School-Based Functional Assessments for Children with Physical Disabilities in Grades K-12

ERIC Educational Resources Information Center

Johnson, Richard W.

2012-01-01

The purpose of this study was to develop three school-based assessments and determine the content validity for each assessment. The School Activities and Participation Analysis-Elementary (SAPA-E) measures functional movement performance in children with physical disability attending the elementary school, and the School Activities and…

High School Physics Courses & Enrollments: Results from the 2012-13 Nationwide Survey of High School Physics Teachers. Focus On

ERIC Educational Resources Information Center

White, Susan; Tesfaye, Casey Langer

2014-01-01

This report examines enrollments in high school physics during the 2012-13 school year. Based on data from the most recent survey (which includes both public and private high schools in the U.S.), it is estimated that 39% of the class of 2013 took high school physics before graduating. During the 2012-13 school year, 1.38 million students were…

Retaining Physical Therapists in North Carolina Public Schools

ERIC Educational Resources Information Center

Ray, Laurie

2011-01-01

The intent of this research was to describe school-based physical therapists in North Carolina (NC) and examine relationships between personality traits of this group, their job satisfaction and their perception of factors that influence decisions to remain at or leave their jobs. School-based physical therapists across NC (n=97) anonymously…

Cost-Effectiveness of Ready for Recess to Promote Physical Activity in Children

ERIC Educational Resources Information Center

Wang, Hongmei; Li, Tao; Siahpush, Mohammad; Chen, Li-Wu; Huberty, Jennifer

2017-01-01

Background: Many school-based recess interventions have been shown to be effective in increasing physical activity but their relative efficiency compared to other school-based programs are unknown. This study examined the cost-effectiveness of Ready for Recess, a program designed to increase students' physical activity in 2 elementary schools.…

Adolescents' Physical Activity at Recess and Actions to Promote a Physically Active School Day in Four Finnish Schools

ERIC Educational Resources Information Center

Haapala, H. L.; Hirvensalo, M. H.; Laine, K.; Laakso, L.; Hakonen, H.; Lintunen, T.; Tammelin, T. H.

2014-01-01

The national Finnish Schools on the Move programme support schools with their individual plans to promote school-based physical activity (PA). We examined the changes in adolescents' recess and overall PA in four lower secondary schools and described the school actions to promote students' PA and the local contact persons' perceptions of the…

Barriers to Providing Physical Education and Physical Activity in Victorian State Secondary Schools

ERIC Educational Resources Information Center

Jenkinson, Kate A.; Benson, Amanda C.

2010-01-01

An on-line questionnaire was completed by 115 physical education teachers to establish the barriers to their implementation of physical education in Victorian state secondary schools. In addition, the barriers perceived by teachers to impact on students' participation in school-based physical education and physical activity were examined. The…

Framework for the design and delivery of organized physical activity sessions for children and adolescents: rationale and description of the 'SAAFE' teaching principles.

PubMed

Lubans, David R; Lonsdale, Chris; Cohen, Kristen; Eather, Narelle; Beauchamp, Mark R; Morgan, Philip J; Sylvester, Benjamin D; Smith, Jordan J

2017-02-23

The economic burden of inactivity is substantial, with conservative estimates suggesting the global cost to health care systems is more than US$50 billion. School-based programs, including physical education and school sport, have been recommended as important components of a multi-sector, multi-system approach to address physical inactivity. Additionally, community sporting clubs and after-school programs (ASPs) offer further opportunities for young people to be physically active outside of school. Despite demonstrating promise, current evidence suggests school-based physical activity programs, community sporting clubs and ASPs are not achieving their full potential. For example, physical activity levels in physical education (PE) and ASP sessions are typically much lower than recommended. For these sessions to have the strongest effects on young people's physical activity levels and their on-going physical literacy, they need to improve in quality and should be highly active and engaging. This paper presents the Supportive, Active, Autonomous, Fair, Enjoyable (SAAFE) principles, which represent an evidence-based framework designed to guide the planning, delivery and evaluation of organized physical activity sessions in school, community sport and ASPs. In this paper we provide a narrative and integrative review of the conceptual and empirical bases that underpin this framework and highlight implications for knowledge translation and application.

Accelerometry-Derived Physical Activity of First through Third Grade Children during the Segmented School Day

ERIC Educational Resources Information Center

Weaver, R. Glenn; Crimarco, Anthony; Brusseau, Timothy A.; Webster, Collin A.; Burns, Ryan D.; Hannon, James C.

2016-01-01

Background: Schools should provide children 30 minutes/day of moderate-to-vigorous-physical-activity (MVPA). Determining school day segments that contribute to children's MVPA can inform school-based activity promotion. The purpose of this paper was to identify the proportion of children accumulating 30 minutes/day of school-based MVPA, and to…

Current Practices and Future Directions in Reporting Disability in School-Based Physical Education Research

ERIC Educational Resources Information Center

Haegele, Justin Anthony; Hodge, Samuel

2017-01-01

The primary purpose of this study was to determine what trends exist in the identification and description of participants with disabilities used in school-based physical education research. A total of 60 research articles published in the "Journal of Teaching in Physical Education" from 2010-2014 which included school-aged individuals…

Extracurricular School-Based Sports as a Stepping Stone toward an Active Lifestyle? Differences in Physical Activity and Sports-Motivation between Extracurricular School-Based Sports Participants and Non-Participants

ERIC Educational Resources Information Center

De Meester, An; Cardon, Greet; De Bourdeaudhuij, Ilse; Haerens, Leen

2017-01-01

Purpose: The goals were to investigate whether extracurricular school-based sports reach students not engaging in community sports and whether extracurricular school-based sports participants are more physically active and/or autonomously motivated toward sports than nonparticipants. Method: 1526 students (48.0% boys; 85.9% Belgian natives; age =…

A framework for understanding school based physical environmental influences on childhood obesity

PubMed Central

Harrison, Flo; Jones, Andrew P

2013-01-01

Schools are inviting settings for the promotion of healthy behaviours in children, and a number of interventions have been trialled to improve diet or increase physical activity levels with the ultimate aim of reducing the prevalence of obesity. However, these have seen mixed results and there is suggestion that consideration needs to be given to a broader definition of the school environment in order to encourage sustainable behaviour changes. This review considers evidence for associations between the physical school environment and diet, physical activity and adiposity. School environment covers the neighbourhood around the school as well as the school grounds, buildings and facilities. Reviewed evidence is used to construct a conceptual framework for understanding associations between the physical school environment and adiposity and related behaviours. The framework highlights how school environments may be modified to promote behaviour changes, and how they may limit or enhance the success of other school-based interventions. Consideration is also given to where future work may best be directed. PMID:22281440

Engaging Middle School Students in Physical Education and Physical Activity Programs

ERIC Educational Resources Information Center

Doolittle, Sarah

2016-01-01

With school-based physical activity emerging as a public health issue, it is more important than ever to understand what keeps children and adolescents interested and participating in physical education and physical activity. As the research on physical activity patterns indicates, the middle school years may be a watershed moment in the lives of…

Promoting Physical Activity in Girls: A Case Study of One School's Success.

ERIC Educational Resources Information Center

Felton, Gwen; Saunders, Ruth P.; Ward, Dianne S.; Dishman, Rod K.; Dowda, Marsha; Pate, Russell R.

2005-01-01

This case study profiles one of 24 high schools that participated in a school-based, NIH-funded study to increase physical activity among high school girls. The case study school was one of 12 randomly assigned to the intervention group. The study intervention was based on the premise that a successful intervention is developed and tailored by…

Recommendations for Policy and Practice of Physical Education in Culturally and Linguistically Diverse Australian Secondary Schools Based on a Two-Year Prospective Cohort Study

ERIC Educational Resources Information Center

Dudley, Dean A.; Pearson, Phil; Okely, Anthony D.; Cotton, Wayne G.

2015-01-01

Physical activity affords a host of physical and cognitive benefits for children. Physical education classes are one such venue where children can reap recommended amounts of physical activity. However, little research has explored evidence-based physical education instruction, particularly in culturally and linguistically diverse schools. No…

Occupational and Physical Therapy Services, School Based Programs: An Organizational Manual, 1982-83.

ERIC Educational Resources Information Center

McKee, Marlene, Comp.; And Others

A 1982-83 manual on school-based occupational therapy and physical therapy (OT/PT) services in Texas is presented. Contents include: guidelines, evaluation forms, student and therapists' documentation forms, and policy/procedures manuals for a suburban independent school district and a rural independent school district. Part I provides the…

Promising School-Based Strategies and Intervention Guidelines to Increase Physical Activity of Adolescents

ERIC Educational Resources Information Center

Pardo, Berta Murillo; Bengoechea, Enrique Garcia; Lanaspa, Eduardo Generelo; Bush, Paula L.; Casterad, Javier Zaragoza; Clemente, Jose A. Julian; Gonzalez, Luis Garcia

2013-01-01

This narrative review describes the available scientific evidence regarding promising school-based strategies to increase physical activity of adolescents. We conducted a literature search for studies published up to 2011, regarding adolescent physical activity intervention studies that resulted in increased physical activity (regardless of…

A provincial study of opportunities for school-based physical activity in secondary schools.

PubMed

Dwyer, John J M; Allison, Kenneth R; LeMoine, Karen N; Adlaf, Edward M; Goodman, Jack; Faulkner, Guy E J; Lysy, Daria C

2006-07-01

Adolescents spend considerable time at school and thus it is important to understand their opportunities for school-based physical activity. This study surveyed Ontario secondary schools to identify the range of structured opportunities and their engagement by students. A questionnaire was mailed to key informants in 600 randomly selected secondary schools in Ontario, for which 474 respondents (79%) returned completed questionnaires. Curriculum-based physical education (PE) classes in grade nine were reported to be offered in all schools and these classes in grades 10, 11 and 12 were offered in almost all schools. Student enrollment in PE decreased from grades 9 to 12 (97.9%, 49.6%, 43.3% and 35.9%, respectively). Respondents reported that funding, timetable, facilities and resources made it somewhat difficult to implement the health and physical education curriculum in their schools. About two-thirds (65.5%) of the schools had an intramural program and 15.0% of students participated in it, whereas 97.2% of the schools had an inter-school sports program and 25.0% of students participated in it. Supervision issues made it difficult to provide intramural programs and funding made it difficult to provide inter-school sports programs. Although provision of physical activity opportunities in Ontario appears satisfactory, actual engagement by students is low. The results suggest that strategies to increase student participation in PE, intramural programs, and inter-school sports programs need further consideration.

Teachers' Perceptions of Physical Education in Aotearoa/New Zealand Primary Schools

ERIC Educational Resources Information Center

Gordon, Barrie; Dyson, Ben; Cowan, Jackie; McKenzie, Allison; Shulruf, Boaz

2016-01-01

This study examines practicing primary school teacher's perceptions of the teaching of physical education in their schools. There has been some criticism of primary school physical education but until now this criticism has been largely based on a number of small studies involving limited numbers of teachers and schools. This study involved…

School health guidelines to promote healthy eating and physical activity.

PubMed

2011-09-16

During the last 3 decades, the prevalence of obesity has tripled among persons aged 6--19 years. Multiple chronic disease risk factors, such as high blood pressure, high cholesterol levels, and high blood glucose levels are related to obesity. Schools have a responsibility to help prevent obesity and promote physical activity and healthy eating through policies, practices, and supportive environments. This report describes school health guidelines for promoting healthy eating and physical activity, including coordination of school policies and practices; supportive environments; school nutrition services; physical education and physical activity programs; health education; health, mental health, and social services; family and community involvement; school employee wellness; and professional development for school staff members. These guidelines, developed in collaboration with specialists from universities and from national, federal, state, local, and voluntary agencies and organizations, are based on an in-depth review of research, theory, and best practices in healthy eating and physical activity promotion in school health, public health, and education. Because every guideline might not be appropriate or feasible for every school to implement, individual schools should determine which guidelines have the highest priority based on the needs of the school and available resources.

Success in introductory college physics: The role of gender, high school preparation, and student learning perceptions

NASA Astrophysics Data System (ADS)

Chen, Jean Chi-Jen

Physics is fundamental for science, engineering, medicine, and for understanding many phenomena encountered in people's daily lives. The purpose of this study was to investigate the relationships between student success in college-level introductory physics courses and various educational and background characteristics. The primary variables of this study were gender, high school mathematics and science preparation, preference and perceptions of learning physics, and performance in introductory physics courses. Demographic characteristics considered were age, student grade level, parents' occupation and level of education, high school senior grade point average, and educational goals. A Survey of Learning Preference and Perceptions was developed to collect the information for this study. A total of 267 subjects enrolled in six introductory physics courses, four algebra-based and two calculus-based, participated in the study conducted during Spring Semester 2002. The findings from the algebra-based physics courses indicated that participant's educational goal, high school senior GPA, father's educational level, mother's educational level, and mother's occupation in the area of science, engineering, or computer technology were positively related to performance while participant age was negatively related. Biology preparation, mathematics preparation, and additional mathematics and science preparation in high school were also positively related to performance. The relationships between the primary variables and performance in calculus-based physics courses were limited to high school senior year GPA and high school physics preparation. Findings from all six courses indicated that participant's educational goal, high school senior GPA, father's educational level, and mother's occupation in the area of science, engineering, or computer technology, high school preparation in mathematics, biology, and the completion of additional mathematics and science courses were positively related to performance. No significant performance differences were found between male and female students. However, there were significant gender differences in physics learning perceptions. Female participants tended to try to understand physics materials and relate the physics problems to real world situations while their male counterparts tended to rely on rote learning and equation application. This study found that participants performed better by trying to understand the physics material and relate physics problems to real world situations. Participants who relied on rote learning did not perform well.

Improving health-related fitness in children: the Fit-4-Fun randomized controlled trial study protocol.

PubMed

Eather, Narelle; Morgan, Philip J; Lubans, David R

2011-12-05

Declining levels of physical fitness in children are linked to an increased risk of developing poor physical and mental health. Physical activity programs for children that involve regular high intensity physical activity, along with muscle and bone strengthening activities, have been identified by the World Health Organisation as a key strategy to reduce the escalating burden of ill health caused by non-communicable diseases. This paper reports the rationale and methods for a school-based intervention designed to improve physical fitness and physical activity levels of Grades 5 and 6 primary school children. Fit-4-Fun is an 8-week multi-component school-based health-related fitness education intervention and will be evaluated using a group randomized controlled trial. Primary schools from the Hunter Region in NSW, Australia, will be invited to participate in the program in 2011 with a target sample size of 128 primary schools children (age 10-13). The Fit-4-Fun program is theoretically grounded and will be implemented applying the Health Promoting Schools framework. Students will participate in weekly curriculum-based health and physical education lessons, daily break-time physical activities during recess and lunch, and will complete an 8-week (3 × per week) home activity program with their parents and/or family members. A battery of six health-related fitness assessments, four days of pedometery-assessed physical activity and a questionnaire, will be administered at baseline, immediate post-intervention (2-months) and at 6-months (from baseline) to determine intervention effects. Details of the methodological aspects of recruitment, inclusion criteria, randomization, intervention program, assessments, process evaluation and statistical analyses are described. The Fit-4-Fun program is an innovative school-based intervention targeting fitness improvements in primary school children. The program will involve a range of evidence-based behaviour change strategies to promote and support physical activity of adequate intensity, duration and type, needed to improve health-related fitness. Australia and New Zealand Clinical Trials Register (ANZCTR): ACTRN12611000976987.

Using a participatory approach to the development of a school-based physical activity policy in an Indigenous community.

PubMed

Hogan, Lindsay; García Bengoechea, Enrique; Salsberg, Jon; Jacobs, Judi; King, Morrison; Macaulay, Ann C

2014-12-01

This study is part of a larger community-based participatory research (CBPR) project to develop, implement, and evaluate the physical activity component of a school-based wellness policy. The policy intervention is being carried out by community stakeholders and academic researchers within the Kahnawake Schools Diabetes Prevention Project, a well-established health promotion organization in the Indigenous community of Kahnawake, Quebec. We explored how a group of stakeholders develop a school physical activity policy in a participatory manner, and examined factors serving as facilitators and barriers to the development process. This case study was guided by an interpretive description approach and draws upon data from documentary analysis and participant observation. A CBPR approach allowed academic researchers and community stakeholders to codevelop a physical activity policy that is both evidence-based and contextually appropriate. The development process was influenced by a variety of barriers and facilitators including working within existing structures, securing appropriate stakeholders, and school contextual factors. This research offers a process framework that others developing school-based wellness policies may use with appropriate modifications based on local environments. © 2014, American School Health Association.

Factors associated with physical inactivity among school-going adolescents: data from the Malaysian School-Based Nutrition Survey 2012.

PubMed

Baharudin, Azli; Zainuddin, Ahmad Ali; Manickam, Mala A; Ambak, Rashidah; Ahmad, Mohamad Hasnan; Naidu, Balkish Mahadir; Cheong, Siew Man; Ying, Chan Ying; Saad, Hazizi Abu; Ahmad, Noor Ani

2014-09-01

The importance of physical activity to health is well recognized. Good health habits should begin from a young age. This article aims to explore physical activity among Malaysian school adolescents and factors associated with it. Data from the Malaysian School-Based Nutrition Survey (MSNS), comprising a nationally representative sample of school-going children aged 10 to 17 years, were used. The overall prevalence of physically inactive adolescents was 57.3%. Age in years (adjusted odds ratio = 1.2; 95% confidence interval = 1.16-1.23), gender - females (adjusted odds ratio = 2.9; 95% confidence interval = 2.66-3.10), afternoon school session, breakfast consumption (no breakfast and irregular breakfast), body mass index status (obese and underweight), and body weight perception (underweight perceivers) were significant factors associated with physical inactivity among Malaysian adolescents. Thus, there is evidence that programs to promote physical activity in this group should consider the combination of the aforementioned factors at the household, school, and community levels. © 2014 APJPH.

School-Based Youth Physical Activity Promotion: Thoughts and Beliefs of Pre-Service Physical Education Teachers

ERIC Educational Resources Information Center

Rachele, Jerome N.; Cuddihy, Thomas F.; Washington, Tracy L.; McPhail, Steven M.

2016-01-01

Physical education teachers are central to the facilitation of school-based physical activity promotion. However, teachers have self-reported a lack of knowledge, skills, understanding, and competence to successfully implement these strategies. The aim of this investigation was to explore the beliefs and perceptions of pre-service physical…

Promoting physical activity among youth through community-based prevention marketing.

PubMed

Bryant, Carol A; Courtney, Anita H; McDermott, Robert J; Alfonso, Moya L; Baldwin, Julie A; Nickelson, Jen; McCormack Brown, Kelli R; Debate, Rita D; Phillips, Leah M; Thompson, Zachary; Zhu, Yiliang

2010-05-01

Community-based prevention marketing (CBPM) is a program planning framework that blends community-organizing principles with a social marketing mind-set to design, implement, and evaluate public health interventions. A community coalition used CBPM to create a physical activity promotion program for tweens (youth 9-13 years of age) called VERB Summer Scorecard. Based on the national VERB media campaign, the program offered opportunities for tweens to try new types of physical activity during the summer months. The VERB Summer Scorecard was implemented and monitored between 2004 and 2007 using the 9-step CBPM framework. Program performance was assessed through in-depth interviews and a school-based survey of youth. The CBPM process and principles used by school and community personnel to promote physical activity among tweens are presented. Observed declines may become less steep if school officials adopt a marketing mind-set to encourage youth physical activity: deemphasizing health benefits but promoting activity as something fun that fosters spending time with friends while trying and mastering new skills. Community-based programs can augment and provide continuity to school-based prevention programs to increase physical activity among tweens.

Cross-sectional and longitudinal associations of screen time and physical activity with school performance at different types of secondary school.

PubMed

Poulain, Tanja; Peschel, Thomas; Vogel, Mandy; Jurkutat, Anne; Kiess, Wieland

2018-04-27

Previous studies have already reported associations of media consumption and/or physical activity with school achievement. However, longitudinal studies investigating independent effects of physical activity and media consumption on school performance are sparse. The present study fills this research gap and, furthermore, assesses relationships of the type of secondary school with media consumption and physical activity. The consumption of screen-based media (TV/video, game console, PC/internet, and mobile phone) and leisure physical activity (organized and non-organized) of 10 - to 17-year old adolescents participating in the LIFE Child study in Germany were related to their school grades in two major school subjects (Mathematics and German) and in Physical Education. In addition to a cross-sectional analysis at baseline (N = 850), a longitudinal analysis (N = 512) investigated the independent effects of these activities on the school grades achieved 12 months later. All associations were adjusted for age, gender, socio-economic status, year of data assessment, body-mass-index, and school grades at baseline. A further analysis investigated differences in the consumption of screen-based media and physical activity as a function of the type of secondary school (highest vs. lower secondary school). Adolescents of lower secondary schools reported a significantly higher consumption of TV/video and game consoles than adolescents attending the highest secondary school. Independently of the type of school, a better school performance in Mathematics was predicted by a lower consumption of computers/internet, and a better performance in Physical Education was predicted by a lower consumption of TV/video and a higher frequency of non-organized physical activity. However, the association between non-organized physical activity and subsequent grades in Physical Education was significant in girls only. The present results suggest that media consumption has a negative effect on school achievement, whereas physical activity has a positive effect, which, however, is restricted to the subject Physical Education. Future studies might explore the relationship between media consumption and school career, for example, the choice or change of the secondary school type, in more detail. LIFE Child study: ClinicalTrials.gov, clinical trial number NCT02550236.

Impact of a Pedometer-Based Goal-Setting Intervention on Children's Motivation, Motor Competence, and Physical Activity in Physical Education

ERIC Educational Resources Information Center

Gu, Xiangli; Chen, Yu-Lin; Jackson, Allen W.; Zhang, Tao

2018-01-01

Background: School physical education (PE) programs provide a prime environment for interventions that attempt to develop school-aged children's motor competence and overall physical fitness, while also stimulating competence motivation to engage in physical activity during childhood. It is generally recognized that a pedometer-based intervention…

Impact of an After-School Physical Activity Program on Youth's Physical Activity Correlates and Behavior

ERIC Educational Resources Information Center

Huang, Chaoqun; Gao, Zan; Hannon, James C.; Schultz, Barry; Newton, Maria; Jenson, William

2012-01-01

The purpose of this investigation was to examine the effect of a sports-based, after-school physical activity (PA) program on youth's physical activity PA levels and PA correlates. After the pretest, 130 youth were assigned to the intervention group (i.e., after-school PA group) or the comparison (i.e., no after-school PA group) group.…

Promoting physical activity among children and adolescents: the strengths and limitations of school-based approaches.

PubMed

Booth, Michael; Okely, Anthony

2005-04-01

Paediatric overweight and obesity is recognised as one of Australia's most significant health problems and effective approaches to increasing physical activity and reducing energy consumption are being sought urgently. Every potential approach and setting should be subjected to critical review in an attempt to maximise the impact of policy and program initiatives. This paper identifies the strengths and limitations of schools as a setting for promoting physical activity. The strengths are: most children and adolescents attend school; most young people are likely to see teachers as credible sources of information; schools provide access to the facilities, infrastructure and support required for physical activity; and schools are the workplace of skilled educators. Potential limitations are: those students who like school the least are the most likely to engage in health-compromising behaviours and the least likely to be influenced by school-based programs; there are about 20 more hours per week available for physical activity outside schools hours than during school hours; enormous demands are already being made on schools; many primary school teachers have low levels of perceived competence in teaching physical education and fundamental movement skills; and opportunities for being active at school may not be consistent with how and when students prefer to be active.

The Role of the Physical Therapist and the Occupational Therapist in the School Setting. TIES: Therapy in Educational Settings. Revised.

ERIC Educational Resources Information Center

Hylton, Judith; And Others

The manual aims to assist occupational and physical therapists in describing the differences between school-based therapy and clinic-based therapy, recognizing the primary role of school-based therapy in special education, identifying the therapist's responsibilities in the Individualized Education Program development process, describing the…

Using a Participatory Approach to the Development of a School-Based Physical Activity Policy in an Indigenous Community

ERIC Educational Resources Information Center

Hogan, Lindsay; Bengoechea, Enrique García; Salsberg, Jon; Jacobs, Judi; King, Morrison; Macaulay, Ann C.

2014-01-01

Background: This study is part of a larger community-based participatory research (CBPR) project to develop, implement, and evaluate the physical activity component of a school-based wellness policy. The policy intervention is being carried out by community stakeholders and academic researchers within the Kahnawake Schools Diabetes Prevention…

Adapting a Community-Based Physical Activity Promotion Program for Rural, Diverse Youth

ERIC Educational Resources Information Center

Colquitt, Gavin; Walker, Ashley; Alfonso, Moya

2014-01-01

With school-aged youth spending less time in physical education, school-community-university partnerships offer potential to promote physical activity among school-aged youth. The VERB™ Summer Scorecard (VSS) program was designed in Lexington, Kentucky, to promote physical activity among "tweens" (8- to 13-year-olds). VSS since has been…

Recess, Extracurricular Activities, and Active Classrooms: Means for Increasing Elementary School Students' Physical Activity

ERIC Educational Resources Information Center

Kahan, David

2008-01-01

Physical education is traditionally thought of as the primary means of providing physical activity in the school environment. However, only 17 to 22 percent of elementary schools offer daily physical education with a cumulative duration of about 85 to 98 minutes per week. Based on pedometer counts of weekday physical activity, lunch recess and…

Physical Therapy-Related Child Outcomes in School: An Example of Practice-Based Evidence Methodology.

PubMed

Effgen, Susan K; McCoy, Sarah Westcott; Chiarello, Lisa A; Jeffries, Lynn M; Bush, Heather

2016-01-01

To describe the use of practice-based evidence research methodology in a prospective, multisite observational study to investigate changes in students' participation in school activity, self-care, posture/mobility, recreation/fitness, and academic outcomes, and the relationships of these changes to characteristics of school-based physical therapy. One hundred nine physical therapists completed the training and data collection and 296 students, 5 to 12 years of age (mean age = 7.3 years) had 6 months of complete data. Therapists completed individualized (Goal Attainment Scaling) and standardized (School Function Assessment) outcome measures for students at the beginning and end of the school year and during the year collected weekly data on services to and on behalf of the students. This research design enabled the investigation of complex research questions related to school-based practice. The findings of this study, to be reported later, should influence school-based therapy by providing guidance related to what activities, interventions, and services influence student outcomes.

Students' Interest and Experiences in Physics and Chemistry Related Themes: Reflections Based on a ROSE-Survey in Finland

ERIC Educational Resources Information Center

Lavonen, Jari; Byman, Reijo; Uitto, Anna; Juuti, Kalle; Meisalo, Veijo

2008-01-01

Interest in physics and chemistry topics and out-of-school experiences of Finnish secondary school students (n = 3626, median age 15) were surveyed using the international ROSE questionnaire. Based on explorative factor analysis the scores of six out-of-school experience factors (indicating how often students had done something outside of school)…

Computer-based assistive technology device for use by children with physical disabilities: a cross-sectional study.

PubMed

Lidström, Helene; Almqvist, Lena; Hemmingsson, Helena

2012-07-01

To investigate the prevalence of children with physical disabilities who used a computer-based ATD, and to examine characteristics differences in children and youths who do or do not use computer-based ATDs, as well as, investigate differences that might influence the satisfaction of those two groups of children and youths when computers are being used for in-school and outside school activities. A cross-sectional survey about computer-based activities in and outside school (n = 287) and group comparisons. The prevalence of using computer-based ATDs was about 44 % (n = 127) of the children in this sample. These children were less satisfied with their computer use in education and outside school activities than the children who did not use an ATD. Improved coordination of the usage of computer-based ATDs in school and in the home, including service and support, could increase the opportunities for children with physical disabilities who use computer-based ATDs to perform the computer activities they want, need and are expected to do in school and outside school.

Evidence-based practice guideline: increasing physical activity in schools--kindergarten through 8th grade.

PubMed

Bagby, Karen; Adams, Susan

2007-06-01

Because of the growing obesity epidemic across all age groups in the United States, interventions to increase physical activity and reduce sedentary behaviors have become a priority. Evidence is growing that interventions to increase physical activity and reduce sedentary behaviors have positive results and are generally inexpensive to implement. National and international health organizations are calling for a comprehensive approach for reducing obesity in children that includes increasing physical activity in the school setting. Although the call to increase activity levels in schools is clear, little guidance has been given to schools on specific methods to accomplish this task. This article provides an overview of an evidence-based guideline developed by a physical education teacher and a school nurse to provide inexpensive, easy-to-implement, effective strategies to increase physical activity in students. Tools are also included in the guideline to measure the effectiveness of the intervention.

School-Based Physical Activity Interventions: Effectiveness, Trends, Issues, Implications and Recommendations for Practice

ERIC Educational Resources Information Center

Cale, Lorraine; Harris, Jo

2006-01-01

The promotion of physical activity within schools and physical education (PE) has attracted growing interest in recent years. Schools have been acknowledged as the primary institution with responsibility for promoting activity in young people and more specifically, school PE has been recognized as having a key role to play. Given this, and based…

Efficacy of Using Internet-Based Interventions for Physical Activity Promotion in a Hong Kong Secondary School: An Action Research Approach

ERIC Educational Resources Information Center

Sum, Raymond Kim Wai; Leung, Elean Fung Lin

2016-01-01

The purpose of this study was to examine the effectiveness of an Internet-based behavioral intervention for physical activity (PA) promotion among secondary school students. It was hypothesized that the Internet-based PA promotion program could increase the PA levels of secondary school students. The action research approach together with…

Developing a coordinated school health approach to child obesity prevention in rural Appalachia: results of focus groups with teachers, parents, and students.

PubMed

Schetzina, Karen E; Dalton, William T; Lowe, Elizabeth F; Azzazy, Nora; Vonwerssowetz, Katrina M; Givens, Connie; Stern, Harold P

2009-01-01

High prevalence rates of obesity, particularly among those residing in US rural areas, and associated physical and psychosocial health consequences, direct attention to the need for effective prevention programs. The current study describes an initial step in developing a school-based obesity prevention program in rural Appalachia, USA. The program, modeled on the Centers for Disease Control and Prevention Coordinated School Health (CSH) Program, includes a community-based participatory research approach to addressing the health needs specific to this region. Focus groups with teachers, parents, and 4th grade students were used to understand perceptions and school policy related to nutrition, physical activity, and the role of the school in obesity prevention. Results revealed that these community stakeholders were concerned about the problem of child obesity and supported the idea of their school doing more to improve the diet and physical activity of its students. Specifically, all groups thought that foods and drinks consumed by students at school should be healthier and that they should have more opportunities for physical activity. However, they cited limitations of the school environment, academic pressures, and lack of parental support as potential barriers to making such changes. Parents were most concerned that their children were not getting enough to eat and they and the teachers were not in favor of BMI screening at the school. Parents were in favor of increasing physical activity during school and thought that parent volunteers should help students select foods in the cafeteria. Students cited examples of how diet and physical activity affect their health and school performance, and thought that they should have more physical education time and recess. The data collected in the current study contributed to the limited knowledge base regarding rural populations as well as identified strengths and potential barriers to assist with the development of a pilot program based on the CSH model, Winning with Wellness.

A Quantitative Review of Physical Activity, Health, and Learning Outcomes Associated with Classroom-Based Physical Activity Interventions

ERIC Educational Resources Information Center

Erwin, Heather; Fedewa, Alicia; Beighle, Aaron; Ahn, Soyeon

2012-01-01

Research suggests that physical activity may foster improved academic performance, yet schools are receiving more pressure to achieve high academic standards. It is important for classroom teachers, administrators and school psychologists to understand the benefits of incorporating physical activity into the school day. This article serves as a…

Find Meaning in Middle School Physical Education

ERIC Educational Resources Information Center

Pagnano, Karen

2006-01-01

The purpose of this article is to provide readers with several suggestions and ideas for promoting meaning and meaningfulness for middle school students in physical education based on their unique developmental characteristics. To help physical educators create movement experiences that are meaningful for middle school students, the author…

Experience, gender, and performance: Connecting high school physics experience and gender differences to introductory college physics performance

NASA Astrophysics Data System (ADS)

Tai, Robert H.

Current science educational practice is coming under heavy criticism based on the dismaying results of the Third International Mathematics and Science Study of 1998, the latest in a series of large scale surveys; and from research showing the appallingly low representation of females in science-related fields. These critical evaluations serve to draw attention to science literacy in general and lack of persistence among females in particular, two issues that relate closely to the "preparation for future study" goal held by many high school science teachers. In other words, these teachers often seek to promote future success and to prevent future failure in their students' academic careers. This thesis studies the connection between the teaching practices recommended by reformers and researchers for high school teachers, and their students' subsequent college physics performance. The teaching practices studied were: laboratory experiences, class discussion experiences, content coverage, and reliance on textbooks. This study analyzed a survey of 1500 students from 16 different lecture-format college physics courses at 14 different universities. Using hierarchical linear modeling, this study accounted for course-level variables (Calculus-based/Non-calculus course type, professor's gender, and university selectivity). This study controlled for the student's parents education, high school science/mathematics achievement, high school calculus background, and racial background. In addition, the interactions between gender and both pedagogical/curricular and course-level variables were analyzed. The results indicated that teaching fewer topics in greater depth in high school physics appeared to be helpful to college physics students. An interaction between college course type and content coverage showed that students in Calculus-based physics reaped even greater benefits from a depth-oriented curriculum. Also students with fewer labs per month in high school physics appeared to perform better in college physics than did students with many more labs per month. The only significant interaction was between gender and Calculus-based/Non-calculus college course type. Females appeared to do better on average than their males counterparts in Non-calculus physics, but this trend is clearly reversed for Calculus-based physics. This is a disturbing result for educators who have worked to promote persistence among women in engineering and science research. Recommendations are included for high school physics teachers, students and their parents, and college physics instructors.

Improving health-related fitness in children: the fit-4-Fun randomized controlled trial study protocol

PubMed Central

2011-01-01

Background Declining levels of physical fitness in children are linked to an increased risk of developing poor physical and mental health. Physical activity programs for children that involve regular high intensity physical activity, along with muscle and bone strengthening activities, have been identified by the World Health Organisation as a key strategy to reduce the escalating burden of ill health caused by non-communicable diseases. This paper reports the rationale and methods for a school-based intervention designed to improve physical fitness and physical activity levels of Grades 5 and 6 primary school children. Methods/Design Fit-4-Fun is an 8-week multi-component school-based health-related fitness education intervention and will be evaluated using a group randomized controlled trial. Primary schools from the Hunter Region in NSW, Australia, will be invited to participate in the program in 2011 with a target sample size of 128 primary schools children (age 10-13). The Fit-4-Fun program is theoretically grounded and will be implemented applying the Health Promoting Schools framework. Students will participate in weekly curriculum-based health and physical education lessons, daily break-time physical activities during recess and lunch, and will complete an 8-week (3 × per week) home activity program with their parents and/or family members. A battery of six health-related fitness assessments, four days of pedometery-assessed physical activity and a questionnaire, will be administered at baseline, immediate post-intervention (2-months) and at 6-months (from baseline) to determine intervention effects. Details of the methodological aspects of recruitment, inclusion criteria, randomization, intervention program, assessments, process evaluation and statistical analyses are described. Discussion The Fit-4-Fun program is an innovative school-based intervention targeting fitness improvements in primary school children. The program will involve a range of evidence-based behaviour change strategies to promote and support physical activity of adequate intensity, duration and type, needed to improve health-related fitness. Trial Registration No Australia and New Zealand Clinical Trials Register (ANZCTR): ACTRN12611000976987 PMID:22142435

Outcomes for Students Receiving School-Based Physical Therapy as Measured by the School Function Assessment.

PubMed

Effgen, Susan K; McCoy, Sarah Westcott; Chiarello, Lisa A; Jeffries, Lynn M; Starnes, Catherine; Bush, Heather M

2016-01-01

To describe School Function Assessment (SFA) outcomes after 6 months of school-based physical therapy and the effects of age and gross motor function on outcomes. Within 28 states, 109 physical therapists and 296 of their students with disabilities, ages 5 to 12 years, participated. After training, therapists completed 10 SFA scales on students near the beginning and end of the school year. Criterion scores for many students remained stable (46%-59%) or improved (37%-51%) with the most students improving in Participation and Maintaining/Changing Positions. Students aged 5 to 7 years showed greater change than 8- to 12-year-olds on 5 scales. Students with higher gross motor function (Gross Motor Function Classification System levels I vs IV/V and II/III vs IV/V) showed greater change on 9 scales. Positive SFA change was recorded in students receiving school-based physical therapy; however, the SFA is less sensitive for older students and those with lower functional movement.

Adolescent socio-economic and school-based social status, health and well-being

PubMed Central

Sweeting, Helen; Hunt, Kate

2014-01-01

Studies of adults and adolescents suggest subjective socio-economic status (SES) is associated with health/well-being even after adjustment for objective SES. In adolescence, objective SES may have weaker relationships with health/well-being than at other life stages; school-based social status may be of greater relevance. We investigated the associations which objective SES (residential deprivation and family affluence), subjective SES and three school-based subjective social status dimensions (“SSS-peer”, “SSS-scholastic” and “SSS-sports”) had with physical symptoms, psychological distress and anger among 2503 Scottish 13–15 year-olds. Associations between objective SES and health/well-being were weak and inconsistent. Lower subjective SES was associated with increased physical symptoms and psychological distress, lower SSS-peer with increased psychological distress but reduced anger, lower SSS-scholastic with increased physical symptoms, psychological distress and anger, and lower SSS-sports with increased physical symptoms and psychological distress. Associations did not differ by gender. Objective and subjective SES had weaker associations with health/well-being than did school-based SSS dimensions. These findings underline the importance of school-based SSS in adolescence, and the need for future studies to include a range of school-based SSS dimensions and several health/well-being measures. They also highlight the need for a focus on school-based social status among those working to promote adolescent health/well-being. PMID:25306408

"Get off the sofa and go and play": Family and socioeconomic influences on the physical activity of 10–11 year old children

PubMed Central

Brockman, Rowan; Jago, Russell; Fox, Kenneth R; Thompson, Janice L; Cartwright, Kim; Page, Angie S

2009-01-01

Background Physical activity declines as children approach puberty. Research has focussed on psychosocial, environmental, and demographic determinants. This paper explores how family and socioeconomic factors are related to children's physical activity. Methods Seventeen focus groups were conducted with 113, 10–11 year old children from 11 primary schools in Bristol, UK. Focus groups examined: 1) the way parents encourage their children to be physically active; 2) the extent to which physical activity is engaged in as a family; and 3) the types of non-family based physical activities Year 6 children commonly participate in. Results Participants from all socioeconomic (SES) groups reported that parents encouraged them to be physically active. However approaches differed. Children from middle/high SES schools were assisted through actions such as logistical and financial support, co-participation and modelling. Parents of children from low SES schools mainly restricted their input to verbal encouragement and demands. Participation in family-based activities was reported to be higher in children from middle/high SES schools than children from low SES schools. All SES groups reported time to be a limiting factor in family-based activity participation. Cost was reported as a significant barrier by children from low SES schools. Children from middle/high SES schools reported engaging in more sports clubs and organised activities than children from low SES schools, who reported participating in more unstructured activities or 'free play' with friends. Conclusion The family is important for encouraging children to be physically active, but families from different socioeconomic backgrounds support their children in different ways. This research suggests that the design of physical activity interventions, which might include working with families, requires tailoring to groups from different socio-economic backgrounds. PMID:19622143

Preventing Steroid Use--The Role of the Health/Physical Educator.

ERIC Educational Resources Information Center

Minelli, Mark J.; And Others

1992-01-01

Because some high school student athletes use steroids, educational intervention should occur in middle and high school. The health and physical educator is important in prevention or early intervention. Community/school-based intervention is recommended. The article discusses psychological and physical addiction and presents guidelines and…

Implementing and Evaluating Environmental and Policy Interventions for Promoting Physical Activity in Rural Schools

ERIC Educational Resources Information Center

Baker, Elizabeth A.; Elliott, Michael; Barnidge, Ellen; Estlund, Amy; Brownson, Ross C.; Milne, Anne; Kershaw, Freda; Hashimoto, Derek

2017-01-01

Background: Schools are an important setting for improving behaviors associated with obesity, including physical activity. However, within schools there is often a tension between spending time on activities promoting academic achievement and those promoting physical activity. Methods: A community-based intervention provided administrators and…

First-Hand Participation: Illuminating Teachers' Self-Perceptions of Physical Activity Delivery

ERIC Educational Resources Information Center

Till, Jude; Ferkins, Lesley

2014-01-01

The study examines school-based physical activity in investigating teachers' perceptions of a physical activity-related professional development (PD) intervention in New Zealand primary schools. Eighteen semi-structured interviews with six teachers from two schools was the primary data collection method. Using a selected programme, teachers'…

Prevalence and correlates of physical fitness testing in U.S. schools--2000.

PubMed

Morrow, James R; Fulton, Janet E; Brener, Nancy D; Kohl, Harold W

2008-06-01

Because of the perceived lack of youth physical fitness and/or concerns for increased obesity, physical education teachers are interested in youth fitness and physical activity levels. Statewide mandates are being developed that require school-based teachers to complete physical fitness testing. Data from the nationally representative School Health Policies and Programs Study 2000 were analyzed to investigate the prevalence of fitness testing and the professional characteristics of fitness test users. Data were collected with teachers of either randomly selected classes in elementary schools and randomly selected required physical education courses in middle/junior high and senior high schools (N = 1,564). The prevalence of fitness test use is 65% across all school levels. Variables associated with physical fitness test usage were professionally oriented. Results showed that teachers in secondary schools (odds ratio [OR] = 2.25, 95% confidence interval [CI] = I.18-4.27), those with degrees in physical education/kinesiology-related disciplines (OR = 2.01, 95% CI = 1.11-3.63), and those who had completed staff development on physical fitness testing (OR = 3.22, 95% CI = 1.86-5.60) were more likely than respondents without these characteristics to engage in physical fitness testing. Results changed little when separate analyses were conducted for classes/courses in districts requiring versus not requiring fitness testing. Financial variables, including fitness-oriented facilities available, metropolitan location, and discretionary expenditures per student, were not associated with fitness test use. Results provided national prevalence of school-based physical fitness testing use in the U. S. and conveyed information about those who currently use physical fitness tests.

Improving physical self-perception in adolescent boys from disadvantaged schools: psychological outcomes from the Physical Activity Leaders randomized controlled trial.

PubMed

Morgan, P J; Saunders, K L; Lubans, D R

2012-06-01

To evaluate the effect of a school-based obesity prevention programme on physical self-perception and key physical-activity related cognitions in adolescent boys from disadvantaged secondary schools. A secondary objective was to determine if any psychological changes were associated with improved weight status. Participants (n = 100, age = 14.3[0.6]) were randomized to the PALS (Physical Activity Leaders) intervention (n = 50) or a control group (n = 50) and assessed at baseline, 3- and 6-month follow up. Measures included BMI, BMI z-score and % body fat (bioelectrical impedance analysis). Students also completed the Children's Physical Self-Perception Profile and a physical activity-related cognitions questionnaire. The findings include secondary data analyses. Relative to the controls, the PALS group significantly increased their physical self worth (p = .01), perceived physical condition (p = .02), resistance training self efficacy (p < .001) and their use of physical activity behavioural strategies (p = .02). A school-based obesity prevention programme that targeted leadership skills improved psychological health in the physical domain in adolescent boys from disadvantaged schools. © 2012 The Authors. Pediatric Obesity © 2012 International Association for the Study of Obesity.

Does School-Based Health Promotion Affect Physical Activity on Weekends? And, Does It Reach Those Students Most in Need of Health Promotion?

PubMed Central

Bastian, Kerry A.; Veugelers, Paul

2015-01-01

Objective To determine whether a school-based health promotion program affects children’s weekend physical activity and whether this effect varies according to socioeconomic-status. Methods This was a quasi-experimental trial of school-based programs on physical activity levels implemented in disadvantaged neighborhoods in Alberta, Canada. In 2009 and 2011, 7 full days of pedometer data were collected from cross-sectional samples of grade 5 students (age 10–11 years) from 10 intervention schools in low-socioeconomic neighbourhoods and 20 comparison schools in middle-socioeconomic neighbourhoods. Multilevel models assessed differences in step-counts between intervention and comparison groups over-time by weight (objectively measured) and socioeconomic status subgroups. Results In 2009, children from intervention schools were less active on weekends relative to comparison schools (9212 vs. 11186 steps/day p<0.01). Two years later, daily step-counts on weekend days among children in low socioeconomic intervention schools increased such that they approximated those of children from middle socioeconomic comparison schools (12148 vs. 12121 steps/day p = 0.96). The relative difference in steps between intervention and comparison schools on weekends reduced from -21.4% to 0.2% following the intervention. The normalization of weekend step counts was similar for normal weight (–21.4% to +2.0%) and overweight (-19.1 to +3.9%) children, and was balanced across socioeconomic subgroups. Conclusions These data suggest that school-based health promotion is effective for reducing inequities in physical activity levels outside school hours. Investments in school-based health promotion lead to behavior modification beyond the school environment. Trial Registration ClinicalTrials.gov NCT01914185 PMID:26488168

Goal Development Practices of Physical Therapists Working in Educational Environments.

PubMed

Wynarczuk, Kimberly D; Chiarello, Lisa A; Gohrband, Catherine L

2017-11-01

The aims of this study were to (1) describe the practices that school-based physical therapists use in developing student goals, and (2) identify facilitators and barriers to development of goals that are specific to participation in the context of the school setting. 46 school-based physical therapists who participated in a previous study on school-based physical therapy practice (PT COUNTS) completed a questionnaire on goal development. Frequencies and cross tabulations were generated for quantitative data. Open-ended questions were analyzed using an iterative qualitative analysis process. A majority of therapists reported that they frequently develop goals collaboratively with other educational team members. Input from teachers, related services personnel, and parents has the most influence on goal development. Qualitative analysis identified five themes that influence development of participation-based goals: (1) school-based philosophy and practice; (2) the educational environment, settings, and routines; (3) student strengths, needs, and personal characteristics; (4) support from and collaboration with members of the educational team; and (5) therapist practice and motivation. Goal development is a complex process that involves multiple members of the educational team and is influenced by many different aspects of practice, the school environment, and student characteristics.

Changes in Children's Autonomous Motivation toward Physical Education during Transition from Elementary to Secondary School: A Self-Determination Perspective

ERIC Educational Resources Information Center

Rutten, Cindy; Boen, Filip; Vissers, Nathalie; Seghers, Jan

2015-01-01

Based on Self-Determination Theory (Deci & Ryan, 2000), this study tested whether changes in autonomous motivation toward physical education (AMPE) during the transition from elementary to secondary school can be predicted by changes in perceived need support from the physical education (PE) teacher and perceived physical school environment.…

Physical Activity, Physical Fitness, and Health-Related Quality of Life in School-Aged Children

ERIC Educational Resources Information Center

Gu, Xiangli; Chang, Mei; Solmon, Melinda A.

2015-01-01

Purpose: This study examined the association between physical activity (PA), physical fitness, and health-related quality of life (HRQOL) among school-aged children. Methods: Participants were 201 children (91 boys, 110 girls; M[subscript age] = 9.82) enrolled in one school in the southern US. Students' PA (self-reported PA, pedometer-based PA)…

Developing a Rasch Measurement Physical Fitness Scale for Hong Kong Primary School-Aged Students

ERIC Educational Resources Information Center

Yan, Zi; Bond, Trevor G.

2011-01-01

The main purpose of this study was to develop a Rasch Measurement Physical Fitness Scale (RMPFS) based on physical fitness indicators routinely used in Hong Kong primary schools. A total of 9,439 records of students' performances on physical fitness indicators, retrieved from the database of a Hong Kong primary school, were used to develop the…

A Review of Implementation Outcome Measures of School-based Physical Activity Interventions

ERIC Educational Resources Information Center

Shah, Sonam; Allison, Kenneth R.; Schoueri-Mychasiw, Nour; Pach, Beata; Manson, Heather; Vu-Nguyen, Karen

2017-01-01

Background: Measuring the implementation of school-based physical activity (PA) interventions is an important prerequisite in assessing their impact. Prior to conducting a study to assess the implementation of the daily physical activity (DPA) policy in Ontario, Canada, a literature review was conducted to identify existing survey instruments to…

Effectiveness of a school-based intervention on physical activity for high school students in Brazil: the Saude na Boa project.

PubMed

de Barros, Mauro Virgílio Gomes; Nahas, Markus Vinicius; Hallal, Pedro Curi; de Farias Júnior, José Cazuza; Florindo, Alex Antônio; Honda de Barros, Simone Storino

2009-03-01

We evaluated the effectiveness of a school-based intervention on the promotion of physical activity among high school students in Brazil: the Saude na Boa project. A school-based, randomized trial was carried out in 2 Brazilian cities: Recife (northeast) and Florianopolis (south). Ten schools in each city were matched by size and location, and randomized into intervention or control groups. The intervention included environmental/organizational changes, physical activity education, and personnel training and engagement. Students age 15 to 24 years were evaluated at baseline and 9 months later (end of school year). Although similar at baseline, after the intervention, the control group reported significantly fewer d/wk accumulating 60 minutes+ moderate-to-vigorous physical activity (MVPA) in comparison with the intervention group (2.6 versus 3.3, P<.001). The prevalence of inactivity (0 days per week) rose in the control and decreased in the intervention group. The odds ratio for engaging at least once per week in physical activity associated with the intervention was 1.83 (95% CI=1.24-2.71) in the unadjusted analysis and 1.88 (95% CI=1.27-2.79) after controlling for gender. The Saude na Boa intervention was effective at reducing the prevalence of physical inactivity. The possibility of expanding the intervention to other locations should be considered.

Rationale and study protocol of the EASY Minds (Encouraging Activity to Stimulate Young Minds) program: cluster randomized controlled trial of a primary school-based physical activity integration program for mathematics.

PubMed

Riley, Nicholas; Lubans, David R; Holmes, Kathryn; Morgan, Philip J

2014-08-08

Novel strategies are required to increase school-based physical activity levels of children. Integrating physical activity in mathematics lessons may lead to improvements in students' physical activity levels as well as enjoyment, engagement and learning. The primary aim of this study is to evaluate the impact of a curriculum-based physical activity integration program known as EASY Minds (Encouraging Activity to Stimulate Young Minds) on children's daily school time physical activity levels. Secondary aims include exploring the impact of EASY Minds on their engagement and 'on task' behaviour in mathematics. Grade 5/6 classes from eight public schools in New South Wales, Australia will be randomly allocated to intervention (n = 4) or control (n = 4) groups. Teachers from the intervention group will receive one day of professional development, a resource pack and asked to adapt their lessons to embed movement-based learning in their daily mathematics program in at least three lessons per week over a six week period. Intervention support will be provided via a weekly email and three lesson observations. The primary outcomes will be children's physical activity levels (accelerometry) across both the school day and during mathematics lessons (moderate-to-vigorous physical activity and sedentary time). Children's 'on-task' behaviour, enjoyment of mathematics and mathematics attainment will be assessed as secondary outcomes. A detailed process evaluation will be undertaken. EASY Minds is an innovative intervention that has the potential to improve key physical and academic outcomes for primary school aged children and help guide policy and practice regarding the teaching of mathematics. Australian and New Zealand Clinical Trials Register ACTRN12613000637741 13/05/2013.

School grounds and physical activity: Associations at secondary schools, and over the transition from primary to secondary schools.

PubMed

Harrison, Flo; van Sluijs, Esther M F; Corder, Kirsten; Jones, Andy

2016-05-01

This paper aims to further understanding of the physical environments of secondary schools and their associations with young peoples' physical activity. Accelerometer-derived physical activity measurements from 299 participants in the SPEEDY study (Norfolk, UK) were obtained from baseline measurements (age 9-10y) and +4y follow-up. These were linked to objective measures of primary and secondary school environments as measured by the SPEEDY grounds audit tool. We saw considerable differences in the nature of school grounds between primary and secondary schools. Cross-sectional associations were seen between active travel provision scores and commuting time moderate-to-vigorous physical activity (MVPA) for 13-14 year old boys and adolescents living further from school. However, few associations were seen between changes in school grounds scores and changes in school-based MVPA. Copyright © 2016 The Authors. Published by Elsevier Ltd.. All rights reserved.

Parental Involvement in a School-Based Child Physical Activity and Nutrition Program in Southeastern United States: A Qualitative Analysis of Parenting Capacities.

PubMed

Ickes, Scott; Mahoney, Emily; Roberts, Alison; Dolan, Carrie

2016-03-01

Parent involvement varies widely in school-based programs designed to promote physical activity and healthy nutrition, yet the underlying factors that may limit parent's participation and support of learned behaviors at home are not well understood. We conducted a qualitative study that consisted of one focus group (n = 5) and 52 in-depth interviews among parents whose children participated in a school-based physical activity and nutrition (PAN) promotion program in Williamsburg, Virginia, United States. We sought to identify factors that enabled or constrained parent's support of and involvement in children's programs and to understand the underlying factors that contribute to family success in making dietary and physical activity changes at home. Parents identified their physical and mental health, self-confidence, time, and decision making as underlying "capacities" in the family health pattern. When strengthened, these capacities encourage healthful family behavior and support of school-based PAN programs. Families that succeeded in adopting lessons learned from school-based PAN programs identified four primary strategies for success: shared goals, meal planning, modeling of good behaviors, and collective activities. Interventions that aim to improve child nutrition and physical activity and the broader family health environment should consider underlying capacities of parents and the importance of joint goals and activities. © 2016 Society for Public Health Education.

Opportunities for extracurricular physical activity in North Carolina middle schools.

PubMed

Edwards, Michael B; Kanters, Michael A; Bocarro, Jason N

2011-07-01

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

Recontextualizing and Delivering the Biomedical Model as a Physical Education Curriculum

ERIC Educational Resources Information Center

Johns, David P.

2005-01-01

This paper examines the problem of delivering a body of knowledge based on biomedical research as a school physical education discourse. The paper attempts to deconstruct the ideology of healthism upon which the discourse is based in order to show how ascetic practices in school physical education are promoted as a way of combating the hedonistic…

Determinants of Teacher Implementation of Youth Fitness Tests in School-Based Physical Education Programs

ERIC Educational Resources Information Center

Keating, Xiaofen Deng; Silverman, Stephen

2009-01-01

Background: Millions of American children are participating in fitness testing in school-based physical education (PE) programs. However, practitioners and researchers in the field of PE have questioned the need for regular or mandatory youth fitness testing. This was partly because a significant improvement in youth fitness and physical activity…

Parental Perceptions on Childrens' Out-of-School Physical Activity and Family-Based Physical Activity

ERIC Educational Resources Information Center

Noonan, Robert J.; Boddy, Lynne M.; Fairclough, Stuart J.; Knowles, Zoe R.

2017-01-01

This study explored parents' physical activity (PA) knowledge and perceptions of children's out-of-school PA to formatively contribute to a family-based intervention design. Eleven telephone interviews were conducted with parents of children aged 10-11 years. Child and parent data were triangulated and family case studies were written. Most…

Physical Education Curriculum Analysis Tool (PECAT)

ERIC Educational Resources Information Center

Lee, Sarah M.; Wechsler, Howell

2006-01-01

The Physical Education Curriculum Analysis Tool (PECAT) will help school districts conduct a clear, complete, and consistent analysis of written physical education curricula, based upon national physical education standards. The PECAT is customizable to include local standards. The results from the analysis can help school districts enhance…

Improved cognitive performance in preadolescent Danish children after the school-based physical activity programme "FIFA 11 for Health" for Europe - A cluster-randomised controlled trial.

PubMed

Lind, Rune Rasmussen; Geertsen, Svend Sparre; Ørntoft, Christina; Madsen, Mads; Larsen, Malte Nejst; Dvorak, Jiri; Ritz, Christian; Krustrup, Peter

2018-02-01

Recent studies have shown promising effects of physical activity on cognitive function, but there is a need to investigate this link in real-life settings such as schools. Hence, the objective of the present pilot study was to investigate whether the school-based physical activity programme "FIFA 11 for Health" for Europe could improve cognitive performance in preadolescent Danish children. The pilot study used an 11-week cluster-randomised intervention study design. School classes were randomly assigned to either a control group (CG) (n = 93 children, age = 11.8, s = 0.2 years), which performed the obligatory daily school-based physical activity (5 × 45 minutes per week); or an intervention group (IG) (n = 838 children, age = 11.9, s = 0.4 years), which substituted 2 × 45 minutes per week of the daily school physical activity with the "FIFA 11 for Health" for Europe programme. The programme combines small-sided football games, drills and health education. Cognitive performance was evaluated at baseline and follow-up. The IG improved their cognitive performance compared to the CG for psychomotor function (56, s x -  = 22 ms, p < .001), attention (39, s x -  = 17 ms, p = .012) and working memory (79, s x -  = 35 ms, p = .020). This pilot study provides evidence that the school-based physical activity programme "FIFA 11 for Health" for Europe can improve cognitive performance in preadolescent Danish schoolchildren. Future studies should attempt to disentangle the effects of "FIFA 11 for Health" for Europe on cognitive performance by investigating the characteristics of the programme's physical activity.

