel planning for their own health ecology with state level support for one year. Students (N = 616) were from four schools in the Southwestern USA in the 3rd-8th grade. Participants had various ethnic backgrounds (e.g., Hispanic 44%, Caucasian 43%) and wore a pedometer for five school days pre/post intervention. Teacher and school level data were also reported by schools. Program components varied across the four intervention sites. Paired samples t test results showed that three of the four intervention schools significantly increased both school day and 24 hr PA. School personnel reported significantly more favorable results at post test for nurse visits, student absences, and classroom teachers’ use of PA breaks. Using a health ecology lens, when schools develop their own PA intervention and have “buy in” from staff, significant increases in PA are attainable.
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King, Harold, Stephen Campbell, Makenzie Herzog, David Popoli, Andrew Reisner, and John Polikandriotis. "Epidemiology of Injuries in High School Football: Does School Size Matter?" Journal of Physical Activity and Health 12, no. 8 (2015): 1162–67. http://dx.doi.org/10.1123/jpah.2014-0356.
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Background:More than 1 million US high school students play football. Our objective was to compare the high school football injury profiles by school enrollment size during the 2013–2014 season.Methods:Injury data were prospectively gathered on 1806 student athletes while participating in football practice or games by certified athletic trainers as standard of care for 20 high schools in the Atlanta Metropolitan area divided into small (<1600 students enrolled) or large (≥1600 students enrolled) over the 2013–2014 football season.Results:Smaller schools had a higher overall injury rate (79.9 injuries per 10,000 athletic exposures vs. 46.4 injuries per 10,000 athletic exposures; P < .001). In addition, smaller schools have a higher frequency of shoulder and elbow injuries (14.3% vs. 10.3%; P = .009 and 3.5% vs. 1.5%; P = .006, respectively) while larger schools have more hip/upper leg injuries (13.3% vs. 9.9%; P = .021). Lastly, smaller schools had a higher concussion distribution for offensive lineman (30.6% vs. 13.4%; P = .006) and a lower rate for defensive backs/safeties (9.2% vs. 25.4%; P = .008).Conclusions:This study is the first to compare and show unique injury profiles for different high school sizes. An understanding of school specific injury patterns can help drive targeted preventative measures.
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Goldsmith, Pat António. "Race Relations and Racial Patterns in School Sports Participation." Sociology of Sport Journal 20, no. 2 (2003): 147–71. http://dx.doi.org/10.1123/ssj.20.2.147.
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This paper examines why African Americans and Whites participate in different high school sports at different rates. Considered are explanations based on family, neighborhood, and school inequality as well as explanations stemming from two race-relations theories (competition theory and the cultural division of labor perspective) that see racial differences in culture as a product of racialized norms that vary in strength across settings. Data from the NELS and the 1990 Census are analyzed by mixing multinomial logistic regression with multilevel models. Results indicate that racial differences in sports that Whites play more are largely the result of SES and neighborhood inequality. Differences in sports Blacks play more have strong race effects. Moreover, racial differences are larger in schools with proportionately more Blacks and in schools with more racial hierarchy, providing partial support for both race-relations theories.
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�������� and Viktoriya Kudinova. "Quality Monitoring of Delivery of Physical Services for the Different Student Body." Standards and Monitoring in Education 4, no. 2 (2016): 18–21. http://dx.doi.org/10.12737/19313.
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In this study, the physical exercises were considered from the standpoint of ensuring the quality of sports and sports services that require substantial
 changes in the content of educational and training process. Of the greatest importance for students of secondary schools at physical training lessons
 were indicators of interaction with teachers, for pupils of high-school and lyceum students � the characteristics of the performance and reliability of the
 learning process. Students of secondary schools, who exercise in the sports sections, mark off the indicators of duration of training and self-study, and
 lyceum students and pupils of high-school are more focused on the choice of training facilities and the duration of the training sessions. The requirements
 of involved in Youth Sports School students primarily related to enhancing the effi ciency of the training process.
 Comparison of generalized indices of quality of fi tness and sports services of the diff erent school enrolment showed marked features of competitiveness:
 the older the students, the more requirements are placed on the quality of physical culture and sports services. The degree of satisfaction of physical culture
 and sports services provided by secondary schools and further education institutions, were signifi cantly diff erent in levels of claims of students. This
 discrepancy of indices indicated that teachers were trying to attract students to physical culture and sports mainly through coercion.
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Kubayi, Ntwanano Alliance. "Female Sport Participation In South African Rural Schools: Analysis Of Socio-Cultural Constraints." European Review Of Applied Sociology 8, no. 10 (2015): 6–10. http://dx.doi.org/10.1515/eras-2015-0001.