Adolescent socio-economic and school-based social status, health and well-being.

PubMed

Sweeting, Helen; Hunt, Kate

2014-11-01

Studies of adults and adolescents suggest subjective socio-economic status (SES) is associated with health/well-being even after adjustment for objective SES. In adolescence, objective SES may have weaker relationships with health/well-being than at other life stages; school-based social status may be of greater relevance. We investigated the associations which objective SES (residential deprivation and family affluence), subjective SES and three school-based subjective social status dimensions ("SSS-peer", "SSS-scholastic" and "SSS-sports") had with physical symptoms, psychological distress and anger among 2503 Scottish 13-15 year-olds. Associations between objective SES and health/well-being were weak and inconsistent. Lower subjective SES was associated with increased physical symptoms and psychological distress, lower SSS-peer with increased psychological distress but reduced anger, lower SSS-scholastic with increased physical symptoms, psychological distress and anger, and lower SSS-sports with increased physical symptoms and psychological distress. Associations did not differ by gender. Objective and subjective SES had weaker associations with health/well-being than did school-based SSS dimensions. These findings underline the importance of school-based SSS in adolescence, and the need for future studies to include a range of school-based SSS dimensions and several health/well-being measures. They also highlight the need for a focus on school-based social status among those working to promote adolescent health/well-being. Copyright © 2014 The Authors. Published by Elsevier Ltd.. All rights reserved.

Physical Activity of Fifth to Sixth Graders during School Hours According to School Race/Ethnicity: Suburban Cook County, Illinois

ERIC Educational Resources Information Center

Kwon, Soyang; Mason, Maryann; Welch, Sarah

2015-01-01

Background: We compared moderate-to-vigorous intensity physical activity (MVPA) and inactivity levels among fifth and sixth graders during school hours according to school-level race/ethnicity and income attributes to inform school-based obesity interventions in Illinois Suburban Cook County (SCC). Methods: Fifth- and sixth-grade students…

Adolescents and Teachers as Partners in a School-Based Research Project to Increase Physical Activity Opportunities in a Rural Community

ERIC Educational Resources Information Center

Rye, James; Tompkins, Nancy O'Hara; McClure, Darlene; Aleshire, Jacqueline

2008-01-01

Schools are an important resource in combating the physical inactivity and obesity epidemics in rural economically depressed areas. Through a University-community partnership, teachers and adolescents in a rural West Virginia county with one of the highest obesity rates in the state developed a school-based research intervention to increase…

Prevalence and Correlates of Physical Fitness Testing in U.S. Schools--2000

ERIC Educational Resources Information Center

Morrow, James R., Jr.; Fulton, Janet E.; Brener, Nancy D.; Kohl, Harold W., III

2008-01-01

Because of the perceived lack of youth physical fitness and/or concerns for increased obesity, physical education teachers are interested in youth fitness and physical activity levels. Statewide mandates are being developed that require school-based teachers to complete physical fitness testing. Data from the nationally representative School…

Validating Pedometer-Based Physical Activity Time against Accelerometer in Middle School Physical Education

ERIC Educational Resources Information Center

Gao, Zan; Lee, Amelia M.; Solmon, Melinda A.; Kosma, Maria; Carson, Russell L.; Zhang, Tao; Domangue, Elizabeth; Moore, Delilah

2010-01-01

The purpose of this study was to validate physical activity time in middle school physical education as measured by pedometers in relation to a criterion measure, namely, students' accelerometer determined moderate to vigorous physical activity (MVPA). Participants were 155 sixth to eighth graders participating in regularly scheduled physical…

Why Inner-City High-School Students Attend After-School Physical Activity Clubs

ERIC Educational Resources Information Center

Whalen, Laurel; McCaughtry, Nate; Garn, Alex; Kulik, Noel; Centeio, Erin E.; Maljak, Kimberly; Kaseta, Michele; Shen, Bo; Martin, Jeffrey

2016-01-01

Objective: The population of young people most vulnerable to low levels of physical activity (e.g. urban/minority/low socio-economic status/female/non-athletes) often has the least access to physical activity opportunities and resources. It has been suggested that a comprehensive, school-based approach, including prudent use of time before, during…

Feasibility Study of Comprehensive School Physical Activity Programs in Appalachian Communities: The McDowell CHOICES Project

ERIC Educational Resources Information Center

Jones, Emily M.; Taliaferro, Andrea R.; Elliott, Eloise M.; Bulger, Sean M.; Kristjansson, Alfgeir L.; Neal, William; Allar, Ishonté

2014-01-01

Increasing rates of childhood obesity has prompted calls for comprehensive approaches to school-based physical activity (PA). The purpose of this study was to evaluate the feasibility of comprehensive school physical activity program (CSPAP) development and related contextual issues within a rural Appalachian county using a Systems Approach. A…

Student Outcomes of School-Based Physical Therapy as Measured by Goal Attainment Scaling.

PubMed

Chiarello, Lisa A; Effgen, Susan K; Jeffries, Lynn; McCoy, Sarah Westcott; Bush, Heather

2016-01-01

The main purposes were to describe individualized outcomes of students receiving school-based physical therapy and determine if goal attainment differed by gross motor ability and age. One hundred nine physical therapists and 296 students participated. At the beginning of the school year, therapists translated students' Individualized Education Program goals into subgoals using Goal Attainment Scaling and determined students' Gross Motor Functional Classification System level. Researchers categorized goals (posture/mobility, recreation/fitness, self-care, or academics), and therapists identified students' primary goal. At the end of the school year, therapists scored the goals. Descriptive statistics and 2-way analyses of variance were conducted. Students exceeded their expected goal level for primary goals and goals categorized as posture/mobility, recreation/fitness, and self-care and made progress on academic goals. No differences were found by gross motor ability. Younger students had higher goal attainment for primary and recreation goals. Students achieve individualized outcomes addressed by school-based physical therapy.

Feasibility and Preliminary Efficacy of the Fit4Fun Intervention for Improving Physical Fitness in a Sample of Primary School Children: A Pilot Study

ERIC Educational Resources Information Center

Eather, Narelle; Morgan, Philip J.; Lubans, David R.

2013-01-01

Objective: The primary objective of this study was to evaluate the feasibility and preliminary efficacy of a school-based physical fitness intervention (Fit4Fun) on the physical fitness and physical activity (PA) levels of primary school children. Methods: A group-randomized controlled trial with a 3-month wait-list control group was conducted in…

Teaching Affective Qualities in Physical Education

ERIC Educational Resources Information Center

Heidorn, Brent; Welch, Mindy M.

2010-01-01

Physical educators at all levels have observed learners in a school-based physical education setting as well as physical activity or sport settings outside of organized school curricula demonstrating behaviors deemed inappropriate or inconsistent with professional standards. Because sport is such a public, social, and international phenomenon,…

Physics teachers' perspectives on factors that affect urban physics participation and accessibility

NASA Astrophysics Data System (ADS)

Kelly, Angela M.

2013-06-01

The accessibility of secondary physics in U.S. urban school districts is a complex issue. Many schools do not offer a physics option, and for those that do, access is often restricted by various school policies and priorities that do not promote physics participation for all. To analyze this problem in greater depth, I adopted a qualitative phenomenological methodology to explore urban physics teachers’ views on school- and district-based conditions that may marginalize traditionally underrepresented students. Teachers from three large urban districts shared concerns and suggestions regarding administrative commitment, student preparedness for physics, reform initiatives and testing mandates, promoting physics enrollments, and implementing high quality instruction. Data from interviews and focus groups provided contextual insights into ways in which physics study may be improved and encouraged for urban youth. Teachers believed expanding access could be facilitated with differentiated levels of physics, incorporating mathematical applications with multiple representations, educating students and counselors on the ramifications of choosing or not choosing elective sciences, well-designed grant-funded initiatives, and flexibility with prerequisites and science course sequencing. Teachers experienced frustration with standardized testing, lack of curricular autonomy, shifting administrative directives, and top-down reforms that did not incorporate their feedback in the decision-making processes. Data from this study revealed that physics teacher networks, often housed at local universities, have been a key resource for establishing supportive professional communities to share best practices that may influence school-based reforms that promote physics participation in urban schools.

Preparing prospective physics teachers to teach integrated science in junior high school

NASA Astrophysics Data System (ADS)

Wiyanto; Hartono; Nugroho, S. E.

2018-03-01

The physics education study program especially prepares its students to teach physics in senior high school, however in reality many its graduates have become science teachers in junior high school. Therefore introducing integrated science to prospective physics teachers is important, because based on the curriculum, science in the junior high school should be taught integratedly. This study analyzed integrated science teaching materials that developed by prospective physics teachers. Results from this study showed that majority of the integration materials that developed by the prospective physics teachers focused on topic with an overlapping concept or theme as connecting between two or three subjects.

Associations of Teen Dating Violence Victimization With School Violence and Bullying Among US High School Students*

PubMed Central

Vivolo-Kantor, Alana M.; Olsen, Emily O’malley; Bacon, Sarah

2016-01-01

BACKGROUND Teen dating violence (TDV) negatively impacts health, mental and physical well-being, and school performance. METHODS Data from a nationally representative sample of high school students participating in the Centers for Disease Control and Prevention (CDC)’s 2013 Youth Risk Behavior Survey (YRBS) are used to demonstrate associations of physical and sexual TDV with school violence-related experiences and behaviors, including bullying victimization. Bivariate and adjusted sex-stratified regressions assessed relationships between TDV and school violence-related experiences and behaviors. RESULTS Compared to students not reporting TDV, those experiencing both physical and sexual TDV were more likely to report carrying a weapon at school, missing school because they felt unsafe, being threatened or injured with a weapon on school property, having a physical fight at school, and being bullied on school property. CONCLUSIONS School-based prevention efforts should target multiple forms of violence. PMID:27374352

Enjoyment Fosters Engagement: The Key to Involving Middle School Students in Physical Education and Physical Activity

ERIC Educational Resources Information Center

Pharez, Emily S.

2016-01-01

This article describes the challenges faced by a middle school teacher who inherited a recreation-based physical education program in which students had been accustomed to choosing what they wanted to do. Stressing the importance of implementing a standards-based program in which students of all skill levels and activity preferences were able to…

Effects of a Physical Education-Based Programme on Health-Related Physical Fitness and Its Maintenance in High School Students: A Cluster-Randomized Controlled Trial

ERIC Educational Resources Information Center

Mayorga-Vega, Daniel; Montoro-Escaño, Jorge; Merino-Marban, Rafael; Viciana, Jesús

2016-01-01

The purpose of this study was to examine the effects of a physical education-based development and maintenance programme on objective and perceived health-related physical fitness in high school students. A sample of 111 students aged 12-14 years old from six classes were cluster-randomly assigned to an experimental group (n = 54) or a control…

Roles and strategies of state organizations related to school-based physical education and physical activity policies.

PubMed

Cradock, Angie L; Barrett, Jessica L; Carnoske, Cheryl; Chriqui, Jamie F; Evenson, Kelly R; Gustat, Jeanette; Healy, Isobel B; Heinrich, Katie M; Lemon, Stephenie C; Tompkins, Nancy Oʼhara; Reed, Hannah L; Zieff, Susan G

2013-01-01

School-based physical education (PE) and physical activity (PA) policies can improve PA levels of students and promote health. Studies of policy implementation, communication, monitoring, enforcement, and evaluation are lacking. To describe how states implement, communicate, monitor, enforce, and evaluate key school-based PE and PA policies, researchers interviewed 24 key informants from state-level organizations in 9 states, including representatives from state departments of health and education, state boards of education, and advocacy/professional organizations. These states educate 27% of the US student population. Key informants described their organizations' roles in addressing 14 school-based PE and PA state laws and regulations identified by the Bridging the Gap research program and the National Cancer Institute's Classification of Laws Associated with School Students (C.L.A.S.S.) system. On average, states had 4 of 14 school-based PE and PA laws and regulations, and more than one-half of respondents reported different policies in practice besides the "on the books" laws. Respondents more often reported roles implementing and communicating policies compared with monitoring, enforcing, and evaluating them. Implementation and communication strategies used included training, technical assistance, and written communication of policy to local education agency administrators and teachers. State-level organizations have varying roles in addressing school-based PE and PA policies. Opportunities exist to focus state-level efforts on compliance with existing laws and regulations and evaluation of their impact.

Preservice Physical Education Teachers' Service Learning Experiences Related to Comprehensive School Physical Activity Programming

ERIC Educational Resources Information Center

Webster, Collin A.; Nesbitt, Danielle; Lee, Heesu; Egan, Cate

2017-01-01

Purpose: The purpose of this study was to examine preservice physical education teachers' (PPET) service learning experiences planning and implementing course assignments aligned with comprehensive school physical activity program (CSPAP) recommendations. Methods: Based on service learning principles, PPETs (N = 18) enrolled in a physical…

Development of a Questionnaire Assessing School Physical Activity Environment

ERIC Educational Resources Information Center

Robertson-Wilson, Jennifer; Levesque, Lucie; Holden, Ronald R.

2007-01-01

This study was designed to develop the Questionnaire Assessing School Physical Activity Environment (Q--SPACE) based on student perceptions. Twenty-eight items rated on 4-point Likert scales were administered to 244 middle school students in 9 schools. Exploratory factor analysis was used to evaluate the underlying structure of the items and 2…

School-Based Health Promotion Initiative Increases Children's Physical Activity

ERIC Educational Resources Information Center

Cluss, Patricia; Lorigan, Devin; Kinsky, Suzanne; Nikolajski, Cara; McDermott, Anne; Bhat, Kiran B.

2016-01-01

Background: Childhood obesity increases health risk, and modest physical activity can impact that risk. Schools have an opportunity to help children become more active. Purpose: This study implemented a program offering extra school-day activity opportunities in a rural school district where 37% of students were obese or overweight in 2005 and…

Physical activity school intervention: context matters.

PubMed

Guldager, J D; Andersen, P T; von Seelen, J; Leppin, A

2018-06-01

School-based interventions for increasing physical activity among children are widespread, however there is still a lack of knowledge about how school context factors are linked to implementation quality and effectiveness of programmes. The aim of this paper is to examine teacher-perceived effectiveness of a Danish national classroom-based health programme 'Active Around Denmark' and in particular, to investigate whether perceptions vary as a function of school social context factors. After completion of the programme all teachers (N = 5.892) received an electronic questionnaire. 2.097 completed the questionnaire (response rate 36%) and 1.781 datasets could be used for analysis. The teachers were asked about their perceptions of changes in children's attitudes towards and levels of physical activity after the competition. Our results indicated that certain contextual factors, such as schools' prioritization of health promotion, teachers' support by their school principal in implementation as well as teacher's satisfaction with the school' physical environment made a significant difference in teacher-perceived effectiveness. To conclude, teacher-perceived effectiveness of the health programme does vary as a function of school social context factors.

The impact of playworks on boys' and girls' physical activity during recess.

PubMed

Bleeker, Martha; Beyler, Nicholas; James-Burdumy, Susanne; Fortson, Jane

2015-03-01

School-based programs, such as Playworks, that guide students in organized activities during recess and make improvements to the recess play yard may lead to significant increases in physical activity-especially for girls. This study builds on past research by investigating the impact of Playworks separately for girls and boys. Twenty-nine schools were randomly assigned to receive Playworks for 1 school year or serve as a control group. Postintervention physical activity data were collected via accelerometers and recess observations. Impacts were estimated separately for girls and boys using regression models. Girls in Playworks schools had significantly higher accelerometer intensity counts and spent more time in vigorous physical activity than girls in control schools. No significant differences based on accelerometer data were found for boys. A significant impact was also found on the types of activities in which girls engaged during recess; girls in the treatment group were less likely than those in the control group to be sedentary and more likely to engage in jumping, tag, and playground games. The current findings suggest that Playworks had a significant impact on some measures of girls' physical activity, but no significant impact on measures of boys' physical activity. © 2015, American School Health Association.

Nurse-Led School-Based Child Obesity Prevention

ERIC Educational Resources Information Center

Tucker, Sharon; Lanningham-Foster, Lorraine M.

2015-01-01

School-based childhood obesity prevention programs have grown in response to reductions in child physical activity (PA), increased sedentariness, poor diet, and soaring child obesity rates. Multiple systematic reviews indicate school-based obesity prevention/treatment interventions are effective, yet few studies have examined the school nurse role…

Scaling-up an efficacious school-based physical activity intervention: Study protocol for the 'Internet-based Professional Learning to help teachers support Activity in Youth' (iPLAY) cluster randomized controlled trial and scale-up implementation evaluation.

PubMed

Lonsdale, Chris; Sanders, Taren; Cohen, Kristen E; Parker, Philip; Noetel, Michael; Hartwig, Tim; Vasconcellos, Diego; Kirwan, Morwenna; Morgan, Philip; Salmon, Jo; Moodie, Marj; McKay, Heather; Bennie, Andrew; Plotnikoff, Ron; Cinelli, Renata L; Greene, David; Peralta, Louisa R; Cliff, Dylan P; Kolt, Gregory S; Gore, Jennifer M; Gao, Lan; Lubans, David R

2016-08-24

Despite the health benefits of regular physical activity, most children are insufficiently active. Schools are ideally placed to promote physical activity; however, many do not provide children with sufficient in-school activity or ensure they have the skills and motivation to be active beyond the school setting. The aim of this project is to modify, scale up and evaluate the effectiveness of an intervention previously shown to be efficacious in improving children's physical activity, fundamental movement skills and cardiorespiratory fitness. The 'Internet-based Professional Learning to help teachers support Activity in Youth' (iPLAY) study will focus largely on online delivery to enhance translational capacity. The intervention will be implemented at school and teacher levels, and will include six components: (i) quality physical education and school sport, (ii) classroom movement breaks, (iii) physically active homework, (iv) active playgrounds, (v) community physical activity links and (vi) parent/caregiver engagement. Experienced physical education teachers will deliver professional learning workshops and follow-up, individualized mentoring to primary teachers (i.e., Kindergarten - Year 6). These activities will be supported by online learning and resources. Teachers will then deliver the iPLAY intervention components in their schools. We will evaluate iPLAY in two complementary studies in primary schools across New South Wales (NSW), Australia. A cluster randomized controlled trial (RCT), involving a representative sample of 20 schools within NSW (1:1 allocation at the school level to intervention and attention control conditions), will assess effectiveness and cost-effectiveness at 12 and 24 months. Students' cardiorespiratory fitness will be the primary outcome in this trial. Key secondary outcomes will include students' moderate-to-vigorous physical activity (via accelerometers), fundamental movement skill proficiency, enjoyment of physical education and sport, cognitive control, performance on standardized tests of numeracy and literacy, and cost-effectiveness. A scale-up implementation study guided by the RE-AIM framework will evaluate the reach, effectiveness, adoption, implementation, and maintenance of the intervention when delivered in 160 primary schools in urban and regional areas of NSW. This project will provide the evidence and a framework for government to guide physical activity promotion throughout NSW primary schools and a potential model for adoption in other states and countries. Australia and New Zealand Clinical Trials Registry ( ACTRN12616000731493 ). Date of registration: June 3, 2016.

Teaching and Learning Physics in a 1:1 Laptop School

NASA Astrophysics Data System (ADS)

Zucker, Andrew A.; Hug, Sarah T.

2008-12-01

1:1 laptop programs, in which every student is provided with a personal computer to use during the school year, permit increased and routine use of powerful, user-friendly computer-based tools. Growing numbers of 1:1 programs are reshaping the roles of teachers and learners in science classrooms. At the Denver School of Science and Technology, a public charter high school where a large percentage of students come from low-income families, 1:1 laptops are used often by teachers and students. This article describes the school's use of laptops, the Internet, and related digital tools, especially for teaching and learning physics. The data are from teacher and student surveys, interviews, classroom observations, and document analyses. Physics students and teachers use an interactive digital textbook; Internet-based simulations (some developed by a Nobel Prize winner); word processors; digital drop boxes; email; formative electronic assessments; computer-based and stand-alone graphing calculators; probes and associated software; and digital video cameras to explore hypotheses, collaborate, engage in scientific inquiry, and to identify strengths and weaknesses of students' understanding of physics. Technology provides students at DSST with high-quality tools to explore scientific concepts and the experiences of teachers and students illustrate effective uses of digital technology for high school physics.

An Internet-supported Physical Activity Intervention Delivered in Secondary Schools Located in Low Socio-economic Status Communities: Study Protocol for the Activity and Motivation in Physical Education (AMPED) Cluster Randomized Controlled Trial.

PubMed

Lonsdale, Chris; Lester, Aidan; Owen, Katherine B; White, Rhiannon L; Moyes, Ian; Peralta, Louisa; Kirwan, Morwenna; Maeder, Anthony; Bennie, Andrew; MacMillan, Freya; Kolt, Gregory S; Ntoumanis, Nikos; Gore, Jennifer M; Cerin, Ester; Diallo, Thierno M O; Cliff, Dylan P; Lubans, David R

2016-01-06

School-based physical education is an important public health initiative as it has the potential to provide students with regular opportunities to participate in moderate-to-vigorous physical activity (MVPA). Unfortunately, in many physical education lessons students do not engage in sufficient MVPA to achieve health benefits. In this trial we will test the efficacy of a teacher professional development intervention, delivered partially via the Internet, on secondary school students' MVPA during physical education lessons. Teaching strategies covered in this training are designed to (i) maximize opportunities for students to be physically active during lessons and (ii) enhance students' autonomous motivation towards physical activity. A two-arm cluster randomized controlled trial with allocation at the school level (intervention vs. usual care control). Teachers and Year 8 students in government-funded secondary schools in low socio-economic areas of the Western Sydney region of Australia will be eligible to participate. During the main portion of the intervention (6 months), teachers will participate in two workshops and complete two implementation tasks at their school. Implementation tasks will involve video-based self-reflection via the project's Web 2.0 platform and an individualized feedback meeting with a project mentor. Each intervention school will also complete two group peer-mentoring sessions at their school (one per term) in which they will discuss implementation with members of their school physical education staff. In the booster period (3 months), teachers will complete a half-day workshop at their school, plus one online implementation task, and a group mentoring session at their school. Throughout the entire intervention period (main intervention plus booster period), teachers will have access to online resources. Data collection will include baseline, post-intervention (7-8 months after baseline) and maintenance phase (14-15 months after baseline) assessments. Research assistants blinded to group allocation will collect all data. The primary outcome will be the proportion of physical education lesson time that students spend in MVPA. Secondary outcomes will include leisure-time physical activity, subjective well-being, and motivation towards physical activity. The provision of an online training platform for teachers could help facilitate more widespread dissemination of evidence-based interventions compared with programs that rely exclusively on face-to-face training. Australia and New Zealand Clinical Trials Registry- ACTRN12614000184673 . Registration date: February 19, 2014.

Impact of a school-based intervention program on obesity risk factors in Mexican children.

PubMed

Safdie, Margarita; Jennings-Aburto, Nancy; Lévesque, Lucie; Janssen, Ian; Campirano-Núñez, Fabricio; López-Olmedo, Nancy; Aburto, Tania; Rivera, Juan A

2013-01-01

To evaluate the impact of an 18-month school obesity prevention intervention on the health behaviors of 4th and 5th grade students based on ecological principles and formative research conducted in Mexico. A Randomized Control Trial (RCT), design was used to assign 27 schools to one of three conditions: basic or plus interventions and control. School environment measures, children's eating and physical activity behaviors, and body mass index were assessed four times over a 2-year period in a sample of 830 students. In the intervention schools, the availability of healthy foods increased with a concomitant decrease in unhealthy food availability. Food intake showed the same trend. In the intervention schools, children did not engage in more moderate to vigorous physical activity (MVPA) in physical education (PE) class or recess but increased steps taken. Obesity prevalence did not change. The intervention improved the school food environment and child healthy behaviors.

Physical Activity Design Guidelines for School Architecture

PubMed Central

Brittin, Jeri; Sorensen, Dina; Trowbridge, Matthew; Lee, Karen K.; Breithecker, Dieter; Frerichs, Leah; Huang, Terry

2015-01-01

Increasing children’s physical activity at school is a national focus in the U.S. to address childhood obesity. While research has demonstrated associations between aspects of school environments and students’ physical activity, the literature currently lacks a synthesis of evidence to serve as a practical, spatially-organized resource for school designers and decision-makers, as well as to point to pertinent research opportunities. This paper describes the development of a new practical tool: Physical Activity Design Guidelines for School Architecture. Its aims are to provide architects and designers, as well as school planners, educators, and public health professionals, with strategies for making K-12 school environments conducive to healthy physical activity, and to engage scientists in transdisciplinary perspectives toward improved knowledge of the school environment’s impact. We used a qualitative review process to develop evidence-based and theory-driven school design guidelines that promote increased physical activity among students. The design guidelines include specific strategies in 10 school design domains. Implementation of the guidelines is expected to enable students to adopt healthier physical activity behaviors. The tool bridges a translational gap between research and environmental design practice, and may contribute to setting new industry and education standards. PMID:26230850

Physical Activity Design Guidelines for School Architecture.

PubMed

Brittin, Jeri; Sorensen, Dina; Trowbridge, Matthew; Lee, Karen K; Breithecker, Dieter; Frerichs, Leah; Huang, Terry

2015-01-01

Increasing children's physical activity at school is a national focus in the U.S. to address childhood obesity. While research has demonstrated associations between aspects of school environments and students' physical activity, the literature currently lacks a synthesis of evidence to serve as a practical, spatially-organized resource for school designers and decision-makers, as well as to point to pertinent research opportunities. This paper describes the development of a new practical tool: Physical Activity Design Guidelines for School Architecture. Its aims are to provide architects and designers, as well as school planners, educators, and public health professionals, with strategies for making K-12 school environments conducive to healthy physical activity, and to engage scientists in transdisciplinary perspectives toward improved knowledge of the school environment's impact. We used a qualitative review process to develop evidence-based and theory-driven school design guidelines that promote increased physical activity among students. The design guidelines include specific strategies in 10 school design domains. Implementation of the guidelines is expected to enable students to adopt healthier physical activity behaviors. The tool bridges a translational gap between research and environmental design practice, and may contribute to setting new industry and education standards.

Teaching College Physics at the Local Elementary School

NASA Astrophysics Data System (ADS)

Hagedorn, Eric A.

2006-12-01

For several years physics faculty at the University of Texas at El Paso (UTEP) have taught physics to pre-service elementary and middle school teachers in an unusual location: the local elementary school! The participating pre-service elementary and middle school teachers are typically in their last semester and are fully immersed in their internships (called "student teaching" elsewhere. See Fig. 1). Rather than bringing the students back to campus for class during four of their field semesters, UTEP sends education, mathematics, and physics faculty out to the schools as part of what is referred to as the "field-based program" (FBP) even though some of this program occurs on campus.

Material Encounters with Mathematics: The Case for Museum Based Cross-Curricular Integration

ERIC Educational Resources Information Center

de Freitas, Elizabeth; Bentley, Sean J.

2012-01-01

This paper reports on research from a network of high school and museum partnerships designed to explore techniques for integrating mathematics and physics learning experiences during the first year of high school. The foundation of the curriculum is a problem-based, museum-based, and hands-on approach to mathematics and physics. In this paper, we…

School-Based Experiential Outdoor Education: A Neglected Necessity

ERIC Educational Resources Information Center

James, Joan K.; Williams, Theresa

2017-01-01

In this research study, we hear the voices of middle school students, preservice teachers, and practicing middle school teachers in support of school-based experiential outdoor education. The benefits of engaging youth in memorably relevant learning, immersing them in physically active, field-based education, and providing them with authentic,…

Childhood Obesity Prevention and Physical Activity in Schools

ERIC Educational Resources Information Center

Davidson, Fiona

2007-01-01

Purpose: The aim of this literature review is to summarise and synthesise the research base concerning childhood obesity and physical activity, particularly in relation to teachers and schools and within a policy context of the UK. The review investigates childhood obesity, physical activity, physical education, the role of teachers, the role of…

The Voluntary Use of Physical Education Safety Guidelines in Schools

ERIC Educational Resources Information Center

Rothe, J. Peter

2009-01-01

About 25 percent of child injuries occur in schools, most of them during physical education activities. Physical education safety guidelines are one strategy to reduce the number of student injuries. However, based on the findings of a recent evaluation of provincial safety guidelines, only two-thirds of physical education teachers use the safety…

Using Social Cognitive Theory to Predict Physical Activity and Fitness in Underserved Middle School Children

ERIC Educational Resources Information Center

Martin, Jeffrey J.; McCaughtry, Nate; Flory, Sara; Murphy, Anne; Wisdom, Kimberlydawn

2011-01-01

Few researchers have used social cognitive theory and environment-based constructs to predict physical activity (PA) and fitness in underserved middle-school children. Hence, we evaluated social cognitive variables and perceptions of the school environment to predict PA and fitness in middle school children (N = 506, ages 10-14 years). Using…

Shared Use of School Facilities with Community Organizations and Afterschool Physical Activity Program Participation: A Cost-Benefit Assessment

ERIC Educational Resources Information Center

Kanters, Michael A.; Bocarro, Jason N.; Filardo, Mary; Edwards, Michael B.; McKenzie, Thomas L.; Floyd, Myron F.

2014-01-01

Background: Partnerships between school districts and community-based organizations to share school facilities during afterschool hours can be an effective strategy for increasing physical activity. However, the perceived cost of shared use has been noted as an important reason for restricting community access to schools. This study examined…

Status of Instructional Physical Education Programs in Ohio Senior High Schools.

ERIC Educational Resources Information Center

Schraibman, Carl

High school level instructional physical education programs in the state of Ohio are examined to determine the quality of their organizational structure and curricula offerings. Data collected from a 74.3 percent questionnaire response from 70 Ohio school systems describes the functional arrangement of the school programs based on the sex of the…

Support for school-based obesity prevention efforts: attitudes among administrators at nationally representative samples of US elementary schools.

PubMed

Turner, Lindsey; Slater, Sandy J; Chaloupka, Frank J

2013-08-01

With the continued threat of childhood obesity, many public health intervention efforts focus on school settings. The current study sought to document administrator attitudes regarding obesity and interest in improving relevant school practices (i.e., nutrition and physical activity) in elementary schools. Mail-back surveys were used to gather data from public and private elementary schools during the 2006-2007, 2007-2008, 2008-2009, and 2010-2011 school years. In each year, a different set of items pertaining to administrator attitudes was included. Numbers of responding schools annually ranged from 259 to 336 private schools, and from 578 to 748 public schools. The vast majority of elementary school administrators (>90%) agreed that schools can play a role in addressing childhood obesity, physical education improves a variety of academic outcomes, and they were interested in improving practices at their school. Concern about childhood obesity and perceiving that schools can play a role in addressing obesity were both associated with more interest in improving school practices. However, only one-third of administrators agreed that parents were interested in participating in improving nutrition and physical activity practices, suggesting opportunities for efforts to improve collaboration. Administrators are generally very supportive of school-based efforts to improve nutrition and physical activity practices and see the value in doing so. Given the amount of time children spend in school, schools are an essential venue for efforts to address childhood obesity.

The health Oriented pedagogical project (HOPP) - a controlled longitudinal school-based physical activity intervention program.

PubMed

Fredriksen, Per Morten; Hjelle, Ole Petter; Mamen, Asgeir; Meza, Trine J; Westerberg, Ane C

2017-04-28

The prevalence of non-communicable diseases (NCDs) is increasing worldwide, also among children. Information about primary prevention of NCD's is increasing; however, convincing strategies among children is needed. The present paper describes the design and methods in the Health Oriented Pedagogical Project (HOPP) study. The main objective is to evaluate the effects of a school-based physical activity intervention program on cardio-metabolic risk factors. Secondary objectives include assessment of physical, psychological and academic performance variables. The HOPP study is a 7 years longitudinal large-scale controlled intervention in seven elementary schools (n = 1545) with two control schools (n = 752); all aged 6-11 years at baseline. The school-based physical activity intervention program includes an increase in physical activity (PA) of 225 min/week as an integrated part of theoretical learning, in addition to the curriculum based 90 min/week of ordinary PA. Primary outcomes include cardio-metabolic risk factors measured as PA level, BMI status, waist circumference, muscle mass, percent fat, endurance test performance, total serum cholesterol, high-density lipoprotein (HDL), non-HDL, micro C-reactive protein (mCRP) and long-term blood sugar (HbA1c). In addition, secondary outcomes include anthropometric growth measures, physical fitness, quality of life (QoL), mental health, executive functions, diet and academic performance. HOPP will provide evidence of effects on cardio-metabolic risk factors after a long-term PA intervention program in elementary schoolchildren. School-based PA intervention programs may be an effective arena for health promotion and disease prevention. The study is registered in Clinical trials (ClinicalTrials.gov Identifier: NCT02495714 ) as of June 20 th - 2015, retrospectively registered. The collection of baseline values was initiated in mid-January 2015.

Evaluation of Virtual Laboratory Package on Nigerian Secondary School Physics Concepts

ERIC Educational Resources Information Center

Falode, Oluwole Caleb; Gambari, Amosa Isiaka

2017-01-01

The study evaluated accessibility, flexibility, cost and learning effectiveness of researchers-developed virtual laboratory package for Nigerian secondary school physics. Based on these issues, four research questions were raised and answered. The study was a quantitative-based evaluation research. Sample for the study included 24 physics…

Learning Science-Based Fitness Knowledge in Constructivist Physical Education

ERIC Educational Resources Information Center

Sun, Haichun; Chen, Ang; Zhu, Xihe; Ennis, Catherine D.

2012-01-01

Teaching fitness-related knowledge has become critical in developing children's healthful living behavior. The purpose of this study was to examine the effects of a science-based, constructivist physical education curriculum on learning fitness knowledge critical to healthful living in elementary school students. The schools (N = 30) were randomly…

Physical Activity Based Professional Development for Teachers: The Importance of Whole School Involvement

ERIC Educational Resources Information Center

Till, Jude; Ferkins, Lesley; Handcock, Phil

2011-01-01

Objective: This study sought to investigate teachers' perceptions of a physical activity-related professional development intervention. Design: Interview-based qualitative approach founded on the interpretive paradigm. Setting: Purposive selection of one high-rated independent, and one low-rated public primary school from Auckland, New Zealand.…

HEPS Inventory Tool: An Inventory Tool Including Quality Assessment of School Interventions on Healthy Eating and Physical Activity

ERIC Educational Resources Information Center

Dadaczynski, Kevin; Paulus, Peter; de Vries, Nanne; de Ruiter, Silvia; Buijs, Goof

2010-01-01

The HEPS Inventory Tool aims to support stakeholders working in school health promotion to promote high quality interventions on healthy eating and physical activity. As a tool it provides a step-by-step approach on how to develop a national or regional inventory of existing school based interventions on healthy eating and physical activity. It…

Physical, policy, and sociocultural characteristics of the primary school environment are positively associated with children's physical activity during class time.

PubMed

Martin, Karen; Bremner, Alexandra; Salmon, Jo; Rosenberg, Michael; Giles-Corti, Billie

2014-03-01

The objective of this study was to develop a multidomain model to identify key characteristics of the primary school environment associated with children's physical activity (PA) during class-time. Accelerometers were used to calculate time spent in moderate-to-vigorous physical activity during class-time (CMVPA) of 408 sixth-grade children (mean ± SD age 11.1 ± 0.43 years) attending 27 metropolitan primary schools in Perth Western Australia. Child and staff self-report instruments and a school physical environment scan administered by the research team were used to collect data about children and the class and school environments. Hierarchical modeling identified key variables associated with CMVPA. The final multilevel model explained 49% of CMVPA. A physically active physical education (PE) coordinator, fitness sessions incorporated into PE sessions and either a trained PE specialist, classroom teacher or nobody coordinating PE in the school, rather than the deputy principal, were associated with higher CMVPA. The amount of grassed area per student and sporting apparatus on grass were also associated with higher CMVPA. These results highlight the relevance of the school's sociocultural, policy and physical environments in supporting class-based PA. Interventions testing optimization of the school physical, sociocultural and policy environments to support physical activity are warranted.

Reimagining professional competence in physical education

PubMed Central

Ennis, Catherine D.

2015-01-01

Physical educators have critical roles to play in assisting communities and schools to increase physical activity for all citizens. They can assist classroom teachers in increasing physical activity in the academic school day and can serve as school wellness directors to increase the amount of physical activity students and school staff members receive during the day. Additionally, physical educators can implement innovative approaches to physical education curricula to enhance students’ opportunities to be active and to learn concepts to assist them to be physically active now and for a lifetime. When implementing evidence-based approaches to physical education, teachers need to teach the curriculum coherently and with fidelity. New programs such as Science, PE, & Me! and the Science of Healthful Living provide opportunities for students to examine the effects of exercise on their bodies in a physically active, learning-oriented approach to physical education. PMID:26617976

Family- and school-based correlates of energy balance-related behaviours in 10-12-year-old children: a systematic review within the ENERGY (EuropeaN Energy balance Research to prevent excessive weight Gain among Youth) project.

PubMed

Verloigne, Maïté; Van Lippevelde, Wendy; Maes, Lea; Brug, Johannes; De Bourdeaudhuij, Ilse

2012-08-01

To identify family- and school-based correlates of specific energy balance-related behaviours (physical activity, sedentary behaviour, breakfast consumption, soft drink consumption) among 10-12-year-olds, using the EnRG framework (Environmental Research framework for weight Gain prevention). A literature review to identify observational studies exploring at least one family- or school-based correlate of the specific behaviours, resulting in seventy-six articles. Eighteen studies were conducted in Europe, forty-one studies in North America and seventeen studies in Australasia. Healthy children aged 10-12 years. Parental and maternal physical activity, doing physical activities with parents and parental logistic support were identified as the most important, positive correlates of physical activity. Parental rules was the most important correlate of sedentary behaviour and was inversely related to it. School socio-economic status was positively related to physical activity and inversely related to sedentary behaviour. The available studies suggested a positive relationship between soft drink availability at home and consumption. Soft drink availability and consumption at school were the most important school-based correlates of soft drink consumption. A permissive parenting style was related to more soft drink consumption and less breakfast consumption. An important role has been awarded to parents, suggesting parents should be involved in obesity prevention programmes. Despite the opportunities a school can offer, little research has been done to identify school-environmental correlates of energy balance-related behaviours in this age group. Obesity prevention programmes can focus on the most important correlates to maximize the effectiveness of the programme. Future research should aim at longitudinal studies.

Effectiveness of pre-school- and school-based interventions to impact weight-related behaviours in African American children and youth: a literature review.

PubMed

Robinson, L E; Webster, E K; Whitt-Glover, M C; Ceaser, T G; Alhassan, S

2014-10-01

This review assessed the effectiveness of pre-school- and school-based obesity prevention and/or treatment interventions targeting healthy eating, physical activity or obesity in African American children and adolescents. Systematic searches were conducted for English-printed research articles published between January 1980 and March 2013. Retained articles included experimental studies conducted in the United States that targeted ≥ 80% African American/black children and adolescents and/or studies whose results were stratified by race/ethnicity, and that were conducted in pre-schools/head start or schools (excluding after-school programmes). Of the 12,270 articles identified, 17 met the inclusion criteria (pre-school, n=2; elementary school, n=7; middle and secondary schools, n=8). Thirteen studies found significant improvements in nutrition (pre-school, n=1; elementary, n=7; secondary, n=5) and three found significant improvements in physical activity (pre-school, n=1; elementary, n=2) variables of interest. Two studies (pre-school, n=1; secondary, n=1) reported significant reductions in obesity in African American children. The evidence available suggests school-based interventions are effective in promoting healthy nutrition behaviours in African American children. Conclusions overall and, particularly, about effects on physical activity and obesity are limited due to the small number of studies, differences in assessment approaches and a lack of follow-up assessments. © 2014 World Obesity.

Comparison of U.S. and Chinese High-School Physics Teaching and the Need for Active Learning at the College Level

NASA Astrophysics Data System (ADS)

Tosa, Sachiko; Qian, Lingbo

This study examines the extent to which inquiry-based teaching is practiced in Chinese high-school physics in comparison with US high schools. Data were collected through lesson observations and the administration of a teacher survey (N = 19). Results show that both US and Chinese teachers are well aware of the importance of the elements that are associated with inquiry-based teaching. However, in practice, little inquiry-based teaching was observed in either of the countries by different reasons. US physics lessons often lacked rigorous content development to help students understand physics concepts, while many of the Chinese lessons failed to include opportunities for students to present and test their own thoughts. It is advocated that the implementation of active learning strategies at the college level physics would help the situation in both of the countries.

School-day and overall physical activity among youth.

PubMed

Long, Michael W; Sobol, Arthur M; Cradock, Angie L; Subramanian, S V; Blendon, Robert J; Gortmaker, Steven L

2013-08-01

Increasing school-day physical activity through policy and programs is commonly suggested to prevent obesity and improve overall child health. However, strategies that focus on school-day physical activity may not increase total physical activity if youth compensate by reducing physical activity outside of school. Objectively measured, nationally representative physical activity data were used to test the hypothesis that higher school-day physical activity is associated with higher overall daily physical activity in youth. Accelerometer data from 2003-2004/2005-2006 National Health and Nutrition Examination Surveys were analyzed in 2012 to estimate physical activity levels during the school day (8AM-3PM) among youth aged 6-19 years (n=2548). Fixed-effects regressions were used to estimate the impact of changes in school-day minutes of moderate-to-vigorous physical activity (MVPA) on changes in total daily MVPA. Each additional minute of school-day MVPA was associated with an additional 1.14 minutes (95% CI=1.04, 1.24; p<0.001) of total daily MVPA, or 0.14 additional minutes (95% CI=0.04, 0.24; p=0.008) outside the school day, controlling for total daily accelerometer wear time and age, gender, race/ethnicity, and other non-time varying covariates. There were no differences in the effect of school-day MVPA on total MVPA by age group, gender, race/ethnicity, poverty status, or degree of change in MVPA. Higher school-day MVPA was associated with higher daily MVPA among U.S. youth with no evidence for same-day "compensation." Increasing school-based physical activity is a promising approach that can improve total daily physical activity levels of youth. Copyright © 2013 American Journal of Preventive Medicine. Published by Elsevier Inc. All rights reserved.

Test on the Effectiveness of the Sum over Paths Approach in Favoring the Construction of an Integrated Knowledge of Quantum Physics in High School

ERIC Educational Resources Information Center

Malgieri, Massimiliano; Onorato, Pasquale; De Ambrosis, Anna

2017-01-01

In this paper we present the results of a research-based teaching-learning sequence on introductory quantum physics based on Feynman's sum over paths approach in the Italian high school. Our study focuses on students' understanding of two founding ideas of quantum physics, wave particle duality and the uncertainty principle. In view of recent…

Associations of Teen Dating Violence Victimization With School Violence and Bullying Among US High School Students.

PubMed

Vivolo-Kantor, Alana M; Olsen, Emily O'Malley; Bacon, Sarah

2016-08-01

Teen dating violence (TDV) negatively impacts health, mental and physical well-being, and school performance. Data from a nationally representative sample of high school students participating in the Centers for Disease Control and Prevention (CDC)'s 2013 Youth Risk Behavior Survey (YRBS) are used to demonstrate associations of physical and sexual TDV with school violence-related experiences and behaviors, including bullying victimization. Bivariate and adjusted sex-stratified regressions assessed relationships between TDV and school violence-related experiences and behaviors. Compared to students not reporting TDV, those experiencing both physical and sexual TDV were more likely to report carrying a weapon at school, missing school because they felt unsafe, being threatened or injured with a weapon on school property, having a physical fight at school, and being bullied on school property. School-based prevention efforts should target multiple forms of violence. Published 2016. This article is a U.S. Government work and is in the public domain in the USA.

A school-based intervention to promote physical activity among adolescent girls: Rationale, design, and baseline data from the Girls in Sport group randomised controlled trial

PubMed Central

2011-01-01

Background Physical activity levels decline markedly among girls during adolescence. School-based interventions that are multi-component in nature, simultaneously targeting curricular, school environment and policy, and community links, are a promising approach for promoting physical activity. This report describes the rationale, design and baseline data from the Girls in Sport group randomised trial, which aims to prevent the decline in moderate-to-vigorous intensity physical activity (MVPA) among adolescent girls. Methods/Design A community-based participatory research approach and action learning framework are used with measurements at baseline and 18-month follow-up. Within each intervention school, a committee develops an action plan aimed at meeting the primary objective (preventing the decline in accelerometer-derived MVPA). Academic partners and the State Department of Education and Training act as critical friends. Control schools continue with their usual school programming. 24 schools were matched then randomized into intervention (n = 12) and control (n = 12) groups. A total of 1518 girls (771 intervention and 747 control) completed baseline assessments (86% response rate). Useable accelerometer data (≥10 hrs/day on at least 3 days) were obtained from 79% of this sample (n = 1199). Randomisation resulted in no differences between intervention and control groups on any of the outcomes. The mean age (SE) of the sample was 13.6 (± 0.02) years and they spent less than 5% of their waking hours in MVPA (4.85 ± 0.06). Discussion Girls in Sport will test the effectiveness of schools working towards the same goal, but developing individual, targeted interventions that bring about changes in curriculum, school environment and policy, and community links. By using community-based participatory research and an action learning framework in a secondary school setting, it aims to add to the body of literature on effective school-based interventions through promoting and sustaining increased physical activity participation among adolescent girls. Trial Registration Number Australia and New Zealand Clinical Trials Register (ANZCTR): ACTRN12610001077055 PMID:21854609

Averting Uncertainty: A Practical Guide to Physical Activity Research in Australian Schools

ERIC Educational Resources Information Center

Rachele, Jerome N.; Cuddihy, Thomas F.; Washington, Tracy L.; McPhail, Steven M.

2013-01-01

Preventative health has become central to contemporary health care, identifying youth physical activity as a key factor in determining health and functioning. Schools offer a unique research setting due to distinctive methodological circumstances. However, school-based researchers face several obstacles in their endeavour to complete successful…

How Healthy Is Homeschool? An Analysis of Body Composition and Cardiovascular Disease Risk

ERIC Educational Resources Information Center

Kabiri, Laura S.; Mitchell, Katy; Brewer, Wayne; Ortiz, Alexis

2018-01-01

Background: Public school children regularly participate in school-based physical activity, physical education, and fitness testing. However, almost 2 million American children are homeschooled. The purpose of this research was to assess the body composition of elementary school-aged homeschool children and their corresponding cardiovascular…

Association between School Policies and Built Environment, and Youth's Participation in Various Types of Physical Activities

ERIC Educational Resources Information Center

Ward, Stephanie; Bélanger, Mathieu; Donovan, Denise; Caissie, Isabelle; Goguen, Julie; Vanasse, Allain

2015-01-01

Background: School environmental characteristics may be associated with youth's participation in different types of physical activities (PAs). This study aimed to identify which school policies and built environmental characteristics were associated with participation in organized, nonorganized, individual, and group-based activities. Methods:…

Training to Teach Physical Education in a Grammar School for Boys: Female Narratives and Mentor Perspectives

ERIC Educational Resources Information Center

Stidder, Gary

2014-01-01

This research examines the school-based training experiences of a female trainee teacher of physical education (Emily) at a grammar school for boys. The purpose of this research is to consider whether the sex of the trainee teacher either inhibits or advances the professional development of trainee teachers in an opposite-sex school. Emily…

Yoga Improves Academic Performance in Urban High School Students Compared to Physical Education: A Randomized Controlled Trial

ERIC Educational Resources Information Center

Hagins, Marshall; Rundle, Andrew

2016-01-01

Yoga programs within schools have become more widespread but research regarding the potential effect on academic achievement remains limited. This study cluster-randomized 112 students within a single New York City public high school to participate in either school-based yoga or physical education (PE) for an entire academic year. The primary…

Comparison of Height, Weight, and Body Mass Index Data from State-Mandated School Physical Fitness Testing and a Districtwide Surveillance Project

ERIC Educational Resources Information Center

Khaokham, Christina B.; Hillidge, Sharon; Serpas, Shaila; McDonald, Eric; Nader, Philip R.

2015-01-01

Background: Approximately one third of California school-age children are overweight or obese. Legislative approaches to assessing obesity have focused on school-based data collection. During 2010-2011, the Chula Vista Elementary School District conducted districtwide surveillance and state-mandated physical fitness testing (PFT) among fifth grade…

Pairing Nurses and Social Workers in Schools: North Carolina's School-Based Child and Family Support Teams

ERIC Educational Resources Information Center

Gifford, Elizabeth J.; Wells, Rebecca; Bai, Yu; Troop, Tony O.; Miller, Shari; Babinski, Leslie M.

2010-01-01

When children are struggling in school, underlying causes often include physical or behavioral health problems, poverty, abuse, and/or neglect. Children's poor physical health status has been linked to deficits in memory and reading ability. Children with behavioral problems are much more likely than others to have lower grades, miss school, be…

Results of a 3-Year, Nutrition and Physical Activity Intervention for Children in Rural, Low-Socioeconomic Status Elementary Schools

ERIC Educational Resources Information Center

King, Kristi McClary; Ling, Jiying

2015-01-01

Improving children's nutrition and physical activity have become priorities in the United States. This quasi-experimental study evaluated the longitudinal effects of a 3-year, school-based, health promotion intervention (i.e. nutrition and physical education, classroom physical activity, professional development and health promotion for teachers…

Meeting the Challenge of Students' Understanding of Formulae in High-School Physics: A Learning Tool

ERIC Educational Resources Information Center

Bagno, Esther; Berger, Hana; Eylon, Bat-Sheva

2008-01-01

In this paper we describe a diagnostic study to investigate students' understanding of two basic formulae in physics. Based on the findings of the study, we have developed a classroom activity focused on the interpretation of formulae. The activity was developed cooperatively by physics education researchers and high-school physics teachers and…

Tactile Teaching: Exploring Protein Structure/Function Using Physical Models

ERIC Educational Resources Information Center

Herman, Tim; Morris, Jennifer; Colton, Shannon; Batiza, Ann; Patrick, Michael; Franzen, Margaret; Goodsell, David S.

2006-01-01

The technology now exists to construct physical models of proteins based on atomic coordinates of solved structures. We review here our recent experiences in using physical models to teach concepts of protein structure and function at both the high school and the undergraduate levels. At the high school level, physical models are used in a…

Determinants of Physical Activity in Adolescents and Young Adults: The Basis for High School and College Physical Education To Promote Active Lifestyles.

ERIC Educational Resources Information Center

Nahas, Markus V.; Goldfine, Bernie; Collins, Mitchell A.

2003-01-01

Reviews factors that influence high school and college students' physical activity adoption and/or maintenance based on recent behavioral research. Relevant determinants of physical activity include self-efficacy, intentions, perceived barriers, enjoyment, stages of change, and social support. Suggestions for behavior modifications to increase…

Reducing sedentary behavior in minority girls via a theory-based, tailored classroom media intervention

PubMed Central

SPRUIJT-METZ, DONNA; NGUYEN-MICHEL, SELENA T.; GORAN, MICHAEL I.; CHOU, CHIH-PING; HUANG, TERRY T-K.

2010-01-01

Objective To develop, implement and test an innovative, theory-based classroom media intervention known as Get Moving! to increase physical activity and decrease sedentary behaviors in predominantly Latina middle school girls. Research methods and procedures School-based intervention on five to seven consecutive school days in seven schools (four intervention and three control) with high Latino populations (above 60%). Intervention schools were matched to control schools by ethnic makeup and socioeconomic status (SES). Measures conducted 3 months before and 3 months after intervention included height, weight, percentage body fat (bioimpedance analysis), physical activity and psychosocial aspects of activity by questionnaire. Subjects were middle school girls, mean age 12.5 years old, 73% Latina (N=459 girls). Results Get Moving! significantly reduced time spent on sedentary behavior (β± standard error, SE=−0.27±0.14, p<0.05) and significantly increased intrinsic motivation (β±SE=0.11±0.05, p<0.05). There was a trend for mediation effects of intrinsic motivation, but this did not reach significance. Discussion Get Moving! is a promising school-based approach that specifically targets physical activity and sedentary behavior in Latina girls, a population at high risk for obesity and related diseases. PMID:19023773

Physical Activity Behaviors and Influences Among Chinese-American Children Aged 9-13 Years: A Qualitative Study.

PubMed

Diep, Cassandra S; Leung, Randall; Thompson, Debbe; Gor, Beverly J; Baranowski, Tom

2017-04-01

Low physical activity is a major health issue among Chinese Americans. This study explored Chinese-American children's physical activity behaviors and influencing factors. Twenty-five children of Chinese or Taiwanese descent were interviewed to understand their favorite sports or physical activities, physical activity environments, and influences on their physical activity. All were between the ages of 9 and 13. Interviews were transcribed and coded using thematic data analysis procedures. Major themes included: (1) team sports, particularly basketball, were commonly listed as favorite sports or activities; (2) physical activity occurred mostly at school or an after-school setting; and (3) family played a major role in physical activity. Some trends/differences were detected based on age, sex, and socioeconomic status. Interventions to promote physical activity among Chinese-American children should emphasize team sports and encourage physical activity in schools, but also explore ways to involves families outside of school.

Translating Epidemiology into Policy to Prevent Childhood Obesity: The Case for Promoting Physical Activity in School Settings

PubMed Central

Chriqui, Jamie F.; Burgeson, Charlene R.; Fisher, Megan C.; Ness, Roberta B.

2013-01-01

Childhood obesity is a serious public health problem, resulting from energy imbalance (when the intake of energy is greater than the amount of energy expended through physical activity). Numerous health authorities have identified policy interventions as promising strategies for creating population-wide improvements in physical activity. This case study focuses on energy expenditure through physical activity (with a particular emphasis on school-based physical education [PE]). Policy-relevant evidence for promoting physical activity in youth may take numerous forms including epidemiologic data and other supporting evidence (e.g., qualitative data). The implementation and evaluation of school PE interventions leads to a set of lessons related to epidemiology and evidence-based policy. These include the need to: 1) enhance the focus on external validity, 2) develop more policy-relevant evidence based on “natural experiments,” 3) understand that policymaking is political, 4) better articulate the factors that influence policy dissemination, 5) understand the real world constraints when implementing policy in school environments, and 6) build transdisciplinary teams for policy progress. The issues described in this case study provide leverage points for practitioners, policy makers, and researchers as they seek to translate epidemiology to policy. PMID:20470970

Effects of two physical education programmes on health- and skill-related physical fitness of Albanian children.

PubMed

Jarani, J; Grøntved, A; Muca, F; Spahi, A; Qefalia, D; Ushtelenca, K; Kasa, A; Caporossi, D; Gallotta, M C

2016-01-01

This study aims to evaluate the effectiveness of two school-based physical education (PE) programmes (exercise-based and games-based) compared with traditional PE, on health- and skill-related physical fitness components in children in Tirana, Albania. Participants were 378 first-grade (6.8 years) and 389 fourth-grade (9.8 years) children attending four randomly selected schools in Tirana. Twenty-four school classes within these schools were randomly selected (stratified by school and school grade) to participate as exercise group (EG), games group (GG) and control group (CG). Both EG and GG intervention programmes were taught by professional PE teachers using station/circuit teaching framework while CG referred to traditional PE school lessons by a general teacher. All programmes ran in parallel and lasted 5 months, having the same frequency (twice weekly) and duration (45 min). Heart rate (HR) monitoring showed that intensity during PE lessons was significantly higher in the intervention groups compared with control (P < 0.001). Both PE exercise- and games programmes significantly improved several health- and skill-related fitness indicators compared with traditional PE lessons (e.g. gross motor skill summary score: 9.4 (95% CI 7.9; 10.9) for exercise vs. control and 6.5 (95% CI 5.1; 8.1) for games vs. control, cardiorespiratory fitness: 2.0 ml O2 · min(-1) · kg(-1) (95% CI 1.5; 2.4) for exercise vs. control and 1.4 ml O2 · min(-1) · kg(-1) (95% CI 1.0; 1.8) for games vs. control). Furthermore, compared to games-based PE, exercise-based PE showed more positive changes in some gross motor coordination skills outcomes, coordination skills outcomes and cardiorespiratory fitness. The results from this study show that exercise- and games-based PE represents a useful strategy for improving health- and skill-related physical fitness in Albanian elementary school children. In addition, the study shows that exercise-based PE was more effective than games-based PE in improving gross motor function and cardiorespiratory fitness.

Elementary Classroom Teachers' Adoption of Physical Activity Promotion in the Context of a Statewide Policy: An Innovation Diffusion and Socio-Ecologic Perspective

ERIC Educational Resources Information Center

Webster, Collin Andrew; Caputi, Peter; Perreault, Melanie; Doan, Rob; Doutis, Panayiotis; Weaver, Robert Glenn

2013-01-01

Physical activity promotion in the academic classroom (PAPAC) is an effective means for increasing children's school-based physical activity. In the context of a South Carolina policy requiring elementary schools to provide children with 90 min of physical activity beyond physical education every week, the purpose of this study was to test a…

Change in physical education motivation and physical activity behavior during middle school.

PubMed

Cox, Anne E; Smith, Alan L; Williams, Lavon

2008-11-01

To test a mediational model of the relationships among motivation-related variables in middle-school physical education and leisure-time physical activity behavior. Sixth- and seventh-grade physical education students from five middle schools in the midwest United States completed a survey containing measures of study variables on two occasions, 1 year apart. Motivation-related constructs positively predicted leisure-time physical activity behavior. Enjoyment of activities in physical education and physical activity during class mediated the relationship between self-determined motivation in physical education and leisure-time physical activity. Perceived competence, autonomy, and relatedness were important antecedent variables in the model, with autonomy and relatedness showing less stability over time and positively predicting self-determined motivation. Students' leisure-time physical activity is linked to motivation-related experiences in physical education. Perceptions of competence, autonomy, and relatedness, self-determined motivation, enjoyment, and physical activity in the physical education setting directly or indirectly predict leisure-time physical activity. The associations suggest that more adaptive motivation corresponds to transfer of behavior across contexts. Also, the findings suggest that the efficacy of school-based physical activity interventions, within and outside of school, is linked to the degree of support for students' self-determined motivation.

Physical Activity and Positive Youth Development: Impact of a School-Based Program

ERIC Educational Resources Information Center

Madsen, Kristine A.; Hicks, Katherine; Thompson, Hannah

2011-01-01

Background: Protective factors associated with positive youth development predict health and education outcomes. This study explored trends in these protective factors and in physical activity among low-income students, and determined the impact of a school-based youth development program on these trends. Methods: This study used a…

Disseminating Evidence-Based Physical Education Practices in Rural Schools: The San Luis Valley Physical Education Academy.

PubMed

Belansky, Elaine S; Cutforth, Nick; Kern, Ben; Scarbro, Sharon

2016-09-01

To address childhood obesity, strategies are needed to maximize physical activity during the school day. The San Luis Valley Physical Education Academy was a public health intervention designed to increase the quality of physical education and quantity of moderate to vigorous physical activity (MVPA) during physical education class. Elementary school physical education teachers from 17 schools participated in the intervention. They received SPARK curriculum and equipment, workshops, and site coordinator support for 2 years. A pre/post/post within physical education teacher design was used to measure intervention effectiveness. System for Observing Fitness Instruction Time (SOFIT) and a physical education teacher survey were collected 3 times. MVPA increased from 51.1% to 67.3% over the 2-year intervention resulting in approximately 14.6 additional hours of physical activity over a school year and 4662 kcal or 1.33 lbs. of weight gain prevention. More time was spent on skill drills and less time on classroom management and free play. The San Luis Valley Physical Education Academy succeeded in increasing rural, low-income students' physical activity. The multicomponent intervention contributed to the program's success. However, cost-effective approaches are needed to disseminate and implement evidencebased practices aimed at increasing students' physical activity during the school day.

Executive Function, Behavioral Self-Regulation, and School Related Well-Being Did Not Mediate the Effect of School-Based Physical Activity on Academic Performance in Numeracy in 10-Year-Old Children. The Active Smarter Kids (ASK) Study.

PubMed

Aadland, Katrine N; Aadland, Eivind; Andersen, John R; Lervåg, Arne; Moe, Vegard F; Resaland, Geir K; Ommundsen, Yngvar

2018-01-01

Inconsistent findings exist for the effect of school-based physical activity interventions on academic performance. The Active Smarter Kids (ASK) study revealed a favorable intervention effect of school-based physical activity on academic performance in numeracy in a subsample of 10-year-old elementary schoolchildren performing poorer at baseline in numeracy. Aiming to explain this finding, we investigated the mediating effects of executive function, behavioral self-regulation, and school related well-being in the relation between the physical activity intervention and child's performance in numeracy. An ANCOVA model with latent variable structural equation modeling was estimated using data from 360 children (the lower third in academic performance in numeracy at baseline). The model consisted of the three latent factors as mediators; executive function, behavioral self-regulation, and school related well-being. We found no mediating effects of executive function, behavioral self-regulation or school related well-being in the relationship between the ASK intervention and academic performance in numeracy ( p ≥ 0.256). Our results suggest that the effect of the intervention on performance in numeracy in the present sample is not explained by change in executive function, behavioral self-regulation, or school related well-being. We suggest this finding mainly could be explained by the lack of effect of the intervention on the mediators, which might be due to an insufficient dose of physical activity. Trial registration: Clinicaltrials.gov registry, trial registration number: NCT02132494.

Executive Function, Behavioral Self-Regulation, and School Related Well-Being Did Not Mediate the Effect of School-Based Physical Activity on Academic Performance in Numeracy in 10-Year-Old Children. The Active Smarter Kids (ASK) Study

PubMed Central

Aadland, Katrine N.; Aadland, Eivind; Andersen, John R.; Lervåg, Arne; Moe, Vegard F.; Resaland, Geir K.; Ommundsen, Yngvar

2018-01-01

Inconsistent findings exist for the effect of school-based physical activity interventions on academic performance. The Active Smarter Kids (ASK) study revealed a favorable intervention effect of school-based physical activity on academic performance in numeracy in a subsample of 10-year-old elementary schoolchildren performing poorer at baseline in numeracy. Aiming to explain this finding, we investigated the mediating effects of executive function, behavioral self-regulation, and school related well-being in the relation between the physical activity intervention and child’s performance in numeracy. An ANCOVA model with latent variable structural equation modeling was estimated using data from 360 children (the lower third in academic performance in numeracy at baseline). The model consisted of the three latent factors as mediators; executive function, behavioral self-regulation, and school related well-being. We found no mediating effects of executive function, behavioral self-regulation or school related well-being in the relationship between the ASK intervention and academic performance in numeracy (p ≥ 0.256). Our results suggest that the effect of the intervention on performance in numeracy in the present sample is not explained by change in executive function, behavioral self-regulation, or school related well-being. We suggest this finding mainly could be explained by the lack of effect of the intervention on the mediators, which might be due to an insufficient dose of physical activity. Trial registration: Clinicaltrials.gov registry, trial registration number: NCT02132494. PMID:29541050

The school environment and adolescent physical activity and sedentary behaviour: a mixed-studies systematic review.

PubMed

Morton, K L; Atkin, A J; Corder, K; Suhrcke, M; van Sluijs, E M F

2016-02-01

There is increasing academic and policy interest in interventions aiming to promote young people's health by ensuring that the school environment supports healthy behaviours. The purpose of this review was to summarize the current evidence on school-based policy, physical and social-environmental influences on adolescent physical activity and sedentary behaviour. Electronic databases were searched to identify studies that (1) involved healthy adolescents (11-18 years old), (2) investigated school-environmental influences and (3) reported a physical activity and/or sedentary behaviour outcome or theme. Findings were synthesized using a non-quantitative synthesis and thematic analysis. Ninety-three papers of mixed methodological quality were included. A range of school-based policy (e.g. break time length), physical (e.g. facilities) and social-environmental (e.g. teacher behaviours) factors were associated with adolescent physical activity, with limited research on sedentary behaviour. The mixed-studies synthesis revealed the importance of specific activity settings (type and location) and intramural sport opportunities for all students. Important physical education-related factors were a mastery-oriented motivational climate and autonomy supportive teaching behaviours. Qualitative evidence highlighted the influence of the wider school climate and shed light on complexities of the associations observed in the quantitative literature. This review identifies future research needs and discusses potential intervention approaches to be considered. © 2015 World Obesity.

Multiple Teaching Approaches, Teaching Sequence and Concept Retention in High School Physics Education

ERIC Educational Resources Information Center

Fogarty, Ian; Geelan, David

2013-01-01

Students in 4 Canadian high school physics classes completed instructional sequences in two key physics topics related to motion--Straight Line Motion and Newton's First Law. Different sequences of laboratory investigation, teacher explanation (lecture) and the use of computer-based scientific visualizations (animations and simulations) were…

The Physical Activity Environment and Academic Achievement in Massachusetts Schoolchildren

ERIC Educational Resources Information Center

Amin, Sarah A.; Wright, Catherine M.; Boulos, Rebecca; Chomitz, Virginia R.; Chui, Kenneth; Economos, Christina D.; Sacheck, Jennifer M.

2017-01-01

Background: A supportive school-based physical activity environment (PAE) is integral to children's physical activity behaviors, but less understood is its association with academic achievement. We aimed to assess the association between PAE and academic performance and whether a stronger relationship exists in lower-income schools (LIS) compared…

Mentorship in Practice Program: An Effective School-Based Strategy

ERIC Educational Resources Information Center

Bradford, Brent; Kell, Shannon; Forsberg, Nick

2016-01-01

The development of fundamental movement skills is essential in quality physical education. It has become widely accepted that school-age children who fail to reach the automatic phase in fundamental movement-skill development may choose physically inactive and unhealthy lifestyles. Therefore, physical educators must continue to discover ways to…

School playgrounds and physical activity policies as predictors of school and home time activity

PubMed Central

2011-01-01

Background Previous work has suggested that the number of permanent play facilities in school playgrounds and school-based policies on physical activity can influence physical activity in children. However, few comparable studies have used objective measures of physical activity or have had little adjustment for multiple confounders. Methods Physical activity was measured by accelerometry over 5 recess periods and 3 full school days in 441 children from 16 primary schools in Dunedin, New Zealand. The number of permanent play facilities (swing, fort, slide, obstacle course, climbing wall etc) in each school playground was counted on three occasions by three researchers following a standardized protocol. Information on school policies pertaining to physical activity and participation in organized sport was collected by questionnaire. Results Measurement of school playgrounds proved to be reliable (ICC 0.89) and consistent over time. Boys were significantly more active than girls (P < 0.001), but little time overall was spent in moderate-vigorous physical activity (MVPA). Boys engaged in MVPA for 32 (SD 17) minutes each day of which 17 (10) took place at school compared with 23 (14) and 11 (7) minutes respectively in girls. Each additional 10-unit increase in play facilities was associated with 3.2% (95% CI 0.0-6.4%) more total activity and 8.3% (0.8-16.3%) more MVPA during recess. By contrast, school policy score was not associated with physical activity in children. Conclusion The number of permanent play facilities in school playgrounds is associated with higher physical activity in children, whereas no relationship was observed for school policies relating to physical activity. Increasing the number of permanent play facilities may offer a cost-effective long-term approach to increasing activity levels in children. PMID:21521530

[BEO'S - physical activity and healthy eating at schools in Oberfranken, Bavaria concept and first results of a resource-oriented, systemic approach in school-based health promotion].

PubMed

Eichhorn, C; Bodner, L; Liebl, S; Scholz, U; Wozniak, D; Möstl, M; Ungerer-Röhrich, U; Nagel, E; Loss, J

2012-02-01

The high prevalence of overweight among children and adolescents has led to an increase in school-based prevention programmes. The aim of the present paper is to present the concept of an initiative called "BEO'S" as well as the experience made with the implementation und acceptance of this programme in the participating schools. Different from the majority of school-based projects for healthy eating and physical activity, BEO'S pursues a systemic approach that includes the whole school and is tailored to the school's respective resources. Characteristics are (1) the participation of teachers, students, parents, and caretakers, (2) the motivation and empowerment of schools to plan and implement activities by themselves, (3) the focus on environmental approaches, and (4) addressing and considering the individual school's needs and resources. The university project team supports the schools by individual counselling as well as providing information materials, trainings and workshops for teachers, an internet page, newsletters, and financial support. In the school years 2007/08 and 2008/09, BEO'S was conducted at 14 primary and secondary schools in the district of Oberfranken, Bavaria. It was extended to other schools in 2009/10. The short- and mid-term goals are the improvement of the school's environments as well as the eating behaviour and physical activity of the students. In the long run, it is intended to prevent obesity and improve the students' health and school performance. The implementation processes showed that the teachers for physical education and domestic science as well as the headmasters were especially committed. The participation of the teaching staff, the students and the parents proved to be difficult, however. The schools implemented many activities for healthy eating and physical activity, but the planning process was not very systematic: needs assessment, status quo analysis, identification of successful strategies and definition of aims was difficult for the schools. The provided financial support, training programmes and workshops, and the exchange with other schools were widely used, in contrast to the offered internet-based tools. The acceptance of BEO'S was (very) good by teachers (n=97), students (n=674) and their parents (n=522). The teachers preferred the workshops and trainings to the internet page. The students appreciated the possibilities for physical activity and the emphasis on healthy eating; primary school students and girls more than secondary school students and boys. One third of the parents would like to be involved to a higher degree. BEO'S was well received by all the people involved. Yet, there are still deficits concerning the implementation process, especially in the participation of students and parents. © Georg Thieme Verlag KG Stuttgart · New York.

An adaptive community-based participatory approach to formative assessment with high schools for obesity intervention*.

PubMed

Kong, Alberta S; Farnsworth, Seth; Canaca, Jose A; Harris, Amanda; Palley, Gabriel; Sussman, Andrew L

2012-03-01

In the emerging debate around obesity intervention in schools, recent calls have been made for researchers to include local community opinions in the design of interventions. Community-based participatory research (CBPR) is an effective approach for forming community partnerships and integrating local opinions. We used CBPR principles to conduct formative research in identifying acceptable and potentially sustainable obesity intervention strategies in 8 New Mexico school communities. We collected formative data from 8 high schools on areas of community interest for school health improvement through collaboration with local School Health Advisory Councils (SHACs) and interviews with students and parents. A survey based on formative results was created to assess acceptability of specific intervention strategies and was provided to SHACs. Quantitative data were analyzed using descriptive statistics while qualitative data were evaluated using an iterative analytic process for thematic identification. Key themes identified through the formative process included lack of healthy food options, infrequent curricular/extracurricular physical activity opportunities, and inadequate exposure to health/nutritional information. Key strategies identified as most acceptable by SHAC members included healthier food options and preparation, a healthy foods marketing campaign, yearly taste tests, an after-school noncompetitive physical activity program, and community linkages to physical activity opportunities. An adaptive CBPR approach for formative assessment can be used to identify obesity intervention strategies that address community school health concerns. Eight high school SHACs identified 6 school-based strategies to address parental and student concerns related to obesity. © 2012, American School Health Association.

Cost-Effectiveness of a School-Based Obesity Prevention Program

ERIC Educational Resources Information Center

Wang, Li Yan; Gutin, Bernard; Barbeau, Paule; Moore, Justin B.; Hanes, John, Jr.; Johnson, Maribeth H.; Cavnar, Marlo; Thornburg, Janet; Yin, Zenong

2008-01-01

Background: A school-based obesity prevention study (Medical College of Georgia FitKid Project) started in the fall of 2003 in 18 elementary schools. Half of the schools were randomized to an after-school program that included moderate-to-vigorous physical activity, healthy snacks, homework assistance, and academic enrichment. All third graders…

Combining Photovoice and focus groups: engaging Latina teens in community assessment.

PubMed

Hannay, Jayme; Dudley, Robert; Milan, Stephanie; Leibovitz, Paula K

2013-03-01

Latino adolescents, especially girls, experience higher obesity rates and are more likely to be physically unfit than non-Latino white peers. Out-of-school programs to increase physical activity and fitness in older Latino teens are critical, but sustained engagement is challenging. This study combined a community-based participatory research methodology, Photovoice, with focus groups to engage Latina teens and their parents in identifying barriers to physical activity and initiating policy change actions to address them. The study investigates the effectiveness of applying Photovoice as both an evaluation tool and a leadership/advocacy intervention in a community-based obesity prevention program. Focus group data were collected between July 2009 and October 2010 and analyzed between November 2010 and July 2011. Five focus groups were held with adults (n = 41: 95% Latino) and four with teens (n = 36: 81% Latino, 10% non-Hispanic white, 9% African-American). All participants (19 teens, six adults) were Latino. Spanish-speaking staff of a community-based agency, program staff, high school guidance counselors, and a job development agency recruited participants. Teens aged 14-19 years enrolled in New Britain CT, high schools, and their parents were eligible. Data from Photovoice workshops (three with teens, two with parent-teen dyads) were collected and concurrently analyzed between July 2009 and August 2011. Teens criticized school-based physical exercise programs in favor of out-of-school exercise and career advice. Parental restrictions and work, transportation, and safety issues were cited as barriers to afterschool physical activity programs. Photovoice can empower teens and parents to address exercise barriers by promoting advocacy that leads to policy change (e.g., an out-of-school physical education option). Copyright © 2013 American Journal of Preventive Medicine. Published by Elsevier Inc. All rights reserved.

Shared use of school facilities with community organizations and afterschool physical activity program participation: a cost-benefit assessment.

PubMed

Kanters, Michael A; Bocarro, Jason N; Filardo, Mary; Edwards, Michael B; McKenzie, Thomas L; Floyd, Myron F

2014-05-01

Partnerships between school districts and community-based organizations to share school facilities during afterschool hours can be an effective strategy for increasing physical activity. However, the perceived cost of shared use has been noted as an important reason for restricting community access to schools. This study examined shared use of middle school facilities, the amount and type of afterschool physical activity programs provided at middle schools together with the costs of operating the facilities. Afterschool programs were assessed for frequency, duration, and type of structured physical activity programs provided and the number of boys and girls in each program. School operating costs were used to calculate a cost per student and cost per building square foot measure. Data were collected at all 30 middle schools in a large school district over 12 months in 2010-2011. Policies that permitted more use of school facilities for community-sponsored programs increased participation in afterschool programs without a significant increase in operating expenses. These results suggest partnerships between schools and other community agencies to share facilities and create new opportunities for afterschool physical activity programs are a promising health promotion strategy. © 2014, American School Health Association.

The CMS Data Analysis School Experience

DOE Office of Scientific and Technical Information (OSTI.GOV)

De Filippis, N.; Bauerdick, L.; Chen, J.

The CMS Data Analysis School is an official event organized by the CMS Collaboration to teach students and post-docs how to perform a physics analysis. The school is coordinated by the CMS schools committee and was first implemented at the LHC Physics Center at Fermilab in 2010. As part of the training, there are a number of “short” exercises on physics object reconstruction and identification, Monte Carlo simulation, and statistical analysis, which are followed by “long” exercises based on physics analyses. Some of the long exercises go beyond the current state of the art of the corresponding CMS analyses. Thismore » paper describes the goals of the school, the preparations for a school, the structure of the training, and student satisfaction with the experience as measured by surveys.« less

The CMS data analysis school experience

NASA Astrophysics Data System (ADS)

De Filippis, N.; Bauerdick, L.; Chen, J.; Gallo, E.; Klima, B.; Malik, S.; Mulders, M.; Palla, F.; Rolandi, G.

2017-10-01

The CMS Data Analysis School is an official event organized by the CMS Collaboration to teach students and post-docs how to perform a physics analysis. The school is coordinated by the CMS schools committee and was first implemented at the LHC Physics Center at Fermilab in 2010. As part of the training, there are a number of “short” exercises on physics object reconstruction and identification, Monte Carlo simulation, and statistical analysis, which are followed by “long” exercises based on physics analyses. Some of the long exercises go beyond the current state of the art of the corresponding CMS analyses. This paper describes the goals of the school, the preparations for a school, the structure of the training, and student satisfaction with the experience as measured by surveys.

School-based physical activity programs for promoting physical activity and fitness in children and adolescents aged 6 to 18.

PubMed

Dobbins, Maureen; Husson, Heather; DeCorby, Kara; LaRocca, Rebecca L

2013-02-28

The World Health Organization (WHO) estimates that 1.9 million deaths worldwide are attributable to physical inactivity and at least 2.6 million deaths are a result of being overweight or obese. In addition, WHO estimates that physical inactivity causes 10% to 16% of cases each of breast cancer, colon, and rectal cancers as well as type 2 diabetes, and 22% of coronary heart disease and the burden of these and other chronic diseases has rapidly increased in recent decades. The purpose of this systematic review was to summarize the evidence of the effectiveness of school-based interventions in promoting physical activity and fitness in children and adolescents. The search strategy included searching several databases to October 2011. In addition, reference lists of included articles and background papers were reviewed for potentially relevant studies, as well as references from relevant Cochrane reviews. Primary authors of included studies were contacted as needed for additional information. To be included, the intervention had to be relevant to public health practice (focused on health promotion activities), not conducted by physicians, implemented, facilitated, or promoted by staff in local public health units, implemented in a school setting and aimed at increasing physical activity, included all school-attending children, and be implemented for a minimum of 12 weeks. In addition, the review was limited to randomized controlled trials and those that reported on outcomes for children and adolescents (aged 6 to 18 years). Primary outcomes included: rates of moderate to vigorous physical activity during the school day, time engaged in moderate to vigorous physical activity during the school day, and time spent watching television. Secondary outcomes related to physical health status measures including: systolic and diastolic blood pressure, blood cholesterol, body mass index (BMI), maximal oxygen uptake (VO2max), and pulse rate. Standardized tools were used by two independent reviewers to assess each study for relevance and for data extraction. In addition, each study was assessed for risk of bias as specified in the Cochrane Handbook for Systematic Reviews of Interventions. Where discrepancies existed, discussion occurred until consensus was reached. The results were summarized narratively due to wide variations in the populations, interventions evaluated, and outcomes measured. In the original review, 13,841 records were identified and screened, 302 studies were assessed for eligibility, and 26 studies were included in the review. There was some evidence that school-based physical activity interventions had a positive impact on four of the nine outcome measures. Specifically positive effects were observed for duration of physical activity, television viewing, VO2 max, and blood cholesterol. Generally, school-based interventions had little effect on physical activity rates, systolic and diastolic blood pressure, BMI, and pulse rate. At a minimum, a combination of printed educational materials and changes to the school curriculum that promote physical activity resulted in positive effects.In this update, given the addition of three new inclusion criteria (randomized design, all school-attending children invited to participate, minimum 12-week intervention) 12 of the original 26 studies were excluded. In addition, studies published between July 2007 and October 2011 evaluating the effectiveness of school-based physical interventions were identified and if relevant included. In total an additional 2378 titles were screened of which 285 unique studies were deemed potentially relevant. Of those 30 met all relevance criteria and have been included in this update. This update includes 44 studies and represents complete data for 36,593 study participants. Duration of interventions ranged from 12 weeks to six years.Generally, the majority of studies included in this update, despite being randomized controlled trials, are, at a minimum, at moderate risk of bias. The results therefore must be interpreted with caution. Few changes in outcomes were observed in this update with the exception of blood cholesterol and physical activity rates. For example blood cholesterol was no longer positively impacted upon by school-based physical activity interventions. However, there was some evidence to suggest that school-based physical activity interventions led to an improvement in the proportion of children who engaged in moderate to vigorous physical activity during school hours (odds ratio (OR) 2.74, 95% confidence interval (CI), 2.01 to 3.75). Improvements in physical activity rates were not observed in the original review. Children and adolescents exposed to the intervention also spent more time engaged in moderate to vigorous physical activity (with results across studies ranging from five to 45 min more), spent less time watching television (results range from five to 60 min less per day), and had improved VO2max (results across studies ranged from 1.6 to 3.7 mL/kg per min). However, the overall conclusions of this update do not differ significantly from those reported in the original review. The evidence suggests the ongoing implementation of school-based physical activity interventions at this time, given the positive effects on behavior and one physical health status measure. However, given these studies are at a minimum of moderate risk of bias, and the magnitude of effect is generally small, these results should be interpreted cautiously. Additional research on the long-term impact of these interventions is needed.

The Role of Family and Community Involvement in the Development and Implementation of School Nutrition and Physical Activity Policy

ERIC Educational Resources Information Center

Kehm, Rebecca; Davey, Cynthia S.; Nanney, Marilyn S.

2015-01-01

Background: Although there are several evidence-based recommendations directed at improving nutrition and physical activity standards in schools, these guidelines have not been uniformly adopted throughout the United States. Consequently, research is needed to identify facilitators promoting schools to implement these recommendations. Therefore,…

Physical Education and Sport Programs at an Inner City School: Exploring Possibilities for Positive Youth Development

ERIC Educational Resources Information Center

Holt, Nicholas L.; Sehn, Zoe L.; Spence, John C.; Newton, Amanda S.; Ball, Geoff D. C.

2012-01-01

Background: School-based recreational opportunities for youth from low-income inner-city neighbourhoods are often lacking. School programs represent an ideal location for promoting youth development in low-income areas because they can provide safe, supervised, and structured activities. Such activities should include not only physical education…

Impact of a nurse-directed, coordinated school health program to enhance physical activity behaviors and reduce body mass index among minority children: A parallel-group, randomized control trial

PubMed Central

Wright, Kynna; Giger, Joyce Newman; Norris, Keth; Suro, Zulma

2013-01-01

Background Underserved children, particularly girls and those in urban communities, do not meet the recommended physical activity guidelines (>60 min of daily physical activity), and this behavior can lead to obesity. The school years are known to be a critical period in the life course for shaping attitudes and behaviors. Children look to schools for much of their access to physical activity. Thus, through the provision of appropriate physical activity programs, schools have the power to influence apt physical activity choices, especially for underserved children where disparities in obesity-related outcomes exist. Objectives To evaluate the impact of a nurse directed, coordinated, culturally sensitive, school-based, family-centered lifestyle program on activity behaviors and body mass index. Design, settings and participants: This was a parallel group, randomized controlled trial utilizing a community-based participatory research approach, through a partnership with a University and 5 community schools. Participants included 251 children ages 8–12 from elementary schools in urban, low-income neighborhoods in Los Angeles, USA. Methods The intervention included Kids N Fitness©, a 6-week program which met weekly to provide 45 min of structured physical activity and a 45 min nutrition education class for parents and children. Intervention sites also participated in school-wide wellness activities, including health and counseling services, staff professional development in health promotion, parental education newsletters, and wellness policies for the provision of healthy foods at the school. The Child and Adolescent Trial for Cardiovascular Health School Physical Activity and Nutrition Student Questionnaire measured physical activity behavior, including: daily physical activity, participation in team sports, attending physical education class, and TV viewing/computer game playing. Anthropometric measures included height, weight, body mass index, resting blood pressure, and waist circumference. Measures were collected at baseline, completion of the intervention phase (4 months), and 12 months post-intervention. Results Significant results for students in the intervention, included for boys decreases in TV viewing; and girls increases in daily physical activity, physical education class attendance, and decreases in body mass index z-scores from baseline to the 12 month follow-up. Conclusions Our study shows the value of utilizing nurses to implement a culturally sensitive, coordinated, intervention to decrease disparities in activity and TV viewing among underserved girls and boys. PMID:23021318

Promoting physical activity and improving dietary quality of Singaporean adolescents: effectiveness of a school-based fitness and wellness program.

PubMed

Loong, Claudine; Leo, Latasha; Goh, Danielle; Lim, Pei Sin; Loke, Wai Mun

2018-01-13

Limited data are available on the effectiveness of the school-based structured fitness and wellness program to influence dietary quality and physical activity levels in Singaporean adolescents. The study examined if a 20-h (over 10 weeks) school-based structured fitness and wellness module affects the diet quality indices, energy intakes, physical activity levels and the associated energy expenditures in a group of healthy, male adolescents with low diet quality and physical activity levels. Participant demography, anthropometry, dietary intake and daily physical activity were obtained at the beginning, mid-point and end of the 10-week program. Physical activity levels were assessed accelerometrically over a 1-weekday period. Dietary intake were taken using a structured 7-day food diary, and diet quality assessed using the Diet Quality Index-International (DQI-I). The 31 enrolled participants (age 19.8 ± 0.6 years) with body mass index (BMI) (19.8 ± 0.6 kg/m2) followed diets of low diet quality scores (48.3 ± 9.6 out of 100) and engaged in 3.87 ± 2.00 h of physical activity daily before the start of the intervention. Their dietary quality and physical activity levels did not change significantly throughout the intervention period. They scored poorly in the moderation and overall balance components of the diet quality assessment. The physical activity duration correlated inversely to the diet quality scores. Our results suggest that the prescribed school-based fitness and wellness module was ineffective in influencing the diet quality and physical activity levels of Singaporean male adolescents with low diet quality and physical activity levels.

A School-Based Study on Situational Interest of Investigative Study in Senior Physics

ERIC Educational Resources Information Center

Leung, Yat-yin

2015-01-01

This paper reports the findings from the interview data of a research aiming at studying how to trigger students' situational interest in physics and its implications on learning and teaching in the New Senior Secondary (NSS) physics curriculum. 49 students from a boys' school were invited to write one to three learning experiences in physics that…

How School Social and Physical Environments Relate to Autonomous Motivation in Physical Education: The Mediating Role of Need Satisfaction

ERIC Educational Resources Information Center

Rutten, Cindy; Boen, Filip; Seghers, Jan

2012-01-01

Based on the self-determination theory, this study investigated the mediating role of the satisfaction of the three psychological needs (need for competence, relatedness and autonomy) in the relation between need support from the physical education (PE) teacher and autonomous motivation to engage in PE and between the physical school environment…

The Use of Cross-Curricular Activity on Interactive Playgrounds to Supplement School-Based Physical Activity: An Exploratory Study

ERIC Educational Resources Information Center

Greene, Amy; Dotterweich, Andy R.

2013-01-01

Childhood obesity and physical inactivity are serious threats to the health and wellness of our schoolchildren. Research has shown that play and physical activity are important in development, behaviour and academic achievement. Through the efforts of coordinated school health program and a Physical Education for Progress grant, a county school…

School-based behavioral assessment tools are reliable and valid for measurement of fruit and vegetable intake, physical activity, and television viewing in young children.

PubMed

Economos, Christina D; Sacheck, Jennifer M; Kwan Ho Chui, Kenneth; Irizarry, Laura; Irizzary, Laura; Guillemont, Juliette; Collins, Jessica J; Hyatt, Raymond R

2008-04-01

Interventions aiming to modify the dietary and physical activity behaviors of young children require precise and accurate measurement tools. As part of a larger community-based project, three school-based questionnaires were developed to assess (a) fruit and vegetable intake, (b) physical activity and television (TV) viewing, and (c) perceived parental support for diet and physical activity. Test-retest reliability was performed on all questionnaires and validity was measured for fruit and vegetable intake, physical activity, and TV viewing. Eighty-four school children (8.3+/-1.1 years) were studied. Test-retest reliability was performed by administering questionnaires twice, 1 to 2 hours apart. Validity of the fruit and vegetable questionnaire was measured by direct observation, while the physical activity and TV questionnaire was validated by a parent phone interview. All three questionnaires yielded excellent test-retest reliability (P<0.001). The majority of fruit and vegetable questions and the questions regarding specific physical activities and TV viewing were valid. Low validity scores were found for questions on watching TV during breakfast or dinner. These questionnaires are reliable and valid tools to assess fruit and vegetable intake, physical activity, and TV viewing behaviors in early elementary school-aged children. Methods for assessment of children's TV viewing during meals should be further investigated because of parent-child discrepancies.

The role of family and community involvement in the development and implementation of school nutrition and physical activity policy.

PubMed

Kehm, Rebecca; Davey, Cynthia S; Nanney, Marilyn S

2015-02-01

Although there are several evidence-based recommendations directed at improving nutrition and physical activity standards in schools, these guidelines have not been uniformly adopted throughout the United States. Consequently, research is needed to identify facilitators promoting schools to implement these recommendations. Therefore, this study analyzed the 2008 School Health Profiles Principal Survey (Profiles) to explore the role of family and community involvement in school nutrition and physical activity standards. Survey data on nutrition and physical activity policies, as well as family and community involvement, were available for 28 states, representing 6732 secondary schools. One-factor analysis of variance (ANOVA), 2-sample t-tests, Pearson's chi-square tests, and multiple logistic and linear regression models were employed in this analysis. Family and community involvement were associated with schools more frequently utilizing healthy eating strategies and offering students healthier food options. Further, involvement was associated with greater support for physical education staff and more intramural sports opportunities for students. Though family and community involvement have the potential to have a positive influence on school nutrition and physical activity policies and practices, involvement remains low in schools. Increased efforts are needed to encourage collaboration among schools, families, and communities to ensure the highest health standards for all students. © 2015, American School Health Association.

Middle-school children's understanding of physical activity: "if you're moving, you're doing physical activity".

PubMed

Pearce, Patricia F; Harrell, Joanne S; McMurray, Robert G

2008-06-01

This qualitative descriptive study explored the understanding of physical activity from the perspectives of middle-school children (n = 12; ages 11-15 years) who participated in 15 collaborative exploratory meetings (approximately 1.5 hours/meeting) that were audiorecorded. Content analysis was completed; a pediatric nurse specialist and the participating children validated the findings. The children understood physical activity concretely, considering everything they did as physical activity based on their primary criterion of body movement. The children adeptly recalled activities and activity time duration, but struggled with categorizing the intensity of their activities. Domains of activity included home and school; social activities crossed both arenas. The study contributes to our knowledge of children's understanding of physical activity, highlighting the concreteness of the children's thinking, including their perspectives on evidence and conclusions based on their notions of evidence. Implications for nursing are discussed.

Pathways curriculum and family interventions to promote healthful eating and physical activity in American Indian schoolchildren

PubMed Central

Davis, Sally M.; Clay, Theresa; Smyth, Mary; Gittelsohn, Joel; Arviso, Vivian; Flint-Wagner, Hilary; Rock, Bonnie Holy; Brice, Richard A.; Metcalfe, Lauve; Stewart, Dawn; Vu, Maihan; Stone, Elaine J.

2016-01-01

Background Pathways, a multisite school-based study aimed at promoting healthful eating and increasing physical activity, was a randomized field trial including 1704 American Indian third to fifth grade students from 41 schools (21 intervention, 20 controls) in seven American Indian communities. Methods The intervention schools received four integrated components: a classroom curriculum, food service, physical activity, and family modules. The curriculum and family components were based on Social Learning Theory, American Indian concepts, and results from formative research. Process evaluation data were collected from teachers (n = 235), students (n = 585), and families. Knowledge, Attitudes, and Behavior Questionnaire data were collected from 1150 students including both intervention and controls. Results There were significant increases in knowledge and cultural identity in children in intervention compared to control schools with a significant retention of knowledge over the 3 years, based on the results of repeating the third and fourth grade test items in the fifth grade. Family members participated in Family Events and take-home activities, with fewer participating each year. Conclusion A culturally appropriate school intervention can promote positive changes in knowledge, cultural identity, and self-reported healthful eating and physical activity in American Indian children and environmental change in school food service. PMID:14636806

A Project-Based Learning Approach to Teaching Physics for Pre-Service Elementary School Teacher Education Students

ERIC Educational Resources Information Center

Goldstein, Olzan

2016-01-01

This paper describes the impact of the project-based learning (PBL) approach on learning and teaching physics from the perspective of pre-service elementary school teacher education students and an instructor. This approach promoted meaningful learning (mainly in the scope of projects), higher motivation, and active involvement of students in…

An Adaptive Community-Based Participatory Approach to Formative Assessment With High Schools for Obesity Intervention*

PubMed Central

Kong, Alberta S.; Farnsworth, Seth; Canaca, Jose A.; Harris, Amanda; Palley, Gabriel; Sussman, Andrew L.

2013-01-01

BACKGROUND In the emerging debate around obesity intervention in schools, recent calls have been made for researchers to include local community opinions in the design of interventions. Community-based participatory research (CBPR) is an effective approach for forming community partnerships and integrating local opinions. We used CBPR principles to conduct formative research in identifying acceptable and potentially sustainable obesity intervention strategies in 8 New Mexico school communities. METHODS We collected formative data from 8 high schools on areas of community interest for school health improvement through collaboration with local School Health Advisory Councils (SHACs) and interviews with students and parents. A survey based on formative results was created to assess acceptability of specific intervention strategies and was provided to SHACs. Quantitative data were analyzed using descriptive statistics while qualitative data were evaluated using an iterative analytic process for thematic identification. RESULTS Key themes identified through the formative process included lack of healthy food options, infrequent curricular/extracurricular physical activity opportunities, and inadequate exposure to health/nutritional information. Key strategies identified as most acceptable by SHAC members included healthier food options and preparation, a healthy foods marketing campaign, yearly taste tests, an after-school noncompetitive physical activity program, and community linkages to physical activity opportunities. CONCLUSION An adaptive CBPR approach for formative assessment can be used to identify obesity intervention strategies that address community school health concerns. Eight high school SHACs identified 6 school-based strategies to address parental and student concerns related to obesity. PMID:22320339

The picture of health: examining school-based health environments through photographs.

PubMed

Kontak, Julia C H; McIsaac, Jessie-Lee D; Penney, Tarra L; Kuhle, Stefan; Kirk, Sara F L

2017-04-01

Health-promoting schools (HPS) is an effective approach to enhance the health and well-being of children and youth, but its measurement remains a challenge considering contextual differences across school environments. The purpose of this study was to qualitatively explore the physical features of the school environment through photographs of schools that had implemented an HPS approach compared with schools that had not. This study used a descriptive approach, wherein physical features of the school environment were distilled through visual images and qualitatively analyzed. School environment data were collected from 18 elementary schools (10 HPS, 8 comparison schools) from a school board in rural Nova Scotia (Canada). Evaluation assistants captured photographs of the physical school environment as part of a broader environment audit. Overarching themes included the promotion, access and availability of opportunities for healthy eating and physical activity, healthy school climate and safety and accessibility of the school. The photographs characterized diverse aspects of the school environment and revealed differences between schools that had implemented an HPS approach compared with schools that had not. There were increased visual cues to support healthy eating, physical activity and mental well-being, and indications of a holistic approach to health among schools that implemented an HPS approach. This research adds to understanding the environmental elements of HPS. The use of photographic data to understand school environments provided an innovative method to explore the physical features of schools that had implemented an HPS approach. © The Author 2016. Published by Oxford University Press. All rights reserved. For Permissions, please email: journals.permissions@oup.com.

Implementation of a School-Based State Policy to Increase Physical Activity

ERIC Educational Resources Information Center

Evenson, Kelly R.; Ballard, Kymm; Lee, Ginny; Ammerman, Alice

2009-01-01

Background: In 2005, the North Carolina State Board of Education updated the Healthy Active Children Policy to include a requirement that all kindergarten through eighth-grade children receive at least 30 minutes of moderate-to-vigorous physical activity each school day through physical education, recess, and other creative approaches. This study…

Implementation and evaluation of the HEROES initiative: a tri-state coordinated school health program to reduce childhood obesity.

PubMed

King, Mindy H; Lederer, Alyssa M; Sovinski, Danielle; Knoblock, Heidi M; Meade, Rhonda K; Seo, Dong-Chul; Kim, Nayoung

2014-05-01

This article describes the design, implementation, and evaluative findings of the HEROES (Healthy, Energetic, Ready, Outstanding, Enthusiastic, Schools) Initiative, a school-based multilevel childhood obesity prevention intervention. Based on the Centers for Disease Control and Prevention's recommended coordinated school health approach, the HEROES Initiative works to alleviate the burden of childhood obesity in Southern Indiana, Northwestern Kentucky, and Southeastern Illinois in the United States. Process evaluation was conducted with the 17 participating schools in spring 2012 based on interviews with school personnel and observation of the school environment. Findings showed that despite some variability, schools were generally able to implement the intervention with fidelity. School-level outcome evaluation was also based on observation of the school environment, and revealed that schools had implemented a number of new practices to encourage physical activity and healthy eating. Assessment of student-level outcomes was based on professionally collected physiological measurements and self-reported behavioral data collected over an 18-month period of time, last collected in spring 2012. Findings demonstrated that the HEROES Initiative has been successful in reducing the percentage of overweight children in participating schools and healthfully modifying their dietary, physical activity, and sedentary behaviors. Strategies that have facilitated success and challenges related to the intervention are discussed.

Bringing Technology into High School Physics Classrooms

NASA Astrophysics Data System (ADS)

Zettili, Nouredine

2005-04-01

In an effort to help high school physics teachers bring technology into their classrooms, we at JSU have been offering professional development to secondary education teachers. This effort is part of Project IMPACTSEED (IMproving Physics And Chemistry Teaching in SEcondary Education), a No-Child Left Behind (NCLB) grant funded by the Alabama Commission on Higher Education, serving high school physics teachers in Northeast Alabama. This project is motivated by a major pressing local need: A large number of high school physics teachers teach out of field. To achieve IMPACTSEED's goals, we have forged a functional collaboration with school districts from about ten counties. This collaboration is aimed at achieving a double aim: (a) to make physics and chemistry understandable and fun to learn within a hands-on, inquiry-based setting; (b) to overcome the fear- factor for physics and chemistry among students. Through a two-week long summer institute, a series of weekend technology workshops, and onsite support, we have been providing year-round support to the physics/chemistry teachers in this area. This outreach initiative has helped provide our students with a physics/chemistry education that enjoys a great deal of continuity and consistency from high school to college.

School physics teacher class management, laboratory practice, student engagement, critical thinking, cooperative learning and use of simulations effects on student performance

NASA Astrophysics Data System (ADS)

Riaz, Muhammad

The purpose of this study was to examine how simulations in physics class, class management, laboratory practice, student engagement, critical thinking, cooperative learning, and use of simulations predicted the percentage of students achieving a grade point average of B or higher and their academic performance as reported by teachers in secondary school physics classes. The target population consisted of secondary school physics teachers who were members of Science Technology, Engineeering and,Mathematics Teachers of New York City (STEMteachersNYC) and American Modeling Teachers Association (AMTA). They used simulations in their physics classes in the 2013 and 2014 school years. Subjects for this study were volunteers. A survey was constructed based on a literature review. Eighty-two physics teachers completed the survey about instructional practice in physics. All respondents were anonymous. Classroom management was the only predictor of the percent of students achieving a grade point average of B or higher in high school physics class. Cooperative learning, use of simulations, and student engagement were predictors of teacher's views of student academic performance in high school physics class. All other variables -- class management, laboratory practice, critical thinking, and teacher self-efficacy -- were not predictors of teacher's views of student academic performance in high school physics class. The implications of these findings were discussed and recommendations for physics teachers to improve student learning were presented.

Physical education, school physical activity, school sports and academic performance

PubMed Central

Trudeau, François; Shephard, Roy J

2008-01-01

Background The purpose of this paper is to review relationships of academic performance and some of its determinants to participation in school-based physical activities, including physical education (PE), free school physical activity (PA) and school sports. Methods Linkages between academic achievement and involvement in PE, school PA and sport programmes have been examined, based on a systematic review of currently available literature, including a comprehensive search of MEDLINE (1966 to 2007), PSYCHINFO (1974 to 2007), SCHOLAR.GOOGLE.COM, and ERIC databases. Results Quasi-experimental data indicate that allocating up to an additional hour per day of curricular time to PA programmes does not affect the academic performance of primary school students negatively, even though the time allocated to other subjects usually shows a corresponding reduction. An additional curricular emphasis on PE may result in small absolute gains in grade point average (GPA), and such findings strongly suggest a relative increase in performance per unit of academic teaching time. Further, the overwhelmingly majority of such programmes have demonstrated an improvement in some measures of physical fitness (PF). Cross-sectional observations show a positive association between academic performance and PA, but PF does not seem to show such an association. PA has positive influences on concentration, memory and classroom behaviour. Data from quasi-experimental studies find support in mechanistic experiments on cognitive function, pointing to a positive relationship between PA and intellectual performance. Conclusion Given competent providers, PA can be added to the school curriculum by taking time from other subjects without risk of hindering student academic achievement. On the other hand, adding time to "academic" or "curricular" subjects by taking time from physical education programmes does not enhance grades in these subjects and may be detrimental to health. PMID:18298849

School-based physical activity programs for promoting physical activity and fitness in children and adolescents aged 6-18.

PubMed

Dobbins, Maureen; De Corby, Kara; Robeson, Paula; Husson, Heather; Tirilis, Daiva

2009-01-21

The World Health Organization estimates that 1.9 million deaths worldwide are attributable to physical inactivity. Chronic diseases associated with physical inactivity include cancer, diabetes and coronary heart disease. The purpose of this systematic review is to summarize the evidence of the effectiveness of school-based interventions in promoting physical activity and fitness in children and adolescents. The search strategy included searching several databases. In addition, reference lists of included articles and background papers were reviewed for potentially relevant studies, as well as references from relevant Cochrane reviews. Primary authors of included studies were contacted as needed for additional information. To be included, the intervention had to be relevant to public health practice, implemented, facilitated, or promoted by staff in local public health units, implemented in a school setting and aimed at increasing physical activity, report on outcomes for children and adolescents (aged 6 to 18 years), and use a prospective design with a control group. Standardized tools were used by two independent reviewers to rate each study's methodological quality and for data extraction. Where discrepancies existed discussion occurred until consensus was reached. The results were summarized narratively due to wide variations in the populations, interventions evaluated and outcomes measured. 13,841 titles were identified and screened and 482 articles were retrieved. Multiple publications on the same project were combined and counted as one project, resulting in 395 distinct project accounts (studies). Of the 395 studies 104 were deemed relevant and of those, four were assessed as having strong methodological quality, 22 were of moderate quality and 78 were considered weak. In total 26 studies were included in the review. There is good evidence that school-based physical activity interventions have a positive impact on four of the nine outcome measures. Specifically positive effects were observed for duration of physical activity, television viewing, VO2 max, and blood cholesterol. Generally school-based interventions had no effect on leisure time physical activity rates, systolic and diastolic blood pressure, body mass index, and pulse rate. At a minimum, a combination of printed educational materials and changes to the school curriculum that promote physical activity result in positive effects. Given that there are no harmful effects and that there is some evidence of positive effects on lifestyle behaviours and physical health status measures, ongoing physical activity promotion in schools is recommended at this time.

Evaluation of the healthy schools program: Part I. Interim progress.

PubMed

Beam, Margaret; Ehrlich, Ginny; Donze Black, Jessica; Block, Audrey; Leviton, Laura C

2012-01-01

Federal and state policies identify schools as a setting to prevent childhood obesity, but schools need better health-promoting strategies. The objective of this study was to evaluate interim progress in schools receiving hands-on training from the Healthy Schools Program, the nation's largest school-based program aimed at preventing childhood obesity. The 4-year program targets schools with predominantly low-income, African American, or Hispanic students. In 2010 we assessed schools that enrolled in the 2007-2008 and 2008-2009 school years. School representatives completed an inventory of 8 content areas: policy and systems, school meals, competitive foods and beverages, health education, physical education, physical activity outside of physical education, before- and after-school programs, and school employee wellness. Schools' baseline inventory was compared by t test with the most recent inventory available. Schools made significant changes in all content areas, and effect sizes were moderate to large. Participating schools improved environmental policies and practices to prevent childhood obesity. The program is a resource to implement recent federal and state policies.

Predicting Social Responsibility and Belonging in Urban After-School Physical Activity Programs with Underserved Children

ERIC Educational Resources Information Center

Martin, Jeffrey J.; Byrd, Brigid; Garn, Alex; McCaughtry, Nate; Kulik, Noel; Centeio, Erin

2016-01-01

The purpose of this cross sectional study was to predict feelings of belonging and social responsibility based on the motivational climate perceptions and contingent self-worth of children participating in urban after-school physical activity programs. Three-hundred and four elementary school students from a major Midwestern city participated.…

The Impact of a Multi-Component Physical Activity Programme in Low-Income Elementary Schools

ERIC Educational Resources Information Center

Massey, William V.; Stellino, Megan B.; Holliday, Megan; Godbersen, Travis; Rodia, Rachel; Kucher, Greta; Wilkison, Megan

2017-01-01

Objective: To identify the effects of a structured and multifaceted physical activity and recess intervention on student and adult behaviour in school. Design: Mixed-methods and community-based participatory approach. Setting: Large, urban, low-income school district in the USA. Methods: Data were collected at three time points over a 1-year…

Land of the Rising Pulse: A Social Ecological Perspective of Physical Activity Opportunities for Schoolchildren in Japan

ERIC Educational Resources Information Center

Webster, Collin Andrew; Suzuki, Naoki

2014-01-01

The uptake of policies and recommendations to promote physical activity (PA) in American schools has been slow. It can be useful to investigate international contexts where school-based PA promotion has had more success and consider whether facilitative factors have transferability to American schools. This study employed a social ecological…

The Influence of Teachers' Knowledge on Student Learning in Middle School Physical Science Classrooms

ERIC Educational Resources Information Center

Sadler, Philip M.; Sonnert, Gerhard; Coyle, Harold P.; Cook-Smith, Nancy; Miller, Jaimie L.

2013-01-01

This study examines the relationship between teacher knowledge and student learning for 9,556 students of 181 middle school physical science teachers. Assessment instruments based on the National Science Education Standards with 20 items in common were administered several times during the school year to both students and their teachers. For items…

Inclusion and Participation in Everyday School Life: Experiences of Children with Physical (Dis)Abilities

ERIC Educational Resources Information Center

Asbjørnslett, Mona; Engelsrud, Gunn Helene; Helseth, Sølvi

2015-01-01

This study explores the school experiences of children with physical (dis)abilities. Based on 39 interviews with 15 Norwegian children, participation in everyday school life is introduced as a central theme and divided into three sub-themes: community and independence; adequate help and influence in the classroom; and influence in planning and…

Open-Ended Laboratory Investigations in a High School Physics Course: The Difficulties and Rewards of Implementing Inquiry-Based Learning in a Physics Lab

ERIC Educational Resources Information Center

Szott, Aaron

2014-01-01

Traditional physics labs at the high school level are often closed-ended. The outcomes are known in advance and students replicate procedures recommended by the teacher. Over the years, I have come to appreciate the great opportunities created by allowing students investigative freedom in physics laboratories. I have realized that a laboratory…

A Mixed-Methods Evaluation of the "Move It Move It!" Before-School Incentive-Based Physical Activity Programme

ERIC Educational Resources Information Center

Garnett, Bernice R.; Becker, Kelly; Vierling, Danielle; Gleason, Cara; DiCenzo, Danielle; Mongeon, Louise

2017-01-01

Objective: Less than half of young people in the USA are meeting the daily physical activity requirements of at least 60 minutes of moderate or vigorous physical activity. A mixed-methods pilot feasibility assessment of "Move it Move it!" was conducted in the Spring of 2014 to assess the impact of a before-school physical activity…

Investigation with respect to content and general properties of physics 10 textbook in accordance with the 2013 secondary school physics curriculum

NASA Astrophysics Data System (ADS)

Kavcar, Nevzat; Korkmaz, Cihan

2017-02-01

Purpose of this work is to determine the physics teacher candidates' views on Physics 10 textbook' content and general properties suitable to the 2013 Secondary School Physics Curriculum. 23 teacher candidates at 2014-2015 school year constituted the sampling of the study in which scanning model based on qualitative research technique was used by performing document analysis. Data collection tool of the research was the files prepared with 51 and nine open ended questions including the subject content and general properties of the textbook. It was concluded that the textbook was sufficient for being life context -based, language, activity-based and student-centered approximation, development of social and inquiry skills, and was insufficient for referring educational gains of the Curriculum, involving activities, projects and homework about application. Activities and applications about affective area, such tools for assessment and evaluation practices as concept map, concept network and semantic analysis table may be involved in the textbook.

School-based physical therapy services and student functional performance at school.

PubMed

Mccoy, Sarah Westcott; Effgen, Susan K; Chiarello, Lisa A; Jeffries, Lynn M; Villasante Tezanos, Alejandro G

2018-03-30

We explored relationships of school-based physical therapy to standardized outcomes of students receiving physical therapy. Using a practice-based evidence research design, School Function Assessment (SFA) outcomes of 296 students with disabilities (mean age 7y 4mo [standard deviation 2y]; 166 males, 130 females), served by 109 physical therapists, were explored. After training, therapists completed 10 SFA scales on students at the beginning and end of the school year. Therapists collected detailed weekly data on services (activities, interventions, types, student participation) using the School-Physical Therapy Interventions for Pediatrics (S-PTIP) system. Stepwise linear regressions were used to investigate S-PTIP predictors of SFA outcomes. Predictors of SFA section outcomes varied in strength, with the coefficient of determination (R 2 ) for each outcome ranging from 0.107 to 0.326. Services that correlated positively with the SFA outcomes included mobility, sensory, motor learning, aerobic/conditioning, functional strengthening, playground access interventions, and higher student participation during therapy (standardized β=0.11-0.26). Services that correlated negatively with the SFA outcomes included providing services within student groups, within school activity, with students not in special education, during recreation activities, and with positioning, hands-on facilitation, sensory integration, orthoses, and equipment interventions (standardized β=-0.14 to -0.22). Consideration of outcomes is prudent to focus services. Overall results suggest we should emphasize active mobility practice by using motor learning interventions and engaging students within therapy sessions. No specific interventions predicted positively on all School Function Assessment (SFA) outcomes. Active movement practice seems related to overall better SFA outcomes. Active mobility practice improved SFA participation, mobility, recreation, and activities of daily living. Engaging students in therapy activities and interventions improved outcomes. © 2018 Mac Keith Press.

Study protocol: the Fueling Learning through Exercise (FLEX) study - a randomized controlled trial of the impact of school-based physical activity programs on children's physical activity, cognitive function, and academic achievement.

PubMed

Wright, Catherine M; Duquesnay, Paula J; Anzman-Frasca, Stephanie; Chomitz, Virginia R; Chui, Kenneth; Economos, Christina D; Langevin, Elizabeth G; Nelson, Miriam E; Sacheck, Jennifer M

2016-10-13

Physical activity (PA) is critical to preventing childhood obesity and contributes to children's overall physical and cognitive health, yet fewer than half of all children achieve the recommended 60 min per day of moderate-to-vigorous physical activity (MVPA). Schools are an ideal setting to meeting PA guidelines, but competing demands and limited resources have impacted PA opportunities. The Fueling Learning through Exercise (FLEX) Study is a randomized controlled trial that will evaluate the impact of two innovative school-based PA programs on children's MVPA, cognitive function, and academic outcomes. Twenty-four public elementary schools from low-income, ethnically diverse communities around Massachusetts were recruited and randomized to receive either 100 Mile Club® (walking/running program) or Just Move™ (classroom-based PA program) intervention, or control. Schoolchildren (grades 3-4, approximately 50 per school) were recruited to participate in evaluation. Primary outcome measures include PA via 7-day accelerometry (Actigraph GT3X+ and wGT3X-BT), cognitive assessments, and academic achievement via state standardized test scores. Additional measures include height and weight, surveys assessing psycho-social factors related to PA, and dietary intake. School-level surveys assess PA infrastructure and resources and intervention implementation. Data are collected at baseline, mid-point (5-6 months post-baseline), and post-intervention (approximately 1.5 years post-baseline). Demographic data were collected by parents/caregivers at baseline. Mixed-effect models will test the short- and long-term effects of both programs on minutes spent in MVPA, as well as secondary outcomes including cognitive and academic outcomes. The FLEX study will evaluate strategies for increasing children's MVPA through two innovative, low-cost, school-based PA programs as well as their impact on children's cognitive functioning and academic success. Demonstration of a relationship between school-based MVPA with neutral or improved, rather than diminished, academic outcomes in a naturalistic environment has the potential to positively influence investment in school PA programs and initiatives. ClinicalTrials.gov Identifier: NCT02810834 . Registered May 11, 2015. (Retrospectively registered).

Translating school health research to policy. School outcomes related to the health environment and changes in mathematics achievement.

PubMed

Snelling, Anastasia M; Belson, Sarah Irvine; Watts, Erin; George, Stephanie; Van Dyke, Hugo; Malloy, Elizabeth; Kalicki, Michelle

2015-10-01

This paper describes an exploration of the relationship between mathematic achievement and the school health environment relative to policy-driven changes in the school setting, specifically with regard to physical education/physical activity. Using school-level data, the authors seek to understand the relationship between mathematics achievement and the school health environment and physical education minutes. This work provides a description of the aspects of the school health environment, an exploration of the interrelationships between school health and student achievement, and an assessment of the effects of the school health policy and practice on student performance and health status. Based on these findings, we identify additional research necessary to describe the relationship between obesity and learning in children. Copyright © 2015 Elsevier Ltd. All rights reserved.

The effect of a healthy lifestyle programme on 8-9 year olds from social disadvantage.