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AbstractThis study was carried out to examine constraints to sport participation among female secondary school students in Hlanganani rural area, Limpopo Province, South Africa. A total of 101 female students aged 17–24 years from four secondary schools were recruited to participate in the study. A self-administered questionnaire was used to collect data. Results indicated that the dress code, lack of energy, lack of family support and family commitment were identified as major constraints to sport participation among female students. The results of this study provide practical implications for promoting and developing female sports programmes in rural schools. This study suggests that stakeholders such as parents, peers, and teachers should motivate and encourage female students to participate in school sport. Additionally, the study recommended that in order to promote sport participation in rural areas, the values, norms, beliefs, attitudes and customs that restrict females from participating in sport and physical activity should be dissented.
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Pandolfo, Kelly, Tatiane Minuzzi, Cati Azambuja, and Daniela Dos Santos. "Physical activity and academic performance in high school students." Revista Brasileira de Atividade Física & Saúde 22, no. 5 (2018): 486–92. http://dx.doi.org/10.12820/rbafs.v.22n5p486-492.
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 There are still doubts about the real benets of physical activity on the academic performance of adolescents. The aim of this study was to determine whether the physical activity (PA) interferes in the academic performance of high school students.The study included 348 adolescents from one fed- eral public school. For information regarding PA, the International Physical Activity Questionnaire (IPAQ short-version) was used. For PAL classication the adolecents who had 300 minutes/week or more of physical activity were considered as active. The information related to the participation in sports schools was obtained through a question inserted in IPAQ. For the academic performance, the average grades of the rst semester of 2015 were used, within the three major Knowledge Areas, as dened by the National Curriculum Standards. ere was no signicant correlation between academic performance and PA (r= 0.06; p= 0.28). Higher minimum scores were found among active high school students and higher average school for areas 1 – Languages, Codes and its Technologies (7.2±0.8) and 2 – Natural Sciences, Mathematics and its Technologies (6.6±1.3) among participants in sports schools, with statistical signicance (p= 0.017; p= 0.014). In conclusion, PAL did not relate to the academic performance of pupils in this study and participants of sports schools achieved better academic performance demonstrating that sports activities can cause benecial eects in their cognitive performances.
 
 
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Valsamidou, Lina P., and Argyris Kyridis. "Gender and Sports Publications in School Newspaper Columns: The Greek Example." Communication, Society and Media 1, no. 1 (2018): 64. http://dx.doi.org/10.22158/csm.v1n1p64.
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<p><em>Sport is a basic element of social culture and a way of social expression, while it also constitutes a form of social education. Sport, however, also exhibits the most evident gendered characteristics of sports journalism since it constitutes a </em><em>“</em><em>male/male-dominated</em><em>”</em><em> field. What is the presence of boys and girls in the role of the sports editor/journalist? What sports issues are chosen by boys and girls and published in school newspaper columns? To what extent is the presence of the </em><em>“</em><em>male-dominated</em><em>” </em><em>sports domain and the sports news perpetuated/continued in schools</em><em>’</em><em> newspapers? We analyze the publication content by gender in school newspapers, so as to determine in a qualitative and quantitative manner the basic parameters that define gendered sports discourse and its social components.</em></p>
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Olson, Timothy, Callie Hegbloom, and Cate A. Egan. "Whole School Approach: Connecting Schools to Community Resources to Enhance School Health." Journal of Physical Education, Recreation & Dance 92, no. 3 (2021): 5–12. http://dx.doi.org/10.1080/07303084.2020.1866721.
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Rocha, Thaís Rios da, and Mara Elisa Fortes Braibante. "A QUÍMICA PRESENTE NOS AVANÇOS HISTÓRICOS, CIENTÍFICOS E TECNOLÓGICOS DOS ESPORTES." Ciência e Natura 38, no. 2 (2016): 1133. http://dx.doi.org/10.5902/2179460x22144.
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Working with the theme “sport” in schools enables the discussion and reflection on social issues of our time and public knowledge and establish its relations with the chemistry scientific content. In this paper, we present a history of the sport, emphasizing the Modern Olympics, the concept of doping and banned substances in sports, as well as issues related to sports ethics and fair play. At the end of the article shows the relationship between the theme “sport” and the chemistry teaching as a possibility of conducting a thematic work in high school.
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Sit, Cindy H. P., Thomas L. McKenzie, John M. G. Lian, and Alison McManus. "Activity Levels during Physical Education and Recess in Two Special Schools for Children with Mild Intellectual Disabilities." Adapted Physical Activity Quarterly 25, no. 3 (2008): 247–59. http://dx.doi.org/10.1123/apaq.25.3.247.
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This study compared physical education (PE) and recess in two markedly different special schools for children with mild intellectual disabilities; one school had a reputation for focusing on sports (High Sport Focus-HSF) and the other did not (Low Sport Focus-LSF). Data were collected in 24 PE classes and 48 recess periods using a validated observation system. During both PE and recess, HSF students engaged in physical activity (PA) at greater intensity levels, but LSF students accrued more total activity min. Differences in PA during PE between the schools were associated with both lesson context and teacher behavior. The results suggest written (e.g., scheduling) and unwritten policies within schools affect children’s activity levels.