PubMed

Breslin, Gavin; Brennan, Deirdre; Rafferty, Ruth; Gallagher, Alison M; Hanna, Donncha

2012-07-01

This study assessed the efficacy of a school-based healthy lifestyle intervention (Sport for LIFE) for increasing physical activity, decreasing sedentary behaviour, reducing screen time behaviour, encouraging healthy attitudes and behaviour to nutrition, and reducing body mass index (BMI) in 8-9-year-old primary school children from lower socioeconomic backgrounds in Northern Ireland. A non-randomised controlled trial of 416 children from 24 schools took part. Schools were randomly assigned to one of two groups, an intervention or control group with 12 schools in each group. The intervention group received a 12-week school-based programme based on social cognitive theory. At baseline and follow-up, groups completed questionnaires assessing physical activity, screen time behaviour and dietary patterns. On each occasion anthropometric assessments of height and weight were taken. Physical activity and sedentary behaviour were measured by accelerometry. Significant effects were observed for vigorous, moderate and light activity for the intervention group at follow-up. Sedentary behaviour was significantly reduced for the intervention group but not for the control group. No significant effects of the intervention on BMI, screen time behaviour or attitudes to nutrition, with the exception of non-core foods, were shown. The programme was effective in increasing physical activity and reducing sedentary behaviour, however no significant changes in screen time behaviour and attitude to nutrition, with the exception of non-core foods, were observed. Future research ideas are offered for tackling low levels of physical activity in children.

Associations of subjective social status with accelerometer-based physical activity and sedentary time among adolescents.

PubMed

Rajala, Katja; Kankaanpää, Anna; Laine, Kaarlo; Itkonen, Hannu; Goodman, Elizabeth; Tammelin, Tuija

2018-06-11

This study examined the associations of subjective social status (SSS) with physical activity (PA) and sedentary time (ST) among adolescents. The study population consisted of 420 Finnish adolescents aged 13 to 14 years. The adolescents reported their own SSS within their school (school SSS) and their family's social position within society (society SSS) based on the youth version of the Subjective Social Status Scale. Adolescents' moderate- to vigorous-intensity physical activity (MVPA) and ST were measured objectively by accelerometers and analyzed separately for the whole day and the school day. The associations between SSS and MVPA and ST outcomes were analyzed using multilevel modeling. School SSS was positively associated with whole-day MVPA and negatively associated with school-time ST. Society SSS was not significantly associated with objectively measured MVPA or ST. Both MVPA and ST are important behavioral determinants of health. As an important correlate of MVPA and ST, school SSS should be addressed by providers when discussing obesity risk and healthy behaviors with adolescents.

The Educational Benefits Claimed for Physical Education and School Sport: An Academic Review

ERIC Educational Resources Information Center

Bailey, Richard; Armour, Kathleen; Kirk, David; Jess, Mike; Pickup, Ian; Sandford, Rachel

2009-01-01

This academic review critically examines the theoretical and empirical bases of claims made for the educational benefits of physical education and school sport (PESS). An historical overview of the development of PESS points to the origins of claims made in four broad domains: physical, social, affective and cognitive. Analysis of the evidence…

Enhancing Middle School Science Lessons with Playground Activities: A Study of the Impact of Playground Physics

ERIC Educational Resources Information Center

Friedman, Lawrence B.; Margolin, Jonathan; Swanlund, Andrew; Dhillon, Sonica; Liu, Feng

2017-01-01

Playground Physics is a technology-based application and accompanying curriculum designed by New York Hall of Science (NYSCI) to support middle school students' science engagement and learning of force, energy, and motion. The program includes professional development, the Playground Physics app, and a curriculum aligned with New York State…

Embodied Learning and School-Based Physical Culture: Implications for Professionalism and Practice in Physical Education

ERIC Educational Resources Information Center

Thorburn, Malcolm; Stolz, Steven

2017-01-01

We write as critical theorists, who consider that in terms of scoping out robust conceptual elaborations which are suitable for contemporary schooling, that physical education has ground to make up connecting theory with practice and practice with theory. We advocate that aspects of existentialism and phenomenology can provide a theoretically…

Differences between Social Science Teachers and Physics Teachers about Beliefs of Competences Model in Mexico

ERIC Educational Resources Information Center

Ramirez Díaz, Mario H.; Garcia Trujillo, Luís Antonio; Chávez-Campos, David A.

2016-01-01

This paper shows the results of a diagnostic research that evaluates the perception of teaching competencies by physics teachers, in universities and high schools that have experienced curricular change of the mode of competences-based education (EBC). The research was conducted in both physics teachers in high school and college level nationally…

Self-Reported Barriers to Quality Physical Education by Physical Education Specialists in Texas

ERIC Educational Resources Information Center

Barroso, Cristina S.; McCullum-Gomez, Christine; Hoelscher, Deanna M.; Kelder, Steven H.; Murray, Nancy G.

2005-01-01

School-based programs offer an efficient means of promoting the health of a large number of children. The Coordinated Approach to Child Health (CATCH) program was designed to decrease risk factors for chronic disease in elementary school children and includes separate coordinated interventions for child nutrition services, physical education (PE),…

Examining School-Based Pedometer Step Counts among Children in Grades 3 to 6 Using Different Timetables

ERIC Educational Resources Information Center

Gauthier, Alain P.; Laurence, Michelle; Thirkill, Laura; Dorman, Sandra C.

2012-01-01

Background: Advocates for the implementation of the Balanced School Day (BSD) schedule argue that this schedule will increase opportunities for physical activity. However, the relationship between this scheduling change and its impact on physical activity has not been examined. Thus, this study assessed levels of physical activity in students…

Study on Current Levels of Physical Activity and Sedentary Behavior among Middle School Students in Beijing, China.

PubMed

Duan, Jiali; Hu, Huanhuan; Wang, Guan; Arao, Takashi

2015-01-01

This study aimed to determine current levels of physical activity and sedentary behavior in middle school students on the basis of grade, sex, student attitudes toward physical education, and residence location. In 2013, a cross-sectional study of 1793 students aged 12 to 15 years was conducted across eight middle schools in Beijing, China. Four schools were selected from an urban district and another four schools were from a suburban district. Physical activity and sedentary behavior data were collected using the commonly used school-based Chinese version of the China Health and Nutrition Survey. The mean age of sampled students was 13.3 ± 1.0 years; 51.5% were boys. Approximately 76.6% of students reported having three 45-minute physical education classes every week. A total of 35.6% students spent ≥ 1 h/day performing moderate to vigorous physical activity (MVPA) during school, and 34.9% spent ≥ 1 h/day in MVPA outside school time. Approximately half (49.7%) of the students engaged in reading, writing, or drawing for ≥ 2 h/day, and 42.9% reported screen time for ≥ 2 h/day. Although boys spent more time engaged in physical activity than girls did, they also spent more time exhibiting sedentary behavior. Each 10-unit increase in attitudes toward physical education was associated with an increased odds of 1.15 (95%CI: 1.09-1.20) for spending more than 1 h/day on MVPA. Students in suburban schools reported engaging in physical activity less when compared with those in urban schools. The majority of our students did not meet the current physical activity recommendations, and about half of the students spent excessive time engaging in sedentary behaviors. Findings from this study highlight a positive association between student attitudes toward physical education and physical activity. Studies are needed to further explore the role of student attitudes toward physical education in promoting physical activity among Chinese students.

Prioritizing school intramural and interscholastic programs based on observed physical activity.

PubMed

Bocarro, Jason N; Kanters, Michael A; Edwards, Michael B; Casper, Jonathan M; McKenzie, Thomas L

2014-01-01

To examine which school sports engage children in more physical activity. Observational, cross-sectional study examining differences between intramural (IM) and interscholastic (IS) sports. Athletic facilities at two schools with IM sports and two schools with IS sports in Wake County, North Carolina. Middle-school children (N = 6735). Percentage of children observed in sedentary, moderate, and vigorous activity assessed by the System for Observation Play and Leisure Among Youth (SOPLAY). Energy expenditure and physical activity intensity were also estimated by using MET values. T-tests; generalized linear model using cumulative logit link function. IM sports had higher MET values than IS sports (t = -3.69, p < .001), and IM sports ranked in four of the top five sports in terms of average MET values. Regression models found a significant interaction between school sport delivery model and gender, with boys significantly less physically active in IS programs than boys in IM programs (B = -.447, p < .001) but more physically active (B = .359, p <.001) than girls in IM sports. Regardless of sport type, IM sports generated more physical activity than IS sports among boys but not girls. Soccer, basketball, and track, regardless of school delivery approach, provide the highest physical activity levels. Results suggest that school administrators consider reassessing their programs to more efficiently use diminishing resources to increase students' physical activity levels.

Schools and obesity prevention: creating school environments and policies to promote healthy eating and physical activity.

PubMed

Story, Mary; Nanney, Marilyn S; Schwartz, Marlene B

2009-03-01

Research consistently shows that the majority of American children do not consume diets that meet the recommendations of the Dietary Guidelines for Americans, nor do they achieve adequate levels of daily physical activity. As a result, more children are overweight today than at any other time in U.S. history. Schools offer many opportunities to develop strategies to prevent obesity by creating environments in which children eat healthfully and engage regularly in physical activity. This article discusses the role of schools in obesity prevention efforts. Current issues in schools' food and physical activity environments are examined, as well as federal, state, and local policies related to food and physical activity standards in schools. The article is organized around four key areas: (1) school food environments and policies, (2) school physical activity environments and policies, (3) school body mass index measurements, and (4) school wellness policies. Recommendations for accelerating change also are addressed. The article found that (1) competitive foods (foods sold outside of federally reimbursed school meals) are widely available in schools, especially secondary schools. Studies have related the availability of snacks and drinks sold in schools to students' high intake of total calories, soft drinks, total fat and saturated fat, and lower intake of fruits and vegetables; (2) physical activity can be added to the school curriculum without academic consequences and also can offer physical, emotional, and social benefits. Policy leadership has come predominantly from the districts, then the states, and, to a much lesser extent, the federal government; (3) few studies have examined the effectiveness or impact of school-based BMI measurement programs; and (4) early comparative analyses of local school wellness policies suggest that the strongest policies are found in larger school districts and districts with a greater number of students eligible for a free or reduced-price lunch. Studies show that schools have been making some progress in improving the school food and physical activity environments but that much more work is needed. Stronger policies are needed to provide healthier meals to students at schools; limit their access to low-nutrient, energy-dense foods during the school day; and increase the frequency, intensity, and duration of physical activity at school.

Promoting children's health through physically active math classes: a pilot study.

PubMed

Erwin, Heather E; Abel, Mark G; Beighle, Aaron; Beets, Michael W

2011-03-01

School-based interventions are encouraged to support youth physical activity (PA). Classroom-based PA has been incorporated as one component of school wellness policies. The purpose of this pilot study is to examine the effects of integrating PA with mathematics content on math class and school day PA levels of elementary students. Participants include four teachers and 75 students. Five math classes are taught without PA integration (i.e., baseline) followed by 13 math classes that integrate PA. Students wear pedometers and accelerometers to track PA during math class and throughout the school day. Students perform significantly more PA on school days and in math classes during the intervention. In addition, students perform higher intensity (step min(-1)) PA during PA integration math classes compared with baseline math classes. Integrating PA into the classroom is an effective alternative approach to improving PA levels among youth and is an important component of school-based wellness policies.

School Social Fragmentation, Economic Deprivation and Social Cohesion and Adolescent Physical Inactivity: A Longitudinal Study

PubMed Central

Pabayo, Roman; Janosz, Michel; Bisset, Sherri; Kawachi, Ichiro

2014-01-01

Objectives To examine the independent influence of school economic deprivation, social fragmentation, and social cohesion on the likelihood of participating in no physical activity among students. Methods Data are from a large-scale longitudinal study of schools based in disadvantaged communities in Quebec, Canada. Questionnaires were administered every year between 2002 and 2008 among n = 14,924 students aged 12 to 18 from a sample of 70 schools. Cross-sectional and longitudinal analyses were conducted. Multilevel modeling was utilized to account for the clustering of students within schools. Schools were categorized as being low, moderate or high economic deprivation, social fragmentation and social cohesion. Those who indicated that they do no participate in any physical activity during the week were identified as being physically inactive. Results In baseline multilevel cross-sectional analyses, adolescents attending schools in the highest (compared to the lowest) levels of socioeconomic deprivation and social fragmentation were more likely to be physically inactive (OR = 1.33, 95% CI = 1.03, 1.72; and OR = 1.24, 95% CI = 0.98, 1.56, respectively). Conversely, students attending schools with the highest cohesion were less likely to be physically inactive (OR = 0.78, 95% CI = 0.61, 0.99). In longitudinal analysis, physically active students who attended schools with the highest social fragmentation were more likely to become physically inactive over two years (OR = 1.65, 95% CI = 1.09, 2.51). Conclusion The school socioeconomic environment appears to be an important contextual influence on participation in no physical activity among adolescents. Following adolescents beyond two years is necessary to determine if these environments have a lasting effect on physical activity behavior. PMID:24932679

School social fragmentation, economic deprivation and social cohesion and adolescent physical inactivity: a longitudinal study.

PubMed

Pabayo, Roman; Janosz, Michel; Bisset, Sherri; Kawachi, Ichiro

2014-01-01

To examine the independent influence of school economic deprivation, social fragmentation, and social cohesion on the likelihood of participating in no physical activity among students. Data are from a large-scale longitudinal study of schools based in disadvantaged communities in Quebec, Canada. Questionnaires were administered every year between 2002 and 2008 among n = 14,924 students aged 12 to 18 from a sample of 70 schools. Cross-sectional and longitudinal analyses were conducted. Multilevel modeling was utilized to account for the clustering of students within schools. Schools were categorized as being low, moderate or high economic deprivation, social fragmentation and social cohesion. Those who indicated that they do no participate in any physical activity during the week were identified as being physically inactive. In baseline multilevel cross-sectional analyses, adolescents attending schools in the highest (compared to the lowest) levels of socioeconomic deprivation and social fragmentation were more likely to be physically inactive (OR = 1.33, 95% CI = 1.03, 1.72; and OR = 1.24, 95% CI = 0.98, 1.56, respectively). Conversely, students attending schools with the highest cohesion were less likely to be physically inactive (OR = 0.78, 95% CI = 0.61, 0.99). In longitudinal analysis, physically active students who attended schools with the highest social fragmentation were more likely to become physically inactive over two years (OR = 1.65, 95% CI = 1.09, 2.51). The school socioeconomic environment appears to be an important contextual influence on participation in no physical activity among adolescents. Following adolescents beyond two years is necessary to determine if these environments have a lasting effect on physical activity behavior.

Application of experiential learning model using simple physical kit to increase attitude toward physics student senior high school in fluid

NASA Astrophysics Data System (ADS)

Johari, A. H.; Muslim

2018-05-01

Experiential learning model using simple physics kit has been implemented to get a picture of improving attitude toward physics senior high school students on Fluid. This study aims to obtain a description of the increase attitudes toward physics senior high school students. The research method used was quasi experiment with non-equivalent pretest -posttest control group design. Two class of tenth grade were involved in this research 28, 26 students respectively experiment class and control class. Increased Attitude toward physics of senior high school students is calculated using an attitude scale consisting of 18 questions. Based on the experimental class test average of 86.5% with the criteria of almost all students there is an increase and in the control class of 53.75% with the criteria of half students. This result shows that the influence of experiential learning model using simple physics kit can improve attitude toward physics compared to experiential learning without using simple physics kit.

Geographic differences in physical education and adolescent BMI: have legal mandates made a difference?

PubMed

Anderson, Laura M; Aycock, Katherine E; Mihalic, Caitlin A; Kozlowski, Darcie J; Detschner, Angela M

2013-02-01

The school environment is an ideal setting for healthy weight programming with adolescents. The federal government has reinforced the importance of school-based health promotion. The current study examined the preliminary influence of the 2006 school wellness policy requirement of the Child Nutrition and WIC Reauthorization Act (CNWICRA) on adolescent Body Mass Index (BMI) and physical education participation. Nationally representative data from the 2003 and 2007 Youth Risk Behavior Surveillance Survey (YRBSS) were used. The authors examined BMI percentile and physical education participation based on survey year and geographic region. Results suggest a slight decrease in BMI with no changes in physical education participation. A main effect for geographic region was found for both physical education participation and BMI percentile, while a geographic region-by-survey year interaction was discovered when analyzing BMI percentiles. Results suggest a need for continued investigation and may inform future healthy weight programming and geographically tailored wellness policies.

Project FIT: rationale, design and baseline characteristics of a school- and community-based intervention to address physical activity and healthy eating among low-income elementary school children.

PubMed

Eisenmann, Joey C; Alaimo, Katherine; Pfeiffer, Karin; Paek, Hye-Jin; Carlson, Joseph J; Hayes, Heather; Thompson, Tracy; Kelleher, Deanne; Oh, Hyun J; Orth, Julie; Randall, Sue; Mayfield, Kellie; Holmes, Denise

2011-07-29

This paper describes Project FIT, a collaboration between the public school system, local health systems, physicians, neighborhood associations, businesses, faith-based leaders, community agencies and university researchers to develop a multi-faceted approach to promote physical activity and healthy eating toward the general goal of preventing and reducing childhood obesity among children in Grand Rapids, MI, USA. There are four overall components to Project FIT: school, community, social marketing, and school staff wellness - all that focus on: 1) increasing access to safe and affordable physical activity and nutrition education opportunities in the schools and surrounding neighborhoods; 2) improving the affordability and availability of nutritious food in the neighborhoods surrounding the schools; 3) improving the knowledge, self-efficacy, attitudes and behaviors regarding nutrition and physical activity among school staff, parents and students; 4) impacting the 'culture' of the schools and neighborhoods to incorporate healthful values; and 5) encouraging dialogue among all community partners to leverage existing programs and introduce new ones. At baseline, there was generally low physical activity (70% do not meet recommendation of 60 minutes per day), excessive screen time (75% do not meet recommendation of < 2 hours per day), and low intake of vegetables and whole grains and high intake of sugar-sweetened beverages, French fries and chips and desserts as well as a high prevalence of overweight and obesity (48.5% including 6% with severe obesity) among low income, primarily Hispanic and African American 3rd-5th grade children (n = 403). ClinicalTrials.gov NCT01385046.

Evaluation of Professional Personality Competence of Physical Education Teachers Working in Secondary Schools by Students

ERIC Educational Resources Information Center

Demir, Erdal

2016-01-01

The aim of this article is to assess how students evaluate the professional personality competence of physical education teachers working in secondary schools, and to investigate differences based on the variables of gender, school type and class. In line with these aims, this study was completed as a screening model cross-sectional study, which…

Using Participatory Action Research to Develop a School-Based Environmental Intervention to Support Healthy Eating and Physical Activity

ERIC Educational Resources Information Center

Vecchiarelli, Stephanie; Prelip, Michael; Slusser, Wendelin; Weightman, Heather; Neumann, Charlotte

2005-01-01

Rates of overweight children and adolescents have nearly tripled over the past 30 years. Many barriers exist to healthy eating and physical activity for children and adolescents, including factors in the school and community environment. It is these modifiable school environmental factors that led to the development of the Nutrition Friendly…

The Changing Status of School Sport and Physical Education: Explaining Policy Change

ERIC Educational Resources Information Center

Houlihan, Barrie; Green, Mick

2006-01-01

This paper examines the changing political salience of school sport and physical education (PE) over the last 15 years. A brief survey of the recent history of school sport and PE based on an analysis of a range of policy documents published by professional bodies and government departments and agencies is followed by a discussion of two…

Effects of Exergaming and Message Framing in School Environments on Physical Activity Attitudes and Intentions of Children and Adolescents.

PubMed

Lwin, May O; Ho, Shirley S; Younbo, Jung; Leng, Theng Yin; Wardoyo, Reidinar J; Jung, Kim Hyo

2016-09-01

Although interventions targeting the health of students in schools are becoming common, few studies have examined how health messages operate at the group level in school environments. This study examines the effects of message-based health interventions (extrinsic vs. intrinsic goal framing) in group environments (exergame competitive vs. exergame noncompetitive) on eliciting attitudes and intentions toward physical activity among children and adolescents. We conducted a 7-week school-based intervention program involving 336 children and 259 adolescents in Singapore in which pre- and post-intervention responses were recorded. Our findings revealed the difference in responses between child and adolescent groups. Children who participated in noncompetitive exergames with extrinsically framed health messages and those who participated in competitive exergames with intrinsically framed health messages demonstrated more favorable attitudes toward physical activity. However, the same effects were absent in our adolescent group. These findings suggest that the integration of exergames into competitive and noncompetitive environments can serve as a gateway to traditional physical activity in schools when strategically combined with intrinsically and extrinsically framed messages. Practical and theoretical implications for schools and health educators are discussed.

School-based obesity prevention programs: an evidence-based review.

PubMed

Kropski, Jonathan A; Keckley, Paul H; Jensen, Gordon L

2008-05-01

This review seeks to examine the effectiveness of school-based programs for reducing childhood overweight or obesity. A systematic review of the research literature published since 1990 was conducted to identify experimental or quasi-experimental school-based curricular or environmental preventive interventions, with evaluation>or=6 months after baseline, which reported outcomes in terms of a measure of overweight. Fourteen studies were identified, including one involving a nutrition-only program, two physical activity promotion interventions and eleven studies combining nutrition and physical activity components. Most studies (n=10) offered weak (grade 2) quality evidence. One study offered strong (grade 4) evidence reducing the odds ratio for overweight in girls only, while four grade 2 studies reported significant improvements in BMI or at-risk-for overweight or overweight prevalence in boys, girls, or both. Twelve studies reported significant improvement in at least one measure of dietary intake, physical activity, and/or sedentary behavior. Our ability to draw strong conclusions as to the efficacy of school-based obesity prevention programs is limited by the small number of published studies and by methodological concerns. Qualitative analysis suggests programs grounded in social learning may be more appropriate for girls, while structural and environmental interventions enabling physical activity may be more effective for boys. High-quality evaluation protocols should be considered essential components of future programs.

The Rainbow School of Fundamental Physics and its Applications

NASA Astrophysics Data System (ADS)

Darve, Christine; Acharya, Bobby; Assamagan, Ketevi; Ellis, Jonathan; Muanza, Steve; African School of Fundamental Physics; its Applications Team

2011-04-01

We have established a biennial school of physics in Africa, on fundamental subatomic physics and its applications. The ``raison d'être'' of the school is to build capacity to harvest, interpret, and exploit the results of current and future physics experiments with particle accelerators, and to increase proficiency in related applications. The school is based on a close interplay between theoretical, experimental, and applied physics. The first school took place in Stellenbosch, South Africa on 1-21 August 2010, with the general aim of fostering sciences in Africa. 65 students were selected to participate to this first school edition in the rainbow country. More than 50 of them had travelled from 17 African countries, fully supported financially to attend the intensive, three-week school. This project was supported by 15 different national & international organizations and institutes. We propose the second edition of the biennial school in Ghana in 2012. The inspirational enthusiasm of the students and supporting institutions at ASP2010, give a shining hope that international Programs, Collaborations and Exchanges for the future of fundamental science and technology can be achieved. We will describe the process and the accomplishments of the first school edition, with emphasize on the lessons learned to establish the future editions.

A meta-analysis of disparities in childhood sexual abuse, parental physical abuse, and peer victimization among sexual minority and sexual nonminority individuals.

PubMed

Friedman, Mark S; Marshal, Michael P; Guadamuz, Thomas E; Wei, Chongyi; Wong, Carolyn F; Saewyc, Elizabeth; Stall, Ron

2011-08-01

We compared the likelihood of childhood sexual abuse (under age 18), parental physical abuse, and peer victimization based on sexual orientation. We conducted a meta-analysis of adolescent school-based studies that compared the likelihood of childhood abuse among sexual minorities vs sexual nonminorities. Sexual minority individuals were on average 3.8, 1.2, 1.7, and 2.4 times more likely to experience sexual abuse, parental physical abuse, or assault at school or to miss school through fear, respectively. Moderation analysis showed that disparities between sexual minority and sexual nonminority individuals were larger for (1) males than females for sexual abuse, (2) females than males for assault at school, and (3) bisexual than gay and lesbian for both parental physical abuse and missing school through fear. Disparities did not change between the 1990s and the 2000s. The higher rates of abuse experienced by sexual minority youths may be one of the driving mechanisms underlying higher rates of mental health problems, substance use, risky sexual behavior, and HIV reported by sexual minority adults.

Exploring teachers' perspectives on the impact of out-of-school science-based programs for secondary level physics classrooms in Nebraska

NASA Astrophysics Data System (ADS)

Baquerizo-Birth, Marisol

This exploratory phenomenological study investigates the lived experiences of six high school physics teachers in Nebraska regarding their perceptions on the impact of participating in a science-based out-of-school program. By exploring the research question, we discover how this experience relates to these teachers' self-concept and professional growth. Open-ended, semi-structured, one-on-one interviews are used as the data collection method to explore teachers' perceptions. Responses reveal that teachers participating in the Cosmic Ray Observatory Project (CROP) as a means of exploring advanced, extracurricular physics projects perceive their participation as an opportunity for enrichment, collaboration, helping their students, and empowerment. Intertwined in the presented narratives, teachers refer to their schools' limited administrative support as a source of struggle tied to the challenge of balancing school and teaching responsibilities with CROP participants' responsibilities. This study proposes teachers must feel confident with their specific subject area to achieve a progressive view of self, and that supplemental professional development opportunities are crucial to physics teaching.

Does a novel school-based physical activity model benefit femoral neck bone strength in pre- and early pubertal children?

PubMed

Macdonald, H M; Kontulainen, S A; Petit, M A; Beck, T J; Khan, K M; McKay, H A

2008-10-01

The effects of physical activity on bone strength acquisition during growth are not well understood. In our cluster randomized trial, we found that participation in a novel school-based physical activity program enhanced bone strength acquisition and bone mass accrual by 2-5% at the femoral neck in girls; however, these benefits depended on teacher compliance with intervention delivery. Our intervention also enhanced bone mass accrual by 2-4% at the lumbar spine and total body in boys. We investigated the effects of a novel school-based physical activity program on femoral neck (FN) bone strength and mass in children aged 9-11 yrs. We used hip structure analysis to compare 16-month changes in FN bone strength, geometry and bone mineral content (BMC) between 293 children who participated in Action Schools! BC (AS! BC) and 117 controls. We assessed proximal femur (PF), lumbar spine (LS) and total body (TB) BMC using DXA. We compared change in bone outcomes between groups using linear regression accounting for the random school effect and select covariates. Change in FN strength (section modulus, Z), cross-sectional area (CSA), subperiosteal width and BMC was similar between control and intervention boys, but intervention boys had greater gains in BMC at the LS (+2.7%, p = 0.05) and TB (+1.7%, p = 0.03) than controls. For girls, change in FN-Z tended to be greater (+3.5%, p = 0.1) for intervention girls than controls. The difference in change increased to 5.4% (p = 0.05) in a per-protocol analysis that included girls whose teachers reported 80% compliance. AS! BC benefits bone strength and mass in school-aged children; however, our findings highlight the importance of accounting for teacher compliance in classroom-based physical activity interventions.

Association Between the Built Environment in School Neighborhoods With Physical Activity Among New York City Children, 2012

PubMed Central

Gray, Heewon Lee; Quinn, James; Rundle, Andrew G.; Contento, Isobel R.; Koch, Pamela A.

2016-01-01

Introduction The benefits of physical activity for health and well-being are well established, yet built environment characteristics in the school neighborhood may constrain students’ ability to engage in physical activity and contribute to the considerable variation in physical activity among students at different schools. Methods Baseline data from the Food, Health and Choices obesity prevention trial were used to create multilevel linear models of the relationship between fifth-grade students’ (n = 952) physical activity and related psychosocial factors and characteristics of the built environment of the school’s neighborhood (park access, public transportation density, total crime, and walkability), controlling for age and body mass index z scores. Results Total crime was inversely associated with boys’ light physical activity duration (β = −0.189; P = .02) and behavioral intention for physical activity (β = −0.178; P = .03). Boys’ habit strength for physical activity was positively associated with public transportation density (β = 0.375; P = .02) and negatively associated with total crime (β = −0.216; P = .01), explaining 67% of between-school variation. Girls’ frequency of light physical activity was positively associated with park access (β = 0.188; P = .04). Built environment characteristics explained 97% of the between-school variation in girls’ self-efficacy in walking for exercise. Conclusions Characteristics of the built environment surrounding schools were associated with and explain between-school variation in students’ physical activity and several theory-based psychosocial factors. Partnerships between public health practitioners, policy makers, and school administrators may be warranted to shape the school neighborhood, specifically to decrease crime rates and increase park access, to encourage physical activity in youth. PMID:27536902

Contributions of After School Programs to the Development of Fundamental Movement Skills in Children.

PubMed

Burrows, E Jean; Keats, Melanie R; Kolen, Angela M

Fundamental movement skill (FMS) proficiency or the ability to perform basic skills (e.g., throwing, catching and jumping) has been linked to participation in lifelong physical activity. FMS proficiency amongst children has declined in the previous 15 years, with more children performing FMS at a low-mastery level. These declines may help explain the insufficient levels of participation in health promoting physical activity seen in today's youth. The after school time period (e.g., 3 to 6 p.m.), is increasingly considered an opportune time for physical activity interventions. To date, little research has examined the potential for after school programming to improve FMS proficiency. Participants (n=40, 6-10 years) of two existent physical activity based after school programs, a low-organized games and a sports-based program, were pre- and post-tested for FMS proficiency using the Test of Gross Motor Development-2 (TGMD-2) over an 11-week period. The sports-based program participants showed no improvement in FMS over the 11-week study ( p =0.91, eta 2 =0.00) and the games-based program participants significantly improved their proficiency ( p =0.00, eta 2 =0.30). No significant ( p =0.13, eta 2 = 0.06), differences were found in change in FMS scores between the low-organized games program participants and the sport-based program participants. These results suggest that after school programs with a low-organized games-based focus may support a moderate improvement in FMS proficiency in young children. Better training of after school program leaders on how to teach FMS may be necessary to assist children in acquiring sufficient proficiency in FMS.

Contributions of After School Programs to the Development of Fundamental Movement Skills in Children

PubMed Central

BURROWS, E. JEAN; KEATS, MELANIE R.; KOLEN, ANGELA M.

2014-01-01

Fundamental movement skill (FMS) proficiency or the ability to perform basic skills (e.g., throwing, catching and jumping) has been linked to participation in lifelong physical activity. FMS proficiency amongst children has declined in the previous 15 years, with more children performing FMS at a low-mastery level. These declines may help explain the insufficient levels of participation in health promoting physical activity seen in today’s youth. The after school time period (e.g., 3 to 6 p.m.), is increasingly considered an opportune time for physical activity interventions. To date, little research has examined the potential for after school programming to improve FMS proficiency. Participants (n=40, 6–10 years) of two existent physical activity based after school programs, a low-organized games and a sports-based program, were pre- and post-tested for FMS proficiency using the Test of Gross Motor Development-2 (TGMD-2) over an 11-week period. The sports-based program participants showed no improvement in FMS over the 11-week study (p=0.91, eta2=0.00) and the games-based program participants significantly improved their proficiency (p=0.00, eta2=0.30). No significant (p=0.13, eta2 = 0.06), differences were found in change in FMS scores between the low-organized games program participants and the sport-based program participants. These results suggest that after school programs with a low-organized games-based focus may support a moderate improvement in FMS proficiency in young children. Better training of after school program leaders on how to teach FMS may be necessary to assist children in acquiring sufficient proficiency in FMS. PMID:27293501

Support for Physical Education as a Core Subject in Urban Elementary Schools.

PubMed

Castillo, Jacqueline C; Clark, B Ruth; Butler, Carling E; Racette, Susan B

2015-11-01

Physical inactivity and childhood obesity are prevalent in American children, with increased vulnerability in minority, low-resource populations. The aim of this study was to quantify the impact of physical education (PE) on in-school physical activity quantity and intensity in urban minority children attending public elementary schools. This observational study included elementary children (N=212; mean age, 9.9 years; 81.7% black) in Grades 2-5 attending urban public schools with high eligibility for the National School Lunch Program. In-school physical activity was quantified during 4 school weeks across 4 months (January-April 2012) using Omron HJ-151 accelerometer-pedometers. Fitness was assessed with the 20-meter Progressive Aerobic Cardiovascular Endurance Run. Data were analyzed in 2013 using generalized estimating equations to determine the influence of PE and sex on total in-school steps and moderate to vigorous physical activity (MVPA) steps. Based on 3,379 observation days (mean, 15.9 school days/student), students achieved higher in-school physical activity on days with PE (4,979 steps) than on days without PE (3,683 steps, p<0.0001). Likewise, MVPA steps were greater on days with PE than on days without PE (p<0.0001). Boys were more active than girls, but both accumulated more steps on days with PE. Low aerobic fitness was observed in 29.0% of students and overweight/obesity in 31.1%. PE significantly increases total in-school and MVPA steps in urban minority elementary children. PE as a core subject can provide opportunities for urban, minority public school children in low-resource areas to achieve age-appropriate physical activity and fitness goals. Copyright © 2015 American Journal of Preventive Medicine. Published by Elsevier Inc. All rights reserved.

Predictors of Long-Term School-Based Behavioral Outcomes in the Multimodal Treatment Study of Children with Attention-Deficit/Hyperactivity Disorder

PubMed Central

Reed, Margot O.; Jakubovski, Ewgeni; Johnson, Jessica A.

2017-01-01

Abstract Objective: To explore predictors of 8-year school-based behavioral outcomes in attention-deficit/hyperactivity disorder (ADHD). Methods: We examined potential baseline predictors of school-based behavioral outcomes in children who completed the 8-year follow-up in the multimodal treatment study of children with ADHD. Stepwise logistic regression and receiver operating characteristic (ROC) analysis identified baseline predictors that were associated with a higher risk of truancy, school discipline, and in-school fights. Results: Stepwise regression analysis explained between 8.1% (in-school fights) and 12.0% (school discipline) of the total variance in school-based behavioral outcomes. Logistic regression identified several baseline characteristics that were associated with school-based behavioral difficulties 8 years later, including being male (associated with truancy and school discipline), African American (school discipline, in-school fights), increased conduct disorder (CD) symptoms (truancy), decreased affection from parents (school discipline), ADHD severity (in-school fights), and study site (truancy and school discipline). ROC analyses identified the most discriminative predictors of truancy, school discipline, and in-school fights, which were Aggression and Conduct Problem Scale Total score, family income, and race, respectively. Conclusions: A modest, but nontrivial portion of school-based behavioral outcomes, was predicted by baseline childhood characteristics. Exploratory analyses identified modifiable (lack of paternal involvement, lower parental knowledge of behavioral principles, and parental use of physical punishment), somewhat modifiable (income and having comorbid CD), and nonmodifiable (African American and male) factors that were associated with school-based behavioral difficulties. Future research should confirm that the associations between earlier specific parenting behaviors and poor subsequent school-based behavioral outcomes are, indeed, causally related and independent cooccurring childhood psychopathology. Future research might target increasing paternal involvement and parental knowledge of behavioral principles and reducing use of physical punishment to improve school-based behavioral outcomes in children with ADHD. PMID:28253029

Predictors of Long-Term School-Based Behavioral Outcomes in the Multimodal Treatment Study of Children with Attention-Deficit/Hyperactivity Disorder.

PubMed

Reed, Margot O; Jakubovski, Ewgeni; Johnson, Jessica A; Bloch, Michael H

2017-05-01

To explore predictors of 8-year school-based behavioral outcomes in attention-deficit/hyperactivity disorder (ADHD). We examined potential baseline predictors of school-based behavioral outcomes in children who completed the 8-year follow-up in the multimodal treatment study of children with ADHD. Stepwise logistic regression and receiver operating characteristic (ROC) analysis identified baseline predictors that were associated with a higher risk of truancy, school discipline, and in-school fights. Stepwise regression analysis explained between 8.1% (in-school fights) and 12.0% (school discipline) of the total variance in school-based behavioral outcomes. Logistic regression identified several baseline characteristics that were associated with school-based behavioral difficulties 8 years later, including being male (associated with truancy and school discipline), African American (school discipline, in-school fights), increased conduct disorder (CD) symptoms (truancy), decreased affection from parents (school discipline), ADHD severity (in-school fights), and study site (truancy and school discipline). ROC analyses identified the most discriminative predictors of truancy, school discipline, and in-school fights, which were Aggression and Conduct Problem Scale Total score, family income, and race, respectively. A modest, but nontrivial portion of school-based behavioral outcomes, was predicted by baseline childhood characteristics. Exploratory analyses identified modifiable (lack of paternal involvement, lower parental knowledge of behavioral principles, and parental use of physical punishment), somewhat modifiable (income and having comorbid CD), and nonmodifiable (African American and male) factors that were associated with school-based behavioral difficulties. Future research should confirm that the associations between earlier specific parenting behaviors and poor subsequent school-based behavioral outcomes are, indeed, causally related and independent cooccurring childhood psychopathology. Future research might target increasing paternal involvement and parental knowledge of behavioral principles and reducing use of physical punishment to improve school-based behavioral outcomes in children with ADHD.

Effectiveness of a School-Based Physical Activity Intervention on Cognitive Performance in Danish Adolescents: LCoMotion—Learning, Cognition and Motion – A Cluster Randomized Controlled Trial

PubMed Central

Domazet, Sidsel Louise; Froberg, Karsten; Hillman, Charles H.; Andersen, Lars Bo; Bugge, Anna

2016-01-01

Background Physical activity is associated not only with health-related parameters, but also with cognitive and academic performance. However, no large scale school-based physical activity interventions have investigated effects on cognitive performance in adolescents. The aim of this study was to describe the effectiveness of a school-based physical activity intervention in enhancing cognitive performance in 12–14 years old adolescents. Methods A 20 week cluster randomized controlled trial was conducted including seven intervention and seven control schools. A total of 632 students (mean (SD) age: 12.9 (0.6) years) completed the trial with baseline and follow-up data on primary or secondary outcomes (74% of randomized subjects). The intervention targeted physical activity during academic subjects, recess, school transportation and leisure-time. Cognitive performance was assessed using an executive functions test of inhibition (flanker task) with the primary outcomes being accuracy and reaction time on congruent and incongruent trials. Secondary outcomes included mathematics performance, physical activity levels, body-mass index, waist-circumference and cardiorespiratory fitness. Results No significant difference in change, comparing the intervention group to the control group, was observed on the primary outcomes (p’s>0.05) or mathematics skills (p>0.05). An intervention effect was found for cardiorespiratory fitness in girls (21 meters (95% CI: 4.4–38.6) and body-mass index in boys (-0.22 kg/m2 (95% CI: -0.39–0.05). Contrary to our predictions, a significantly larger change in interference control for reaction time was found in favor of the control group (5.0 milliseconds (95% CI: 0–9). Baseline to mid-intervention changes in physical activity levels did not differ significantly between groups (all p’s>0.05). Conclusions No evidence was found for effectiveness of a 20-week multi-faceted school-based physical activity intervention for enhancing executive functioning or mathematics skills compared to a control group, but low implementation fidelity precludes interpretation of the causal relationship. Trial Registration www.ClinicalTrials.gov NCT02012881 PMID:27341346

Effectiveness of a School-Based Physical Activity Intervention on Cognitive Performance in Danish Adolescents: LCoMotion-Learning, Cognition and Motion - A Cluster Randomized Controlled Trial.

PubMed

Tarp, Jakob; Domazet, Sidsel Louise; Froberg, Karsten; Hillman, Charles H; Andersen, Lars Bo; Bugge, Anna

2016-01-01

Physical activity is associated not only with health-related parameters, but also with cognitive and academic performance. However, no large scale school-based physical activity interventions have investigated effects on cognitive performance in adolescents. The aim of this study was to describe the effectiveness of a school-based physical activity intervention in enhancing cognitive performance in 12-14 years old adolescents. A 20 week cluster randomized controlled trial was conducted including seven intervention and seven control schools. A total of 632 students (mean (SD) age: 12.9 (0.6) years) completed the trial with baseline and follow-up data on primary or secondary outcomes (74% of randomized subjects). The intervention targeted physical activity during academic subjects, recess, school transportation and leisure-time. Cognitive performance was assessed using an executive functions test of inhibition (flanker task) with the primary outcomes being accuracy and reaction time on congruent and incongruent trials. Secondary outcomes included mathematics performance, physical activity levels, body-mass index, waist-circumference and cardiorespiratory fitness. No significant difference in change, comparing the intervention group to the control group, was observed on the primary outcomes (p's>0.05) or mathematics skills (p>0.05). An intervention effect was found for cardiorespiratory fitness in girls (21 meters (95% CI: 4.4-38.6) and body-mass index in boys (-0.22 kg/m2 (95% CI: -0.39-0.05). Contrary to our predictions, a significantly larger change in interference control for reaction time was found in favor of the control group (5.0 milliseconds (95% CI: 0-9). Baseline to mid-intervention changes in physical activity levels did not differ significantly between groups (all p's>0.05). No evidence was found for effectiveness of a 20-week multi-faceted school-based physical activity intervention for enhancing executive functioning or mathematics skills compared to a control group, but low implementation fidelity precludes interpretation of the causal relationship. www.ClinicalTrials.gov NCT02012881.

Impact of the "Planning to be Active" leisure time physical exercise program on rural high school students.

PubMed

Hortz, Brian; Petosa, Rick

2006-10-01

The purpose of the study was to evaluate the effects of a Social Cognitive Theory-based intervention designed to increase the frequency of leisure time planned moderate and vigorous physical exercise among rural high school students attending physical education class. Students in treatment and comparison groups were exposed to an activity-based physical education curricula. The treatment group received eight behavioral skill-building lessons integrated into the existing curriculum. The Social Cognitive Theory-based educational treatment increased levels of moderate physical exercise occurring outside the classroom. This study demonstrated an impact on adolescent leisure time moderate physical exercise using classroom instruction. The intervention was most effective with students who were previously sedentary. The curricular approaches used to promote regular moderate exercise may be useful for sedentary adolescents.

The Desired Learning Outcomes of School-Based Nutrition/Physical Activity Health Education: A Health Literacy Constructed Delphi Survey of Finnish Experts

ERIC Educational Resources Information Center

Ormshaw, Michael James; Kokko, Sami Petteri; Villberg, Jari; Kannas, Lasse

2016-01-01

Purpose: The purpose of this paper is to utilise the collective opinion of a group of Finnish experts to identify the most important learning outcomes of secondary-level school-based health education, in the specific domains of physical activity and nutrition. Design/ Methodology/ Approach: The study uses a Delphi survey technique to collect the…

Assessing the Implementation Fidelity of a School-Based Teaching Personal and Social Responsibility Program in Physical Education and Other Subject Areas

ERIC Educational Resources Information Center

Escartí, Amparo; Liops-Goig, Ramon; Wright, Paul M.

2018-01-01

Purpose: The Teaching Personal and Social Responsibility (TPSR) model was developed to foster responsibility and teach life skills that transfer to various settings. The purpose of this study was to assess the implementation fidelity of a school-based TPSR program in physical education and other subject areas. Method: Systematic observation was…

A School-Based Motivational Intervention to Promote Physical Activity from a Self-Determination Theory Perspective

ERIC Educational Resources Information Center

González-Cutre, David; Sierra, Ana C.; Beltrán-Carrillo, Vicente J.; Peláez-Pérez, Manuel; Cervelló, Eduardo

2018-01-01

The authors analyzed the effects of a multidimensional intervention to promote physical activity (PA) in school, based on self-determination theory. The study involved 88 students, between 14 and 17 years old, who were divided into a control group (n = 59) and an experimental group (n = 29). In the experimental group, a 6-month intervention was…

Clustered randomised controlled trial of two education interventions designed to increase physical activity and well-being of secondary school students: the MOVE Project

PubMed Central

Tymms, Peter B; Curtis, Sarah E; Routen, Ash C; Thomson, Katie H; Bolden, David S; Bock, Susan; Dunn, Christine E; Cooper, Ashley R; Elliott, Julian G; Moore, Helen J; Summerbell, Carolyn D; Tiffin, Paul A; Kasim, Adetayo S

2016-01-01

Objective To assess the effectiveness of 2 interventions in improving the physical activity and well-being of secondary school children. Design A clustered randomised controlled trial; classes, 1 per school, were assigned to 1 of 3 intervention arms or a control group based on a 2×2 factorial design. The interventions were peer-mentoring and participative learning. Year 7 children (aged 11–12) in the peer-mentoring intervention were paired with year 9 children for 6 weekly mentoring meetings. Year 7 children in the participative learning arm took part in 6 weekly geography lessons using personalised physical activity and Global Positioning System (GPS) data. Year 7 children in the combined intervention received both interventions, with the year 9 children only participating in the mentoring sessions. Participants 1494 year 7 students from 60 schools in the North of England took part in the trial. Of these, 43 students opted out of taking part in the evaluation measurements, 2 moved teaching group and 58 changed school. Valid accelerometry outcome data were collected for 892 students from 53 schools; and well-being outcome data were available for 927 students from 52 schools. Main outcome measures The primary outcomes were mean minutes of accelerometer-measured moderate-to-vigorous intensity physical activity per day, and well-being as evaluated by the KIDSCREEN-27 questionnaire. These data were collected 6 weeks after the intervention; a 12-month follow-up is planned. Results No significant effects (main or interaction) were observed for the outcomes. However, small positive differences were found for both outcomes for the participative learning intervention. Conclusions These findings suggest that the 2 school-based interventions did not modify levels of physical activity or well-being within the period monitored. Change in physical activity may require more comprehensive individual behavioural intervention, and/or more system-based efforts to address wider environmental influences such as family, peers, physical environment, transport and educational policy. Trial registration number ISRCTN82956355. PMID:26739729

Clustered randomised controlled trial of two education interventions designed to increase physical activity and well-being of secondary school students: the MOVE Project.

PubMed

Tymms, Peter B; Curtis, Sarah E; Routen, Ash C; Thomson, Katie H; Bolden, David S; Bock, Susan; Dunn, Christine E; Cooper, Ashley R; Elliott, Julian G; Moore, Helen J; Summerbell, Carolyn D; Tiffin, Paul A; Kasim, Adetayo S

2016-01-06

To assess the effectiveness of 2 interventions in improving the physical activity and well-being of secondary school children. A clustered randomised controlled trial; classes, 1 per school, were assigned to 1 of 3 intervention arms or a control group based on a 2×2 factorial design. The interventions were peer-mentoring and participative learning. Year 7 children (aged 11-12) in the peer-mentoring intervention were paired with year 9 children for 6 weekly mentoring meetings. Year 7 children in the participative learning arm took part in 6 weekly geography lessons using personalised physical activity and Global Positioning System (GPS) data. Year 7 children in the combined intervention received both interventions, with the year 9 children only participating in the mentoring sessions. 1494 year 7 students from 60 schools in the North of England took part in the trial. Of these, 43 students opted out of taking part in the evaluation measurements, 2 moved teaching group and 58 changed school. Valid accelerometry outcome data were collected for 892 students from 53 schools; and well-being outcome data were available for 927 students from 52 schools. The primary outcomes were mean minutes of accelerometer-measured moderate-to-vigorous intensity physical activity per day, and well-being as evaluated by the KIDSCREEN-27 questionnaire. These data were collected 6 weeks after the intervention; a 12-month follow-up is planned. No significant effects (main or interaction) were observed for the outcomes. However, small positive differences were found for both outcomes for the participative learning intervention. These findings suggest that the 2 school-based interventions did not modify levels of physical activity or well-being within the period monitored. Change in physical activity may require more comprehensive individual behavioural intervention, and/or more system-based efforts to address wider environmental influences such as family, peers, physical environment, transport and educational policy. ISRCTN82956355. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://www.bmj.com/company/products-services/rights-and-licensing/

A childhood obesity prevention programme in Barcelona (POIBA Project): Study protocol of the intervention.

PubMed

Sánchez-Martínez, Francesca; Juárez, Olga; Serral, Gemma; Valmayor, Sara; Puigpinós, Rosa; Pasarín, María Isabel; Díez, Élia; Ariza, Carles

2018-02-05

Childhood obesity preventive interventions should promote a healthy diet and physical activity at home and school. This study aims to describe a school-based childhood obesity preventive programme (POIBA Project) targeting 8-to-12- year-olds. Evaluation study of a school-based intervention with a pre-post quasi-experimental design and a comparison group. Schools from disadvantaged neighbourhoods are oversampled. The intervention consists of 9 sessions, including 58 activities of a total duration between 9 and 13 hours, and the booster intervention of 2 sessions with 8 activities lasting 3 or 4 hours. They are multilevel (individual, family and school) and multicomponent (classroom, physical activity and family). Data are collected through anthropometric measurements, physical fitness tests and lifestyle surveys before and after the intervention and the booster intervention. In the intervention group, families complete two questionnaires about their children's eating habits and physical activity. The outcome variable is the cumulative incidence rate of obesity, obtained from body mass index values and body fat assessed by triceps skinfold thickness. The independent variables are socio-demographic, contextual, eating habits, food frequency, intensity of physical activity and use of new technologies. It is essential to implement preventive interventions at early ages and to follow its effects over time. Interventions involving diet and physical activity are the most common, being the most effective setting the school. The POIBA Project intervenes in both the school and family setting and focuses on the most disadvantaged groups, in which obesity is most pronounced and difficult to prevent.

[The CHILT I project (Children's Health Interventional Trial). A multicomponent intervention to prevent physical inactivity and overweight in primary schools].

PubMed

Graf, C; Dordel, S

2011-03-01

Child and juvenile obesity is increasing worldwide; therefore, effective preventive strategies are warranted. The stepwise project CHILT (Children's Health Interventional Trial) was initiated in 2000 and combines in its multicomponent school-based arm CHILT I health education and physical activity for primary school children to prevent physical inactivity and overweight. The effect on obesity and physical performance was studied in 12 primary schools (intervention schools, IS) compared with 5 control schools (CS). Anthropometric data were recorded. Physical performance was measured by a coordination test for children (the "Körperkoordinationstest für Kinder", KTK) and the 6-minute run. Anthropometric and motoric data of 436 children in IS (55.0% of the population) and 179 children in CS (62.8%) were available at baseline and at follow-up. No difference in the incidence of overweight was found between the IS and CS after 4 years of intervention. Remission of overweight was higher in IS (23.2% versus 19.2%), but not significant. The increase in BMI was significantly lower in IS, in which the program was regularly performed. There was an improvement in selected items of the KTK in IS. In particular, endurance performance tended to be higher at final examination. School-based preventive intervention seems to have a positive influence on physical motor skills and the remission of overweight. To optimize the effects, a consistent and quality assured implementation and the integration of the children's whole environment are warranted.

A School-Based Intervention Associated with Improvements in Cardiometabolic Risk Profiles in Young People with Intellectual Disabilities

ERIC Educational Resources Information Center

Wallén, Eva Flygare; Müllersdorf, Maria; Christensson, Kyllike; Marcus, Claude

2013-01-01

This study evaluates a multifactorial school-based intervention with the aim of decreasing cardiometabolic risk factors by means of a healthy lifestyle, primarily with daily physical activity and healthy food during school hours, at an upper secondary school for students with intellectual disabilities. The outcome is measured in terms of…

Assessing the Feasibility of a Multi-Program School-Based Intervention to Promote Physical Activity and Healthful Eating in Middle Schools Prior to Wide-Scale Implementation

ERIC Educational Resources Information Center

Greaney, Mary; Hardwick, Cary K.; Mezgebu, Solomon; Lindsay, Ana C.; Roover, Michelle L.; Peterson, Karen E.

2007-01-01

Background: University-community partnerships can support schools in implementing evidence-based responses to youth obesity trends. An inter-organizational partnership was established to implement and evaluate the Healthy Choices Collaborative Intervention (HCCI). HCCI combines an interdisciplinary curriculum, before/after school activities, and…

Formative Evaluation of MyFit: A Curriculum to Promote Self-Regulation of Physical Activity among Middle School Students

ERIC Educational Resources Information Center

Grim, Melissa; Petosa, Rick; Hortz, Brian; Hunt, Laura

2013-01-01

Background: Previous interventions to increase physical activity among middle school students have not produced long-term results. Often, students lack the self-regulation skills needed to support long-term adherence to physical activity. Purpose: The purpose of this study was to conduct a formative evaluation of a self-regulation based physical…

Peer-Assisted Learning in School Physical Education, Sport and Physical Activity Programmes: A Systematic Review

ERIC Educational Resources Information Center

Jenkinson, Kate. A.; Naughton, Geraldine; Benson, Amanda C.

2014-01-01

Background: Peer-assisted learning (PAL) is a teaching strategy utilised in both the general classroom and physical education. Through the interaction with same-age or cross-age peers, learning can occur across various domains. Purpose: This review aimed to identify school-based PAL interventions and assess the tutor training provided, as well as…

Effectiveness of a 5-year school-based intervention programme to reduce adiposity and improve fitness and lifestyle in Indian children; the SYM-KEM study.

PubMed

Bhave, Sheila; Pandit, Anand; Yeravdekar, Rajiv; Madkaikar, Vaishali; Chinchwade, Trushna; Shaikh, Nasreen; Shaikh, Tasneem; Naik, Shraddha; Marley-Zagar, Ella; Fall, Caroline H D

2016-01-01

Non-randomised non-blinded school-based intervention study. Two schools in the cities of Pune and Nasik, India. The intervention group comprised children attending a Pune school from 7-10 years until 12-15 years of age. Two control groups comprised children of the same age attending a similar school in Nasik, and children in the Pune intervention school but aged 12-15 years at the start of the study. A 5-year multi-intervention programme, covering three domains: physical activity, diet and general health, and including increased extracurricular and intracurricular physical activity sessions; daily yoga-based breathing exercises; making physical activity a 'scoring' subject; nutrition education; healthier school meals; removal of fast-food hawkers from the school environs; and health and nutrition education for teachers, pupils and families. Body mass index (BMI), waist circumference, physical fitness according to simple tests of strength, flexibility and endurance; diet; and lifestyle indicators (time watching TV, studying and actively playing). After 5 years the intervention children were fitter than controls in running, long jump, sit-up and push-up tests (p<0.05 for all). They reported spending less time sedentary (watching TV and studying), more time actively playing and eating fruit more often (p<0.05). The intervention did not reduce BMI or the prevalence of overweight/obesity, but waist circumference was lower than in the Pune controls (p=0.004). It was possible to achieve multiple health-promoting changes in an academically competitive Indian school. These changes resulted in improved physical fitness, but had no impact on the children's BMI or on the prevalence of overweight/obesity. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://www.bmj.com/company/products-services/rights-and-licensing/

Correlates of State Enactment of Elementary School Physical Education Laws

PubMed Central

Monnat, Shannon M.; Lounsbery, Monica A.F.; Smith, Nicole J.

2014-01-01

Objective To describe variation in U.S. state elementary school physical education (PE) policies and to assess associations between state PE policy enactment and education funding, academic achievement, sociodemographic disadvantage, and political characteristics. Methods U.S. state laws regarding school PE time, staffing, curriculum, fitness assessment, and moderate-to-vigorous physical activity (MVPA) in 2012 were classified as strong/specific, weak/nonspecific, or none based on codified law ratings within the Classification of Laws Associated with School Students (C.L.A.S.S.). Laws were merged with state-level data from multiple sources. Logistic regression was used to determine associations between state characteristics and PE laws (N=51). Results Laws with specific PE and MVPA time requirements and evidence-based curriculum standards were more likely in states with low academic performance and in states with sociodemographically disadvantaged populations. School day length was positively associated with enacting a PE curriculum that referenced evidence-based standards. School funding and political characteristics were not associated with PE laws. Conclusions Limited time and high-stakes testing requirements force schools to prioritize academic programs, posing barriers to state passage of specific PE laws. To facilitate PE policy enactment, it may be necessary to provide evidence of how PE policies can be implemented within existing time and staffing structures. PMID:25230368

Correlates of state enactment of elementary school physical education laws.

PubMed

Monnat, Shannon M; Lounsbery, Monica A F; Smith, Nicole J

2014-12-01

To describe variation in U.S. state elementary school physical education (PE) policies and to assess associations between state PE policy enactment and education funding, academic achievement, sociodemographic disadvantage, and political characteristics. U.S. state laws regarding school PE time, staffing, curriculum, fitness assessment, and moderate-to-vigorous physical activity (MVPA) in 2012 were classified as strong/specific, weak/nonspecific, or none based on codified law ratings within the Classification of Laws Associated with School Students (C.L.A.S.S.). Laws were merged with state-level data from multiple sources. Logistic regression was used to determine associations between state characteristics and PE laws (N=51). Laws with specific PE and MVPA time requirements and evidence-based curriculum standards were more likely in states with low academic performance and in states with sociodemographically disadvantaged populations. School day length was positively associated with enacting a PE curriculum that referenced evidence-based standards. School funding and political characteristics were not associated with PE laws. Limited time and high-stake testing requirements force schools to prioritize academic programs, posing barriers to state passage of specific PE laws. To facilitate PE policy enactment, it may be necessary to provide evidence on how PE policies can be implemented within existing time and staffing structures. Copyright © 2014 Elsevier Inc. All rights reserved.

Effect of classroom-based physical activity interventions on academic and physical activity outcomes: a systematic review and meta-analysis.

PubMed

Watson, Amanda; Timperio, Anna; Brown, Helen; Best, Keren; Hesketh, Kylie D

2017-08-25

Physical activity is associated with many physical and mental health benefits, however many children do not meet the national physical activity guidelines. While schools provide an ideal setting to promote children's physical activity, adding physical activity to the school day can be difficult given time constraints often imposed by competing key learning areas. Classroom-based physical activity may provide an opportunity to increase school-based physical activity while concurrently improving academic-related outcomes. The primary aim of this systematic review and meta-analysis was to evaluate the impact of classroom-based physical activity interventions on academic-related outcomes. A secondary aim was to evaluate the impact of these lessons on physical activity levels over the study duration. A systematic search of electronic databases (PubMed, ERIC, SPORTDiscus, PsycINFO) was performed in January 2016 and updated in January 2017. Studies that investigated the association between classroom-based physical activity interventions and academic-related outcomes in primary (elementary) school-aged children were included. Meta-analyses were conducted in Review Manager, with effect sizes calculated separately for each outcome assessed. Thirty-nine articles met the inclusion criteria for the review, and 16 provided sufficient data and appropriate design for inclusion in the meta-analyses. Studies investigated a range of academic-related outcomes including classroom behaviour (e.g. on-task behaviour), cognitive functions (e.g. executive function), and academic achievement (e.g. standardised test scores). Results of the meta-analyses showed classroom-based physical activity had a positive effect on improving on-task and reducing off-task classroom behaviour (standardised mean difference = 0.60 (95% CI: 0.20,1.00)), and led to improvements in academic achievement when a progress monitoring tool was used (standardised mean difference = 1.03 (95% CI: 0.22,1.84)). However, no effect was found for cognitive functions (standardised mean difference = 0.33 (95% CI: -0.11,0.77)) or physical activity (standardised mean difference = 0.40 (95% CI: -1.15,0.95)). Results suggest classroom-based physical activity may have a positive impact on academic-related outcomes. However, it is not possible to draw definitive conclusions due to the level of heterogeneity in intervention components and academic-related outcomes assessed. Future studies should consider the intervention period when selecting academic-related outcome measures, and use an objective measure of physical activity to determine intervention fidelity and effects on overall physical activity levels.

Promoting youth physical activity and healthy weight through schools.

PubMed

Rye, James A; O'Hara Tompkins, Nancy; Eck, Ronald; Neal, William A

2008-01-01

The prevalence of overweight in youth has increased three- to four-fold in the United States since the 1960s. The school environment can play prominently in the mitigation of this epidemic by increasing physical activity opportunities/ levels, decreasing the availability of food/ beverage with added sugar, and enhancing students' scientific understandings about energy balance. The potential to increase energy expenditure goes beyond the school day to include safe routes for walking and biking to school (active transport) as well as the availability of school facilities as a community resource for physical activity outside of school hours. However, school consolidation and siting decisions have profound effects on active transport as well as the school as a community resource. Teachers and adolescents should not be overlooked as important partners in conceiving and carrying out programming that seeks to increase physical activity levels in youth and the broader community. As leaders and health care providers in their communities, physicians are postured to be effective advocates of, and to leverage in their own practice, school-based policies and practices towards promoting healthy weight in youth.

Investigating elementary school children's daily physical activity and sedentary behaviours during weekdays.

PubMed

Gao, Zan; Chen, Senlin; Huang, Charles C; Stodden, David F; Xiang, Ping

2017-01-01

The purpose of the study was to quantify the contributions of physical education, exergaming (active video games that also are a type of exercise), recess, lunch break and after-school time segments to children's daily physical activity and sedentary behaviours. Participants were 138 second and third graders (71 girls) who attended 20-min recess and 75-min lunch time daily, 25-min regular physical education or exergaming-based classes being alternated daily. The after-school period was defined as 3:20-10:00pm. Physical activity was assessed via accelerometry and the dependent variables were children's time spent in moderate-to-vigorous physical activity (MVPA), light physical activity and sedentary behaviour. Children's percentages of time spent in MVPA (P < .001; except for the difference between exergaming and lunch break: P = .63), light physical activity (P < .001) and sedentary behaviour (P < .001) differed significantly across the time segments (i.e., physical education/exergaming, recess, lunch break and after-school). Additionally, children accumulated significantly more MVPA (t = 10.22, P < .001) but less light physical activity (t = -3.17, P = .002) and sedentary behaviour (t = -3.91, P < .001) in physical education than in exergaming. Overall, physical education was more effective in generating MVPA than other segments over the school day. The after-school segment holds potential as an avenue for promoting children's MVPA, as this long period could be better utilised to organise structured physical activity.

Investigating Elementary School Children's Daily Physical Activity and Sedentary Behaviors during Weekdays

PubMed Central

Gao, Zan; Chen, Senlin; Huang, Chaoqun; Stodden, David F.; Xiang, Ping

2017-01-01

Purpose The purpose of the study was to quantify the contributions of physical education, exergaming (active video games that also are a type of exercise), recess, lunch break and after-school time segments to children's daily physical activity and sedentary behaviors. Methods Participants were 138 second and third graders (71 girls) who attended 20-minute recess and 75-minute lunch time daily, 25-minute regular physical education or exergaming-based classes being alternated daily. The after-school period was defined as 3:20-10:00pm. Physical activity was assessed via accelerometry and the dependent variables were children's time spent in moderate-to-vigorous physical activity (MVPA), light physical activity, and sedentary behavior. Results Children's percentages of time spent in MVPA (p < .001; except for the difference between exergaming and lunch break: p = .63), light physical activity (p < .001), and sedentary behavior (p < .001) differed significantly across the time segments (i.e., physical education/exergaming, recess, lunch break, and after-school). Additionally, children accumulated significantly more MVPA (t = 10.22, p < .001) but less light physical activity (t = -3.17, p = .002) and sedentary behavior (t = -3.91, p < .001) in physical education than in exergaming. Conclusions Overall, physical education was more effective in generating MVPA than other segments over the school day. The after-school segment holds potential as an avenue for promoting children's MVPA, as this long period could be better utilized to organize structured physical activity. PMID:26950823

Promoting physical activity among adolescent girls: the Girls in Sport group randomized trial.

PubMed

Okely, Anthony D; Lubans, David R; Morgan, Philip J; Cotton, Wayne; Peralta, Louisa; Miller, Judith; Batterham, Marijka; Janssen, Xanne

2017-06-21

Slowing the decline in participation in physical activity among adolescent girls is a public health priority. This study reports the outcomes from a multi-component school-based intervention (Girls in Sport), focused on promoting physical activity among adolescent girls. Group randomized controlled trial in 24 secondary schools (12 intervention and 12 control). Assessments were conducted at baseline (2009) and at 18 months post-baseline (2010). The setting was secondary schools in urban, regional and rural areas of New South Wales, Australia. All girls in Grade 8 in 2009 who attended these schools were invited to participate in the study (N = 1769). Using a Health Promoting Schools and Action Learning Frameworks, each school formed a committee and developed an action plan for promoting physical activity among Grade 8 girls. The action plan incorporated strategies in three main areas - i) the formal curriculum, ii) school environment, and iii) home/school/community links - based on the results of formative data from target girls and staff and on individual needs of the school. A member of the research team supported each school throughout the intervention. The main outcome measure was accelerometer-derived total physical activity (TPA) spent in physical activity. Data were analyzed from December 2011 to March 2012. 1518 girls (mean age 13.6y ±0.02) were assessed at baseline. There was a significant decline in TPA from baseline to 18-month follow-up with no differences between girls in the intervention and control schools. Only one-third of schools (4/12) implemented the intervention as per their action plan. Per-protocol analyses on these schools revealed a smaller decline in percentage of time spent in MVPA among girls in the intervention group (adjusted difference 0.5%, 95% CI = -0.01, 0.99, P = 0.05). The Girls in Sport intervention was not effective in reducing the decline in physical activity among adolescent girls. Lack of implementation by most intervention schools was the main reason for a null effect. Identifying strategies to enhance implementation levels is critical to determining the true potential of this intervention approach. This study was retrospectively registered with the Australian New Zealand Clinical Trials Registry ACTRN12610001077055 . Date of registration: 7 December 2010.

Camp NERF: methods of a theory-based nutrition education recreation and fitness program aimed at preventing unhealthy weight gain in underserved elementary children during summer months.

PubMed

Hopkins, Laura C; Fristad, Mary; Goodway, Jacqueline D; Eneli, Ihuoma; Holloman, Chris; Kennel, Julie A; Melnyk, Bernadette; Gunther, Carolyn

2016-10-26

The number of obese children in the US remains high, which is problematic due to the mental, physical, and academic effects of obesity on child health. Data indicate that school-age children, particularly underserved children, experience unhealthy gains in BMI at a rate nearly twice as fast during the summer months. Few efforts have been directed at implementing evidence-based programming to prevent excess weight gain during the summer recess. Camp NERF is an 8-week, multi-component (nutrition, physical activity, and mental health), theory-based program for underserved school-age children in grades Kindergarten - 5th coupled with the USDA Summer Food Service Program. Twelve eligible elementary school sites will be randomized to one of the three programming groups: 1) Active Control (non-nutrition, physical activity, or mental health); 2) Standard Care (nutrition and physical activity); or 3) Enhanced Care (nutrition, physical activity, and mental health) programming. Anthropometric, behavioral, and psychosocial data will be collected from child-caregiver dyads pre- and post-intervention. Site-specific characteristics and process evaluation measures will also be collected. This is the first, evidence-based intervention to address the issue of weight gain during the summer months among underserved, school-aged children. Results from this study will provide researchers, practitioners, and public health professionals with insight on evidence-based programming to aid in childhood obesity prevention during this particular window of risk. NCT02908230/09-19-2016.

Promoting Physical Activity in Middle School Girls: Trial of Activity for Adolescent Girls

PubMed Central

Webber, Larry S.; Catellier, Diane J.; Lytle, Leslie A.; Murray, David M.; Pratt, Charlotte A.; Young, Deborah R.; Elder, John P.; Lohman, Timothy G.; Stevens, June; Jobe, Jared B.; Pate, Russell R.

2008-01-01

Background Physical activity is important for weight control and good health; however, activity levels decline in the adolescent years, particularly in girls. Design Group randomized controlled trial Setting/participants Middle school girls with English-speaking skills and no conditions to prevent participation in physical activity in 36 schools in six geographically diverse areas of the United States. Random, cross-sectional samples were drawn within schools: 6th graders in 2003 (n=1721) and 8th graders in 2005 (n=3504) and 2006 (n=3502). Intervention A 2-year study-directed intervention (fall 2003 to spring 2005) targeted schools, community agencies, and girls to increase opportunities, support, and incentives for increased physical activity. Components included programs linking schools and community agencies, physical education, health education, and social marketing. A third-year intervention used school and community personnel to direct intervention activities. Main outcome measures The primary outcome, daily MET-weighted minutes of moderate-to-vigorous physical activity (MET-weighted MVPA), was assessed using accelerometry. Percent body fat was assessed using anthropometry. Results After the staff-directed intervention (pre-stated primary outcome), there were no differences (mean= −0.4, 95% CI= CI= −8.2 to 7.4) in adjusted MET-weighted MVPA between 8th-grade girls in schools assigned to intervention or control. Following the Program Champion–directed intervention, girls in intervention schools were more physically active than girls in control schools (mean difference 10.9 MET-weighted minutes of MVPA, 95% CI=0.52–21.2). This difference is about 1.6 minutes of daily MVPA or 80 kcal per week. There were no differences in fitness or percent body fat at either 8th-grade timepoint. Conclusion A school-based, community-linked intervention modestly improved physical activity in girls. PMID:18312804

Effects of daily physical education on physical fitness and weight status in middle school adolescents.

PubMed

Erfle, Stephen E; Gamble, Abigail

2015-01-01

In 2009, the Pennsylvania Department of Health developed the Active Schools Program (ASP) which required 30 minutes of daily physical education (PE) in middle schools to reduce childhood obesity. This investigation evaluated the ASP effects on physical fitness and weight status in middle school adolescents throughout 1 academic year. A quasi-experimental design was used to recruit middle schools into an intervention group (N = 30) or control group (N = 9). Physical fitness outcomes had larger intervention effects than weight status outcomes. These effects were most profound among at-risk students. Multiple linear regression analysis provided a best-guess effect of daily PE on body mass index (BMI) percentile of -1.2, 95% confidence interval (CI) (-1.9, -0.5) for at-risk females and -0.8, 95% CI (-1.5, -0.1) for at-risk males. Much of this benefit is attributable to the differential increase in physical fitness achieved by students with the benefit of having daily PE. Thirty minutes of daily PE can be considered a scientific approach to ameliorate health outcomes in at-risk middle school adolescents, particularly among females. Improvements on BMI percentile among at-risk youth are presaged by greater improvements in physical fitness. This investigation supports a school-based approach aimed to improve behavioral risk factors as a means to reduce childhood obesity. © 2014, American School Health Association.

Limited Effects of a 2-Year School-Based Physical Activity Intervention on Body Composition and Cardiorespiratory Fitness in 7-Year-Old Children

ERIC Educational Resources Information Center

Magnusson, Kristjan Thor; Hrafnkelsson, Hannes; Sigurgeirsson, Ingvar; Johannsson, Erlingur; Sveinsson, Thorarinn

2012-01-01

The aim of this study was to assess the effects of a 2-year cluster-randomized physical activity and dietary intervention program among 7-year-old (at baseline) elementary school participants on body composition and objectively measured cardiorespiratory fitness. Three pairs of schools were selected and matched, then randomly selected as either an…

Assessing the environmental characteristics of cycling routes to school: a study on the reliability and validity of a Google Street View-based audit.

PubMed

Vanwolleghem, Griet; Van Dyck, Delfien; Ducheyne, Fabian; De Bourdeaudhuij, Ilse; Cardon, Greet

2014-06-10

Google Street View provides a valuable and efficient alternative to observe the physical environment compared to on-site fieldwork. However, studies on the use, reliability and validity of Google Street View in a cycling-to-school context are lacking. We aimed to study the intra-, inter-rater reliability and criterion validity of EGA-Cycling (Environmental Google Street View Based Audit - Cycling to school), a newly developed audit using Google Street View to assess the physical environment along cycling routes to school. Parents (n = 52) of 11-to-12-year old Flemish children, who mostly cycled to school, completed a questionnaire and identified their child's cycling route to school on a street map. Fifty cycling routes of 11-to-12-year olds were identified and physical environmental characteristics along the identified routes were rated with EGA-Cycling (5 subscales; 37 items), based on Google Street View. To assess reliability, two researchers performed the audit. Criterion validity of the audit was examined by comparing the ratings based on Google Street View with ratings through on-site assessments. Intra-rater reliability was high (kappa range 0.47-1.00). Large variations in the inter-rater reliability (kappa range -0.03-1.00) and criterion validity scores (kappa range -0.06-1.00) were reported, with acceptable inter-rater reliability values for 43% of all items and acceptable criterion validity for 54% of all items. EGA-Cycling can be used to assess physical environmental characteristics along cycling routes to school. However, to assess the micro-environment specifically related to cycling, on-site assessments have to be added.

Physics gains attraction?

NASA Astrophysics Data System (ADS)

2000-01-01

A recent report from the American Institute of Physics has indicated that high school enrolments in physics in the USA have reached their highest level since World War II. Figures for the last decade show an increase in the proportion of high school students taking physics from 20 to 28% (800Â 000 students now), according to Physics Today (October 1999, p 68). The report, Maintaining Momentum: High School Physics for a New Millennium , was based on a 1997 survey of high school physics teachers, the fourth such since the mid-1980s. One conclusion drawn by the report's authors was that a broader range of physics courses is now offered, with increased popularity of `conceptual' physics courses using little algebra or trigonometry over the last ten years. The proportion of students with the strongest maths abilities now taking advanced placement or second-year physics has doubled since 1987. In addition the physics appeal has been noted among high school girls, where the percentage taking physics has risen from 39 to 47% in the ten years to 1997. These female students do not, however, seem to extend their studies into advanced placements or even into teaching physics (women constitute just a quarter of high school teachers of the subject). Sadly the good news is outweighed by the fact that physics still registers the lowest enrolments of all the high school sciences - about half those in chemistry for example. Indeed only around 1% of high school students have taken two years of physics before they graduate, which represents a much lower proportion than in many European and Asian countries. The full report can be viewed at the AIP's statistics division's homepage: www.aip.org/statistics/trends/hstrends.htm whilst summaries of the document are available free from the AIP, Education and Employment Statistics Division, One Physics Ellipse, College Park, MD 20740, USA.

Physics education: Understanding the barriers for young women in Ontario

NASA Astrophysics Data System (ADS)

Mainhood, Lindsay Ann

In nearly all countries of the world, at every level of education, physics as a field of science is failing to recruit and retain women. This phenomenon is believed to relate to girls' educational experiences from K-12, but the reasons for the gender gap in physics are not fully understood. The purpose of this phenomenological research is to explore and understand the barriers encountered by Ontario female high school students during their physics education and the meanings attributed to those barriers by these young women. This research is guided by social cognitive career theory (SCCT) and uses the concept of physics identity as a lens through which the influence of contextual barriers can be understood. Nine participants, selected via snowball sampling from an Eastern Ontario university, together participated in four semi-structured focus group meetings and individually participated in a single in-depth, one-on-one interview. Audio data was transcribed verbatim and analyzed using a general inductive approach. Emergent themes are descriptively presented as the findings of the research study: perceiving the high school physics experience, experiencing high school physics education, and identity and gender in the high school physics experience. Sub-themes presented include limited prior experiences, negative perceptions of physics, images of physics learners, decision-making, reactions to pedagogy, learning needs, physics identity, gender-dependent influences, and making meaning of the experiences in high school physics. The shared experience of high school physics education for young women is understood as both a richly challenging and rewarding experience. Based on the findings of this research, recommendations are made for practical and research settings, and for future work in this area. Drawing on literature on underrepresentation of women in physics, this research contributes to the physics education research community and beyond; it offers voices of Ontario female high school students, and an understanding of the barriers and the meanings associated with their experiences in high school physics.

Quality of Life and School Absenteeism in Children With Chronic Illness.

PubMed

Emerson, Natacha D; Distelberg, Brian; Morrell, Holly E R; Williams-Reade, Jackie; Tapanes, Daniel; Montgomery, Susanne

2016-08-01

Children and adolescents with a chronic illness (CI) tend to demonstrate diminished physical and social functioning, which contribute to school attendance issues. We investigated the role of social and physical functioning in reducing school absenteeism in children participating in Mastering Each New Direction (MEND), a family-based psychosocial intervention for youths with CI. Forty-eight children and adolescents with a CI (70.8% female, M age = 14.922, SD = 2.143) and their parent(s) completed a health-related quality of life (HRQOL) measure pre- and postintervention. Using multiple mediation, we examined whether parent- and child-rated physical and social HRQOL mediated the relationship between school attendance before and after MEND. Once the mediational model was not supported, we investigated whether HRQOL moderated the relationship between missed school days pre- and postintervention. Neither physical nor social functioning mediated or moderated the relationship between missed school days pre- and postintervention. Instead, higher parent-rated physical functioning directly predicted decreased number of missed school days, while lower parent-rated social and child-rated physical functioning predicted increased missed school days. Parent-perceived HRQOL may have a direct effect on health-related behaviors such as school attendance. Future research should determine whether gains in parent-rated QOL are maintained in the long term and whether these continue to impact markers of functional well-being. © The Author(s) 2015.

Promotion of Autonomy for Participation in Physical Activity: A Study Based on the Trans-Contextual Model of Motivation

ERIC Educational Resources Information Center

González-Cutre, David; Ferriz, Roberto; Beltrán-Carrillo, Vicente J.; Andrés-Fabra, José A.; Montero-Carretero, Carlos; Cervelló, Eduardo; Moreno-Murcia, Juan Antonio

2014-01-01

The aim of this study was to analyse the effects of a school-based intervention to promote physical activity, utilising the postulates of the trans-contextual model of motivation. The study examined two separate classes of elementary school students (mean age 11.28?years), one of which served as the control group (n?=?26) and the other as the…

Lessons learned and insights from the implementation of a food and physical activity policy to prevent obesity in Mexican schools: An analysis of nationally representative survey results.

PubMed

Théodore, Florence L; Moreno-Saracho, Jessica E; Bonvecchio, Anabelle; Morales-Ruán, María Del Carmen; Tolentino-Mayo, Lizbeth; López-Olmedo, Nancy; Shamah-Levy, Teresa; Rivera, Juan A

2018-01-01

Obesity is a serious problem among children in Mexico. In 2010, the government implemented a national food and physical activity policy in elementary schools, to prevent obesity. The goal of this study is to assess the implementation of this policy, using the logic model from a descriptive survey with national representativeness at the elementary school level and based on a stratified cluster design. We used a systematic random sampling of schools (n = 122), stratified into public and private. We administered questionnaires to 116 principals, 165 members of the Food and Physical Activity Committees, 132 food school food vendors, 119 teachers, 348 parents. This study evidences a significant deviation in implementation from what had been planned. Our lessons learned are the importance to: base the design/implementation of the policy on a theoretical framework, make programs appealing to stakeholders, select concrete and measurable objective or goals, and support stakeholders during the implementation process.

Project FIT: Rationale, design and baseline characteristics of a school- and community-based intervention to address physical activity and healthy eating among low-income elementary school children

PubMed Central

2011-01-01

Background This paper describes Project FIT, a collaboration between the public school system, local health systems, physicians, neighborhood associations, businesses, faith-based leaders, community agencies and university researchers to develop a multi-faceted approach to promote physical activity and healthy eating toward the general goal of preventing and reducing childhood obesity among children in Grand Rapids, MI, USA. Methods/design There are four overall components to Project FIT: school, community, social marketing, and school staff wellness - all that focus on: 1) increasing access to safe and affordable physical activity and nutrition education opportunities in the schools and surrounding neighborhoods; 2) improving the affordability and availability of nutritious food in the neighborhoods surrounding the schools; 3) improving the knowledge, self-efficacy, attitudes and behaviors regarding nutrition and physical activity among school staff, parents and students; 4) impacting the 'culture' of the schools and neighborhoods to incorporate healthful values; and 5) encouraging dialogue among all community partners to leverage existing programs and introduce new ones. Discussion At baseline, there was generally low physical activity (70% do not meet recommendation of 60 minutes per day), excessive screen time (75% do not meet recommendation of < 2 hours per day), and low intake of vegetables and whole grains and high intake of sugar-sweetened beverages, French fries and chips and desserts as well as a high prevalence of overweight and obesity (48.5% including 6% with severe obesity) among low income, primarily Hispanic and African American 3rd-5th grade children (n = 403). Trial registration ClinicalTrials.gov NCT01385046 PMID:21801411

The association between school-based physical activity, including physical education, and academic performance: a systematic review of the literature.

PubMed

Rasberry, Catherine N; Lee, Sarah M; Robin, Leah; Laris, B A; Russell, Lisa A; Coyle, Karin K; Nihiser, Allison J

2011-06-01

The purpose of this review is to synthesize the scientific literature that has examined the association between school-based physical activity (including physical education) and academic performance (including indicators of cognitive skills and attitudes, academic behaviors, and academic achievement). Relevant research was identified through a search of nine electronic databases using both physical activity and academic-related search terms. Forty-three articles (reporting a total of 50 unique studies) met the inclusion criteria and were read, abstracted, and coded for this synthesis. Findings of the 50 studies were then summarized. Across all the studies, there were a total of 251 associations between physical activity and academic performance, representing measures of academic achievement, academic behavior, and cognitive skills and attitudes. Slightly more than half (50.5%) of all associations examined were positive, 48% were not significant, and 1.5% were negative. Examination of the findings by each physical activity context provides insights regarding specific relationships. Results suggest physical activity is either positively related to academic performance or that there is not a demonstrated relationship between physical activity and academic performance. Results have important implications for both policy and schools. Copyright © 2010 Elsevier Inc. All rights reserved.

A Survey of Psychological, Motivational, Family and Perceptions of Physics Education Factors that Explain 15-Year-Old Students' Aspirations to Study Physics in Post-Compulsory English Schools

ERIC Educational Resources Information Center

Mujtaba, Tamjid; Reiss, Michael J.

2014-01-01

This paper investigates the factors that influence 15-year-old students' intentions to study physics post-16, when it is no longer compulsory. The analysis is based on the year 10 (age, 15 years) responses of 5,034 students from 137 England schools as learners of physics during the academic year 2008-2009. Factor analyses uncovered a range of…

Study protocol: effects of school gardens on children's physical activity.

PubMed

Wells, Nancy M; Myers, Beth M; Henderson, Charles R

2014-01-01

Childhood obesity is an epidemic. Strategies are needed to promote children's healthy habits related to diet and physical activity. School gardens have the potential to bolster children's physical activity and reduce time spent in sedentary activity; however little research has examined the effect of gardens on children's physical activity. This randomized controlled trial (RCT) examines the effect of school gardens on children's overall physical activity and sedentary behavior; and on children's physical activity during the school day. In addition, physical activity levels and postures are compared using direct observation, outdoors, in the garden and indoors, in the classroom. Twelve New York State schools are randomly assigned to receive the school garden intervention or to serve in the wait-list control group that receives gardens and lessons at the end of the study. The intervention consists of a raised bed garden; access to a curriculum focused on nutrition, horticulture, and plant science and including activities and snack suggestions; resources for the school including information about food safety in the garden and related topics; a garden implementation guide provided guidance regarding planning, planting and maintaining the garden throughout the year; gardening during the summer; engaging volunteers; building community capacity, and sustaining the program. Data are collected at baseline and 3 post-intervention follow-up waves at 6, 12, and 18 months. Physical activity (PA) "usually" and "yesterday" is measured using surveys at each wave. In addition, at-school PA is measured using accelerometry for 3 days at each wave. Direct observation (PARAGON) is used to compare PA during an indoor classroom lesson versus outdoor, garden-based lesson. Results of this study will provide insight regarding the potential for school gardens to increase children's physical activity and decrease sedentary behaviors. Clinicaltrial.gov # NCT02148315.

Study on Current Levels of Physical Activity and Sedentary Behavior among Middle School Students in Beijing, China

PubMed Central

Duan, Jiali; Hu, Huanhuan; Wang, Guan; Arao, Takashi

2015-01-01

Introduction This study aimed to determine current levels of physical activity and sedentary behavior in middle school students on the basis of grade, sex, student attitudes toward physical education, and residence location. Methods In 2013, a cross-sectional study of 1793 students aged 12 to 15 years was conducted across eight middle schools in Beijing, China. Four schools were selected from an urban district and another four schools were from a suburban district. Physical activity and sedentary behavior data were collected using the commonly used school-based Chinese version of the China Health and Nutrition Survey. Results The mean age of sampled students was 13.3±1.0 years; 51.5% were boys. Approximately 76.6% of students reported having three 45-minute physical education classes every week. A total of 35.6% students spent ≥1 h/day performing moderate to vigorous physical activity (MVPA) during school, and 34.9% spent ≥1 h/day in MVPA outside school time. Approximately half (49.7%) of the students engaged in reading, writing, or drawing for ≥2 h/day, and 42.9% reported screen time for ≥2 h/day. Although boys spent more time engaged in physical activity than girls did, they also spent more time exhibiting sedentary behavior. Each 10-unit increase in attitudes toward physical education was associated with an increased odds of 1.15 (95%CI: 1.09–1.20) for spending more than 1 h/day on MVPA. Students in suburban schools reported engaging in physical activity less when compared with those in urban schools. Conclusion The majority of our students did not meet the current physical activity recommendations, and about half of the students spent excessive time engaging in sedentary behaviors. Findings from this study highlight a positive association between student attitudes toward physical education and physical activity. Studies are needed to further explore the role of student attitudes toward physical education in promoting physical activity among Chinese students. PMID:26181052

After-school, Activity-based Physical Science in a Low-income, Rural County

NASA Astrophysics Data System (ADS)

Small, Staci; Ryan, Ben; Vann, Nik; Moore, Christopher

2010-02-01

Longwood University's Society of Physics Students conducted a six-week, activity-based after-school program for middle-school students in partnership with a rural low-income school system. Hands-on learning activities were designed and implemented to improve content knowledge in typically low-scoring standardized testing areas in the physical sciences. For example, we used colored yarn of different lengths to help demonstrate visible light in the electromagnetic spectrum along with the relationship between wavelength and frequency. Other topics were explored, such as reflection, refraction, sound and inference. At the end of the six-week program, a science exposition was held where the students came to Longwood and participated in more sophisticated experiments, such as liquid nitrogen demonstrations. After the exposition, Longwood University held a small awards ceremony in which the parents were invited to watch their students receive an award congratulating them on completing the program and welcoming them into the Lancer Discovery Club. )

The CATCH Kids Club: a pilot after-school study for improving elementary students' nutrition and physical activity.

PubMed

Kelder, Steve; Hoelscher, Deanna M; Barroso, Cristina S; Walker, Joey L; Cribb, Peter; Hu, Shaohua

2005-04-01

Although many school-based diet and physical activity interventions have been designed and evaluated, relatively few have been tested for the after-school setting. After-school day-care programmes at either elementary schools or private locations provide a ready-made opportunity for health programmes that may be difficult to incorporate into an already-full school day. The purpose of this paper is to report on a pilot study of an after-school adaptation of the CATCH (Coordinated Approach To Child Health) elementary school programme called the CATCH Kids Club (CKC). The CKC was pilot-tested and formatively evaluated in 16 Texas after-school programmes: eight in El Paso and eight in Austin (four intervention and four reference sites each). Evaluation consisted of direct observation of moderate to vigorous physical activity during play time, self-reported food intake and physical activity, and focus group interviews with after-school programme staff. Students responded well to the physical activity and snack components and were less interested in the five-module education component. Routine staff training was a key variable in achieving proper implementation; the ideal would be a full day with repeated follow-up model teaching visits. Staff turnover was a logistic issue, as was programme leader readiness and interest in conducting the programme. Strong and significant effects were observed for the physical activity but not for the education component. The results of the physical education component suggest it is feasible, effective and ready for larger-scale evaluation or dissemination.

Conceptual Connections in Teaching of Technical Education and Physics

ERIC Educational Resources Information Center

Antonijevic, Radovan

2006-01-01

This paper considers the main characteristics of contents' connections between technical education and physics curricula, in the sixth, seventh and eighth grade of the Serbian primary school. The undertaken logical and didactic analyses of interconnectedness between contents structure of the two school subjects are based upon comparisons which…

Mental Health: The next Frontier of Health Education

ERIC Educational Resources Information Center

Kutcher, Stan; Venn, David; Szumilas, Magdalena

2009-01-01

Promoting student health and well-being in school has long been a component of education. Traditionally, sports and physical education programs have stressed the importance of staying physically healthy through exercise. More recently, school-based sexual education and nutrition programs have informed young people about the importance of sexual…

Gender roles, physical and sexual violence prevention in primary extend to secondary school in Samutsakorn Province, Thailand.

PubMed

Chamroonsawasdi, Kanittha; Suparp, Jarueyporn; Kittipichai, Wirin; Khajornchaikul, Piyathida

2010-03-01

To enhance positive attitude and life skills on gender roles to prevent physical and sexual violence. A whole school-based participatory learning program using a quasi-experimental study with pre and post test design was conducted among 2 schools during June-September, 2005. The experimental group, were 134 students in a primary school and 179 students in a secondary school. While the control group, were 122 students in a primary school and 95 students in a secondary school. Means score of attitude toward gender roles before implementation in the experimental group was significantly lower than the control group (p < 0.05). After implementation, the means score in the experimental group was not significantly different from the control group (p > 0.05). Means paired different score (after-before) between the two groups was significantly different (p = 0.002). A whole school-based program on gender roles and violence prevention is suitable for youths and should be merged as school curricula and expanded as a nationwide program at all level of education. Gender equity should be taught at an early childhood. Parental involvement in school-based activities should be negotiated.

Improving High School Physics Through An Outreach Initiative

NASA Astrophysics Data System (ADS)

Zettili, Nouredine

2006-04-01

We want to discuss our outreach initiative at Jacksonville State University designed to help improve the teaching of physics at a number of high schools in Northeast Alabama. This initiative is part of Project IMPACTSEED (IMproving Physics And Chemistry Teaching in SEcondary Education), a No-Child Left Behind grant funded by the Alabama Commission on Higher Education. This project is motivated by a major pressing local need: A large number of high school physics teachers teach out of field. IMPACTSEED is designed to achieve a double aim: (a) to make physics and chemistry understandable and fun to learn within a hands-on, inquiry-based setting; (b) to overcome the fear-factor for physics and chemistry among students. Through a two-week long summer institute, a series of weekend workshops designed to help bring technology into physics classrooms, onsite support, and a hotline, we have been providing year-round support to the physics/chemistry teachers in this area. IMPACTSEED aims at providing our students with a physics/chemistry education that enjoys a great deal of continuity and consistency from high school to college.

The relationship between qualified personnel and self-reported implementation of recommended physical education practices and programs in U.S. schools.

PubMed

Davis, Kristen S; Burgeson, Charlene R; Brener, Nancy D; McManus, Tim; Wechsler, Howell

2005-06-01

The authors analyzed data from the School Health Policies and Programs Study 2000 to assess the associations between the presence of a district physical education coordinator and district-level physical education policies and practices recommended by federal government agencies and national organizations. The authors also examined the relationship between teacher qualifications and staff development related to physical education and self-reported implementation of recommended teachingpractices. District-level data were collected by self-administered mail questionnaires from a nationally representative sample of school districts. Classroom-level data were collected by computer-assisted personal interviews with teachers of randomly selected classes in elementary schools and randomly selected required physical education courses in middle/junior high and senior high schools. Nearly two thirds (62.2%) of districts had a physical education coordinator, and those were generally more likely than other districts to report having policies and practices that corresponded with national recommendations for high-quality physical education programs. More than two thirds of teachers (66.9%) met the criteria for teacher qualifications based on their education and certification. These teachers were more likely than others to report use of certain recommended physical education teaching practices. Teachers who participated in staff development also were more likely to use recommended teaching practices in their classrooms. Using a district physical education coordinator and teachers with appropriate qualifications as well as offering staff development opportunities on physical education may enhance school physical education programs.

[Physical inactivity and associated factors in adults, São Paulo, Brazil].

PubMed

Zanchetta, Luane Margarete; Barros, Marilisa Berti de Azevedo; César, Chester Luiz Galvão; Carandina, Luana; Goldbaum, Moisés; Alves, Maria Cecília Goi Porto

2010-09-01

To analyze the prevalence of overall and leisure time physical inactivity and associated factors and types of exercises or sports modalities according to schooling in 2,050 adults from 18 to 59 years of age - state of São Paulo, Brazil. Population-based cross-sectional study with a stratified sample of clusters performed in multiple stages. Physical inactivity was determined using the short version of the International Physical Activity Questionnaire - IPAQ and by a question on the regular practice of leisure time physical activity. Data analysis took the sample design into account. Prevalence of physical inactivity during leisure was higher among women. Poisson multiple regression model in man indicated that overall sedentarism was lower among single and separated men, students and without car in the household. Leisure physical inactivity was greater among men over forty years, among those with less schooling and full-time students. Overall physical inactivity was more prevalent among woman with more schooling, with less qualified occupations and widows. Leisure physical inactivity decreased with age and schooling. Among modalities practiced for leisure, walking was more prevalent among women and football was more prevalent among men. Most modalities were directly associated with schooling; approximately 25% of the individuals with more than 12 years of schooling practiced walking. These results suggest that interventions and public policies to promote physical activity should consider differences in gender and socioeconomic status as well as the preferences for different modalities and the context in which the physical activity is practiced.

“läuft.” - a school-based multi-component program to establish a physically active lifestyle in adolescence: study protocol for a cluster-randomized controlled trial

PubMed Central

2013-01-01

Background Physical activity during childhood and adolescence is associated with substantial health benefits and tracks into adulthood. Nevertheless, only 22.7% of German adolescents are sufficiently physically active. Thus, the promotion of an active lifestyle in youth is an essential issue of public health. This study will evaluate the implementation and efficacy of the “läuft.” program to enhance physical activity in adolescence. “läuft.” is a multicomponent school-based program developed on the basis of effective strategies for health interventions and behavioral change. Methods/design The “läuft.” physical activity program targets four different levels. (a) Each student receives a pedometer and documents his/her steps over 12 weeks using an interactive user account on the “läuft.” homepage. (b) For classes there will be different competitions, with achieving the most steps in selected weeks, the highest increases of steps and developing the most inventive ideas to promote physical activity in school. Besides, the intervention includes four educational lessons. (c) The headmasters and teaching staff of the participating schools will get information material with suggestions and encouragement to enhance physical activity in school. Participating teachers will be invited to an introductory seminar. (d) Parents will be provided with informational material about the program and will be invited to a parent-teacher conference about the benefits of being physically active and how they can support their children in engaging in a physically active lifestyle. To evaluate the efficacy of the “läuft.” physical activity program, a two-arm cluster randomized controlled trial will be conducted in three waves: (1) baseline assessment, January/February 2014, (2) post assessment, June/July 2014 and (3) 12-month follow-up assessment, June/July 2015. Data collection will include physical and medical testing, self-administered questionnaires, group discussions and document analyses. Discussion “läuft.” aims at fostering a physically active lifestyle in adolescence while a considerable decline of physical activity is present. Physical activity programs based in the school setting and following a multicomponent approach have been proven to be most successful. Furthermore, the use of pedometers is promising to enhance physical activity during the entire day and targets a wide range of adolescents regarding fitness and weight. Trial registration Current Controlled Trials ISRCTN49482118. PMID:24304715

Meeting the Discipline-Culture Framework of Physics Knowledge: A Teaching Experience in Italian Secondary School

NASA Astrophysics Data System (ADS)

Levrini, Olivia; Bertozzi, Eugenio; Gagliardi, Marta; Tomasini, Nella Grimellini; Pecori, Barbara; Tasquier, Giulia; Galili, Igal

2014-09-01

The paper deals with physics teaching/learning in high school. An investigation in three upper secondary school classes in Italy explored the reactions of students to a structuring lecture on optics within the discipline-culture (DC) framework that organises physics knowledge around four interrelated fundamental theories of light. The lecture presented optics as an unfolding conceptual discourse of physicists regarding the nature of light. Along with the knowledge constructed in a school course of a scientific lyceum, the students provided epistemological comments, displaying their perception of physics knowledge presented in the classroom. Students' views and knowledge were investigated by questionnaires prior to and after the lecture and in special discussions held in each class. They revealed a variety of attitudes and views which allowed inferences about the potential of the DC framework in an educational context. The findings and interpretation indicate the positive and stimulating impact of the lecture and the way in which DC-based approach to knowledge organization makes physics at school cultural and attractive.

"School Adopts an Experiment": The Magnetic Levitation of Superconductors

ERIC Educational Resources Information Center

Gallitto, Aurelio Agliolo

2010-01-01

The event "School adopts an experiment" is an event targeted at high schools and secondary schools. It is based on a tight and direct collaboration between researchers and school students and teachers. Several schools were involved in the event by "adopting" an experiment in physics research laboratories. Groups of selected students were first…

PE is not for me: when boys' masculinities are threatened.

PubMed

Tischler, Amy; McCaughtry, Nate

2011-03-01

This study used hegemonic masculinity theory to examine the intersection of masculinities and school physical education from the perspectives of boys who embodied masculinities that were marginalized. Over a 13-week period using present-focused, student-centered, qualitative methodological approaches, we observed, interviewed, and worked in small groups with 5 middle school boys from two schools. We identified three significant themes that merge the stories and experiences of masculinity hierarchies in sport-based physical education. First, we found that four social practices (content, pedagogies, teacher-student relationships, and peer cultures) in these physical education settings privileged some masculinities over others. Second, we examined the role that embodiment played, both in how the boys wore their oppression and in how their bodies resisted marginalizing situations. Third, we describe the contrasts these boys drew between physical activities experienced in sport-based physical education and physical activity experiences in other areas of their lives. We used Connell and Messerschmidt's (2005) reconceptualization of the theory of hegemonic masculinity for understanding how competitive sport-based physical education functioned to oppress boys with masculinities that were deemed abnormal. Additionally, we introduce feminist poststructuralism as a possible theoretical lens for interpreting boys' bodies as also being active agents in social practices rather than being only passive objects who are oppressed and dominated.

Leisure Time Physical Inactivity and Sedentary Behaviour and Lifestyle Correlates among Students Aged 13-15 in the Association of Southeast Asian Nations (ASEAN) Member States, 2007-2013.

PubMed

Peltzer, Karl; Pengpid, Supa

2016-02-15

The aim of this study was to examine the relationship between self-reported leisure time physical inactivity frequency and sedentary behaviour and lifestyle correlates among school children in the Association of Southeast Asian Nations (ASEAN) region. The analysis included 30,284 school children aged 13-15 years from seven ASEAN countries that participated in the Global School-based Student Health Survey (GSHS) between 2007 and 2013. The measure asked about overall physical activity, walking or biking to school, and on time spent sitting. Overall, the prevalence of physical inactivity was 80.4%, ranging from 74.8% in Myanmar to 90.7% in Cambodia and sedentary behaviour 33.0%, ranging from 10.5% in Cambodia and Myanmar to 42.7% in Malaysia. In multivariate logistic regression, not walking or biking to school, not attending physical education classes, inadequate vegetable consumption and lack of protective factors (peer and parental or guardian support) were associated with physical inactivity, and older age (14 and 15 years old), coming from an upper middle income country, being overweight or obese, attending physical education classes, alcohol use, loneliness, peer support and lack of parental or guardian supervision were associated with sedentary behaviour. In boys, lower socioeconomic status (in the form of having experienced hunger) and coming from a low income or lower middle income country were additionally associated with physical inactivity, and in girls, higher socioeconomic status, not walking or biking to school and being bullied were additionally associated with sedentary behaviour. In conclusion, a very high prevalence of leisure physical inactivity and sedentary behaviour among school going adolescents in ASEAN was found and several factors identified that may inform physical activity promotion programmes in school-going adolescents in ASEAN.

High School Physics Students' Personal Epistemologies and School Science Practice

NASA Astrophysics Data System (ADS)

Alpaslan, Muhammet Mustafa; Yalvac, Bugrahan; Loving, Cathleen

2017-11-01

This case study explores students' physics-related personal epistemologies in school science practices. The school science practices of nine eleventh grade students in a physics class were audio-taped over 6 weeks. The students were also interviewed to find out their ideas on the nature of scientific knowledge after each activity. Analysis of transcripts yielded several epistemological resources that students activated in their school science practice. The findings show that there is inconsistency between students' definitions of scientific theories and their epistemological judgments. Analysis revealed that students used several epistemological resources to decide on the accuracy of their data including accuracy via following the right procedure and accuracy via what the others find. Traditional, formulation-based, physics instruction might have led students to activate naive epistemological resources that prevent them to participate in the practice of science in ways that are more meaningful. Implications for future studies are presented.

A Meta-Analysis of Disparities in Childhood Sexual Abuse, Parental Physical Abuse, and Peer Victimization Among Sexual Minority and Sexual Nonminority Individuals

PubMed Central

Marshal, Michael P.; Guadamuz, Thomas E.; Wei, Chongyi; Wong, Carolyn F.; Saewyc, Elizabeth; Stall, Ron

2011-01-01

Objectives. We compared the likelihood of childhood sexual abuse (under age 18), parental physical abuse, and peer victimization based on sexual orientation. Methods. We conducted a meta-analysis of adolescent school-based studies that compared the likelihood of childhood abuse among sexual minorities vs sexual nonminorities. Results. Sexual minority individuals were on average 3.8, 1.2, 1.7, and 2.4 times more likely to experience sexual abuse, parental physical abuse, or assault at school or to miss school through fear, respectively. Moderation analysis showed that disparities between sexual minority and sexual nonminority individuals were larger for (1) males than females for sexual abuse, (2) females than males for assault at school, and (3) bisexual than gay and lesbian for both parental physical abuse and missing school through fear. Disparities did not change between the 1990s and the 2000s. Conclusions. The higher rates of abuse experienced by sexual minority youths may be one of the driving mechanisms underlying higher rates of mental health problems, substance use, risky sexual behavior, and HIV reported by sexual minority adults. PMID:21680921

The Association between Health Behaviours and Academic Performance in Canadian Elementary School Students: A Cross-Sectional Study

PubMed Central

McIsaac, Jessie-Lee D.; Kirk, Sara F. L.; Kuhle, Stefan

2015-01-01

Background: Establishing early healthy eating and physical activity behaviours is critical in supporting children’s long-term health and well-being. The objective of the current paper was to examine the association between health behaviours and academic performance in elementary school students in a school board in Nova Scotia, Canada. Methods: Our population-based study included students in grades 4–6 across 18 schools in a rural school board. Diet and physical activity were assessed through validated instruments. Academic performance measures were obtained from the school board for Mathematics and English Language Arts (ELA). Associations between health behaviours and academic performance were assessed using multilevel logistic regression. Results: Students with unhealthy lifestyle behaviours were more likely to have poor academic performance for both ELA and Mathematics compared to students with healthy lifestyle behaviours; associations were statistically significant for diet quality, physical activity, sugar-sweetened beverage consumption for ELA; and breakfast skipping, not being physically active at morning recess, and not being physically active after school for Mathematics. The effects of diet and physical activity were independent of each other and there was no interaction between the two exposures. Conclusions: Our findings suggest that support for healthy behaviours may help to improve academic outcomes of students. PMID:26610537

Effective Practices for Training and Inspiring High School Physics Teachers

NASA Astrophysics Data System (ADS)

Magee-Sauer, Karen

It is well-documented that there is a nationwide shortage of highly qualified high school physics teachers. Not surprising, institutions of higher education report that the most common number of physics teacher graduates is zero with the majority of institutions graduating less than two physics teachers per year. With these statistics in mind, it is critical that institutions take a careful look at how they recruit, train, and contribute to the retention of high school physics teachers. PhysTEC is a partnership between the APS and AAPT that is dedicated to improving and promoting the education of high school physics teachers. Primarily funded by the NSF and its partnering organizations, PhysTEC has identified key components that are common to successful physics teacher preparation programs. While creating a successful training program in physics, it is also important that students have the opportunity for a ``do-able'' path to certification that does not add further financial debt. This talk will present an overview of ``what works'' in creating a path for physics majors to a high school physics teaching career, actions and activities that help train and inspire pre-service physics teachers, and frameworks that provide the support for in-service teachers. Obstacles to certification and the importance of a strong partnership with colleges of education will be discussed. Several examples of successful physics high school teacher preparation programs will be presented. This material is part of the Physics Teacher Education Coalition project, which is based upon work supported by the National Science Foundation under Grant Nos. 0808790, 0108787, and 0833210.

Understanding school-age obesity: through participatory action research.

PubMed

DiNapoli, Pamela P; Lewis, James B

2008-01-01

This study aimed to assess current levels of overweight (obesity) and fitness among school students using objective data. School-based action research teams were recruited statewide by the New Hampshire Healthy Schools Coalition, the state team of the National Action for Healthy Kids Coalition. Action teams consisted of a physical education teacher, a school nurse, and a school administrator. Data were collected from 6,511 student participants aged 6 to 14 years, which was a representative cross-section from New Hampshire school districts. Key variables of interest in the study were body mass index, and ability to pass five fitness tests using FITNESSGRAM. Pearson's correlation was used to assess the relationships among body mass index, age, gender, and the percent of students that passed FITNESSGRAM tests. The ability of participants to pass the FITNESSGRAM tests declined markedly with age and differed between boys and girls, although the healthy fitness zones for any particular test was lower for girls. Body mass index was significantly negatively correlated with performance on all tests. Age was also statistically negatively correlated with performance on all tests; the relationship between gender and performance on the tests was less striking. Results reflected an increase in the prevalence of overweight school children, even in New Hampshire, which is purported to be one of the healthiest states in the nation. Results offered evidence that body mass index is a valid proxy measure for fitness levels and that fitness programs are necessary to effectively combat the obesity epidemic. Evidence-based changes need to be implemented to address obesity-related factors in schools, because children spend many of their waking hours in that setting. Physical activity during recess and physical education classes could help to increase energy expenditure and develop sound minds and bodies. Schools should consider the development of school-based wellness teams to advise and advocate improved school-based wellness policies. School nurses can take an active part in these initiatives.

Sociodemographic inequalities in leisure-time physical activity and active commuting to school in Brazilian adolescents: National School Health Survey (PeNSE 2009, 2012, and 2015).

PubMed

Ferreira, Rodrigo Wiltgen; Varela, Andrea Ramirez; Monteiro, Luciana Zaranza; Häfele, César Augusto; Santos, Simone José Dos; Wendt, Andrea; Silva, Inácio Crochemore Mohnsam

2018-01-01

The objective of this study was to identify inequalities in leisure-time physical activity and active commuting to school in Brazilian adolescents, as well as trends according to gender, type of school, maternal schooling, and geographic region, from 2009 to 2015. This was a descriptive study based on data from the Brazilian National School Health Survey (PeNSE) in 2009, 2012, and 2015. Students were defined as active in their leisure time when they practiced at least 60 minutes of physical activity a day on five or more of the seven days prior to the interview. Active commuting to school was defined as walking or biking to school on the week prior to the interview. The outcomes were stratified by gender, type of school, maternal schooling, and geographic region. Inequalities were assessed by differences and ratios between the estimates, as well as summary inequality indices. The 2009, 2012, and 2015 surveys included 61,301, 61,145, and 51,192 schoolchildren, respectively. Prevalence of leisure-time physical activity was 13.8% in 2009, 15.9% in 2012, and 14.7% in 2015; the rates for active commuting to school were 70.6%, 61.7%, and 66.7%, respectively. Boys showed 10 percentage points higher prevalence of leisure-time physical activity and 5 points higher active commuting to school than girls. Children of mothers with more schooling showed a mean of 10 percentage points higher prevalence of leisure-time physical activity than children of mothers with the lowest schooling and some 30 percentage points lower in relation to active commuting to school. The observed inequalities remained constant over the course of the period. The study identified socioeconomic and gender inequalities that remained constant throughout the period and which were specific to each domain of physical activity.

SWITCH: rationale, design, and implementation of a community, school, and family-based intervention to modify behaviors related to childhood obesity

PubMed Central

Eisenmann, Joey C; Gentile, Douglas A; Welk, Gregory J; Callahan, Randi; Strickland, Sarah; Walsh, Monica; Walsh, David A

2008-01-01

Background Although several previous projects have attempted to address the issue of child obesity through school-based interventions, the overall effectiveness of school-based programs on health-related outcomes in youth has been poor. Thus, it has been suggested that multi-level interventions that aim to influence healthy lifestyle behaviors at the community, school and family levels may prove more successful in the prevention of childhood obesity. Methods/Design This paper describes the rationale, design, and implementation of a community-, school-, and family-based intervention aimed at modifying key behaviors (physical activity, screen time (Internet, television, video games), and nutrition) related to childhood obesity among third through fifth graders in two mid-western cities. The intervention involves a randomized study of 10 schools (5 intervention and 5 control schools). The intervention is being conducted during the duration of the academic year – approximately 9 months – and includes baseline and post-intervention measurements of physical activity, dietary intake, screen time and body composition. Discussion We hope this report will be useful to researchers, public health professionals, and school administrators and health professionals (nurses and physical/health educators) seeking to develop similar prevention programs. It is obvious that more collaborative, inter-disciplinary, multi-level work is needed before a proven, effective intervention package to modify behaviors related to childhood obesity can be generally recommended. It is our hope that SWITCH is a step in that direction. Trial Registration ClinicalTrials.gov NCT00685555 PMID:18588706

Psychometric characteristics of process evaluation measures for a school-based childhood obesity prevention study: Louisiana Health

USDA-ARS?s Scientific Manuscript database

Process evaluations of large-scale school based programs are necessary to aid in the interpretation of the outcome data. The Louisiana Health (LA Health) study is a multi-component childhood obesity prevention study for middle school children. The Physical Education (PEQ), Intervention (IQ), and F...

The School-Based Health Center as a Resource for Prevention and Health Promotion

ERIC Educational Resources Information Center

Brown, Michael B.; Bolen, Larry M.

2007-01-01

The importance of school-based health centers (SBHCs) in overall prevention and health promotion programming is growing as they become increasingly common in schools. SBHCs can improve access to comprehensive physical and mental health services for children and families, and make a significant contribution to universal prevention efforts in…

Improving the fitness and physical activity levels of primary school children: results of the Fit-4-Fun group randomized controlled trial.

PubMed

Eather, Narelle; Morgan, Philip J; Lubans, David R

2013-01-01

To evaluate the impact of a multi-component school-based physical activity intervention (Fit-4-Fun) on health-related fitness and objectively measured physical activity in primary school children. Four Hunter primary schools were recruited in April, 2011 and randomized by school into treatment or control conditions. Participants included 213 children (mean age = 10.72 years ± 0.6; 52.2% female) with the treatment group (n = 118) completing the 8-week Fit-4-Fun Program. Participants were assessed at baseline and 6-month follow-up, with a 91% retention rate. Cardio-respiratory fitness (CRF) (20 m shuttle run) was the primary outcome, and secondary outcomes included body composition (BMI, BMI(Z)), muscular fitness (7-stage sit-up test, push-up test, basketball throw test, Standing Jump), flexibility (sit and reach) and physical activity (7 days pedometry). After 6-months, significant treatment effects were found for CRF (adjusted mean difference, 1.14 levels, p < 0.001), body composition (BMI mean, -0.96 kg/m(2), p < 0.001 and BMI z-score mean -0.47 z-scores, p < 0.001), flexibility (sit and reach mean, 1.52 cm, p = 0.0013), muscular fitness (sit-ups) (mean 0.62 stages, p = 0.003) and physical activity (mean, 3253 steps/day, p < 0.001). There were no group by time effects for the other muscular fitness measures. A primary school-based intervention focusing on fitness education significantly improved health-related fitness and physical activity levels in children. Copyright © 2012 Elsevier Inc. All rights reserved.

Social Cognitive Theory and Physical Activity Among Korean Male High-School Students.

PubMed

Lee, Chung Gun; Park, Seiyeong; Lee, Seung Hwan; Kim, Hyunwoo; Park, Ji-Won

2018-02-01

The most critical step in developing and implementing effective physical activity interventions is to understand the determinants and correlates of physical activity, and it is strongly suggested that such effort should be based on theories. The purpose of this study is to test the direct, indirect, and total effect of social cognitive theory constructs on physical activity among Korean male high-school students. Three-hundred and forty-one 10th-grade male students were recruited from a private single-sex high school located in Seoul, South Korea. Structural equation modeling was used to test the expected relationships among the latent variables. The proposed model accounted for 42% of the variance in physical activity. Self-efficacy had the strongest total effect on physical activity. Self-efficacy for being physically active was positively associated with physical activity ( p < .01). Self-efficacy also had positive indirect effects on physical activity through perceived benefits ( p < .05) and goal setting ( p < .01). The results of this study indicated that the social cognitive theory is a useful framework to understand physical activity among Korean male adolescents. Physical activity interventions targeting Korean male high-school students should focus on the major sources of efficacy.

Fuel for Fun: a cluster-randomized controlled study of cooking skills, eating behaviors, and physical activity of 4th graders and their families.

PubMed

Cunningham-Sabo, Leslie; Lohse, Barbara; Smith, Stephanie; Browning, Ray; Strutz, Erin; Nigg, Claudio; Balgopal, Meena; Kelly, Kathleen; Ruder, Elizabeth

2016-05-26

Childhood obesity remains a serious concern in the United States and in many other countries. Direct experience preparing and tasting healthful foods and increasing activity during the school day are promising prevention approaches. Engaging parents and families remains an important challenge. Fuel for Fun: Cooking with Kids Plus Parents and Play is a multi-component school- and family-based intervention for 4th graders and their families intended to promote positive food and activity environments, policies and behaviors at the individual, family and school levels. This paper describes the design and evaluation plan. Four cohorts of 4th-graders and their parents from 8 schools in 2 districts in the same Northern Colorado region are participating in a 4-arm cluster randomized controlled trial. Theory-based Fuel for Fun consists of 5 components delivered over 1 school year: 1) Cooking with Kids - Colorado; an experiential classroom-based cooking and tasting curriculum, 2) Cafeteria Connections; cafeteria-based reinforcements of classroom food experiences using behavioral economic strategies, 3) SPARK active recess; a playground intervention to engage children in moderate to vigorous activity, 4) Fuel for Fun Family; multi-element supports targeting parents to reinforce the 3 school-based components at home, and 5) About Eating; an online interactive program for parents addressing constructs of eating competence and food resource management. Outcomes include child and parent measures of fruit and vegetable preferences and intake, cooking, physical activity, sedentary behaviors and attitudes. School level data assess lunch plate waste and physical activity at recess. In-depth diet and accelerometry assessments are collected with a subsample of parent-child dyads. Data are collected at baseline, immediately post-intervention at 7 months, and at 12 month follow-up. We anticipate recruiting 1320-1584 children and their parents over the length of the project. The Fuel for Fun study design allows for impact assessment of school-, family- and online parent-based intervention components separately and in combination. Study strengths include use of theory- and evidence-based programs, valid child and parent self-report instruments, and objective measures of food, cooking, and physical activity behaviors at the individual, family and school levels. Parent involvement and engagement is examined through multiple strategies. Clinicaltrials.gov registration number NCT02491294 . Registered 7 July, 2015.

The nutrition-based comprehensive intervention study on childhood obesity in China (NISCOC): a randomised cluster controlled trial.

PubMed

Li, Yanping; Hu, Xiaoqi; Zhang, Qian; Liu, Ailing; Fang, Hongyun; Hao, Linan; Duan, Yifan; Xu, Haiquan; Shang, Xianwen; Ma, Jun; Xu, Guifa; Du, Lin; Li, Ying; Guo, Hongwei; Li, Tingyu; Ma, Guansheng

2010-05-02

Childhood obesity and its related metabolic and psychological abnormalities are becoming serious health problems in China. Effective, feasible and practical interventions should be developed in order to prevent the childhood obesity and its related early onset of clinical cardiovascular diseases. The objective of this paper is to describe the design of a multi-centred random controlled school-based clinical intervention for childhood obesity in China. The secondary objective is to compare the cost-effectiveness of the comprehensive intervention strategy with two other interventions, one only focuses on nutrition education, the other only focuses on physical activity. The study is designed as a multi-centred randomised controlled trial, which included 6 centres located in Beijing, Shanghai, Chongqing, Shandong province, Heilongjiang province and Guangdong province. Both nutrition education (special developed carton style nutrition education handbook) and physical activity intervention (Happy 10 program) will be applied in all intervention schools of 5 cities except Beijing. In Beijing, nutrition education intervention will be applied in 3 schools and physical activity intervention among another 3 schools. A total of 9750 primary students (grade 1 to grade 5, aged 7-13 years) will participate in baseline and intervention measurements, including weight, height, waist circumference, body composition (bioelectrical impendence device), physical fitness, 3 days dietary record, physical activity questionnaire, blood pressure, plasma glucose and plasma lipid profiles. Data concerning investments will be collected in our study, including costs in staff training, intervention materials, teachers and school input and supervising related expenditure. Present study is the first and biggest multi-center comprehensive childhood obesity intervention study in China. Should the study produce comprehensive results, the intervention strategies would justify a national school-based program to prevent childhood obesity in China.

From the Cheap Seats: One Consideration of School-Based PE's Position in Contemporary American Schools

ERIC Educational Resources Information Center

McCullick, Bryan A.

2014-01-01

Background: As the USA enters the second decade of the twenty-first century, it does so in a polarized political, social, and educational climate heretofore unseen in its relatively short history. Such a climate has implications for what role schools play in American society and especially how school-based physical education (SBPE) may need to…

Cultural Perspectives on Teacher Education

NASA Astrophysics Data System (ADS)

Muhoro, Peter; Cochran, Geraldine; Gonzalez, Victor; Rockward, Willie; Sunda-Meya, Anderson; Incera, Vivian

2012-02-01

Populations that are underrepresented in physics generally are even more severely underrepresented among US physics teachers. Based on national data from the American Institute of Physics (AIP), 95% of physics teachers are White/non-Hispanic, about 1.5% are Hispanic, and approximately another 1.5% African-American. While 25% of our nation's African-American and Hispanic students now take physics in high school, they are very unlikely to have a role model, of similar race and ethnicity, teaching their physics classes. PhysTEC is making an effort to find and disseminate successful models for attracting more underrepresented minority students to high school physics teaching. This panel discussion, focusing on cultural perspectives on teacher education, will feature faculty from Minority Serving Institutions, which educate almost 60% of underrepresented minorities who get college degrees in the US, and individuals who have taught high school physics in areas with a dense minority population.

Lights, Camera, Project-Based Learning!

ERIC Educational Resources Information Center

Cox, Dannon G.; Meaney, Karen S.

2018-01-01

A physical education instructor incorporates a teaching method known as project-based learning (PBL) in his physical education curriculum. Utilizing video-production equipment to imitate the production of a televisions show, sixth-grade students attending a charter school invited college students to share their stories about physical activity and…

"This Choice Thing Really Works?…?" Changes in Experiences and Engagement of Adolescent Girls in Physical Education Classes, during a School-Based Physical Activity Programme

ERIC Educational Resources Information Center

Mitchell, Fiona; Gray, Shirley; Inchley, Jo

2015-01-01

Background: There is a significant amount of research which shows a proportion of girls are not engaging with physical education (PE) in school, resulting in a number of relatively inactive girls within the PE class. These girls are often identified in the literature as "low active", "hard to reach" or "disengaged".…

Translating epidemiology into policy to prevent childhood obesity: the case for promoting physical activity in school settings.

PubMed

Brownson, Ross C; Chriqui, Jamie F; Burgeson, Charlene R; Fisher, Megan C; Ness, Roberta B

2010-06-01

Childhood obesity is a serious public health problem resulting from energy imbalance (when the intake of energy is greater than the amount of energy expended through physical activity). Numerous health authorities have identified policy interventions as promising strategies for creating population-wide improvements in physical activity. This case study focuses on energy expenditure through physical activity (with a particular emphasis on school-based physical education [PE]). Policy-relevant evidence for promoting physical activity in youth may take numerous forms, including epidemiologic data and other supporting evidence (e.g., qualitative data). The implementation and evaluation of school PE interventions leads to a set of lessons related to epidemiology and evidence-based policy. These include the need to: (i) enhance the focus on external validity, (ii) develop more policy-relevant evidence on the basis of "natural experiments," (iii) understand that policy making is political, (iv) better articulate the factors that influence policy dissemination, (v) understand the real-world constraints when implementing policy in school environments, and (vi) build transdisciplinary teams for policy progress. The issues described in this case study provide leverage points for practitioners, policy makers, and researchers as they seek to translate epidemiology to policy. Copyright 2010 Elsevier Inc. All rights reserved.

Design of the iPlay study: systematic development of a physical activity injury prevention programme for primary school children.

PubMed

Collard, Dorine C M; Chinapaw, Mai J M; van Mechelen, Willem; Verhagen, Evert A L M

2009-01-01

Health benefits of physical activity in children are well known. However, a drawback is the risk of physical activity-related injuries. Children are at particular risk for these injuries, because of a high level of exposure. Because of the high prevalence of physical activity injuries and the negative short- and long-term consequences, prevention of these injuries in children is important. This article describes how we systematically developed a school-based physical activity injury prevention programme using the intervention mapping (IM) protocol. IM describes a process for developing theory- and evidence-based health promotion programmes. The development can be described in six steps: (i) perform a needs assessment; (ii) identify programme and performance objectives; (iii) select methods and strategies; (iv) develop programme; (v) adopt and implement; and (vi) evaluate. First, the results of the needs assessment showed the injury problem in children and the different risk factors for physical activity injuries. Based on the results of the needs assessment the main focus of the injury prevention programme was described. Second, the overall programme objective of the injury prevention programme was defined as reducing the incidence of lower extremity physical activity injuries. Third, theoretical methods and practical strategies were selected to accomplish a decrease in injury incidence. The theoretical methods used were active learning, providing cues and scenario-based risk information, and active processing of information. The practical strategy of the injury prevention programme was an 8-month course about injury prevention to be used in physical education classes in primary schools. Fourth, programme materials that were used in the injury prevention programme were developed, including newsletters for children and parents, posters, exercises to improve motor fitness, and an information website. Fifth, an implementation plan was designed in order to ensure that the prevention programme would be implemented, adopted and sustained over time. Finally, an evaluation plan was designed. The injury prevention programme is being evaluated in a cluster randomized controlled trial with more than 2200 children from 40 primary schools throughout the Netherlands. The IM process is a useful process for developing an injury prevention programme. Based on the steps of the IM we developed an 8-month injury prevention programme to be used in physical education classes of primary schools.

Evidence-based intervention in physical activity: lessons from around the world.

PubMed

Heath, Gregory W; Parra, Diana C; Sarmiento, Olga L; Andersen, Lars Bo; Owen, Neville; Goenka, Shifalika; Montes, Felipe; Brownson, Ross C

2012-07-21

Promotion of physical activity is a priority for health agencies. We searched for reviews of physical activity interventions, published between 2000 and 2011, and identified effective, promising, or emerging interventions from around the world. The informational approaches of community-wide and mass media campaigns, and short physical activity messages targeting key community sites are recommended. Behavioural and social approaches are effective, introducing social support for physical activity within communities and worksites, and school-based strategies that encompass physical education, classroom activities, after-school sports, and active transport. Recommended environmental and policy approaches include creation and improvement of access to places for physical activity with informational outreach activities, community-scale and street-scale urban design and land use, active transport policy and practices, and community-wide policies and planning. Thus, many approaches lead to acceptable increases in physical activity among people of various ages, and from different social groups, countries, and communities.

Evidence-based intervention in physical activity: lessons from around the world

PubMed Central

Heath, Gregory W; Parra, Diana C; Sarmiento, Olga L; Andersen, Lars Bo; Owen, Neville; Goenka, Shifalika; Montes, Felipe; Brownson, Ross C

2016-01-01

Promotion of physical activity is a priority for health agencies. We searched for reviews of physical activity interventions, published between 2000 and 2011, and identified effective, promising, or emerging interventions from around the world. The informational approaches of community-wide and mass media campaigns, and short physical activity messages targeting key community sites are recommended. Behavioural and social approaches are effective, introducing social support for physical activity within communities and worksites, and school-based strategies that encompass physical education, classroom activities, after-school sports, and active transport. Recommended environmental and policy approaches include creation and improvement of access to places for physical activity with informational outreach activities, community-scale and street-scale urban design and land use, active transport policy and practices, and community-wide policies and planning. Thus, many approaches lead to acceptable increases in physical activity among people of various ages, and from different social groups, countries, and communities. PMID:22818939

Promoting healthy computer use among middle school students: a pilot school-based health promotion program.

PubMed

Ciccarelli, Marina; Portsmouth, Linda; Harris, Courtenay; Jacobs, Karen

2012-01-01

Introduction of notebook computers in many schools has become integral to learning. This has increased students' screen-based exposure and the potential risks to physical and visual health. Unhealthy computing behaviours include frequent and long durations of exposure; awkward postures due to inappropriate furniture and workstation layout, and ignoring computer-related discomfort. Describe the framework for a planned school-based health promotion program to encourage healthy computing behaviours among middle school students. This planned program uses a community- based participatory research approach. Students in Year 7 in 2011 at a co-educational middle school, their parents, and teachers have been recruited. Baseline data was collected on students' knowledge of computer ergonomics, current notebook exposure, and attitudes towards healthy computing behaviours; and teachers' and self-perceived competence to promote healthy notebook use among students, and what education they wanted. The health promotion program is being developed by an inter-professional team in collaboration with students, teachers and parents to embed concepts of ergonomics education in relevant school activities and school culture. End of year changes in reported and observed student computing behaviours will be used to determine the effectiveness of the program. Building a body of evidence regarding physical health benefits to students from this school-based ergonomics program can guide policy development on the healthy use of computers within children's educational environments.

Master of Arts in Physics Education (MAPE) Program

NASA Astrophysics Data System (ADS)

Lindgren, Richard A.; Thornton, Stephen T.

2001-11-01

In the past 15 years, the Department of Physics at the University of Virginia in collaboration with the Curry School of Education has supported numerous summer high school physics and physical science teacher enrichment programs through the School of Continuing and Professional Studies. As a result of this accumulated experience in working with teachers, we created the Master of Arts in Physics Education (MAPE) program to address the needs of the high school physics teacher of the present and future. Through distance learning and summer study at UVa, participants earn the 30 hours needed for the Masters degree within 2 1/2 years while maintaining their current teaching position. Summer study includes the calculus based primary physics courses 631, 632, and 633 and associated laboratory courses. Summer physics course assignments and responsibilities do not terminate until late in the fall. Distance learning during the academic year is accomplished via the Internet using WebAssign, chat rooms, email, videotapes, and streamline video. Although recently approved in the spring 2000, 12 teachers have already graduated with the MAPE degree.

Young children's after-school activities - there's more to it than screen time: a cross-sectional study of young primary school children.

PubMed

Engelen, Lina; Bundy, Anita C; Bauman, Adrian; Naughton, Geraldine; Wyver, Shirley; Baur, Louise

2015-01-01

Children can spend substantial amounts of leisure time in sedentary activities, dominated by TV/screen time. However, objective real-time measurement of activities after school among young school children is seldom described. School children (n = 246, 5-7 years old, mean 6.0) and their parents were recruited by random selection from 14 schools across Sydney, Australia. Parents used a real-time objective measure (Experience Sampling Method, ESM) to record children's activities and whether they were indoors or outdoors at 3 random times each day after school. Data were collected across 4 weekdays in 1 week and then, 13 weeks later, another 4 weekdays in 1 week. Results were based on 2940 responses from 214 child-parent dyads showed that 25% of behavior involved physical activity, 51% was spent in sedentary activities, and 22% was TV/screen time. Most instances (81%) occurred indoors. Despite a high proportion of TV/screen time, children were also engaged in a range of other sedentary and physically active pursuits after school. Hence TV/screen time is not a suitable proxy for all sedentary behavior, and it is important to gather information on other non-screen-based sedentary and physically active behaviors. Future research is warranted to further investigate after-school activities in young primary school children.

We can do that! Collaborative assessment of school environments to promote healthy adolescent nutrition and physical activity behaviors.

PubMed

Williams, Susan L; Mummery, W Kerry

2015-04-01

Evidence for effectiveness of school-based studies for prevention of adolescent obesity is equivocal. Tailoring interventions to specific settings is considered necessary for effectiveness and sustainability. The PRECEDE framework provides a formative research approach for comprehensive understanding of school environments and identification of key issues/areas to focus resources and energies. No reported studies have tested applicability of the PRECEDE framework in schools in relation to obesity. Adolescents (n = 362), parents (n = 349) and teachers (n = 146) from six secondary schools participated in two quantitative studies and two qualitative studies. Data collected from these studies permitted confirmation of adolescent overweight/obesity a health issue for schools; the need for secondary schools to focus health promotion efforts on healthy nutrition, with inclusion of parents/homes and appreciation for gender differences in developing interventions. Community buy-in and commitment to school-based obesity prevention programs may be dependent on initially addressing what may be perceived as minor issues, and developing policies to guide practices within schools in relation to supply and access to healthy foods, use of sporting equipment and participation in physical activities. The PRECEDE framework allows systematic assessment of school environments and provided opportunity to identify realistic and relevant interventions for promoting healthy adolescent physical activity and nutrition behaviors. © The Author 2015. Published by Oxford University Press. All rights reserved. For permissions, please email: journals.permissions@oup.com.

Particle physics for primary schools—enthusing future physicists

NASA Astrophysics Data System (ADS)

Pavlidou, M.; Lazzeroni, C.

2016-09-01

In recent years, the realisation that children make decisions and choices about subjects they like in primary school, became widely understood. For this reason academic establishments focus some of their public engagement activities towards the younger ages. Taking advantage of Professor Lazzeroni’s long-standing experience in particle physics research, during the last academic year we designed and trialled a particle physics workshop for primary schools. The workshop allows young children (ages 8-11) to learn the world of fundamental particles, use creative design to make particle models. The workshop has already been trialled in many primary schools, receiving very positive evaluation. The initial resources were reviewed and improved, based on the feedback received from school teachers and communicators.

Documenting the conversion from traditional to Studio Physics formats at the Colorado School of Mines: Process and early results

NASA Astrophysics Data System (ADS)

Kohl, Patrick B.; Kuo, H. Vincent; Ruskell, Todd G.

2008-10-01

The Colorado School of Mines (CSM) has taught its first-semester introductory physics course using a hybrid lecture/Studio Physics format for several years. Over the past year we have converted the second semester of our calculus-based introductory physics course (Physics II) to a Studio Physics format, starting from a traditional lecture-based format. In this paper, we document the early stages of this conversion in order to better understand which features succeed and which do not, and in order to develop a model for switching to Studio that keeps the time and resource investment manageable. We describe the recent history of the Physics II course and of Studio at Mines, discuss the PER-based improvements that we are implementing, and characterize our progress via several metrics, including pre/post Conceptual Survey of Electricity and Magnetism (CSEM) scores, Colorado Learning About Science Survey scores (CLASS), solicited student comments, failure rates, and exam scores.

Studio Physics at the Colorado School of Mines: A model for iterative development and assessment

NASA Astrophysics Data System (ADS)

Kohl, Patrick; Kuo, Vincent

2009-05-01

The Colorado School of Mines (CSM) has taught its first-semester introductory physics course using a hybrid lecture/Studio Physics format for several years. Based on this previous success, over the past 18 months we have converted the second semester of our traditional calculus-based introductory physics course (Physics II) to a Studio Physics format. In this talk, we describe the recent history of the Physics II course and of Studio at Mines, discuss the PER-based improvements that we are implementing, and characterize our progress via several metrics, including pre/post Conceptual Survey of Electricity and Magnetism (CSEM) scores, Colorado Learning About Science Survey scores (CLASS), failure rates, and exam scores. We also report on recent attempts to involve students in the department's Senior Design program with our course. Our ultimate goal is to construct one possible model for a practical and successful transition from a lecture course to a Studio (or Studio-like) course.

The effects of calculator-based laboratories on standardized test scores

NASA Astrophysics Data System (ADS)

Stevens, Charlotte Bethany Rains

Nationwide, the goal of providing a productive science and math education to our youth in today's educational institutions is centering itself around the technology being utilized in these classrooms. In this age of digital technology, educational software and calculator-based laboratories (CBL) have become significant devices in the teaching of science and math for many states across the United States. Among the technology, the Texas Instruments graphing calculator and Vernier Labpro interface, are among some of the calculator-based laboratories becoming increasingly popular among middle and high school science and math teachers in many school districts across this country. In Tennessee, however, it is reported that this type of technology is not regularly utilized at the student level in most high school science classrooms, especially in the area of Physical Science (Vernier, 2006). This research explored the effect of calculator based laboratory instruction on standardized test scores. The purpose of this study was to determine the effect of traditional teaching methods versus graphing calculator teaching methods on the state mandated End-of-Course (EOC) Physical Science exam based on ability, gender, and ethnicity. The sample included 187 total tenth and eleventh grade physical science students, 101 of which belonged to a control group and 87 of which belonged to the experimental group. Physical Science End-of-Course scores obtained from the Tennessee Department of Education during the spring of 2005 and the spring of 2006 were used to examine the hypotheses. The findings of this research study suggested the type of teaching method, traditional or calculator based, did not have an effect on standardized test scores. However, the students' ability level, as demonstrated on the End-of-Course test, had a significant effect on End-of-Course test scores. This study focused on a limited population of high school physical science students in the middle Tennessee Putnam County area. The study should be reproduced in various school districts in the state of Tennessee to compare the findings.

Exploring the influence of a social ecological model on school-based physical activity.

PubMed

Langille, Jessie-Lee D; Rodgers, Wendy M

2010-12-01

Among rising rates of overweight and obesity, schools have become essential settings to promote health behaviors, such as physical activity (PA). As schools exist within a broader environment, the social ecological model (SEM) provided a framework to consider how different levels interact and influence PA. The purpose of this study was to provide insight on school-based PA promotion by investigating the integration between different levels of Emmons's SEM within one public school board in a large Canadian city. Interviews were conducted with participants from the government (n = 4), the public school board (n = 3), principals (n = 3), and teachers (n = 4) and analyzed to explore perspectives on the various levels of the model. The results suggested that higher level policies "trickled down" into the organizational level of the SEM but there was pivotal responsibility for schools to determine how to implement PA strategies. Furthermore, schools have difficulty implementing PA because of the continued priority of academic achievement.

Relationship of Weight-Based Teasing and Adolescents' Psychological Well-Being and Physical Health

ERIC Educational Resources Information Center

Greenleaf, Christy; Petrie, Trent A.; Martin, Scott B.

2014-01-01

Background: To date, research has focused primarily on psychological correlates of weight-based teasing. In this study, we extended previous work by also examining physical health-related variables (eg, physical self-concept and physical fitness [PF]). Methods: Participants included 1419 middle school students (637 boys and 782 girls). Of these,…

Improving Physical Fitness and Cognitive Functions in Middle School Students: Study Protocol for the Chinese Childhood Health, Activity and Motor Performance Study (Chinese CHAMPS).

PubMed

Zhou, Zhixiong; Dong, Shanshan; Yin, Jun; Fu, Quan; Ren, Hong; Yin, Zenong

2018-05-14

Background : Sedentary lifestyles and their associated harmful consequences are public health concerns that impact more than half of the world's youth population in both developed and developing countries. Methods : The Chinese Childhood Health; Activity and Motor Performance Study (Chinese CHAMPS) was a cluster randomized controlled trial to modify school physical activity policies and the physical education (PE) curriculum; using teacher training and parent engagement to increase opportunities and support students' physical activity and healthy eating. Using a 2 × 2 factorial design, the study tested the incremental effects of increasing the amount and intensity of physical activity, alongside adding support for healthy eating, on health-related and cognitive function outcomes in Chinese middle school students. Results : The intervention was implemented by PE teachers in 12 middle schools in three Chinese cities, with a targeted enrollment of 650 students from August 2015⁻June 2016. The assessment of the outcomes involved a test battery of physical fitness and cognitive functioning at both baseline and at the end of the intervention. Process information on implementation was also collected. Discussion : The Chinese CHAMPS is a multi-level intervention that is designed to test the influences of policy and environmental modifications on the physical activity and eating behaviors of middle school students. It also addresses some key weaknesses in school-based physical activity interventions.

Spies: an educational game

NASA Astrophysics Data System (ADS)

Souza, P. V. S.; Morais, L. P.; Girardi, D.

2018-07-01

We present an educational game for teaching physics, Spies. The game is based on the popular boardgame Codenames. It is useful as a didactic tool to promote and improve student engagement. Spies is practical, fast and requires very little physical resources, which makes it ideal for high school teaching and viable in most diverse school realities.

Physical Education, Sport and Recreation: A Triad Pedagogy of Hope

ERIC Educational Resources Information Center

van Deventer, K. J.

2011-01-01

Bloch (2009, 58), a previous advocate of Outcomes-based Education (OBE), states that "schooling in SA" is a national disaster. Quality holistic education that includes Physical Education (PE) and school sport should be the focal point of progress in developing countries. However, PE is worldwide in a political crisis and the situation is…

Teaching High School Physics with a Story-Line

ERIC Educational Resources Information Center

Dagenais, Andre

2010-01-01

High school physics curricula are designed to meet a number of goals, all of which compete for classroom and homework time. The process-oriented goals include the development of skills in problem solving, measurement, analyzing data, and research, particularly in this world of internet based, unfiltered information. Content goals, on the other…

"Slow Science": Building Scientific Concepts in Physics in High School

ERIC Educational Resources Information Center

Bigozzi, Lucia; Tarchi, Christian; Falsini, Paola; Fiorentini, Carlo

2014-01-01

In this study, a progressive-learning approach to physics, based on knowledge-building pedagogy, was compared to a content-centered approach in which explanations, experiments, and discussions are centered on the transmission of knowledge. Forty-six students attending the first year of high school participated in this study over a whole school…

Interactive Online Physics Labs Increase High School Students' Interest

ERIC Educational Resources Information Center

Gryczka, Patrick; Klementowicz, Edward; Sharrock, Chappel; Montclare, Jin Kim

2016-01-01

Here we describe the incorporation of a web-based application focusing on circuits for the physics high school classroom as part of an outreach program. The program involves college mentors creating and implementing science lessons in collaboration with the classroom teacher. Focusing on the challenge of understanding circuit design, a technology…

Estimation of leisure time physical activity and sedentary behaviour among school adolescents in Nepal.

PubMed

Paudel, Susan; Subedi, Narayan; Bhandari, Ramjee; Bastola, Ramesh; Niroula, Rakshya; Poudyal, Amod Kumar

2014-06-22

Leisure-time physical activity is essential for healthy and physically active life; however, this domain of physical activity is less common in developing countries. Information on leisure time physical activity and sedentary behaviour among Nepalese population is not available. The study was carried out to assess leisure time physical activity and sedentary behaviour among high school adolescents and identify the associated factors in Nepal. A cross-sectional descriptive study was carried out in Banke district, Nepal in 2013 among higher secondary school students using self-administered questionnaire based on International Physical Activity Questionnaire. A sample of 405 students, 178 females and 227 males, of the age-group 15 to 20 years from seven schools were included in the study. Multivariate logistic regression analysis was carried out to identify factors associated with participation in leisure time physical activity and sedentary behaviour. Engagement of female in leisure time physical activity was lower but mean time spent on sitting per day was higher. Students who walked to school and have playground/parks near home, younger females (OR = 3.09, 95% CI: 1.18-8.08), females living in nuclear families (OR: 2.16, 95% CI: 1.01-4.62) and males who cycled to school (OR: 8.09, 95% CI: 2.35-27.80) and have provision of extra-curricular activities (OR: 2.49, 95% CI: 1.04-5.97) were more likely to be engaged in leisure time physical activity. On the other hand, students who did not have playground in school and lived in rural areas were more likely to sit for more than 6 hours a day. Likewise, male students of private school (OR: 6.41, 95% CI: 2.89-14.21), who used vehicle to reach school (OR: 5.90, 95% CI: 1.26-27.75) and have no provision of extra-curricular activities (OR: 2.98, 95% CI: 1.09-8.07) had longer sitting time. Difference in leisure time physical activity and sedentary behaviour was found among male and female school adolescents. Interventions are needed not only to promote leisure time physical activity but also to reduce sedentary behaviour among this group.

Characteristics of Teacher Training in School-Based Physical Education Interventions to Improve Fundamental Movement Skills and/or Physical Activity: A Systematic Review.

PubMed

Lander, Natalie; Eather, Narelle; Morgan, Philip J; Salmon, Jo; Barnett, Lisa M

2017-01-01

Fundamental movement skill (FMS) competence is positively associated with physical activity (PA). However, levels of both FMS and PA are lower than expected. Current reviews of interventions to improve FMS and PA have shown that many school-based programs have achieved positive outcomes, yet the maintenance of these interventions is variable. Teachers play a central role in the success and longevity of school-based interventions. Despite the importance of teacher engagement, research into the nature and quality of teacher training in school-based PA and FMS interventions has received little attention. The aim of this systematic review was to investigate the type and quantity of teacher training in school-based physical education PA and/or FMS interventions, and to identify what role teacher training had on the intervention outcome. A systematic search of eight electronic databases was conducted. Publication date restrictions were not implemented in any database, and the last search was performed on 1 March 2015. School physical education-based interventions facilitated by a school teacher, and that included a quantitative assessment of FMS competence and/or PA levels were included in the review. The search identified 39 articles. Eleven of the studies measured FMS, 25 studies measured PA and three measured both FMS and PA. Nine of the studies did not report on any aspect of the teacher training conducted. Of the 30 studies that reported on teacher training, 25 reported statistically significant intervention results for FMS and/or PA. It appears that teacher training programs: are ≥ 1 day; provide comprehensive subject and pedagogy content; are framed by a theory or model; provide follow-up or ongoing support; and measure teacher satisfaction of the training, are more effective at improving student outcomes in FMS and/or PA. However, the provision of information regarding the characteristics of the teacher training was largely inadequate. Therefore, it was difficult to ascertain which teacher training characteristics were most important in relation to intervention effectiveness. It is clear that whilst teachers are capable of making substantial improvements in student outcomes in PA and FMS, the findings of this review suggest the teacher training component of school-based PA and/or FMS interventions is not only under-reported but is under-studied, and, perhaps as a result, the value of teacher training is not widely understood. What remains unclear, due to poor reporting, is what role teacher training is having on these outcomes.

Dissolving the School Space: Young People's Media Production in and outside of School

ERIC Educational Resources Information Center

Kupiainen, Reijo

2013-01-01

Young people bring their own media and literacy practices to school as an important part of their identity, taste and social life. These practices are changing the media ecology of schools, making the physical boundaries of schools more permeable and creating new, unofficial spaces at school. During peer-based learning, the enhanced media…

Prediction of enjoyment in school physical education.

PubMed

Gråstén, Arto; Jaakkola, Timo; Liukkonen, Jarmo; Watt, Anthony; Yli-Piipari, Sami

2012-01-01

The specific aim of this study was to examine whether motivational climate, perceived physical competence, and exercise motivation predict enjoyment in school physical education within the same sample of adolescents across three years of secondary school. A sample of 639 students (girls = 296, boys = 343) aged between 13- to 15-years at the commencement of the study completed the Intrinsic Motivation Climate in Physical Education Questionnaire, Physical Self-Perception Profile, Physical Education Motivation Scale, and Physical Education Enjoyment Scale. Results derived from path analyses indicated that task-involving motivational climate predicted enjoyment in physical education via perceived physical competence and intrinsic motivation in both girls and boys. In particular, these results supported previous findings of Vallerand et. al (1997) with the self-determination theory and the achievement goal theory. Ego-involving climate was not a significant predictor either in girls or boys. The current results provide continuing support for the investigation of Vallerand's model in the physical education setting, and highlight that motivational climate is an area that requires further evaluation as a contributing factor in the improvement of physical education teaching. A better understanding of the role of motivational climate may assist efforts to promote children's and adolescents' perceived physical competence, intrinsic motivation, and enjoyment in the school physical education setting. Key pointsThe findings of the current study support existing suggestions of Vallerand's (1997) model in which social factors mediated by a psychological mediator, and exercise motivation are related to positive consequences in the PE context.Task-involving motivational climate predicted PE enjoyment via perceived physical competence and intrinsic motivation with both girls and boys. Task-involving motivational climate in PE lessons at Grade 7 had a strong association with PE enjoyment via perceived physical competence and intrinsic motivation at Grade 9 for both girls and boys.Ego-involving climate did not fit either the data for the girls or boys, as PE lessons based on ego-involving motivational climate did not significantly influence on the level of PE enjoyment.The results of the current study and previous practical findings support task-involving teaching methods to promote adolescent's PE enjoyment through secondary school years. School PE could be most effective if based on task-involving motivational climate, in which the main objective is increasing students' perceived physical competence, intrinsic motivation, and enjoyment.

The environment for women in physics in Ireland

NASA Astrophysics Data System (ADS)

McLoughlin, Eilish; Fee, Sandra; McCabe, Eithne

2015-12-01

Physics is contributing strongly to the national Irish economy, with 4.5% of the Irish workforce employed in physics-based or other science, technology, engineering, and math (STEM) sectors. However, a recent national report reveals that the proportion of women working in jobs that utilize STEM skills is less than 25% of the workforce. We present data collected from the views of 1,000 female secondary school students, young women (age 18-23), secondary-school teachers and parents on what influences secondary school students' choices of subjects and in particular STEM-related subjects. In addition, benchmarking data on female student and staff ratios for the past five years is presented from all seven Irish university physics departments.

Toward a Knowledge Base for School Climate in Cyprus's Schools

ERIC Educational Resources Information Center

Pashiardis, Georgia

2008-01-01

Purpose: The main purpose of this study was to explore and analyze secondary school students' (8th grade) perceptions about school climate in three areas, namely: the physical environment of the school, the social environment and the learning environment Design/methodology/approach: A questionnaire, which was designed and pilot-tested around the…

The Role of Physical Activity Assessments for School-Based Physical Activity Promotion

ERIC Educational Resources Information Center

Welk, Gregory J.

2008-01-01

The emphasis in public health on lifestyle physical activity in recent years has focused attention on the promotion of lifetime physical activity as the primary objective of physical education. If used properly, physical activity and physical fitness assessments can enhance individual promotion of physical activity and also provide valuable…

Improving the well-being of children and youths: a randomized multicomponent, school-based, physical activity intervention.

PubMed

Smedegaard, Søren; Christiansen, Lars Breum; Lund-Cramer, Pernille; Bredahl, Thomas; Skovgaard, Thomas

2016-10-28

The benefits of physical activity for the mental health and well-being of children and young people are well-established. Increased physical activity during school hours is associated with better physical, psychological and social health and well-being. Unfortunately many children and young people exercise insufficiently to benefit from positive factors like well-being. The main aim of this study is to develop, implement and evaluate a multi-component, school-based, physical activity intervention to improve psychosocial well-being among school-aged children and youths from the 4 th to the 6 th grade (10-13 years). A four-phased intervention - design, pilot, RCT, evaluation - is carried out for the development, implementation and evaluation of the intervention which are guided by The Medical Research Council framework for the development of complex interventions. 24 schools have been randomized and the total study population consists of 3124 children (baseline), who are followed over a period of 9 months. Outcome measure data at the pupil level are collected using an online questionnaire at baseline and at follow-up, 9 months later with instruments for measuring primary (general physical self-worth) and secondary outcomes (self-perceived sport competences, body attractiveness, scholastic competences, social competences and global self-worth; enjoyment of PA; self-efficacy; and general well-being) that are both valid and manageable in setting-based research. The RE-AIM framework is applied as an overall instrument to guide the evaluation. The intervention focuses on the mental benefits of physical activity at school, which has been a rather neglected theme in health promotion research during recent decades. This is unfortunate as mental health has been proclaimed as one of the most important health concerns of the 21 st century. Applying a cluster RCT study design, evaluating the real-world effectiveness of the intervention, this study is one of the largest physical activity intervention projects promoting psychosocial well-being among children and youths. Through a comprehensive effectiveness evaluation and a similar substantial process evaluation, this study is designed to gain knowledge on a broad variety of implementation issues and give detailed information on project delivery and challenges at the school level - among other things to better inform future practice. Date of registration: 24 April 2015 retrospectively registered at Current Controlled Trials with study ID ISRCTN12496336.

Primary Prevention of Chronic Disease among Children: The School-Based "Know Your Body" Intervention Trials.

ERIC Educational Resources Information Center

Walter, Heather J.

1989-01-01

The classroom-based Know Your Body program focuses on diet, physical activity, and smoking prevention in elementary schools. Longitudinal testing in two New York City schools found significant favorable changes in blood cholesterol, dietary intake of fat and carbohydrates, health knowledge, and reduction in the initiation of smoking. (SK)

Peer mentor versus teacher delivery of a physical activity program on the effects of BMI and daily activity: protocol of a school-based group randomized controlled trial in Appalachia.

PubMed

Smith, Laureen H; Petosa, Rick L; Shoben, Abigail

2018-05-16

Rural Appalachian populations have poorer health and fewer positive health-related behaviors compared to other United States populations. Appalachians are the most sedentary U.S. population and teens are particularly sedentary. Obesity prevention through improving physical activity is a top priority in Rural Healthy People 2020. Obesity prevalence among Appalachian teens exceeds the national rates of 13.9% and has consistently been greater than 26%. Organized sports has not been effective at improving daily physical activity or health outcomes for Appalachian teens. The purpose of this study is to test the efficacy of a 10-week school-based intervention in promoting self-regulation of physical activity among adolescents not participating in organized sports. By using accelerometers, our study will measure both sedentary time and planned exercise during waking hours. The design for this four-year study is a group-randomized controlled trial (G-RCT). We will recruit high schools in 3 waves, with 4 in Wave 1, 8 in Wave 2, and 8 in Wave 3, for a total of 20 schools. For each wave of schools, we will randomly assign half of the schools to each condition--intervention (peer-to-peer mentoring [MBA]) and comparison (teacher-led [PBA])--for a total of 10 schools in each of the two conditions by study's end. We will collect data at baseline (T 1 ), 3 months post intervention (T 2 ), and 6 months post intervention (T 3 ). Linear Mixed Models (LMMs) and Generalized Linear Mixed Models (GLMMs) will be used to test the main hypotheses. Power for this study was based the primary analysis comparing BMI outcomes at T 2 between the groups, adjusting for baseline BMI values. This study provides age-appropriate lifestyle education and skill building. Peer-to-peer mentoring by local high school students and school-based tailored support strengthens sustainable behavioral change. Focusing on unique healthy-lifestyle challenges prevalent in low-resource areas such as Appalachia such as overcoming environmental, social, and psychological barriers may improve adherence to physical activity. Serving as role models, peer mentors may improve their own lifestyle behaviors, providing a dual intervention. NCT02329262 .

Effect of a School-Based Intervention on Physical Activity and Quality of Life through Serial Mediation of Social Support and Exercise Motivation: The PESSOA Program

ERIC Educational Resources Information Center

Quaresma, A. M.; Palmeira, A. L.; Martins, S. S.; Minderico, C. S.; Sardinha, L. B.

2014-01-01

The aim of this study was to explore the effects of social support and behavioral regulation of exercise on physical activity (PA) and quality of life (QoL), in a Portuguese school-based intervention. We hypothesized that serial mediation effects would be present leading to greater levels of PA and QoL. The sample comprised 1042 students (549…

Relationship of weight-based teasing and adolescents' psychological well-being and physical health.

PubMed

Greenleaf, Christy; Petrie, Trent A; Martin, Scott B

2014-01-01

To date, research has focused primarily on psychological correlates of weight-based teasing. In this study, we extended previous work by also examining physical health-related variables (eg, physical self-concept and physical fitness [PF]). Participants included 1419 middle school students (637 boys and 782 girls). Of these, 245 (17.3%) reported being teased about being overweight. Participants completed measures of self-esteem, depression, physical self-concept, physical activity (PA) self-efficacy, and self-report physical and sedentary activities. Participants also completed PF testing. After controlling for demographic characteristics, participants who were teased about being overweight had higher scores on depression and lower scores on self-esteem, physical self-concept, PA self-efficacy, and health-related measures of PF in comparison to participants who were not teased. The results of this study support previous research indicating relationships between teasing and low levels of psychological well-being, physical self-concept, and PA self-efficacy, and establishes one between weight-based teasing and different types of PF. Research is needed to determine the potential causal nature of the relationships between teasing and fitness and evidence-based interventions are needed to reduce weight-based teasing and its potential effects on health and well-being. © 2013, American School Health Association.

Lessons learned from the AFLY5 RCT process evaluation: implications for the design of physical activity and nutrition interventions in schools.

PubMed

Jago, R; Rawlins, E; Kipping, R R; Wells, S; Chittleborough, C; Peters, T J; Mytton, J; Lawlor, D A; Campbell, R

2015-09-23

Systematic reviews have highlighted that school-based diet and physical activity (PA) interventions have had limited effects. This study used qualitative methods to examine how the effectiveness of future primary (elementary) school diet and PA interventions could be improved. Data are from the Active For Life Year 5 (AFLY5) study, which was a cluster randomised trial conducted in 60 UK primary schools. Year 5 (8-9 years of age) pupils in the 30 intervention schools received a 12-month intervention. At the end of the intervention period, interviews were conducted with: 28 Year 5 teachers (including 8 teachers from control schools); 10 Headteachers (6 control); 31 parents (15 control). Focus groups were conducted with 70 year 5 pupils (34 control). Topics included how the AFLY5 intervention could have been improved and how school-based diet and PA interventions should optimally be delivered. All interviews and focus groups were transcribed and thematically analysed across participant groups. Analysis yielded four themes. Child engagement: Data suggested that programme success is likely to be enhanced if children feel that they have a sense of autonomy over their own behaviour and if the activities are practical. School: Finding a project champion within the school would enhance intervention effectiveness. Embedding diet and physical activity content across the curriculum and encouraging teachers to role model good diet and physical activity behaviours were seen as important. Parents and community: Encouraging parents and community members into the school was deemed likely to enhance the connection between schools, families and communities, and "create a buzz" that was likely to enhance behaviour change. Government/Policy: Data suggested that there was a need to adequately resource health promotion activity in schools and to increase the infrastructure to facilitate diet and physical activity knowledge and practice. Future primary school diet and PA programmes should find ways to increase child engagement in the programme content, identify programme champions, encourage teachers to work as role models, engage parents and embed diet and PA behaviour change across the curriculum. However, this will require adequate funding and cost-effectiveness will need to be established. ISRCTN50133740.

Ecological literacy through critical/place-based pedagogy in the environmental studies program at a small liberal arts college

NASA Astrophysics Data System (ADS)

Beeman-Cadwallader, Nicole

In 2007 Pioneer High School, a public school in Whittier, California changed the sequence of its science courses from the Traditional Biology-Chemistry-Physics (B-C-P) to Biology-Physics-Chemistry (B-P-C), or "Physics Second." The California Standards Tests (CSTs) scores in Physics and Chemistry from 2004-2012 were used to determine if there were any effects of the Physics Second sequencing on student achievement in those courses. The data was also used to determine whether the Physics Second sequence had an effect on performance in Physics and Chemistry based on gender. Independent t tests and chi-square analysis of the data determined an improvement in student performance in Chemistry but not Physics. The 2x2 Factorial ANOVA analysis revealed that in Physics male students performed better on the CSTs than their female peers. In Chemistry, it was noted that male and female students performed equally well. Neither finding was a result ofthe change to the "Physics Second" sequencing.

'School adopts an experiment': the magnetic levitation of superconductors

NASA Astrophysics Data System (ADS)

Agliolo Gallitto, Aurelio

2010-09-01

The event 'School adopts an experiment' is an event targeted at high schools and secondary schools. It is based on a tight and direct collaboration between researchers and school students and teachers. Several schools were involved in the event by 'adopting' an experiment in physics research laboratories. Groups of selected students were first trained by university researchers, then they demonstrated the experiments to other students and teachers during the event. Students who adopted an experiment acquired knowledge of the subjects connected with the experiment in a most impressive way compared with the usual didactics at school. Further positive points were: (i) to establish a close and direct collaboration between university researchers and high-school students and teachers; (ii) to give school students the opportunity to visit physics research laboratories.

``But you're just a physics booster!'' -- Why political advocacy for high school physics is crucial

NASA Astrophysics Data System (ADS)

Cottle, Paul

2010-10-01

There is no shortage of research-based arguments supporting the importance of high school physics. A study from the University of South Florida demonstrates the importance of high school physics for the preparation of future STEM professionals [1]. A white paper from the National Academy of Education [2] states that the usual biology-chemistry-physics sequence in high school is ``out of order'' and points out that students in 9th grade biology classes are taught concepts that make no sense to them because they ``know little about atoms and next to nothing about the chemistry and physics that can help them make sense of these structures and their functions.'' Nevertheless, in Florida the high school physics-taking rate has been declining for several years and a large fraction of the International Baccalaureate programs do not even offer IB Physics. I will argue that physicists must collectively advocate in the political arena for the expansion and improvement of high school physics. I will also provide a few examples of collective actions by scientists that may have influenced the formulation of the new high school graduation requirements in Florida. Finally, I will argue that we must lobby our colleagues in the Colleges of Education to devote their scarce resources to recruiting and training teachers in the physical sciences. [4pt] [1] W. Tyson, R. Lee, K.M. Borman, and M.A. Hanson, {Journal of Education for Students Placed at Risk} 12, 243 (2007). [0pt] [2] National Academy of Education White Paper ``Science and Mathematics Education,'' (http://www.naeducation.org/Science/and/Mathematics/Education/White/Paper.pdf).

What childhood obesity prevention programmes work? A systematic review and meta-analysis

PubMed Central

Wang, Y.; Cai, L.; Wu, Y.; Wilson, R. F.; Weston, C.; Fawole, O.; Bleich, S. N.; Cheskin, L. J.; Showell, N. N.; Lau, B. D.; Chiu, D. T.; Zhang, A.; Segal, J.

2015-01-01

Summary Previous reviews of childhood obesity prevention have focused largely on schools and findings have been inconsistent. Funded by the US Agency for Healthcare Research and Quality (AHRQ) and the National Institutes of Health, we systematically evaluated the effectiveness of childhood obesity prevention programmes conducted in high-income countries and implemented in various settings. We searched MEDLINE®, Embase, PsycINFO, CINAHL®, ClinicalTrials.gov and the Cochrane Library from inception through 22 April 2013 for relevant studies, including randomized controlled trials, quasi-experimental studies and natural experiments, targeting diet, physical activity or both, and conducted in children aged 2–18 in high-income countries. Two reviewers independently abstracted the data. The strength of evidence (SOE) supporting interventions was graded for each study setting (e.g. home, school). Meta-analyses were performed on studies judged sufficiently similar and appropriate to pool using random effect models. This paper reported our findings on various adiposity-related outcomes. We identified 147 articles (139 intervention studies) of which 115 studies were primarily school based, although other settings could have been involved. Most were conducted in the United States and within the past decade. SOE was high for physical activity-only interventions delivered in schools with home involvement or combined diet–physical activity interventions delivered in schools with both home and community components. SOE was moderate for school-based interventions targeting either diet or physical activity, combined interventions delivered in schools with home or community components or combined interventions delivered in the community with a school component. SOE was low for combined interventions in childcare or home settings. Evidence was insufficient for other interventions. In conclusion, at least moderately strong evidence supports the effectiveness of school-based interventions for preventing childhood obesity. More research is needed to evaluate programmes in other settings or of other design types, especially environmental, policy and consumer health informatics-oriented interventions. PMID:25893796

Physics: Grades 10-12.

ERIC Educational Resources Information Center

Instructional Objectives Exchange, Los Angeles, CA.

The physics objectives are geared to use in college preparatory, high school physics courses and are based on the three most common physics curricula: (1) Physical Science Study Committee (PSSC); (2) The Project Physics Course; and (3) Modern Physics by Dull, Metcalf, and Williams. Since many of the sample items can be answered in various ways,…

Effects of a Classroom-Based Physical Activity Program on Children's Physical Activity Levels

ERIC Educational Resources Information Center

Goh, Tan Leng; Hannon, James; Webster, Collin Andrew; Podlog, Leslie William; Brusseau, Timothy; Newton, Maria

2014-01-01

High levels of physical inactivity are evident among many American children. To address this problem, providing physical activity (PA) during the school day within the CSPAP framework, is one strategy to increase children's PA. Thus, the purpose of this study was to examine the effects of a classroom-based PA program on children's PA. Two hundred…

A cross-sectional study of the individual, social, and built environmental correlates of pedometer-based physical activity among elementary school children.

PubMed

McCormack, Gavin R; Giles-Corti, Billie; Timperio, Anna; Wood, Georgina; Villanueva, Karen

2011-04-12

Children who participate in regular physical activity obtain health benefits. Preliminary pedometer-based cut-points representing sufficient levels of physical activity among youth have been established; however limited evidence regarding correlates of achieving these cut-points exists. The purpose of this study was to identify correlates of pedometer-based cut-points among elementary school-aged children. A cross-section of children in grades 5-7 (10-12 years of age) were randomly selected from the most (n = 13) and least (n = 12) 'walkable' public elementary schools (Perth, Western Australia), stratified by socioeconomic status. Children (n = 1480; response rate = 56.6%) and parents (n = 1332; response rate = 88.8%) completed a survey, and steps were collected from children using pedometers. Pedometer data were categorized to reflect the sex-specific pedometer-based cut-points of ≥15000 steps/day for boys and ≥12000 steps/day for girls. Associations between socio-demographic characteristics, sedentary and active leisure-time behavior, independent mobility, active transportation and built environmental variables - collected from the child and parent surveys - and meeting pedometer-based cut-points were estimated (odds ratios: OR) using generalized estimating equations. Overall 927 children participated in all components of the study and provided complete data. On average, children took 11407 ± 3136 steps/day (boys: 12270 ± 3350 vs. girls: 10681 ± 2745 steps/day; p < 0.001) and 25.9% (boys: 19.1 vs. girls: 31.6%; p < 0.001) achieved the pedometer-based cut-points.After adjusting for all other variables and school clustering, meeting the pedometer-based cut-points was negatively associated (p < 0.05) with being male (OR = 0.42), parent self-reported number of different destinations in the neighborhood (OR 0.93), and a friend's (OR 0.62) or relative's (OR 0.44, boys only) house being at least a 10-minute walk from home. Achieving the pedometer-based cut-points was positively associated with participating in screen-time < 2 hours/day (OR 1.88), not being driven to school (OR 1.48), attending a school located in a high SES neighborhood (OR 1.33), the average number of steps among children within the respondent's grade (for each 500 step/day increase: OR 1.29), and living further than a 10-minute walk from a relative's house (OR 1.69, girls only). Comprehensive multi-level interventions that reduce screen-time, encourage active travel to/from school and foster a physically active classroom culture might encourage more physical activity among children.

A cross-sectional study of the individual, social, and built environmental correlates of pedometer-based physical activity among elementary school children

PubMed Central

2011-01-01

Background Children who participate in regular physical activity obtain health benefits. Preliminary pedometer-based cut-points representing sufficient levels of physical activity among youth have been established; however limited evidence regarding correlates of achieving these cut-points exists. The purpose of this study was to identify correlates of pedometer-based cut-points among elementary school-aged children. Method A cross-section of children in grades 5-7 (10-12 years of age) were randomly selected from the most (n = 13) and least (n = 12) 'walkable' public elementary schools (Perth, Western Australia), stratified by socioeconomic status. Children (n = 1480; response rate = 56.6%) and parents (n = 1332; response rate = 88.8%) completed a survey, and steps were collected from children using pedometers. Pedometer data were categorized to reflect the sex-specific pedometer-based cut-points of ≥15000 steps/day for boys and ≥12000 steps/day for girls. Associations between socio-demographic characteristics, sedentary and active leisure-time behavior, independent mobility, active transportation and built environmental variables - collected from the child and parent surveys - and meeting pedometer-based cut-points were estimated (odds ratios: OR) using generalized estimating equations. Results Overall 927 children participated in all components of the study and provided complete data. On average, children took 11407 ± 3136 steps/day (boys: 12270 ± 3350 vs. girls: 10681 ± 2745 steps/day; p < 0.001) and 25.9% (boys: 19.1 vs. girls: 31.6%; p < 0.001) achieved the pedometer-based cut-points. After adjusting for all other variables and school clustering, meeting the pedometer-based cut-points was negatively associated (p < 0.05) with being male (OR = 0.42), parent self-reported number of different destinations in the neighborhood (OR 0.93), and a friend's (OR 0.62) or relative's (OR 0.44, boys only) house being at least a 10-minute walk from home. Achieving the pedometer-based cut-points was positively associated with participating in screen-time < 2 hours/day (OR 1.88), not being driven to school (OR 1.48), attending a school located in a high SES neighborhood (OR 1.33), the average number of steps among children within the respondent's grade (for each 500 step/day increase: OR 1.29), and living further than a 10-minute walk from a relative's house (OR 1.69, girls only). Conclusions Comprehensive multi-level interventions that reduce screen-time, encourage active travel to/from school and foster a physically active classroom culture might encourage more physical activity among children. PMID:21486475

The association of parental obesity with physical activity and sedentary behaviors of their children: the CASPIAN-V study.

PubMed

Angoorani, Pooneh; Heshmat, Ramin; Ejtahed, Hanieh-Sadat; Motlagh, Mohammad Esmaeil; Ziaodini, Hasan; Taheri, Majzoubeh; Aminaee, Tahereh; Shafiee, Gita; Godarzi, Azam; Qorbani, Mostafa; Kelishadi, Roya

2017-11-07

Low physical activity and sedentary behaviors, two important determinants of childhood obesity, may be influenced by parental lifestyle and weight status. This study aims to determine the association of parental weight status with children's physical activity and screen time. This study was conducted on 14,440 Iranian schools students, aged 7-18 years, and one of their parents, who participated in the large national school-based surveillance program. The children's screen-based and physical activities were evaluated based on the World Health Organization's Global School Student Health Survey. Children and parental height, weight, and waist circumference were measured using standardized methods. Overall, 14,274 students and one of their parents completed the survey (participation rate: 99%). Mean (standard deviation) age of students was 12.3 (3.2) years, and the prevalence of low physical activity and high screen time was 58.2% and 17.7%, respectively. In multivariate model, the parental general obesity and abdominal obesity increased the odds of children having low physical activity, by 21% and 13%, respectively. Parental overweight, general obesity, and abdominal obesity increased the odds of the combination of low physical activity/high screen time in children by 33%, 26%, and 20%, respectively. This study showed that parental obesity was associated with increased screen-based activities and low physical activity in children. Focus on parental weight status, as an important factor influenced by their lifestyle, can be helpful for preventing sedentary behaviors in their children. Copyright © 2017 Sociedade Brasileira de Pediatria. Published by Elsevier Editora Ltda. All rights reserved.

Adele Parot: Beacon of the Dioclesian Lewis School of Gymnastic Expression in the American West.

ERIC Educational Resources Information Center

Barney, Robert Knight

In the late 1800's, Dioclesian Lewis developed and introduced into the schools his new concept of physical education. Dr. Lewis thought in terms of preventing illness and maintaining bodily strength and health through physical fitness. His "new gymnastics" were based on programs of exercise movements. Employing light equipment suitable…

Why School-Based Narrative Inquiry in Physical Education Research? An International Perspective

ERIC Educational Resources Information Center

Craig, Cheryl J.; You, JeongAe; Oh, Suhak

2012-01-01

While conducting a comparative research study in secondary Physical Education in South Korea and the United States, the question arose as to why the narrative inquiry research method we employed was chosen to study the experiences of teachers teaching the particular subject area to youth enrolled in four secondary schools (middle and high) in…

Learning in and beyond School Gardens with Cyber-Physical Systems

ERIC Educational Resources Information Center

Zuiker, Steven J.; Wright, Kyle

2015-01-01

This design-based research study considers the learner-generated design and refinement of a school garden. We report one enactment of the Connected Gardening project in order to illuminate and understand how a fourth-grade class organizes and refines its garden plot using observations of the physical environment and evaluations of data from a…

Lessons Learned in Using TAKE 10! with Hispanic Children

ERIC Educational Resources Information Center

Tsai, Pei-Yun; Boonpleng, Wannaporn; McElmurry, Beverly J.; Park, Chang Gi; McCreary, Linda

2009-01-01

Physical inactivity and lack of nutritious diets increase children's risk of obesity, especially children from low-income and ethnic minority groups. To address this risk, the school-based TAKE 10! program was implemented to increase the physical activity and improve the nutrition of K-6th grade students in one public urban school serving a…

High-School Students Believe School Physics Helps in Developing Logical but Not Creative Thinking: Active Learning Can Change This Idea

ERIC Educational Resources Information Center

Marušic, Mirko; Sliško, Josip

2014-01-01

This study is based on two exploratory questions with the aim of determining the relative effectiveness of two different student activities, called "Reading, Presenting and Questioning" (RPQ) and "Experimenting and Discussing" (ED), in changing students' perceptions and attitudes about the impact of physics learning on the…

Promoting Elementary Physical Education: Results of a School-Based Evaluation Study

ERIC Educational Resources Information Center

Boyle-Holmes, Trina; Grost, Lisa; Russell, Lisa; Laris, B. A.; Robin, Leah; Haller, Elizabeth; Potter, Susan; Lee, Sarah

2010-01-01

Using a quasiexperimental design, the authors examine whether fourth- and fifth-grade students exposed to a developmental physical education (PE) curriculum, Michigan's Exemplary Physical Education Curriculum (EPEC), demonstrated stronger motor skill--specific self-efficacy and perceptions of physical activity competence, physical activity levels,…

Perceptions of Preparedness for a Major School Crisis: An Evaluation of Missouri School Counselors

ERIC Educational Resources Information Center

Werner, Danilea

2014-01-01

A major school crisis can cause physical and emotional distress as well as impact student academic performance. The purpose of this study was to use a web-based survey to explore Missouri school counselors' perceptions of individual and school-wide crisis preparedness and crisis training experiences. Results indicate that the more involved school…

HealthKick: a nutrition and physical activity intervention for primary schools in low-income settings

PubMed Central

2010-01-01

Background The burden of non-communicable diseases, including type 2 diabetes, is growing in South Africa. This country has a complex mix of over- and under-nutrition, especially in low-income communities, and concerning levels of physical inactivity in children and youth. This paper describes HealthKick, a school-based nutrition and physical activity intervention in primary schools in these settings aimed at reducing diabetes risk factors. Methods/Design This study includes schools within historically disadvantaged, low-income communities from an urban area close to the city of Cape Town and from two rural areas outside of Cape Town, South Africa. The three Educational Districts involved are Metropole North, Cape Winelands and the Overberg. The study has three phases: intervention mapping and formative assessment, intervention development, and outcome and process evaluation. Sixteen schools were purposively selected to participate in the study and randomly allocated as intervention (eight schools) and control (eight schools). The primary aims of HealthKick are to promote healthful eating habits and increase regular participation in health-enhancing physical activity in children, parents and teachers, to prevent overweight, and reduce risk of chronic diseases (particularly type 2 diabetes); as well as to promote the development of an environment within the school and community that facilitates the adoption of healthy lifestyles. The components of HealthKick are: action planning, toolkit (resource guide, a resource box and physical activity resource bin), and an Educators' Manual, which includes a curriculum component. Discussion This study continues to highlight the key role that educators play in implementing a school-based intervention, but that developing capacity within school staff and stakeholders is not a simple or easy task. In spite of the challenges experienced thus far, valuable findings are being produced from this study, especially from Phase 1. Materials developed could be disseminated to other schools in low-income settings both within and outside of South Africa. Owing to the novelty of the HealthKick intervention in low-income South African primary schools, the findings of the evaluation phase have the potential to impact on policy and practice within these settings. PMID:20604914

Teaching Middle School Physical Education: A Standards-Based Approach for Grades 5-8. Second Edition.

ERIC Educational Resources Information Center

Mohnsen, Bonnie S.

This book provides a blueprint for developing environment, curriculum, instruction, and assessment based on high quality physical education guidelines. There are 17 chapters in four parts. Part 1, "Prepare for Your Journey," includes (1) "Physical Education in a Changing World"; (2) "Reform Efforts in the Middle…

Gender differences in introductory university physics performance: The influence of high school physics preparation and affect

NASA Astrophysics Data System (ADS)

Hazari, Zahra Sana

The attrition of females studying physics after high school is a concern to the science education community. Most undergraduate science programs require introductory physics coursework. Thus, success in introductory physics is necessary for students to progress to higher levels of science study. Success also influences attitudes; if females are well-prepared, feel confident, and do well in introductory physics, they may be inclined to study physics further. This quantitative study using multilevel modeling focused on determining factors from high school physics preparation (content, pedagogy, and assessment) and the affective domain that influenced female and male performance in introductory university physics. The study controlled for some university/course level characteristics as well as student demographic and academic background characteristics. The data consisted of 1973 surveys from 54 introductory physics courses within 35 universities across the US. The results highlight high school physics and affective experiences that differentially influenced female and male performance. These experiences include: learning requirements, computer graphing/analysis, long written problems, everyday world examples, community projects, cumulative tests/quizzes, father's encouragement, family's belief that science leads to a better career, and the length of time students believed that high school physics would help in university physics. There were also experiences that had a similar influence on female and male performance. Positively related to performance were: covering fewer topics for longer periods of time, the history of physics as a recurring topic, physics-related videos, and test/quiz questions that involved calculations and/or were drawn from standardized tests. Negatively related to performance were: student-designed projects, reading/discussing labs the day before performing them, microcomputer based laboratories, discussion after demonstrations, and family's belief that science is a series of courses to pass. This study is a unique and noteworthy addition to the literature. The results paint a dynamic picture of the factors from high school physics and within the affective domain that influence students' future physics performance. The implication is that there are many aspects to the teaching of physics in high school that, although widely used and thought to be effective, need reform in their implementation in order to be beneficial to females and males in university.

A Meta-Analysis of School-Based Interventions Aimed to Prevent or Reduce Violence in Teen Dating Relationships

ERIC Educational Resources Information Center

De La Rue, Lisa; Polanin, Joshua R.; Espelage, Dorothy L.; Pigott, Terri D.

2017-01-01

The incidence of violence in dating relationships has a significant impact on young people, including decreased mental and physical health. This review is the first to provide a quantitative synthesis of empirical evaluations of school-based programs implemented in middle and high schools that sought to prevent or reduce incidents of dating…

PLAYgrounds: Effect of a PE playground program in primary schools on PA levels during recess in 6 to 12 year old children. Design of a prospective controlled trial

PubMed Central

2011-01-01

Background The relative number of children meeting the minimal required dose of daily physical activity remains execrably low. It has been estimated that in 2015 one out of five children will be overweight. Therefore, low levels of physical activity during early childhood may compromise the current and future health and well-being of the population, and promoting physical activity in younger children is a major public health priority. This study is to gain insight into effects of a Physical Education based playground program on the PA levels during recess in primary school children aged 6-12. Methods/design The effectiveness of the intervention program will be evaluated using a prospective controlled trial design in which schools will be matched, with a follow-up of one school year. The research population will consist of 6-12 year old primary school children. The intervention program will be aimed at improving physical activity levels and will consist of a multi-component alteration of the schools' playground. In addition, playground usage will be increased through altered time management of recess times, as well as a modification of the Physical Education content. Discussion The effects of the intervention on physical activity levels during recess (primary outcome measure), overall daily physical activity and changes in physical fitness (secondary outcome measures) will be assessed. Results of this study could possibly lead to changes in the current playground system of primary schools and provide structured health promotion for future public health. Trial registration Netherlands Trial Register (NTR): NTR2386 PMID:21548998

Barriers to children walking and biking to school--United States, 1999.

PubMed

2002-08-16

Physical activity is an important part of a healthy lifestyle; however, many children in the United States do not meet recommended levels of physical activity. Although walking and biking to school can increase physical activity among children, motor-vehicle traffic and other factors can make these activities difficult. The majority of U.S. children do not walk or bike to school, approximately one third ride a school bus, and half are driven in a private vehicle. Less than one trip in seven is made by walking or biking. To examine why the majority of children do not walk or bike to school, CDC analyzed data from the national HealthStyles Survey. This report summarizes the results of that analysis, which indicate that long distances and dangerous motor-vehicle traffic pose the most common barriers to children walking and biking to school. Public health and community-based efforts that encourage walking and biking to school should address these barriers.

Using the RE-AIM framework to evaluate the statewide dissemination of a school-based physical activity and nutrition curriculum: "Exercise Your Options".

PubMed

Dunton, Genevieve F; Lagloire, Renee; Robertson, Trina

2009-01-01

Examine the reach, efficacy, adoption, implementation, and maintenance of a physical activity and nutrition curriculum for middle-school students. Nonexperimental pilot evaluation of a statewide dissemination trial. California middle schools during the 2006 to 2007 school year. Sixteen classes (N = 668 students and 16 teachers) sampled from the statewide pool who used the program. An eight-lesson nutrition and physical activity curriculum, "Exercise Your Options" (EYO), including a teacher guide, video clips, a student activity booklet, and ancillary materials was made available to teachers. Program records, classroom observations, teacher surveys, and student presurveys and postsurveys (assessing physical activity, sedentary behaviors, and dietary intake). Descriptive statistics and multilevel random-coefficient modeling. The EYO program reached 234,442 middle-school students in California. During the program, total physical activity increased (p < .001), whereas watching TV/DVDs and playing electronic games/computer use decreased (p < .05). Intake of dairy products increased (p < .05), whereas consumption of sugars/sweets decreased (p < .001). Forty-two percent of eligible middle-school classrooms ordered the program materials. Eighty-six percent of sampled teachers implemented all of the lessons. Over the past 5 years, 51% of all middle-school students in California were exposed to the program. The EYO program showed its potential for moderate to high public health impact among California middle-school students.

Associations of physical fitness and academic performance among schoolchildren.

PubMed

Van Dusen, Duncan P; Kelder, Steven H; Kohl, Harold W; Ranjit, Nalini; Perry, Cheryl L

2011-12-01

Public schools provide opportunities for physical activity and fitness surveillance, but are evaluated and funded based on students' academic performance, not their physical fitness. Empirical research evaluating the connections between fitness and academic performance is needed to justify curriculum allocations to physical activity programs. Analyses were based on a convenience sample of 254,743 individually matched standardized academic (TAKS™) and fitness (FITNESSGRAM(®) ) test records of students, grades 3-11, collected by 13 Texas school districts. We categorized fitness results in quintiles by age and gender and used mixed effects regression models to compare the academic performance of the top and bottom fitness groups for each test. All fitness variables except body mass index (BMI) showed significant, positive associations with academic performance after adjustment for socio-demographic covariates, with standardized mean difference effect sizes ranging from .07 to .34. Cardiovascular fitness showed the largest interquintile difference in TAKS score (32-75 points), followed by curl-ups. Additional adjustment for BMI and curl-ups showed dose-response associations between cardiovascular fitness and academic scores (p < .001 for both genders and outcomes). Analysis of BMI demonstrated limited, nonlinear association with academic performance after socio-demographic and fitness adjustments. Fitness was strongly and significantly related to academic performance. Cardiovascular fitness showed a dose-response association with academic performance independent of other socio-demographic and fitness variables. The association appears to peak in late middle to early high school. We recommend that policymakers consider physical education (PE) mandates in middle high school, school administrators consider increasing PE time, and PE practitioners emphasize cardiovascular fitness. © 2011, American School Health Association.

Associations between participation in organised physical activity in the school or community outside school hours and neighbourhood play with child physical activity and sedentary time: a cross-sectional analysis of primary school-aged children from the UK

PubMed Central

Macdonald-Wallis, Corrie; Solomon-Moore, Emma; Thompson, Janice, L.; Lawlor, Debbie, A.; Sebire, Simon, J.

2017-01-01

Objectives To assess the extent to which participation in organised physical activity in the school or community outside school hours and neighbourhood play was associated with children’s physical activity and sedentary time. Design Cross-sectional study. Setting Children were recruited from 47 state-funded primary schools in South West England. Participants 1223 children aged 8–9 years old. Outcome measures Accelerometer-assessed moderate-to-vigorous-intensity physical activity (MVPA) and sedentary time. Methods Children wore an accelerometer, and the mean minutes of MVPA and sedentary time per day were derived. Children reported their attendance at organised physical activity in the school or community outside school hours and neighbourhood play using a piloted questionnaire. Cross-sectional linear and logistic regression were used to examine if attendance frequency at each setting (and all settings combined) was associated with MVPA and sedentary time. Multiple imputation methods were used to account for missing data and increase sample size. Results Children who attended clubs at school 3–4 days per week obtained an average of 7.58 (95% CI 2.7 to 12.4) more minutes of MVPA per day than children who never attended. Participation in the three other non-school-based activities was similarly associated with MVPA. Evidence for associations with sedentary time was generally weaker. Associations were similar in girls and boys. When the four different contexts were combined, each additional one to two activities participated in per week increased participants’ odds (OR: 1.18, 95% CI 1.12 to 1.25) of meeting the government recommendations for 60 min of MVPA per day. Conclusion Participating in organised physical activity at school and in the community is associated with greater physical activity and reduced sedentary time among both boys and girls. All four types of activity contribute to overall physical activity, which provides parents with a range of settings in which to help their child be active. PMID:28912195

Associations between participation in organised physical activity in the school or community outside school hours and neighbourhood play with child physical activity and sedentary time: a cross-sectional analysis of primary school-aged children from the UK.

PubMed

Jago, Russell; Macdonald-Wallis, Corrie; Solomon-Moore, Emma; Thompson, Janice L; Lawlor, Debbie A; Sebire, Simon J

2017-09-14

To assess the extent to which participation in organised physical activity in the school or community outside school hours and neighbourhood play was associated with children's physical activity and sedentary time. Cross-sectional study. Children were recruited from 47 state-funded primary schools in South West England. 1223 children aged 8-9 years old. Accelerometer-assessed moderate-to-vigorous-intensity physical activity (MVPA) and sedentary time. Children wore an accelerometer, and the mean minutes of MVPA and sedentary time per day were derived. Children reported their attendance at organised physical activity in the school or community outside school hours and neighbourhood play using a piloted questionnaire. Cross-sectional linear and logistic regression were used to examine if attendance frequency at each setting (and all settings combined) was associated with MVPA and sedentary time. Multiple imputation methods were used to account for missing data and increase sample size. Children who attended clubs at school 3-4 days per week obtained an average of 7.58 (95% CI 2.7 to 12.4) more minutes of MVPA per day than children who never attended. Participation in the three other non-school-based activities was similarly associated with MVPA. Evidence for associations with sedentary time was generally weaker. Associations were similar in girls and boys. When the four different contexts were combined, each additional one to two activities participated in per week increased participants' odds (OR: 1.18, 95% CI 1.12 to 1.25) of meeting the government recommendations for 60 min of MVPA per day. Participating in organised physical activity at school and in the community is associated with greater physical activity and reduced sedentary time among both boys and girls. All four types of activity contribute to overall physical activity, which provides parents with a range of settings in which to help their child be active. © Article author(s) (or their employer(s) unless otherwise stated in the text of the article) 2017. All rights reserved. No commercial use is permitted unless otherwise expressly granted.

Comparison of two school-based programmes for health behaviour change: the Belo Horizonte Heart Study randomized trial.

PubMed

Ribeiro, Robespierre Q C; Alves, Luciana

2014-06-01

To assess the efficacy of two school-based programmes to promote students' willingness to engage in lifestyle changes related to eating habits and physical activity behaviours. Elementary school-based health promotion intervention, designed as a multicomponent experimental study, based on a behavioural epidemiological model. Nine intervention and eight comparative public and private elementary schools. The goal was to determine the impact on the longitudinally assessed outcomes of two programmes that addressed healthy nutrition and active living in a cohort of 2038 children. The evaluations used pre-intervention and follow-up student surveys that were based on the Transtheoretical Model of the stages of behaviour change. In the intervention group, there were significant (P < 0·001) differences between the pre- and post-intervention times in the stages of change, with a reduction in the percentage of children at the pre-contemplation and contemplation stages and increased percentages at the preparation, action and maintenance stages, leading to healthier behaviours in fatty food consumption, fruit and vegetable consumption, physical activity and time spent in sedentary activities. The determinants of the behaviour stage were the intervention programme, the type of school and the presence of motivated teachers. The comparison group did not show significant differences between the pre- and post-intervention times for any of the stages of behaviour. The intervention programme encouraged the students to make healthy lifestyle choices related to eating habits and physical activity behaviours.

Leisure Time Physical Inactivity and Sedentary Behaviour and Lifestyle Correlates among Students Aged 13–15 in the Association of Southeast Asian Nations (ASEAN) Member States, 2007–2013

PubMed Central

Peltzer, Karl; Pengpid, Supa

2016-01-01

The aim of this study was to examine the relationship between self-reported leisure time physical inactivity frequency and sedentary behaviour and lifestyle correlates among school children in the Association of Southeast Asian Nations (ASEAN) region. The analysis included 30,284 school children aged 13–15 years from seven ASEAN countries that participated in the Global School-based Student Health Survey (GSHS) between 2007 and 2013. The measure asked about overall physical activity, walking or biking to school, and on time spent sitting. Overall, the prevalence of physical inactivity was 80.4%, ranging from 74.8% in Myanmar to 90.7% in Cambodia and sedentary behaviour 33.0%, ranging from 10.5% in Cambodia and Myanmar to 42.7% in Malaysia. In multivariate logistic regression, not walking or biking to school, not attending physical education classes, inadequate vegetable consumption and lack of protective factors (peer and parental or guardian support) were associated with physical inactivity, and older age (14 and 15 years old), coming from an upper middle income country, being overweight or obese, attending physical education classes, alcohol use, loneliness, peer support and lack of parental or guardian supervision were associated with sedentary behaviour. In boys, lower socioeconomic status (in the form of having experienced hunger) and coming from a low income or lower middle income country were additionally associated with physical inactivity, and in girls, higher socioeconomic status, not walking or biking to school and being bullied were additionally associated with sedentary behaviour. In conclusion, a very high prevalence of leisure physical inactivity and sedentary behaviour among school going adolescents in ASEAN was found and several factors identified that may inform physical activity promotion programmes in school-going adolescents in ASEAN. PMID:26891312

Methodology of the National School-based Health Survey in Malaysia, 2012.

PubMed

Yusoff, Fadhli; Saari, Riyanti; Naidu, Balkish M; Ahmad, Noor Ani; Omar, Azahadi; Aris, Tahir

2014-09-01

The National School-Based Health Survey 2012 was a nationwide school health survey of students in Standard 4 to Form 5 (10-17 years of age), who were schooling in government schools in Malaysia during the period of data collection. The survey comprised 3 subsurveys: the Global School Health Survey (GSHS), the Mental Health Survey, and the National School-Based Nutrition Survey. The aim of the survey was to provide data on the health status of adolescents in Malaysia toward strengthening the adolescent health program in the country. The design of the survey was created to fulfill the requirements of the 3 subsurveys. A 2-stage stratified sampling method was adopted in the sampling. The methods for data collection were via questionnaire and physical examination. The National School-Based Health Survey 2012 adopted an appropriate methodology for a school-based survey to ensure valid and reliable findings. © 2014 APJPH.

Increasing physical activity and decreasing sedentary activity in adolescent girls – The Incorporating More Physical Activity and Calcium in Teens (IMPACT) study

PubMed Central

Jones, Desiree; Hoelscher, Deanna M; Kelder, Steven H; Hergenroeder, Albert; Sharma, Shreela V

2008-01-01

Background Lack of regular physical activity and consequent sub-optimal bone mass acquisition in youth has been implicated as a primary cause of adult-onset osteoporosis. IMPACT was a behavioral theory-based 1 1/2 year randomized controlled field study aimed at increasing bone accretion in middle school girls. The objective of this study was to determine the intervention effects of the IMPACT program upon key physical and sedentary activity endpoints among schools that participated in the IMPACT study. Endpoints examined included weight bearing physical activity (WBPA); moderate to vigorous physical activity (MVPA); vigorous physical activity (VPA); MET (metabolic equivalent) – weighted WBPA and MVPA; sedentary activity; before/after-school physical activity; and weekend physical activity. Methods Primary data analysis using a pretest-posttest control group design was conducted utilizing mixed model analysis of covariance. Data gathered from the IMPACT cohort from 2000–2002 were analyzed to determine baseline versus follow-up differences in activity endpoints. Confounders investigated included ethnicity, body mass index, menarcheal status, participation in 7th grade PE/athletics, friend/familial support and neighborhood safety. Results Follow-up means were higher for participating intervention schools relative to control schools for all physical activity variables but were statistically significant only for the following variables: daily minutes of vigorous physical activity (mean difference between Intervention (I) and Control (C) = 6.00↑ minutes, 95% CI = 5.82–6.18, p = 0.05), daily after school activity minutes (mean difference between I and C = 8.95↑ minutes, 95% CI = 8.69–9.21, p = 0.04), and daily weekend activity minutes (mean difference between I and C = 19.00↑ minutes, 95% CI = 18.40–19.60, p = 0.05). The intervention significantly reduced duration of student daily TV/Video watching (mean difference between I and C = 12.11↓ minutes, 95% CI = 11.74–12.48, p = 0.05) and total daily sedentary activity minutes (mean difference between I and C = 16.99↓ minutes, 95% CI = 16.49–17.50, p = 0.04). Conclusion A well designed and implemented school based health and physical activity intervention can result in a positive influence upon increasing physical activity levels and decreasing sedentary activity. Future interventions should consider a more structured intervention component to obtain significant changes in WBPA. PMID:18718012

Prevention of the epidemic increase in child risk of overweight in low-income schools: the El Paso coordinated approach to child health.

PubMed

Coleman, Karen J; Tiller, Claire Lola; Sanchez, Jesus; Heath, Edward M; Sy, Oumar; Milliken, George; Dzewaltowski, David A

2005-03-01

To assess the impact on children's health of translating an evidence-based national intervention trial (Child and Adolescent Trial for Cardiovascular Health [CATCH]) to low-income elementary schools with primarily Hispanic students. An untreated, matched control group design with repeated dependent pretest and posttest samples was used. Four El Paso CATCH and 4 control elementary schools in El Paso, Tex, along the US-Mexico border region. All had Title I status (most were low-income students). Participants were 896 third-grade children (473 control schools [224 girls and 249 boys] and 423 CATCH schools [199 girls and 224 boys]); 93% were Hispanic. Community-based implementation of the national CATCH program. Risk of overweight or overweight, body mass index, waist-to-hip ratio, yards run in 9 minutes, passing rates for Fitnessgram national mile standards, moderate to vigorous physical activity and vigorous physical activity in physical education class, and percentage of fat and sodium in school lunches. Girls in control schools had significant increases in percentage of risk of overweight or overweight from third (26%) to fifth (39%) grades, as did girls in CATCH schools (30%-32%); however, the rate of increase for girls in the CATCH schools was significantly lower (2%) compared with the rate for control girls (13%). A similar pattern was seen for boys, with a rate of increase for boys in CATCH schools of 1% (40%-41%), which was significantly less than the 9% increase (40% to 49%) for control boys. The translation of the national CATCH program to low-income schools with Hispanic students successfully slowed the epidemic increase in risk of overweight or overweight seen in control school children. An emphasis should be placed on community organizing and evaluation feedback when implementing evidence-based school health programs in low-income Hispanic communities.

School-based health promotion and physical activity during and after school hours.

PubMed

Vander Ploeg, Kerry A; McGavock, Jonathan; Maximova, Katerina; Veugelers, Paul J

2014-02-01

Comprehensive school health (CSH) is a multifaceted approach to health promotion. A key objective of CSH is to foster positive health behaviors outside of school. This study examined the 2-year change in physical activity during and after school among students participating in a CSH intervention in Edmonton, Alberta, Canada. This was a quasi-experimental, pre-post trial with a parallel, nonequivalent control group. Intervention schools had to be located in socioeconomically disadvantaged neighborhoods. In the spring of 2009 and 2011, pedometer recordings (7 full days) and demographic data were collected from cross-sectional samples of fifth grade students from 10 intervention schools and 20 comparison schools. A total of 1157 students participated in the study. Analyses were adjusted for potential confounders and the clustered design. Relative to 2009, children in 2011 were more active on schools days (1172 steps per day; P < .001) and on weekends (1450 steps per day; P < .001). However, the increase in mean steps between 2009 and 2011 was greater in CSH intervention schools than in comparison schools (school days: 1221 steps per day; P = .009; weekends: 2001 steps per day; P = .005). These increases remained significant after adjusting for gender and overweight status. These findings provide evidence of the effectiveness of CSH to affect children's physical activity during and outside of school. Results of this study justify broader implementation of effective CSH interventions for physical activity promotion and obesity prevention in the long term.

School-Based Methylphenidate Placebo Protocols: Methodological and Practical Issues.

ERIC Educational Resources Information Center

Hyman, Irwin A.; Wojtowicz, Alexandra; Lee, Kee Duk; Haffner, Mary Elizabeth; Fiorello, Catherine A.; And Others

1998-01-01

Focuses on methodological issues involved in choosing instruments to monitor behavior, once a comprehensive evaluation has suggested trials on Ritalin. Case examples illustrate problems of teacher compliance in filling out measures, supplying adequate placebos, and obtaining physical cooperation. Emerging school-based methodologies are discussed…

School based obesity intervention: Inclusion of peers

USDA-ARS?s Scientific Manuscript database

The increasing prevalence of childhood obesity and the comorbid physical and psychological health problems highlight a pressing need to identify effective treatments that address this public health problem during the childhood years. The purpose of the current study was to evaluate a school-based pe...

Physics: Frightful, but Fun. Pupils' and Teachers' Views of Physics and Physics Teaching

ERIC Educational Resources Information Center

Angell, Carl; Guttersrud, Oystein; Henriksen, Ellen K.; Isnes, Anders

2004-01-01

There is widespread concern for the situation of school physics regarding recruitment, contents, teaching methods, etc. In this study based on questionnaire and focus group data, we explore how upper secondary pupils and teachers perceive physics as a subject, how they experience physics instruction, and how physics compares to other subjects. Our…

“Pre-schoolers in the playground” an outdoor physical activity intervention for children aged 18 months to 4 years old: study protocol for a pilot cluster randomised controlled trial

PubMed Central

2013-01-01

Background The pre-school years are considered critical for establishing healthy lifestyle behaviours such as physical activity. Levels of physical activity track through childhood into adulthood, thus establishing habitual physical activity early in life is vital. Time spent outdoors is associated with greater physical activity and playground interventions have been shown to increase physical activity in school aged children. There are few pre-school, playground-based interventions, and evaluations of these have found mixed results. A recent report published by the UK Chief Medical Officer (CMO) highlighted that new interventions to promote movement in the early years (0–5 years old) are needed. The aim of this study is to undertake a pilot cluster randomised controlled trial (RCT) of an outdoor playground-based physical activity intervention for parents and their children aged 18 months to 4 years old (“Pre-schoolers in the Playground”; PiP) and to assess the feasibility of conducting a full scale cluster RCT. The PiP intervention is grounded in behavioural theory (Social Cognitive Theory), and is in accordance with the CMO guidance for physical activity in the early years. It is informed by existing literature and data collected from focus groups with parents. Methods/Design One hundred and fifty pre-school children affiliated to 10 primary schools will be recruited. Schools will be randomised to either the PiP intervention arm or the control arm (usual practice). Children in the intervention arm will be invited to attend three 30 minute outdoor play sessions per week for 30 weeks (3 school terms) at the school. Feasibility will be assessed by examining recruitment rates, attendance, attrition, acceptability of the trial and of the PiP intervention to parents, fidelity of intervention implementation, capability and capacity for schools to deliver the intervention. Health outcomes and the feasibility of outcome measurement tools will be assessed. These include physical activity via triaxial, accelerometry (Actigraph GT3X+), anthropometry (height, body mass, BMI, waist and upper arm circumference), health related quality of life for child (PedsQL) and parent (EQ5D), parent wellbeing (ComQol-A5), injuries and health service use. A health economic evaluation will also be undertaken. Discussion It is anticipated that results of this pilot trial will be published in spring 2015. Trial registration Current controlled trials: ISRCTN54165860 PMID:24107473

Teaching Newton's Laws with the iPod Touch in Conceptual Physics

NASA Astrophysics Data System (ADS)

Kelly, Angela M.

2011-04-01

One of the greatest challenges in teaching physics is helping students achieve a conceptual understanding of Newton's laws. I find that students fresh from middle school can sometimes recite the laws verbatim ("An object in motion stays in motion…" and "For every action…"), but they rarely demonstrate a working knowledge of how to apply them to observable phenomena. As a firm believer in inquiry-based teaching methods, I like to develop activities where students can experiment and construct understandings based on relevant personal experiences. Consequently, I am always looking for exciting new technologies that can readily demonstrate how physics affects everyday things. In a conceptual physics class designed for ninth-graders, I created a structured activity where students applied Newton's laws to a series of free applications downloaded on iPod Touches. The laws had been introduced during the prior class session with textual descriptions and graphical representations. The course is offered as part of the Enlace Latino Collegiate Society, a weekend enrichment program for middle and high school students in the Bronx. The majority of students had limited or no prior exposure to physics concepts, and many attended high schools where physics was not offered at all.

Evaluating Healthy Schools: Perceptions of Impact among School-Based Respondents

ERIC Educational Resources Information Center

Warwick, Ian; Aggleton, Peter; Chase, Elaine; Schagen, Sandie; Blenkinsop, Sarah; Schagen, Ian; Scott, Emma; Eggers, Michelle

2005-01-01

Schools are important settings in which to promote children's and young people's physical and emotional health. An evaluation of the National Healthy School Standard in England showed that education and health professionals have implemented a range of projects and activities to improve pupils' health. Although these were generally well received by…

Associations of Physical Fitness and Academic Performance among Schoolchildren

ERIC Educational Resources Information Center

Van Dusen, Duncan P.; Kelder, Steven H.; Kohl, Harold W., III; Ranjit, Nalini; Perry, Cheryl L.

2011-01-01

Background: Public schools provide opportunities for physical activity and fitness surveillance, but are evaluated and funded based on students' academic performance, not their physical fitness. Empirical research evaluating the connections between fitness and academic performance is needed to justify curriculum allocations to physical activity…

Lessons Learned Through the Implementation of an eHealth Physical Activity Gaming Intervention with High School Youth.

PubMed

Pope, Lizzy; Garnett, Bernice; Dibble, Marguerite

2018-04-01

To encourage high school students to meet physical activity goals using a newly developed game, and to document the feasibility, benefits, and challenges of using an electronic gaming application to promote physical activity in high school students. Working with youth and game designers an electronic game, Camp Conquer, was developed to motivate high school students to meet physical activity goals. One-hundred-five high school students were recruited to participate in a 12-week pilot test of the game and randomly assigned to a Game Condition or Control Condition. Students in both conditions received a FitBit to track their activity, and participants in the Game Condition received access to Camp Conquer. Number of steps and active minutes each day were tracked for all participants. FitBit use, game logins, and qualitative feedback from researchers, school personnel, and participants were used to determine intervention engagement. The majority of study participants did not consistently wear their FitBit or engage with the gaming intervention. Numerous design challenges and barriers to successful implementation such as the randomized design, absence of a true school-based champion, ease of use, and game glitches were identified. Developing games is an exciting technique for motivating the completion of a variety of health behaviors. Although the present intervention was not successful in increasing physical activity in high school students, important lessons were learned regarding how to best structure a gaming intervention for the high school population.

A primary-school-based study to reduce prevalence of childhood obesity in Catalunya (Spain)--EDAL-Educació en alimentació: study protocol for a randomised controlled trial.

PubMed

Giralt, Montse; Albaladejo, Rosa; Tarro, Lucia; Moriña, David; Arija, Victoria; Solà, Rosa

2011-02-27

The EdAL (Educació en Alimentació) study is a long-term, nutrition educational, primary-school-based program designed to prevent obesity by promoting a healthy lifestyle that includes dietary recommendations and physical activity.The aims are: 1) to evaluate the effects of a 3-year school-based life-style improvement program on the prevalence of obesity in an area of north-west Mediterranean 2) To design a health-promotion program to be implemented by health-promoter agents (university students) in primary schools. 1) The intervention study is a randomised, controlled, school-based program performed by university-student health-promoter agents. Initial pupil enrolment was in 2006 and continued for 3 years. We considered two clusters (designated as cluster A and cluster B) as the units for randomisation. The first cluster involved 24 schools from Reus and the second involved 14 schools from surrounding towns Cambrils, Salou and Vilaseca combined in order to obtain comparable groups. There are very good communications between schools in each town, and to avoid cross influence of the programs resulting from inter-school dialogue, the towns themselves were the unit for randomisation. Data collected included name, gender, date and place of birth at the start of the program and, subsequently, weight, height, body mass index (BMI) and waist circumference every year for 3 years. Questionnaires on eating and physical activity habits are filled-in by the parents at the start and end of the study and, providing that informed consent is given, the data are analysed on the intention-to-treat basis.The interventions are based on 8 nutritional and physical activity objectives. They are implemented by university students as part of the university curriculum in training health-promoter agents. These 8 objectives are developed in 4 educational activities/year for 3 years (a total of 12 activities; 1 h/activity) performed by the health-promoter agents in primary schools. Control pupils follow their usual activities.2) Courses on education and promotion of health, within in the curriculum of medicine and health sciences for university students, are designed to train health-promoter agents to administer these activities in primary schools. This controlled school-based intervention will test the possibility of preventing childhood obesity. ISRCTN: ISRCTN29247645.

An ecological and theoretical deconstruction of a school-based obesity prevention program in Mexico.

PubMed

Safdie, Margarita; Cargo, Margaret; Richard, Lucie; Lévesque, Lucie

2014-08-10

Ecological intervention programs are recommended to prevent overweight and obesity in children. The National Institute of Public Health (INSP) in Mexico implemented a successful ecological intervention program to promote healthy lifestyle behaviors in school age children. This study assessed the integration of ecological principles and Social Cognitive Theory (SCT) constructs in this effective school-based obesity prevention program implemented in 15 elementary schools in Mexico City. Two coders applied the Intervention Analysis Procedure (IAP) to "map" the program's integration of ecological principles. A checklist gauged the use of SCT theory in program activities. Thirty-two distinct intervention strategies were implemented in one setting (i.e., school) to engage four different target-groups (students, parents, school representatives, government) across two domains (Nutrition and Physical Activity). Overall, 47.5% of the strategies targeted the school infrastructure and/or personnel; 37.5% of strategies targeted a key political actor, the Public Education Secretariat while fewer strategies targeted parents (12.5%) and children (3%). More strategies were implemented in the Nutrition domain (69%) than Physical Activity (31%). The most frequently used SCT construct within both intervention domains was Reciprocal Determinism (e.g., where changes to the environment influence changes in behavior and these behavioral changes influence further changes to the environment); no significant differences were observed in the use of SCT constructs across domains. Findings provide insight into a promising combination of strategies and theoretical constructs that can be used to implement a school-based obesity prevention program. Strategies emphasized school-level infrastructure/personnel change and strong political engagement and were most commonly underpinned by Reciprocal Determinism for both Nutrition and Physical Activity.

A Classroom-Based Physical Activity Intervention for Urban Kindergarten and First-Grade Students: A Feasibility Study

PubMed Central

Wylie-Rosett, Judith; Kim, Mimi; Ozuah, Philip O.

2015-01-01

Abstract Background: Urban elementary schools in minority communities with high obesity prevalence may have limited resources for physical education (PE) to achieve daily activity recommendations. Little is known whether integrating physical activity (PA) into classrooms can increase activity levels of students attending such schools. Methods: We conducted a cluster randomized, controlled trial among kindergarten and first-grade students from four Bronx, New York, schools to determine feasibility and impact of a classroom-based intervention on students' PA levels. Students in two intervention schools received the Children's Hospital at Montefiore Joining Academics and Movement (CHAM JAM), an audio CD consisting of 10-minute, education-focused aerobic activities led by teachers three times a day. PA was objectively measured by pedometer. Each subject wore a sealed pedometer during the 6-hour school day for 5 consecutive days at baseline (Time 1) and 8 weeks postintervention (Time 2). Hierarchical linear models were fit to evaluate differences in mean number of steps between the two groups. Results: A total of 988 students participated (intervention group, n=500; control group, n=488). There was no significant difference at baseline between the two groups on mean number of steps (2581 [standard deviation (SD), 1284] vs. 2476 [SD, 1180]; P=0.71). Eight weeks post–CHAM JAM, intervention group students took significantly greater mean number of steps than controls (2839 [SD, 1262] vs. 2545 [SD, 1153]; P=0.0048) after adjusting for baseline number of steps and other covariates (grade, gender, recess, and PE class). CHAM JAM was equally effective in gender, grade level, and BMI subgroups. Conclusions: CHAM JAM significantly increased school-based PA among kindergarten and first-grade students in inner-city schools. This approach holds promise as a cost-effective means to integrate the physical and cognitive benefits of PA into high-risk schools. PMID:25747719

What Did They Learn in School Today? A Method for Exploring Aspects of Learning in Physical Education

ERIC Educational Resources Information Center

Quennerstedt, Mikael; Annerstedt, Claes; Barker, Dean; Karlefors, Inger; Larsson, Håkan; Redelius, Karin; Öhman, Marie

2014-01-01

This paper outlines a method for exploring learning in educational practice. The suggested method combines an explicit learning theory with robust methodological steps in order to explore aspects of learning in school physical education. The design of the study is based on sociocultural learning theory, and the approach adds to previous research…

Use of ICT in School: A Comparison between Students with and without Physical Disabilities

ERIC Educational Resources Information Center

Lidstrom, Helene; Granlund, Mats; Hemmingsson, Helena

2012-01-01

The aim of this study was to determine the information and communication technologies use in school activities of two groups of students with physical disabilities, comprised of those who did and those who did not use a computer-based assistive technology device (ATD) and to make a comparison with students from the general population. In addition,…

A Healthy Lifestyle Intervention Delivered by Aspiring Physical Education Teachers to Children from Social Disadvantage: Study Protocol and Preliminary Findings

ERIC Educational Resources Information Center

Breslin, Gavin; Brennan, Deirdre

2012-01-01

We describe the design of a school-based healthy lifestyle intervention for eight-year-old to nine-year-old school children from lower socio-economic backgrounds, intended to increase physical activity, decrease sedentary behaviours, reduce screen-time behaviours, encourage healthy attitudes and behaviours to nutrition, and reduce body mass index.…

An Investigation of How a Physics Professional Development Course Influenced the Teaching Practices of Five Elementary School Teachers

ERIC Educational Resources Information Center

Harlow, Danielle B.

2014-01-01

This paper reports the results of an investigation of how a professional development content course based on the Physics and Everyday Thinking (PET) curriculum affected the teaching practices of five case study elementary school teachers. The findings of this study highlight different ways that teachers use what they learn in content courses to…

Multiple Voices: Improving Participation of Muslim Girls in Physical Education and School Sport

ERIC Educational Resources Information Center

Dagkas, Symeon; Benn, Tansin; Jawad, Haifaa

2011-01-01

This study reports on data from a larger-scale research project in one city in the West Midlands, England. The study was commissioned by the local education authority because of the rising incidence of parental withdrawal of Muslim girls from physical education. The aim was to provide evidence-based guidance to schools on improving the inclusion…

Examining the Relationship between Students' Understanding of the Nature of Models and Conceptual Learning in Biology, Physics, and Chemistry

ERIC Educational Resources Information Center

Gobert, Janice D.; O'Dwyer, Laura; Horwitz, Paul; Buckley, Barbara C.; Levy, Sharona Tal; Wilensky, Uri

2011-01-01

This research addresses high school students' understandings of the nature of models, and their interaction with model-based software in three science domains, namely, biology, physics, and chemistry. Data from 736 high school students' understandings of models were collected using the Students' Understanding of Models in Science (SUMS) survey as…

The Role and Impact of Student Leadership on Participants in a Healthy Eating and Physical Activity Programme

ERIC Educational Resources Information Center

Gutuskey, Lila; McCaughtry, Nate; Shen, Bo; Centeio, Erin; Garn, Alex

2016-01-01

Objective: In the USA there are rising rates of obesity among children, at least in part due to unhealthy eating and physical inactivity. Implementing school-based health interventions with elementary school children focused on youth empowerment could lead to improved health environments and behaviours. The purpose of the present study was to…

School sport participation under two school sport policies: comparisons by race/ethnicity, gender, and socioeconomic status.

PubMed

Kanters, Michael A; Bocarro, Jason N; Edwards, Michael B; Casper, Jonathan M; Floyd, Myron F

2013-02-01

School-based extracurricular sport remains an effective strategy to increase physical activity. However, school sport is often limited to a small number of elite athletes. Few schools provide more inclusive sport programs that offer a wider array of activities regardless of ability. The aim of this study was to examine school sport participation in middle schools (ages 11-14) with contrasting school sport delivery strategies (intramural vs. interscholastic). Data were obtained through an online survey administered to students at four public middle schools (grades 6-8) in a southeastern US city (n = 2,582). More students participated in school sports at intramural schools. Boys were more likely to participate in after-school sports at intramural schools. Low-income and Black children, two groups at greater risk of physical inactivity and other negative outcomes, had greater participation in intramural programs. After-school intramural sports in middle school is a promising strategy for increasing sport participation.

Association Between School Policies and Built Environment, and Youth's Participation in Various Types of Physical Activities.

PubMed

Ward, Stephanie; Bélanger, Mathieu; Donovan, Denise; Caissie, Isabelle; Goguen, Julie; Vanasse, Allain

2015-07-01

School environmental characteristics may be associated with youth's participation in different types of physical activities (PAs). This study aimed to identify which school policies and built environmental characteristics were associated with participation in organized, nonorganized, individual, and group-based activities. This cross-sectional analysis included 776 students in grade 5 or 6 from 16 schools. The school environment was assessed through school-based questionnaires completed by school representatives. Types of PA and attainment of PA recommendations were obtained using self-administered student questionnaires. Associations between environment and student PA were examined using multilevel logistic regressions. Schools with favorable active commuting environments were positively associated with girls' participation in organized (odds ratio [OR] = 1.34, confidence interval [CI] = 1.04-1.74) and group-based PA (OR = 1.54, CI = 1.19-1.99) and with boys' odds of participating in individual activities (OR = 1.45, CI = 1.04-2.04). There was also a positive relationship between having a school environment favorable to active commuting and boys' odds of meeting PA recommendations (OR = 2.19, CI = 1.43-3.37). School policies supporting PA were positively associated with girls' odds of participating in nonorganized activities (OR = 1.18, CI = 1.00-1.40). School environments that favor active commuting may encourage participation in different types of PA. School policies promoting PA also may encourage girls to participate in organized activities. © 2015, American School Health Association.

Design, implementation, and quality control in the Pathways American-Indian multicenter trial

PubMed Central

Stone, Elaine J.; Norman, James E.; Davis, Sally M.; Stewart, Dawn; Clay, Theresa E.; Caballero, Ben; Lohman, Timothy G.; Murray, David M.

2016-01-01

Background Pathways was the first multicenter American-Indian school-based study to test the effectiveness of an obesity prevention program promoting healthy eating and physical activity. Methods Pathways employed a nested cohort design in which 41 schools were randomized to intervention or control conditions and students within these schools were followed as a cohort (1,704 third graders at baseline). The study’s primary endpoint was percent body fat. Secondary endpoints were levels of fat in school lunches; time spent in physical activity; and knowledge, attitudes, and behaviors regarding diet and exercise. Quality control (QC) included design of data management systems which provided standardization and quality assurance of data collection and processing. Data QC procedures at study centers included manuals of operation, training and certification, and monitoring of performance. Process evaluation was conducted to monitor dose and fidelity of the interventions. Registration and tracking systems were used for students and schools. Results No difference in mean percent body fat at fifth grade was found between the intervention and control schools. Percent of calories from fat and saturated fat in school lunches was significantly reduced in the intervention schools as was total energy intake from 24-hour recalls. Significant increases in self-reported physical activity levels and knowledge of healthy behaviors were found for the intervention school students. Conclusions The Pathways study results provide evidence demonstrating the role schools can play in public health promotion. Its study design and QC systems and procedures provide useful models for other similar school based multi- or single-site studies. PMID:14636805

The Evaluation of School-Based Violence Prevention Programs: A Meta-Analysis

ERIC Educational Resources Information Center

Park-Higgerson, Hyoun-Kyoung; Perumean-Chaney, Suzanne E.; Bartolucci, Alfred A.; Grimley, Diane M.; Singh, Karan P.

2008-01-01

Background: Youth violence and related aggressive behaviors have become serious public health issues with physical, economic, social, and psychological impacts and consequences. This study identified and evaluated the characteristics of successful school-based violence prevention programs. Methods: Twenty-six randomized controlled trial (RCT),…

Reciprocal Peer Assessment as a Learning Tool for Secondary School Students in Modeling-Based Learning

ERIC Educational Resources Information Center

Tsivitanidou, Olia E.; Constantinou, Costas P.; Labudde, Peter; Rönnebeck, Silke; Ropohl, Mathias

2018-01-01

The aim of this study was to investigate how reciprocal peer assessment in modeling-based learning can serve as a learning tool for secondary school learners in a physics course. The participants were 22 upper secondary school students from a gymnasium in Switzerland. They were asked to model additive and subtractive color mixing in groups of two,…

Inclusion and the Special Educational Needs (SEN) Resource Base in Mainstream Schools: Physical Factors to Maximise Effectiveness

ERIC Educational Resources Information Center

McAllister, Keith; Hadjri, Karim

2013-01-01

As a society, we have a responsibility to provide an inclusive built environment. As part of the need to promote inclusion, there is now a growing trend to place pupils with special educational needs (SEN) into a mainstream school setting. This is often facilitated by providing a specialist SEN resource base located within the mainstream school.…

Lessons from a peer-led obesity prevention programme in English schools.

PubMed

Bell, Sarah L; Audrey, Suzanne; Cooper, Ashley R; Noble, Sian; Campbell, Rona

2017-04-01

Obesity in young people is a major public health concern. Energy balance, the interrelationship between diet and physical activity, is known to be a key determinant. Evidence supports the development of school-based approaches to obesity prevention. ASSIST (A Stop Smoking in Schools Trial) is an effective school-based, peer-led smoking prevention programme for 12-13-year-old students, based on diffusion of innovations theory. The AHEAD (Activity and Healthy Eating in ADolescence) study tested the feasibility of adapting ASSIST to an obesity prevention intervention. The AHEAD intervention was tested and refined during a pilot study in one school, followed by an exploratory trial in six schools. Quantitative (self-report behavioural questionnaires and evaluation forms) and qualitative (structured observations, focus groups and interviews) research methods were used to examine the implementation and acceptability of the intervention. The potential effectiveness of the intervention in increasing healthy eating was measured using self-report behavioural questionnaires. Activity monitors (accelerometers) were used to measure physical activity. Results show it was feasible to implement the AHEAD intervention, which was well received. However, implementation was resource and labour intensive and relatively expensive. Furthermore, there was no evidence of promise that the intervention would increase physical activity or healthy eating in adolescents. Although diet and physical activity are both relevant for obesity prevention, the focus on two behaviours appeared too complex for informal diffusion through peer networks. This identifies a tension, particularly for adolescent peer-led health promotion, between the desire not to isolate or oversimplify health behaviours and the need to present clear, succinct health promotion messages. © The Author (2014). Published by Oxford University Press.

Two-year colleges, Physics, and Teacher Preparation

NASA Astrophysics Data System (ADS)

Clay, Keith

2002-05-01

In the midst of a teacher shortage no field suffers more than physics. Half of our secondary physics teachers have less than a minor in physics. Meanwhile half of our future teachers start out at two-year colleges with physicists on staff. The opportunity for community colleges to have an impact on K-12 teaching is tremendous. Project TEACH has been honored as an outstanding teacher preparation program. It is a collaboration of colleges and K-12 schools dedicated to the improvement of teacher preparation, especially in science and math. Based at Green River Community College, Project TEACH unites certification institutions, community colleges, and K-12 school districts in the pre-service and in-service training of teachers. Activities of Project TEACH include recruitment and advising of future teachers, field experience for education students, creation of pre-teaching and para-educator degrees, tutoring from elementary school through college, in-service courses for current teachers, and special math and science courses aimed at future teachers. The yearlong interdisciplinary science sequence blends chemistry, physics, geology, and biology in a hands-on inquiry-based environment. The yearlong math sequence covers arithmetic, algebra, geometry, and probability with inquiry-based pedagogy. The programs developed by Project TEACH are being disseminated to colleges across Washington State and beyond.

Are diet and physical activity patterns related to cigarette smoking in adolescents? Findings from Project EAT.

PubMed

Larson, Nicole I; Story, Mary; Perry, Cheryl L; Neumark-Sztainer, Dianne; Hannan, Peter J

2007-07-01

An inadequate diet and physical inactivity may compound the many deleterious effects of smoking on health. Some research indicates that smoking behavior is related to other health behaviors, but little research has examined how smoking may be related to dietary intake of key nutrients, consumption of fast food, sedentary lifestyle, or weight status. The purpose of this study was to describe smoking frequency among adolescents and its relationship to physical activity and dietary patterns. The research study employed a cross-sectional, population-based design. Adolescents self-reported cigarette smoking, physical activity, and eating behaviors on the Project EAT (Eating Among Teens) survey and reported dietary intake on a food frequency questionnaire completed in school classrooms. The sample included 4746 middle school and high school students from Minneapolis-St. Paul public schools. Mixed-model regression, which was controlled for sex, race and ethnicity, socioeconomic status, grade level (middle school or high school), and school, was used to examine the association of smoking with diet and physical activity patterns. Overall, reported smoking frequency was inversely related to participating in team sports, eating regular meals, and consuming healthful foods and nutrients. Smoking frequency was directly related to frequency of fast-food and soft drink consumption. Adolescents who smoke cigarettes may be less likely to engage in health-promoting lifestyle behaviors. Interventions are needed to prevent smoking and the unhealthy dietary practices and physical activity behaviors that may be associated with it.

Repeatability of self-report measures of physical activity, sedentary and travel behaviour in Hong Kong adolescents for the iHealt(H) and IPEN - Adolescent studies.

PubMed

Cerin, Ester; Sit, Cindy H P; Huang, Ya-Jun; Barnett, Anthony; Macfarlane, Duncan J; Wong, Stephen S H

2014-06-06

Physical activity and sedentary behaviour are important contributors to adolescents' health. These behaviours may be affected by the school and neighbourhood built environments. However, current evidence on such effects is mainly limited to Western countries. The International Physical Activity and the Environment Network (IPEN)-Adolescent study aims to examine associations of the built environment with adolescent physical activity and sedentary behaviour across five continents.We report on the repeatability of measures of in-school and out-of school physical activity, plus measures of out-of-school sedentary and travel behaviours adopted by the IPEN - Adolescent study and adapted for Chinese-speaking Hong Kong adolescents participating in the international Healthy environments and active living in teenagers-(Hong Kong) [iHealt(H)] study, which is part of IPEN-Adolescent. Items gauging in-school physical activity and out-of-school physical activity, and out-of-school sedentary and travel behaviours developed for the IPEN - Adolescent study were translated from English into Chinese, adapted, and pilot tested. Sixty-eight Chinese-speaking 12-17 year old secondary school students (36 boys; 32 girls) residing in areas of Hong Kong differing in transport-related walkability were recruited. They self-completed the survey items twice, 8-16 days apart. Test-retest reliability was assessed for the whole sample and by gender using one-way random effects intra-class correlation coefficients (ICC). Test-retest reliability of items with restricted variability was assessed using percentage agreement. Overall test-retest reliability of items and scales was moderate to excellent (ICC = 0.47-0.92). Items with restricted variability in responses had a high percentage agreement (92%-100%). Test-retest reliability was similar in girls and boys, with the exception of daily hours of homework (reliability higher in girls) and number of school-based sports teams or after-school physical activity classes (reliability higher in boys). The translated and adapted self-report measures of physical activity, sedentary and travel behaviours used in the iHealt(H) study are sufficiently reliable. Levels of reliability are comparable or slightly higher than those observed for the original measures.

Teachers' Understanding of Students' Attitudes and Values toward Physical Activity in Physical Education Dropout Rates and Adolescent Obesity

ERIC Educational Resources Information Center

Landolfi, Emilio

2014-01-01

Structured interviews were used to explore 10th grade teachers' understanding of students' attitudes and values toward physical education and physical activity as a variable in students' probability of dropping physical education and adolescent obesity. When asked how school-based physical education could help combat the problem of students…

A queer day in Canada: examining Canadian high school students' experiences with school-based homophobia in two large-scale studies.

PubMed

Peter, Tracey; Taylor, Catherine; Chamberland, Line

2015-01-01

The goal of the study is to examine how location (nationally, compared to Canadian regions) is related to indicators of a hostile school environment for sexual minority youth, particularly when physical abuse is used as the outcome variable. Data representing 5,766 Canadian students were analyzed using bivariate and multivariate techniques. Results from the multivariate analyses showed that non-physical abuse was the most significant predictor of homophobically based physical abuse, for both LGBQ and non-LGBQ students. Findings reiterate the importance of considering the progression of harmful events as an escalation of violence as well as the need to view homophobic bullying as having a significant impact on all students. Finally, while the presence of homophobia is prevalent across all Canadian regions, there are, nevertheless, many regional differences, which could be used to inform region-specific action plans.

And the Survey Says …

NASA Astrophysics Data System (ADS)

White, Susan C.

2016-11-01

We are continuing our examination of very different physics availability numbers reported by AIP Statistics and the U.S. Department of Education's Office of Civil Rights (OCR). The essential difference appears to be the number of schools included in the denominator. The U.S. Department of Education classifies schools into one of five types based upon the curriculum offered: regular, special education, vocational, alternative, and a fifth classification for schools that do not fit into any of the first four. In AIP Statistics' Quadrennial Survey of High School Physics Teachers, data are collected from a nationally representative sample of all public and private regular and vocational schools that have at least three seniors (students enrolled in 12th grade).

Pictorial Playground-Based Physical Activity Assessment Instrument: Uses and Applications of the ADL-PP

ERIC Educational Resources Information Center

Sinclair, Christina; Babkes Stellino, Megan

2017-01-01

Comprehensive school physical activity programs (CSPAPs) are designed to support children in getting 60 minutes of daily physical activity, as well as meet SHAPE America's goal of developing physically literate individuals who have the knowledge, skills and confidence to be physically active for a lifetime. The Activities for Daily…

Using community-based participatory research to identify potential interventions to overcome barriers to adolescents’ healthy eating and physical activity

PubMed Central

Goh, Ying-Ying; Sipple-Asher, Bessie Ko; Uyeda, Kimberly; Hawes-Dawson, Jennifer; Olarita-Dhungana, Josephina; Ryan, Gery W.; Schuster, Mark A.

2010-01-01

Using a community-based participatory research approach, we explored adolescent, parent, and community stakeholder perspectives on barriers to healthy eating and physical activity, and intervention ideas to address adolescent obesity. We conducted 14 adolescent focus groups (n = 119), 8 parent focus groups (n = 63), and 28 interviews with community members (i.e., local experts knowledgeable about youth nutrition and physical activity). Participants described ecological and psychosocial barriers in neighborhoods (e.g., lack of accessible nutritious food), in schools (e.g., poor quality of physical education), at home (e.g., sedentary lifestyle), and at the individual level (e.g., lack of nutrition knowledge). Participants proposed interventions such as nutrition classes for families, addition of healthy school food options that appeal to students, and non-competitive physical education activities. Participants supported health education delivered by students. Findings demonstrate that community-based participatory research is useful for revealing potentially feasible interventions that are acceptable to community members. PMID:19544091

[Validity of indicators on physical activity and sedentary behavior from the Brazilian National School-Based Health Survey among adolescents in Rio de Janeiro, Brazil].

PubMed

Tavares, Letícia Ferreira; Castro, Inês Rugani Ribeiro de; Cardoso, Letícia Oliveira; Levy, Renata Bertazzi; Claro, Rafael Moreira; Oliveira, Andreia Ferreira de

2014-09-01

This study evaluated the relative validity of physical activity indicators from the questionnaire used in the Brazilian National School-Based Health Survey (PeNSE) in the city of Rio de Janeiro, Brazil, based on a sample of 174 students. The following indicators of weekly physical activity were evaluated: ACTIVE-300MIN (≥ 300 minutes/week); ACTIVE-150MIN (≥ 150 minutes), INACTIVE (no physical activity). Additionally, indicators of sedentary behavior were also assessed, as daily screen time (TV, videogames, and computer). The results from the questionnaire were compared with three 24-hour recalls. The results of ACTIVE-300MIN, ACTIVE-150MIN, and INACTIVE generated by PeNSE showed high accuracy. These indicators performed better than those of sedentary behavior in relation to frequency estimates as well as sensitivity, specificity, and correct classification rate. The indicators of physical activity from PeNSE showed satisfactory relative validity.

Physical Activity of Malaysian Primary School Children: Comparison by Sociodemographic Variables and Activity Domains.

PubMed

Wong, Jyh Eiin; Parikh, Panam; Poh, Bee Koon; Deurenberg, Paul

2016-07-01

This study describes the physical activity of primary school children according to sociodemographic characteristics and activity domains. Using the Malaysian South East Asian Nutrition Surveys data, 1702 children aged 7 to 12 years were included in the analysis. Physical activity was reported as a total score and categorized into low, medium, and high levels based on Physical Activity Questionnaire for Older Children. Higher overall activity scores were found in boys, younger age, non-Chinese ethnicity, and normal body mass index category. Sex, age, and ethnicity differences were found in structured or organized, physical education, and outside-of-school domain scores. Transport-related scores differed by age group, ethnicity, household income, and residential areas but not among the three physical activity levels. Participation of girls, Chinese, and older children were low in overall and almost all activity domains. Sociodemographic characteristics are important factors to consider in increasing the different domains of physical activity among Malaysian children. © 2016 APJPH.

Design, randomization and methodology of the TriAtiva Program to reduce obesity in school children in Southern Brazil.

PubMed

Friedrich, Roberta R; Caetano, Lisandrea C; Schiffner, Mariana D; Wagner, Mário B; Schuch, Ilaine

2015-04-11

The prevalence of child obesity in Brazil has increased rapidly in recent decades. There is, therefore, an urgent need to develop effective strategies to prevent and control child obesity. In light of these considerations, an intervention program with a focus on nutrition education and physical activity was developed for to prevent and control obesity in schools. The intervention was called the TriAtiva Program: Education, Nutrition and Physical Activity. This article describes the design, randomization and method used to evaluate the TriAtiva program. This randomized controlled cluster trial was performed in 12 municipal schools in the city of Porto Alegre/RS (six schools in the intervention group and six control schools) which offered first- through fourth grade, during one school year. The TriAtiva Program was implemented through educational activities related to healthy eating and physical activity, creating an environment which promoted student health while involving the school community and student families. The primary outcome of the present study was body mass, while its secondary outcomes were waist circumference, percent body fat, blood pressure and behavioural variables such as eating habits and physical activity levels, as well as the prevalence, incidence and remission rates of obesity. The intervention was developed based on a comprehensive review of controlled trials of similar design. The TriAtiva Program: Education, Nutrition and Physical Activity was the first study in Southern Brazil to use a randomized controlled design to evaluate an intervention involving both nutrition education and physical activity in schools. Our results will contribute to the development of future interventions aimed at preventing and controlling child obesity in schools, especially in Brazil. Brazilian Clinical Trials Registry (REBEC) number RBR2xx2z4.

The importance of Active Transportation to and from school for daily physical activity among children.

PubMed

Pabayo, Roman; Maximova, Katerina; Spence, John C; Vander Ploeg, Kerry; Wu, Biao; Veugelers, Paul J

2012-09-01

To investigate if students who use of Active Transportation (AT) to and from school among urban and rural Canadian children are more likely to meet physical activity recommendations. The Raising healthy Eating and Active Living in Alberta (REAL Kids Alberta) study is a population-based health survey among Grade 5 students. In 2009, physical activity levels were measured using time-stamped pedometers (number of steps/hour) among 688 children. Parents reported mode of transportation to and from school (AT/non-AT). Multilevel multiple linear regression analyses with corresponding β coefficients were conducted to quantify the relationship between mode of transportation to and from school with (1) overall step count, and (2) the likelihood of achieving at least 13,500 steps per day recommended for optimal growth and development. Among urban children, those who used AT to and from school accumulated more steps [β=1124(95% CI=170,2077)] and although not significant, were more likely to achieve the recommended 13,500 steps/day compared to those not using AT to and from school [OR=1.61(95% CI=0.93,2.81)]. Using AT to and from school appears to be beneficial to children by supplementing their physical activity, particularly those living in urban regions. Strategies to promote physical activity are needed, particular for children residing in rural regions and smaller towns. Copyright © 2012 Elsevier Inc. All rights reserved.

The Effectiveness of Brain-Based Teaching Approach in Dealing with the Problems of Students' Conceptual Understanding and Learning Motivation towards Physics

ERIC Educational Resources Information Center

Saleh, Salmiza

2012-01-01

Teachers of science-based education in Malaysian secondary schools, especially those in the field of physics, often find their students facing huge difficulties in dealing with conceptual ideas in physics, resulting thus in a lack of interest towards the subject. The aim of this study was to assess the effectiveness of the Brain-Based Teaching…

Ill-informed consent? A content analysis of physical risk disclosure in school-based HPV vaccine programs.

PubMed

Steenbeek, Audrey; Macdonald, Noni; Downie, Jocelyn; Appleton, Mary; Baylis, Françoise

2012-01-01

This study examines the accuracy, completeness, and consistency of human papilloma virus (HPV) vaccine related physical risks disclosed in documents available to parents, legal guardians, and girls in Canadian jurisdictions with school-based HPV vaccine programs. We conducted an online search for program related HPV vaccine risk/benefit documents for all 13 Canadian jurisdictions between July 2008 and May 2009 including follow-up by e-mail and telephone requests for relevant documents from the respective Ministries or Departments of Health. The physical risks listed in the documents were compared across jurisdictions and against documents prepared by the vaccine manufacturer (Merck Frosst Canada), the National Advisory Committee on Immunization (NACI), the Society of Obstetricians and Gynecologists of Canada (SOGC), and a 2007 article in Maclean's Magazine. No jurisdiction provided the same list of vaccine related physical risks as any other jurisdiction. Major discrepancies were identified. Inaccurate, incomplete, and inconsistent information can threaten the validity of consent/authorization and potentially undermine trust in the vaccine program and the vaccine itself. Efforts are needed to improve the quality, clarity, and standardization of the content of written documents used in school-based HPV vaccine programs across Canada. © 2011 Wiley Periodicals, Inc.

Effects of physical activity on schoolchildren's academic performance: The Active Smarter Kids (ASK) cluster-randomized controlled trial.

PubMed

Resaland, Geir K; Aadland, Eivind; Moe, Vegard Fusche; Aadland, Katrine N; Skrede, Turid; Stavnsbo, Mette; Suominen, Laura; Steene-Johannessen, Jostein; Glosvik, Øyvind; Andersen, John R; Kvalheim, Olav M; Engelsrud, Gunn; Andersen, Lars B; Holme, Ingar M; Ommundsen, Yngvar; Kriemler, Susi; van Mechelen, Willem; McKay, Heather A; Ekelund, Ulf; Anderssen, Sigmund A

2016-10-01

To investigate the effect of a seven-month, school-based cluster-randomized controlled trial on academic performance in 10-year-old children. In total, 1129 fifth-grade children from 57 elementary schools in Sogn og Fjordane County, Norway, were cluster-randomized by school either to the intervention group or to the control group. The children in the 28 intervention schools participated in a physical activity intervention between November 2014 and June 2015 consisting of three components: 1) 90min/week of physically active educational lessons mainly carried out in the school playground; 2) 5min/day of physical activity breaks during classroom lessons; 3) 10min/day physical activity homework. Academic performance in numeracy, reading and English was measured using standardized Norwegian national tests. Physical activity was measured objectively by accelerometry. We found no effect of the intervention on academic performance in primary analyses (standardized difference 0.01-0.06, p>0.358). Subgroup analyses, however, revealed a favorable intervention effect for those who performed the poorest at baseline (lowest tertile) for numeracy (p=0.005 for the subgroup∗group interaction), compared to controls (standardized difference 0.62, 95% CI 0.19-1.07). This large, rigorously conducted cluster RCT in 10-year-old children supports the notion that there is still inadequate evidence to conclude that increased physical activity in school enhances academic achievement in all children. Still, combining physical activity and learning seems a viable model to stimulate learning in those academically weakest schoolchildren. Copyright © 2016 The Authors. Published by Elsevier Inc. All rights reserved.

School-Based Traumatic Brain Injury and Concussion Management Program

ERIC Educational Resources Information Center

Davies, Susan C.

2016-01-01

Traumatic brain injuries (TBIs), including concussions, can result in a constellation of physical, cognitive, emotional, and behavioral symptoms that affect students' well-being and performance at school. Despite these effects, school personnel remain underprepared identify, educate, and assist this population of students. This article describes a…

The effects of modeling instruction on high school physics academic achievement

NASA Astrophysics Data System (ADS)

Wright, Tiffanie L.

The purpose of this study was to explore whether Modeling Instruction, compared to traditional lecturing, is an effective instructional method to promote academic achievement in selected high school physics classes at a rural middle Tennessee high school. This study used an ex post facto , quasi-experimental research methodology. The independent variables in this study were the instructional methods of teaching. The treatment variable was Modeling Instruction and the control variable was traditional lecture instruction. The Treatment Group consisted of participants in Physical World Concepts who received Modeling Instruction. The Control Group consisted of participants in Physical Science who received traditional lecture instruction. The dependent variable was gains scores on the Force Concepts Inventory (FCI). The participants for this study were 133 students each in both the Treatment and Control Groups (n = 266), who attended a public, high school in rural middle Tennessee. The participants were administered the Force Concepts Inventory (FCI) prior to being taught the mechanics of physics. The FCI data were entered into the computer-based Statistical Package for the Social Science (SPSS). Two independent samples t-tests were conducted to answer the research questions. There was a statistically significant difference between the treatment and control groups concerning the instructional method. Modeling Instructional methods were found to be effective in increasing the academic achievement of students in high school physics. There was no statistically significant difference between FCI gains scores for gender. Gender was found to have no effect on the academic achievement of students in high school physics classes. However, even though there was not a statistically significant difference, female students' gains scores were higher than male students' gains scores when Modeling Instructional methods of teaching were used. Based on these findings, it is recommended that high school science teachers should use Modeling Instructional methods of teaching daily in their classrooms. A recommendation for further research is to expand the Modeling Instructional methods of teaching into different content areas, (i.e., reading and language arts) to explore academic achievement gains.

Architecture for the Whole Child: Celebrating Change!

ERIC Educational Resources Information Center

Baker, Bartlett J.

1997-01-01

Argues well-designed middle schools support the physical, social, cognitive, and emotional changes students experience. Promotes a design that is a hybrid of the home-based, child-centered elementary model and the elective-based, campus high school model. Focuses on enabling cross-curriculum, interdisciplinary team instruction in smaller,…

Technology-Based Inquiry for Middle School

ERIC Educational Resources Information Center

Christmann, Edwin

2006-01-01

Activities featured in this new compendium--a collection of 26 articles published in Science Scope, NSTA's member journal for middle school teachers--will show how. Technology-Based Inquiry offers fresh approaches that teachers and students can use to explore physical science, Earth and space science, life science, and more. It covers the…

Implementation of CDC's School Health Index in 3 Midwest Middle Schools: Motivation for Change

ERIC Educational Resources Information Center

Sherwood-Puzzello, Catherine M.; Miller, Michelle; Lohrmann, David; Gregory, Patricia

2007-01-01

Background: The Centers for Disease Control and Prevention's School Health Index (SHI), a guide for completing a coordinated school-based program needs assessment relative to healthy eating, physical activity, a tobacco-free lifestyle, and prevention of other health risk behaviors and conditions, was used to assess current programming at 3…

Space School

ERIC Educational Resources Information Center

Fitzgerald, Victoria

2012-01-01

Part of the School of Physical Sciences mission and plan is to deliver an effective outreach programme to the community and South East regions to stimulate interest, both in school pupils and the general public, in science. To do this, it offers many activities that are school-based and aimed at students in Key stages 3, 4 and 5 (ages 11-18).…

Low-Level Violence in Schools: Is There an Association between School Safety Measures and Peer Victimization?

ERIC Educational Resources Information Center

Blosnich, John; Bossarte, Robert

2011-01-01

Background: Low-level violent behavior, particularly school bullying, remains a critical public health issue that has been associated with negative mental and physical health outcomes. School-based prevention programs, while a valuable line of defense to stave off bullying, have shown inconsistent results in terms of decreasing bullying. This…

Preservice and Inservice Teachers' Challenges in the Planning of Practical Work in Physics

NASA Astrophysics Data System (ADS)

Nivalainen, Ville; Asikainen, Mervi A.; Sormunen, Kari; Hirvonen, Pekka E.

2010-06-01

Practical work in school science plays many essential roles that have been discussed in the literature. However, less attention has been paid to how teachers learn the different roles of practical work and to the kind of challenges they face in their learning during laboratory courses designed for teachers. In the present study we applied the principles of grounded theory to frame a set of factors that seem to set major challenges concerning both successful work in the school physics laboratory and also in the preparation of lessons that exploit practical work. The subject groups of the study were preservice and inservice physics teachers who participated in a school laboratory course. Our results derived from a detailed analysis of tutoring discussions between the instructor and the participants in the course, which revealed that the challenges in practical or laboratory work consisted of the limitations of the laboratory facilities, an insufficient knowledge of physics, problems in understanding instructional approaches, and the general organization of practical work. Based on these findings, we present our recommendations on the preparation of preservice and inservice teachers for the more effective use of practical work in school science and in school physics.

Long-term student outcomes of the Integrated Nutrition and Physical Activity Program.

PubMed

Puma, Jini; Romaniello, Catherine; Crane, Lori; Scarbro, Sharon; Belansky, Elaine; Marshall, Julie A

2013-01-01

To examine the long-term effects of the Integrated Nutrition and Physical Activity Program (INPAP), a school-based nutrition education program. Quasi-experimental design comparing intervention and comparison cohorts at 3-6 years after delivery of the INPAP intervention on nutrition- and physical activity-related outcomes. This study was conducted in 1 school district in a low-income rural county of ∼15,000 residents in south-central Colorado. In second grade, intervention and comparison cohorts included 173 (fall 2000) and 190 (fall 1999) students, respectively. Approximately 60% of these students completed assessments in eighth grade. INPAP is an experiential school-based nutrition education program, grounded in social cognitive theory and Piaget's cognitive development theory and adapted for use in a rural setting. Nutrition and physical activity knowledge, self-efficacy, attitudes and behaviors, body mass index. Wilcoxon signed rank test, chi-square test for proportions, and t test for means. Long-term effects were observed in nutrition-related knowledge and attitudes but not self-efficacy or behavior change. The effects that did occur were attenuated over time. This study found that INPAP implemented in elementary school had limited lasting effects by the end of middle school, a time when students have increased autonomy to make food choices. Copyright © 2013 Society for Nutrition Education and Behavior. Published by Elsevier Inc. All rights reserved.

Differences in Cardiovascular Disease Risk Factors and Health Behaviors Between Black and Non-Black Students Participating in a School-Based Health Promotion Program.

PubMed

Jamerson, Taylor; Sylvester, Rachel; Jiang, Qingmei; Corriveau, Nicole; DuRussel-Weston, Jean; Kline-Rogers, Eva; Jackson, Elizabeth A; Eagle, Kim A

2017-07-01

To compare cardiovascular disease (CVD) risk factors of black and non-black children participating in Project Healthy Schools (PHS), a school-based wellness program. Participants were surveyed and participated in physiological screenings pre- and post-PHS intervention. Middle schools in 4 Michigan communities of varying socioeconomic status. A total of 3813 sixth-grade students comprised the survey sample, and 2297 sixth-grade students comprised the screening sample. Project Healthy Schools is a school-based intervention designed to reduce the risk of obesity and CVD in children through the promotion of healthy eating and physical activity. Physical examination, blood test, and self-reported survey data on dietary habits, physical activity, and sedentary behaviors were collected pre- and post-PHS. Paired and independent t tests were used for physiologic variables. Wilcoxon sign-rank and rank-sum tests were used for survey variables. At baseline, blacks had a higher percentage of overweight/obese students (43% vs 34%; P < .0001) and demonstrated poorer health habits than non-blacks; however, non-blacks had poorer lipid profiles. At follow-up (post-PHS intervention), both groups demonstrated significant improvements in physiological measures and health behaviors. Despite disparities between the groups at both baseline and follow-up, changes seen post-PHS intervention were beneficial in both groups. These results suggest that early intervention for risk factor modification is possible and may be of great importance in the prevention of CVD, particularly in high-risk groups.

A Theory-Based Physical Education Intervention for Adolescents with Visual Impairments

ERIC Educational Resources Information Center

Haegele, Justin A.; Poretta, David L.

2017-01-01

Regular physical activity participation can have a positive impact on overall health. However, school-aged individuals with visual impairments tend to be less physically active than their peers without disabilities (Haegele & Porretta, 2015). Fortunately, preliminary intervention research suggests that physical activity levels of those with…

The Physical Education Hall of Shame, Part IV: More Inappropriate Games, Activities, and Practices

ERIC Educational Resources Information Center

Williams, Neil F.

2015-01-01

The development of positive attitudes toward lifelong participation in sport-related physical activities through quality school-based programs is a critical goal for the physical education profession. Scientific evidence indicates that a physically active lifestyle helps to prevent disease, improve health, and increase longevity. Physical…

Improving Students' Revision of Physics Concepts through ICT-Based Co-Construction and Prescriptive Tutoring

ERIC Educational Resources Information Center

Soong, Benson; Mercer, Neil

2011-01-01

In this paper, we describe and discuss an information and communication technology (ICT)-based intervention designed to improve secondary school students' "revision" (in contrast to "learning") of physics concepts. We show that students' engagement in joint activities via our ICT-based intervention can provide them (and their…

Preparing Physical and Health Education Teacher Candidates to Create a Culture of Wellness in Schools: New Curriculum, New Message

ERIC Educational Resources Information Center

Brewer, Hannah J.; Nichols, Randall; Leight, Joanne M.; Clark, Gary E.

2017-01-01

We live in a dynamic educational world. Physical and health education teacher preparation programs must examine what society needs and consider a new model for teacher preparation that is based on inspiring youth to build healthy behaviors that last a lifetime. One university created a new School Wellness Education (SWE) program that prepares…

From Community Gyms to Classrooms: A Framework for Values-Transfer in Schools

ERIC Educational Resources Information Center

Martinek, Tom; Lee, Okseon

2012-01-01

Although it is assumed that the values learned in physical activity-based youth programs can be applied in other areas of life, the transfer of values has not been widely explored. The purpose of this article is to address the transfer issue as it relates to physical activity programs and school cultures. The article begins with an overview of the…

Content Analysis of Online Discussion on a Senior-High-School Discussion Forum of a Virtual Physics Laboratory

ERIC Educational Resources Information Center

Guan, Ying-Hua; Tsai, Chin-Chung; Hwang, Fu-Kwun

2006-01-01

In this study we content analyzed the online discussion of several senior-high-school groups on a forum of a virtual physics laboratory in Taiwan. The goal of our research was to investigate the nature of non-course-based online discussion and to find out some useful guidelines in developing such discussion forums for learning purposes. We adapted…

A Social Marketing Approach to Promoting Healthful Eating and Physical Activity in Low-Income and Ethnically Diverse Schools

ERIC Educational Resources Information Center

Paek, Hye-Jin; Jung, Yumi; Oh, Hyun Jung; Alaimo, Katherine; Pfeiffer, Karin; Carlson, Joseph J.; Wen, Yalu; Betz, Heather Hayes; Orth, Julie

2015-01-01

Objective: To evaluate the short-term outcome of the social marketing approach used in Project FIT, we developed a school- and community-based programme for promoting healthful eating and physical activity in kindergarten to 5th-grade children and their parents. Design: A 2-year quasi-experiment for children and two cross-sectional surveys for…

The Influence of the Application of Personal Response Systems on the Effects of Teaching and Learning Physics at the High School Level

ERIC Educational Resources Information Center

Binek, Slawomir; Kimla, Damian; Jarosz, Jerzy

2017-01-01

We report on the effectiveness of using interactive personal response systems in teaching physics in secondary schools. Our research were conducted over the period of 2013-2016 using the system called clickers. The idea is based on a reciprocal interaction allowing one to ask questions and receive immediate responses from all the students…

Health Optimizing Physical Education (HOPE): A New Curriculum for School Programs--Part 2: Teacher Knowledge and Collaboration

ERIC Educational Resources Information Center

Metzler, Michael W.; McKenzie, Thomas L.; van der Mars, Hans; Barrett-Williams, Shannon L.; Ellis, Rebecca

2013-01-01

Part 1 of this article, which appeared in the April 2013 of JOPERD, presented the theoretical foundation and evidence-based needs for a main-theme curriculum model called Health Optimizing Physical Education (HOPE) for schools. It also described eight strands that could be used to plan, implement, and assess this version of a comprehensive school…

Effect of Organizational Justice Behaviors on Organizational Silence and Cynicism: A Research on Academics from Schools of Physical Education and Sports

ERIC Educational Resources Information Center

Erdogdu, Murat

2018-01-01

In this research, it is aimed to examine the effect of organizational justice behaviors on organizational silence and cynicism based on the opinions of academics who serve in Schools of Physical Education and Sports, and Faculties of Sports Sciences. Research group consisted of academics from 22 different universities in Turkey. There are 320…

Fictive Kinship as It Mediates Learning, Resiliency, Perseverance, and Social Learning of Inner-City High School Students of Color in a College Physics Class

ERIC Educational Resources Information Center

Alexakos, Konstantinos; Jones, Jayson K.; Rodriguez, Victor H.

2011-01-01

In this hermeneutic study we explore how fictive kinship (kin-like close personal friendship) amongst high school students of color mediated their resiliency, perseverance, and success in a college physics class. These freely chosen, processual friendships were based on emotional and material support, motivation, and caring for each other, as well…

Associations between Objectively Measured Physical Activity, Cardiorespiratory Fitness and Risk Factors for Metabolic Syndrome in 12- to 15-Year-Old Tianjin City Children

ERIC Educational Resources Information Center

Tan, Sijie; Wang, Jianxiong; Zhang, Yibing; Zhang, Chen

2015-01-01

Objective: The study aim was to explore associations between daily physical activity level, cardiorespiratory fitness and metabolic syndrome among Chinese children. Design: We conducted a school-based, cross-sectional study. Setting: Participants including 112 boys and 121 girls were recruited from three schools in the urban suburbs of Tianjin…

Enhancing community capacity to support physical activity: the development of a community-based indoor-outdoor walking program.

PubMed

Riley-Jacome, Mary; Gallant, Mary P; Fisher, Brian D; Gotcsik, Frances S; Strogatz, David S

2010-04-01

The University at Albany Prevention Research Center, guided by a needs assessment in two underserved communities (one urban, one rural), initiated a pilot project that opened a public school for community walking in a rural setting. This study examined a 9-week program for potential barriers, benefits, influential factors, and the physical activity levels of program participants. Evaluation was based on daily logs, pedometer diaries, participant surveys, and focus groups. Results indicated that rural schools provide a useful resource for residents and increase participants' physical activity levels. A more comprehensive rural community walking program has been implemented as a result of these findings.

Increasing students' physical activity during school physical education: rationale and protocol for the SELF-FIT cluster randomized controlled trial.

PubMed

Ha, Amy S; Lonsdale, Chris; Lubans, David R; Ng, Johan Y Y

2017-07-11

The Self-determined Exercise and Learning For FITness (SELF-FIT) is a multi-component school-based intervention based on tenets of self-determination theory. SELF-FIT aims to increase students' moderate-to-vigorous physical activity (MVPA) during physical education lessons, and enhance their autonomous motivation towards fitness activities. Using a cluster randomized controlled trial, we aim to examine the effects of the intervention on students' MVPA during school physical education. Secondary 2 students (approximately aged 14 years) from 26 classes in 26 different schools will be recruited. After baseline assessments, students will be randomized into either the experimental group or wait-list control group using a matched-pair randomization. Teachers allocated to the experimental group will attend two half-day workshops and deliver the SELF-FIT intervention for 8 weeks. The main intervention components include training teachers to teach in more need supportive ways, and conducting fitness exercises using a fitness dice with interchangeable faces. Other motivational components, such as playing music during classes, are also included. The primary outcome of the trial is students' MVPA during PE lessons. Secondary outcomes include students' leisure-time MVPA, perceived need support from teachers, need satisfaction, autonomous motivation towards physical education, intention to engage in physical activity, psychological well-being, and health-related fitness (cardiorespiratory and muscular fitness). Quantitative data will be analyzed using multilevel modeling approaches. Focus group interviews will also be conducted to assess students' perceptions of the intervention. The SELF-FIT intervention has been designed to improve students' health and well-being by using high-intensity activities in classes delivered by teachers who have been trained to be autonomy needs supportive. If successful, scalable interventions based on SELF-FIT could be applied in physical education at large. The trial is registered at the Australia New Zealand Clinical Trial Registry (Trial ID: ACTRN12615000633583 ; date of registration: 18 June 2015).

The physical activity climate in Minnesota middle and high schools.

PubMed

Samuelson, Anne; Lytle, Leslie; Pasch, Keryn; Farbakhsh, Kian; Moe, Stacey; Sirard, John Ronald

2010-11-01

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. 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. 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. 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.

A case study of successful e-learning: a web-based distance course in medical physics held for school teachers of the upper secondary level.

PubMed

Jönsson, Bo-Anders

2005-09-01

Learning activities and course design in the new context of e-learning, such as in web-based courses involves a change both for teachers and students. The paper discusses factors important for e-learning to be successful. The development of an online course in medical physics and technology for high school teachers of physics, details of the course, and experience gained in connection with it are described. The course syllabus includes basics of radiation physics, imaging techniques using ionizing or non-ionizing radiation, and external and internal radiation therapy. The course has a highly didactic approach. The final task is for participants to design a course of their own centered on some topic of medical physics on the basis of the knowledge they have acquired. The aim of the course is to help the teachers integrate medical physics into their own teaching. This is seen as enhancing the interest of high school students in later studying physics, medical physics or some other branch of science at the university level, and as increasing the knowledge that they and people generally have of science. It is suggested that the basic approach taken can also have applicability to the training of medical, nursing or engineering students, and be used for continuing professional development in various areas.

Influence of school environments on childhood obesity in California.

PubMed

Ortega Hinojosa, Alberto M; MacLeod, Kara E; Balmes, John; Jerrett, Michael

2018-06-05

To conduct a state-wide examination of public schools and the school neighborhood as potential targets for environmental public health tracking to address childhood obesity. We examined the relationship of social and physical environmental attributes of the school environment (within school and neighborhood) and childhood obesity in California with machine learning (Random Forest) and multilevel methods. We used data compiled from the California Department of Education, the U.S. Geological Survey, ESRI's Business Analyst, the U.S. Census, and other public sources for ecologic level variables for various years and assessed their relative importance to obesity as determined from the statewide Physical Fitness Test 2003 through 2007 for grades 5, 7, and 9 (n = 5,265,265). In addition to individual-level race and gender, the following within and school neighborhood variables ranked as the most important model contributors based on the Random Forest analysis and were included in multilevel regressions clustered on the county. Violent crime, English learners, socioeconomic disadvantage, fewer physical education (PE) and fully credentialed teachers, and diversity index were positively associated with obesity while academic performance index, PE participation, mean educational attainment and per capita income were negatively associated with obesity. The most highly ranked built or physical environment variables were distance to the nearest highway and greenness, which were 10th and 11th most important, respectively. Many states in the U.S. do not have school-based surveillance programs that collect body mass index data. System-level determinants of obesity can be important for tracking and intervention. The results of these analyses suggest that the school social environment factors may be especially important. Disadvantaged and low academic performing schools have a higher risk for obesity. Supporting such schools in a targeted way may be an efficient way to intervene and could impact both health and academic outcomes. Some of the more important variables, such as having credentialed teachers and participating in PE, are modifiable risk factors. Copyright © 2018. Published by Elsevier Inc.

Design and methods for "Commit to Get Fit" - a pilot study of a school-based mindfulness intervention to promote healthy diet and physical activity among adolescents.

PubMed

Salmoirago-Blotcher, Elena; Druker, Sue; Meyer, Florence; Bock, Beth; Crawford, Sybil; Pbert, Lori

2015-03-01

Cardiovascular prevention is more effective if started early in life, but available interventions to promote healthy lifestyle habits among youth have been ineffective. Impulsivity in particular has proven to be an important barrier to the adoption of healthy behaviors in youth. Observational evidence suggests that mindfulness interventions may reduce impulsivity and improve diet and physical activity. We hypothesize that mindfulness training in adjunct to traditional health education will improve dietary habits and physical activity among teenagers by reducing impulsive behavior and improving planning skills. The Commit to Get Fit study is a pilot cluster randomized controlled trial examining the feasibility, acceptability and preliminary efficacy of school-based mindfulness training in adjunct to traditional health education for promotion of a healthy diet and physical activity among adolescents. Two schools in central Massachusetts (30 students per school) will be randomized to receive mindfulness training plus standard health education (HE-M) or an attention-control intervention plus standard health education (HE-AC). Assessments will be conducted at baseline, intervention completion (2 months), and 8 months. Primary outcomes are feasibility and acceptability. Secondary outcomes include physical activity, diet, impulsivity, mood, body mass index, and quality of life. This study will provide important information about feasibility and preliminary estimates of efficacy of a school-delivered mindfulness and health education intervention to promote healthy dietary and physical activity behaviors among adolescents. Our findings will provide important insights about the possible mechanisms by which mindfulness training may contribute to behavioral change and inform future research in this important area. Copyright © 2015 Elsevier Inc. All rights reserved.

Design and methods for “Commit to Get Fit” – A pilot study of a school-based mindfulness intervention to promote healthy diet and physical activity among adolescents

PubMed Central

Salmoirago-Blotcher, Elena; Druker, Sue; Meyer, Florence; Bock, Beth; Crawford, Sybil; Pbert, Lori

2015-01-01

Introduction Cardiovascular prevention is more effective if started early in life, but available interventions to promote healthy lifestyle habits among youth have been ineffective. Impulsivity in particular has proven to be an important barrier to the adoption of healthy behaviors in youth. Observational evidence suggests that mindfulness interventions may reduce impulsivity and improve diet and physical activity. We hypothesize that mindfulness training in adjunct to traditional health education will improve dietary habits and physical activity among teenagers by reducing impulsive behavior and improving planning skills. Methods/Design The Commit to Get Fit study is a pilot cluster randomized controlled trial examining the feasibility, acceptability and preliminary efficacy of school-based mindfulness training in adjunct to traditional health education for promotion of a healthy diet and physical activity among adolescents. Two schools in central Massachusetts (30 students per school) will be randomized to receive mindfulness training plus standard health education (HE-M) or an attention-control intervention plus standard health education (HE-AC). Assessments will be conducted at baseline, intervention completion (2 months), and 8 months. Primary outcomes are feasibility and acceptability. Secondary outcomes include physical activity, diet, impulsivity, mood, body mass index, and quality of life. Conclusions This study will provide important information about feasibility and preliminary estimates of efficacy of a school-delivered mindfulness and health education intervention to promote healthy dietary and physical activity behaviors among adolescents. Our findings will provide important insights about the possible mechanisms by which mindfulness training may contribute to behavioral change and inform future research in this important area. PMID:25687667

The Impact of Brain Breaks Classroom-Based Physical Activities on Attitudes toward Physical Activity in Polish School Children in Third to Fifth Grade.

PubMed

Glapa, Agata; Grzesiak, Joanna; Laudanska-Krzeminska, Ida; Chin, Ming-Kai; Edginton, Christopher R; Mok, Magdalena Mo Ching; Bronikowski, Michal

2018-02-21

The purpose of this study was to examine the effectiveness of the Brain Breaks® Physical Activity Solutions in changing attitudes toward physical activity of school children in a community in Poland. In 2015, a sample of 326 pupils aged 9-11 years old from 19 classes at three selected primary schools were randomly assigned to control and experimental groups within the study. During the classes, children in the experimental group performed physical activities two times per day in three to five minutes using Brain Breaks® videos for four months, while the control group did not use the videos during the test period. Students' attitudes toward physical activities were assessed before and after the intervention using the "Attitudes toward Physical Activity Scale". Repeated measures of ANOVA were used to examine the change from pre- to post-intervention. Overall, a repeated measures ANOVA indicated time-by-group interaction effects in 'Self-efficacy on learning with video exercises', F(1.32) = 75.28, p = 0.00, η2 = 0.19. Although the changes are minor, there were benefits of the intervention. It may be concluded that HOPSports Brain Breaks® Physical Activity Program contributes to better self-efficacy on learning while using video exercise of primary school children.

Enhancing personal agency and competence in eating and moving: formative evaluation of a middle school curriculum--Choice, Control, and Change.

PubMed

Contento, Isobel R; Koch, Pamela A; Lee, Heewon; Sauberli, Wendy; Calabrese-Barton, Angela

2007-01-01

The purpose of this formative evaluation was to examine the impact of an innovative inquiry-based science education curriculum for middle school students, called Choice, Control, and Change, that is designed to foster healthful eating and physical activity and a healthy weight through enhancing agency and competence. The 24-session curriculum helps students develop understandings about the interactions between biology, personal behavior, and the environment and personal agency through cognitive self-regulation skills in navigating today's complex food system and sedentary environment. An extended theory of planned behavior served as the design framework. The study used a pretest-posttest evaluation design involving 278 middle school students in 19 science classes within 5 schools. Based on paired t tests, students significantly improved on several curriculum-specific eating and physical activity behaviors: they decreased several sedentary activities and increased their frequencies of fruit and vegetable intake. They decreased the frequency of sweetened beverages, packaged snacks, and eating at a fast-food restaurant, and ate and drank smaller portions of some items. Their outcome beliefs and overall self-efficacy, but not their attitudes, became more positive. A strategy based on fostering personal agency, cognitive self-regulation, and competence can be effective in increasing healthful eating and physical activity behaviors in middle school children and should be explored further.

ASP2012: Fundamental Physics and Accelerator Sciences in Africa

NASA Astrophysics Data System (ADS)

Darve, Christine

2012-02-01

Much remains to be done to improve education and scientific research in Africa. Supported by the international scientific community, our initiative has been to contribute to fostering science in sub-Saharan Africa by establishing a biennial school on fundamental subatomic physics and its applications. The school is based on a close interplay between theoretical, experimental, and applied physics. The lectures are addressed to students or young researchers with at least a background of 4 years of university formation. The aim of the school is to develop capacity, interpret, and capitalize on the results of current and future physics experiments with particle accelerators; thereby spreading education for innovation in related applications and technologies, such as medicine and information science. Following the worldwide success of the first school edition, which gathered 65 students for 3-week in Stellenbosch (South Africa) in August 2010, the second edition will be hosted in Ghana from July 15 to August 4, 2012. The school is a non-profit organization, which provides partial or full financial support to 50 of the selected students, with priority to Sub-Saharan African students.

Does school-based physical activity decrease overweight and obesity in children aged 6-9 years? A two-year non-randomized longitudinal intervention study in the Czech Republic.

PubMed

Sigmund, Erik; El Ansari, Walid; Sigmundová, Dagmar

2012-07-29

Globally, efforts aimed at the prevention of childhood obesity have led to the implementation of a range of school-based interventions. This study assessed whether augmenting physical activity (PA) within the school setting resulted in increased daily PA and decreased overweight/obesity levels in 6-9-year-old children. Across the first to third primary school years, PA of 84 girls and 92 boys was objectively monitored five times (each for seven successive days) using Yamax pedometer (step counts) and Caltrac accelerometer (activity energy expenditure AEE - kcal/kg per day). Four schools were selected to participate in the research (2 intervention, 2 controls), comprising intervention (43 girls, 45 boys) and control children (41 girls, 47 boys). The study was non-randomized and the intervention schools were selected on the basis of existing PA-conducive environment. Analyses of variance (ANOVA) for repeated measures examined the PA programme and gender effects on the step counts and AEE. Logistic regression (Enter method) determined the obesity and overweight occurrence prospect over the course of implementation of the PA intervention. There was a significant increase of school-based PA during schooldays in intervention children (from ≈ 1718 to ≈ 3247 steps per day; and from 2.1 to ≈ 3.6 Kcal/Kg per day) in comparison with the control children. Increased school-based PA of intervention children during schooldays contributed to them achieving >10,500 steps and >10.5 Kcal/Kg per school day across the 2 years of the study, and resulted in a stop of the decline in PA levels that is known to be associated with the increasing age of children. Increased school-based PA had also positive impact on leisure time PA of schooldays and on PA at weekends of intervention children. One year after the start of the PA intervention, the odds of being overweight or obese in the intervention children was almost three times lower than that of control children (p < 0.005), and these odds steadily decreased with the duration of the intervention. The findings suggest that school-based PA (Physical Education lessons, PA during short breaks and longer recesses, PA at after-school nursery) in compatible active environments (child-friendly gym and school playground, corridors with movement and playing around corners and for games) has a vital role in obesity and overweight reduction among younger pupils.

Does school-based physical activity decrease overweight and obesity in children aged 6–9 years? A two-year non-randomized longitudinal intervention study in the Czech Republic

PubMed Central

2012-01-01

Background Globally, efforts aimed at the prevention of childhood obesity have led to the implementation of a range of school-based interventions. This study assessed whether augmenting physical activity (PA) within the school setting resulted in increased daily PA and decreased overweight/obesity levels in 6-9-year-old children. Methods Across the first to third primary school years, PA of 84 girls and 92 boys was objectively monitored five times (each for seven successive days) using Yamax pedometer (step counts) and Caltrac accelerometer (activity energy expenditure AEE - kcal/kg per day). Four schools were selected to participate in the research (2 intervention, 2 controls), comprising intervention (43 girls, 45 boys) and control children (41 girls, 47 boys). The study was non-randomized and the intervention schools were selected on the basis of existing PA-conducive environment. Analyses of variance (ANOVA) for repeated measures examined the PA programme and gender effects on the step counts and AEE. Logistic regression (Enter method) determined the obesity and overweight occurrence prospect over the course of implementation of the PA intervention. Results There was a significant increase of school-based PA during schooldays in intervention children (from ≈ 1718 to ≈ 3247 steps per day; and from 2.1 to ≈ 3.6 Kcal/Kg per day) in comparison with the control children. Increased school-based PA of intervention children during schooldays contributed to them achieving >10,500 steps and >10.5 Kcal/Kg per school day across the 2 years of the study, and resulted in a stop of the decline in PA levels that is known to be associated with the increasing age of children. Increased school-based PA had also positive impact on leisure time PA of schooldays and on PA at weekends of intervention children. One year after the start of the PA intervention, the odds of being overweight or obese in the intervention children was almost three times lower than that of control children (p < 0.005), and these odds steadily decreased with the duration of the intervention. Conclusions The findings suggest that school-based PA (Physical Education lessons, PA during short breaks and longer recesses, PA at after-school nursery) in compatible active environments (child-friendly gym and school playground, corridors with movement and playing around corners and for games) has a vital role in obesity and overweight reduction among younger pupils. PMID:22892226

A Call to Action: Addressing the Childhood Obesity Epidemic through Comprehensive School Counseling Programs

ERIC Educational Resources Information Center

Belser, Christopher T.; Morris, Jessica A.; Hasselbeck, Jennifer M.

2012-01-01

The need for school-based interventions targeting the childhood obesity epidemic has been well documented. The risk factors associated with childhood obesity are physical, mental, psychosocial, academic, and economic. With training in developing comprehensive programs and interventions, professional school counselors are positioned to assist…

A School Reentry Program for Chronically Ill Children.

ERIC Educational Resources Information Center

Worchel-Prevatt, Frances F.; Heffer, Robert W.; Prevatt, Bruce C.; Miner, Jennifer; Young-Saleme, Tammi; Horgan, Daniel; Lopez, Molly A.; Frankel, Lawrence; Rae, William A.

1998-01-01

Describes a school reintegration program aimed at overcoming the numerous psychological, physical, environmental, and family-based deterrents to school reentry for chronically ill children. The program uses a systems approach to children's mental health with an emphasis on multiple aspects of the child's environment (i.e., family, medical…

Assessing Cultural Competency in School Crisis Plans

ERIC Educational Resources Information Center

Annandale, Neil O.; Heath, Melissa Allen; Dean, Brenda; Kemple, Ana; Takino, Yozo

2011-01-01

This study reviewed school-based crisis planning resources and guidelines provided by 40 state departments of education and offices of safe and drug-free schools. Content was examined for indications of cultural competency. The most frequently reported topics included: (a) assisting students with mental and physical disabilities, (b) tapping into…

A "Mindful Rational Living" Approach for Addressing HIV in the School Setting

ERIC Educational Resources Information Center

Chenneville, Tiffany; St. John Walsh, Audra

2016-01-01

This paper describes a "mindful rational living" approach, which incorporates mindfulness techniques with rational emotive behavioral therapy strategies for addressing HIV in the school setting. The utility of this approach for attending to the physical, mental, and psychosocial aspects of school-based HIV prevention and treatment will…

Exercise-Based School Obesity Prevention Programs: An Overview

ERIC Educational Resources Information Center

Yetter, Georgette

2009-01-01

Overweight and obesity are major health concerns for young people. Schools are particularly promising environments for preventing and treating obesity. The Institutes of Medicine recommends 60 minutes per day of physical activity for children and youth, including at least 30 minutes at school. Yet the amount of moderate to vigorous physical…

A Content Analysis of College and University Viewbooks (Brochures).

ERIC Educational Resources Information Center

Hite, Robert E.; Yearwood, Alisa

2001-01-01

Systematically examined the content and components of college viewbooks/brochures. Compiled findings on: (1) physical components (e.g., photographs and slogans); (2) message content based on school characteristics such as size, type of school, enrollment, location, etc.; and (3) the type of image schools with different characteristics are seeking…

A cluster randomised controlled trial to investigate the effectiveness and cost effectiveness of the 'Girls Active' intervention: a study protocol.

PubMed

Edwardson, C L; Harrington, D M; Yates, T; Bodicoat, D H; Khunti, K; Gorely, T; Sherar, L B; Edwards, R T; Wright, C; Harrington, K; Davies, M J

2015-06-04

Despite the health benefits of physical activity, data from the UK suggest that a large proportion of adolescents do not meet the recommended levels of moderate-to-vigorous physical activity (MVPA). This is particularly evident in girls, who are less active than boys across all ages and may display a faster rate of decline in physical activity throughout adolescence. The 'Girls Active' intervention has been designed by the Youth Sport Trust to target the lower participation rates observed in adolescent girls. 'Girls Active' uses peer leadership and marketing to empower girls to influence decision making in their school, develop as role models and promote physical activity to other girls. Schools are provided with training and resources to review their physical activity, sport and PE provision, culture and practices to ensure they are relevant and attractive to adolescent girls. This study is a two-arm cluster randomised controlled trial (RCT) aiming to recruit 20 secondary schools. Clusters will be randomised at the school level (stratified by school size and proportion of Black and Minority Ethnic (BME) pupils) to receive either the 'Girls Active' intervention or carry on with usual practice (1:1). The 20 secondary schools will be recruited from state secondary schools within the Midlands area. We aim to recruit 80 girls aged 11-14 years in each school. Data will be collected at three time points; baseline and seven and 14 months after baseline. Our primary aim is to investigate whether 'Girls Active' leads to higher objectively measured (GENEActiv) moderate-to-vigorous physical activity in adolescent girls at 14 months after baseline assessment compared to the control group. Secondary outcomes include other objectively measured physical activity variables, adiposity, physical activity-related psychological factors and the cost-effectiveness of the 'Girls Active' intervention. A thorough process evaluation will be conducted during the course of the intervention delivery. The findings of this study will provide valuable information on whether this type of school-based approach to increasing physical activity in adolescent girls is both effective and cost-effective in the UK. ISRCTN10688342. Registered 12 January 2015.

A Newly Revised Master's Degree in Physical Education and Physical Activity Leadership at the University of Northern Colorado

ERIC Educational Resources Information Center

Dauenhauer, Brian; Krause, Jennifer; Douglas, Scott; Smith, Mark; Stellino, Megan Babkes

2017-01-01

In response to calls on physical education teacher education (PETE) programs to better prepare teachers for a broadened role in school-based physical activity promotion, the University of Northern Colorado has recently established a Master of Arts in teaching physical education and physical activity leadership (MAT PE-PAL) degree. The…

Prevalence and correlates of insufficient physical activity in school adolescents in Peru.

PubMed

Sharma, Bimala; Chavez, Rosemary Cosme; Nam, Eun Woo

2018-01-01

OBJECTIVE To assess the prevalence and correlates of insufficient physical activity in adolescents in Peru. METHODS We used a self-administered questionnaire developed from Global school-based Student Health Survey to collect information from secondary school students in North Lima and Callao in 2015. We carried out Poisson regression with robust variance using generalized linear models to estimate the crude and adjusted prevalence ratios (APR) with 95% confidence intervals (95%CI) of insufficient physical activity for its correlates. RESULTS We have found that 78% of the adolescents did not meet the global recommendation of the World Health Organization on physical activity in the last week before the survey. Female respondents (APR = 1.13, 95%CI 1.04-1.21), respondents who perceived themselves as overweight (APR = 1.10, 95%CI 1.03-1.18), and respondents who consumed insufficient vegetables and fruits [no vegetables (APR = 1.30, 95%CI 1.06-1.59), no fruits (APR = 1.15, 95%CI 1.00-1.31) as compared to those who consumed ≥ 2 servings every day in the last seven days] were more likely to report insufficient physical activity. Adolescents who worked after school (APR = 0.92, 95%CI 0.84-0.99), had physical education classes five times per week (APR = 0.94, 95%CI 0.88-0.99), and had parental supervision (APR = 0.92, 95%CI 0.87-0.98) were less likely to report insufficient physical activity. CONCLUSIONS Sex, work after school, perceived body weight, physical education class, parental support, and healthy dietary behaviors were associated with insufficient physical activity. Attempts to improve physical activity should look for ways to enhance leisure-time physical activity, parental support, physical education classes, healthy dietary behaviors, and normal body weight maintenance in adolescents with integrated efforts from the family and school.

Predictors of physical activity and sedentary behaviours among 11-16 year olds: Multilevel analysis of the 2013 Health Behaviour in School-aged Children (HBSC) study in Wales.

PubMed

Morgan, Kelly; Hallingberg, Britt; Littlecott, Hannah; Murphy, Simon; Fletcher, Adam; Roberts, Chris; Moore, Graham

2016-07-15

The present study investigated associations between individual- and school-level predictors and young people's self-reported physical activity (total activity and moderate-to-vigorous activity) and sedentary behaviours. Individual-level data provided by the 2013/14 cross-sectional survey 'Health Behaviour in School-aged Children (HBSC) study in Wales' were linked to school-level data within the 'HBSC School Environment Questionnaire'. The final sample comprised 7,376 young people aged 11-16 years across 67 schools. Multilevel modelling was used to examine predictors of total physical activity, moderate-to-vigorous physical activity (MVPA) and sedentary behaviours (screen-based behaviours). Taking more physical activity (less than 5 days vs. 5 or more days per week), engaging in higher levels of MVPA (less than 4 hours vs. 4 or more hours per week) and reporting 2 or less hours of sedentary time were predicted by several individual level variables. Active travel to school positively predicted high levels of physical activity, however, gender stratified models revealed active travel as a predictor amongst girls only (OR:1.25 (95 % CI:1.05 - 1.49)). No school-level factors were shown to predict physical activity levels, however, a lower school socio-economic status was associated with a higher level of MVPA (OR:1.02 (95 % CI:1.01 - 1.03)) and a lower risk of sedentary behaviour (OR:0.97 (95 % CI:0.96 - 0.99)). A shorter lunch break (OR:1.33 (95 % CI:1.11 - 1.49)) and greater provision of facilities (OR:1.02 (95 % CI:1.00 - 1.05)) were associated with increased sedentary activity. Gender stratified models revealed that PE lesson duration (OR:1.18 (95 % CI:1.01 - 1.37)) and the provision of sports facilities (OR:1.03 (95 % CI:1.00 - 1.06)) were predictors of boy's sedentary behaviours only. Shorter lunch breaks were associated with increased sedentary time. Therefore, while further research is needed to better understand the causal nature of this association, extending lunch breaks could have a positive impact on sedentary behaviour through the provision of more time for physical activity. The findings also suggest that active travel could offer a mechanism for increasing physical activity levels particularly amongst girls. Particularly, the design and evaluation of interventions to promote physical activity during school hours should employ a comprehensive approach, including a focus on school policies and behaviours both in and out of school hours.

78 FR 19491 - Walking as a Way for Americans To Get the Recommended Amount of Physical Activity for Health

Federal Register 2010, 2011, 2012, 2013, 2014

2013-04-01

... school based physical activity, including physical education, and academic performance. Atlanta, GA: U.S...-2013-0003] Walking as a Way for Americans To Get the Recommended Amount of Physical Activity for Health...). ACTION: Request for information. SUMMARY: To address the public health problem of physical inactivity...

Positive Youth Development through Physical Activity: Opportunities for Physical Educators

ERIC Educational Resources Information Center

Hemphill, Michael A.

2014-01-01

As physical educators continue to advocate for school-based PE, they should also consider ways to extend their work into community settings in an effort to ensure that all kids have an opportunity to develop physical literacy. This article describes how positive youth development programs can provide an opportunity for physical educators to engage…

School-based obesity prevention: a blueprint for taming the epidemic.

PubMed

Baranowski, Tom; Cullen, Karen W; Nicklas, Theresa; Thompson, Deborah; Baranowski, Janice

2002-01-01

To review the literature on school-based obesity prevention programs to identify what can be done to minimize the increasing levels of obesity. Twenty articles reporting school-based dietary or physical activity change programs were identified that used BMI or skinfolds as part of the evaluation. Seven studies obtained change in BMI and differed from those not finding change in 3 ways: program implementers were not classroom teachers; intervention targeted middle or high schools; and inactivity reduction was promoted. An 8-step research strategy was delineated to develop and evaluate programs with a maximum chance of taming the obesity epidemic.

Preparing Historically Underserved Students for STEM Careers: The Role of an Inquiry-based High School Science Sequence Beginning with Physics

NASA Astrophysics Data System (ADS)

Bridges, Jon P.

Improving the STEM readiness of students from historically underserved groups is a moral and economic imperative requiring greater attention and effort than has been shown to date. The current literature suggests a high school science sequence beginning with physics and centered on developing conceptual understanding, using inquiry labs and modeling to allow students to explore new ideas, and addressing and correcting student misconceptions can increase student interest in and preparation for STEM careers. The purpose of this study was to determine if the science college readiness of historically underserved students can be improved by implementing an inquiry-based high school science sequence comprised of coursework in physics, chemistry, and biology for every student. The study used a retrospective cohort observational design to address the primary research question: are there differences between historically underserved students completing a Physics First science sequence and their peers completing a traditional science sequence in 1) science college-readiness test scores, 2) rates of science college-and career-readiness, and 3) interest in STEM? Small positive effects were found for all three outcomes for historically underserved students in the Physics First sequence.

The effects on student health of interventions modifying the school environment: systematic review.

PubMed

Bonell, C; Wells, H; Harden, A; Jamal, F; Fletcher, A; Thomas, J; Campbell, R; Petticrew, M; Whitehead, M; Murphy, S; Moore, L

2013-08-01

Owing to the limited effectiveness of traditional health education curricula in schools, there is increasing interest in interventions aiming to promote young people's health by modifying the school environment. Existing systematic reviews cannot determine whether environmental intervention is effective because they examine interventions combining environmental modifications and traditional health education. This gap is significant because school-environment interventions are complex to implement and may be sidelined in underfunded and attainment-focused school systems without evidence to support such an approach. This systematic review examined the effectiveness of school-environment interventions without health-education components on student health and inequalities. This was a systematic review of experimental/quasi-experimental studies of school-environment interventions. Sixteen databases were searched, eliciting 62 329 references which were screened, with included studies quality assessed, data extracted and narratively synthesised. Sixteen reports of 10 studies were included, all from the USA and the UK. Five evaluations of interventions aiming to develop a stronger sense of community and/or improve relationships between staff and students suggested potential benefits particularly regarding violence and aggression. Two trials of interventions enabling students to advocate for changes in school catering and physical activity reported benefits for physical activity but not diet. Three evaluations of improvements to school playgrounds offered weak evidence of effects on physical activity. School environment interventions show the potential to improve young people's health particularly regarding violence, aggression and physical activity. Further trials are required to provide a stronger and more generalisable evidence base.

"Don't crack under pressure!"--Do leisure time physical activity and self-esteem moderate the relationship between school-based stress and psychosomatic complaints?

PubMed

Gerber, Markus; Pühse, Uwe

2008-10-01

Stressful experiences occupy a central role in most etiological models of developmental psychopathology. Stress alone, however, insufficiently explains negative health outcomes. This raises the question why some children and adolescents are more vulnerable to the development of psychopathological symptoms than others. The primary purpose of this research was to demonstrate whether leisure time physical activity and self-esteem protect against stress-induced health problems. The findings are based on a cross-sectional study of 407 Swiss boys and girls (M=14.01 years). All variables are self-reported. Analyses of covariance were applied to test for main and moderator effects. The findings suggest that school-based stress and psychosomatic complaints are important issues during adolescence. The results show that a higher level of psychosomatic complaints accompanies stress. Surprisingly, psychosomatic complaints and physical activity were unrelated. Likewise, no association was found between physical activity and stress. In contrast, students with high self-esteem reported significantly less complaints and a lower extent of perceived stress. Finally, the results do not support the stress-moderation hypothesis. Neither physical activity nor self-esteem buffered against the detrimental effects of school-based stress on psychosomatic health. The findings lend support to previous research with German-speaking samples but are in marked contrast to Anglo-Saxon studies, which generally support the role of physical activity as a moderator of the health-illness relationship. In this investigation, developmental features and methodological limitations may have accounted for the insignificant results.

A Scoping Review of Inclusive Out-of-School Time Physical Activity Programs for Children and Youth With Physical Disabilities.

PubMed

Arbour-Nicitopoulos, Kelly P; Grassmann, Viviane; Orr, Krystn; McPherson, Amy C; Faulkner, Guy E; Wright, F Virginia

2018-01-01

The objective of this study was to comprehensively evaluate inclusive out-of-school time physical activity programs for children/youth with physical disabilities. A search of the published literature was conducted and augmented by international expertise. A quality appraisal was conducted; only studies with quality ratings ≥60% informed our best practice recommendations. Seventeen studies were included using qualitative (n = 9), quantitative (n = 5), or mixed (n = 3) designs. Programs had a diversity of age groups, group sizes, and durations. Most programs were recreational level, involving both genders. Rehabilitation staff were the most common leaders. Outcomes focused on social skills/relationships, physical skill development, and psychological well-being, with overall positive effects shown in these areas. The best practice recommendations are consistent with an abilities-based approach emphasizing common group goals and interests; cooperative activities; mastery-oriented, individualized instruction; and developmentally appropriate, challenging activities. Results indicate that inclusive out-of-school time physical activity programs are important for positive psychosocial and physical skill development of children/youth with physical disabilities.

A systematic review on the effectiveness of school and community-based injury prevention programmes on risk behaviour and injury risk in 8-12 year old children.

PubMed

Nauta, Joske; van Mechelen, Willem; Otten, René H J; Verhagen, Evert A L M

2014-03-01

To review existing literature on the effectiveness of community-based and school-based physical activity related injury prevention programmes implemented to increase safety behaviour and decrease injury risk in 8-12 year old children, considering the methodological quality of the studies. A systematic review with quality assessment. A systematic search was performed using the CINAHL, Cochrane, EMBASE, PubMed and Sportdiscus databases. Inclusion criteria included the following: children aged 8-12 years; school- or community-based injury prevention programmes; an outcome defined as number of injuries, injury incidence or safety behaviour; published in an English language journal. Methodological quality was assessed for all included studies. The search yielded 5377 records, of which 11 were included in the review; four studies were considered as being of high quality. The focus of studies that were included was on the use of safety devices (8), pedestrian safety (2) and physical activity-related injury prevention (1). For safety device use, short term effects of school- and community-based interventions are promising for 8-12 year olds. Results regarding sustainability of the effect are inconsistent. A mediating effect on the distribution of safety devices was observed. Both financial and non-financial barriers seemed to prevent participants from purchasing a safety device. The short term effects for school- and community-based interventions using safety devices for 8-12 year olds are promising. More high quality research is, however warranted, preferably shifting focus from safety behaviour change to actual physical activity injury reduction. Copyright © 2013 Sports Medicine Australia. Published by Elsevier Ltd. All rights reserved.

Quantitative Analyses about Market- and Prevalence-Based Needs for Adapted Physical Education Teachers in the Public Schools in the United States

ERIC Educational Resources Information Center

Zhang, Jiabei

2011-01-01

The purpose of this study was to analyze quantitative needs for more adapted physical education (APE) teachers based on both market- and prevalence-based models. The market-based need for more APE teachers was examined based on APE teacher positions funded, while the prevalence-based need for additional APE teachers was analyzed based on students…

Peer group self-identification as a predictor of relational and physical aggression among high school students.

PubMed

Pokhrel, Pallav; Sussman, Steven; Black, David; Sun, Ping

2010-05-01

Adolescent peer group self-identification refers to adolescents' affiliation with reputation-based peer groups such as "Goths" or "Jocks." These groups tend to vary on normative characteristics, including the group members' attitudes and behaviors. This article examined whether adolescents' baseline peer group self-identification predicted their self-reported relational and physical aggression 1 year later. Self-report data were collected from 1614 students from 9 regular and 9 continuation (alternative) high schools in Southern California, at baseline and 1-year follow-up. Subjects' mean baseline age was 15.21 years (SD = 1.18) and 51.6% of the subjects were female. Findings indicated that compared with self-identified "Regular" or "Normal" students, adolescents who identified with high-risk peer groups (eg, "Druggies,"Goths") tended to report higher relational and physical aggression 1 year later, controlling for baseline aggression and demographic variables. In addition, adolescents' self-identification with high-status peer groups (eg, "Jocks,"Populars") was predictive of higher relational aggression 1 year later. Gender and school type (ie, regular vs continuation) were not found to moderate these effects. It appears that peer group self-identification is a salient predictor of physical and relational aggression across gender and school type. Adolescents who identify with high-risk peer groups tend to report higher levels of physical as well as relational aggression in the future. In addition, adolescents who affiliate with elite groups tend to become more relationally aggressive over time. School-based prevention programs targeting aggression may benefit from addressing the impacts of peer group self-identification on adolescents' aggressive behavior.

A school-based, peer leadership physical activity intervention for 6th graders: feasibility and results of a pilot study.

PubMed

Barr-Anderson, Daheia J; Laska, Melissa N; Veblen-Mortenson, Sara; Farbakhsh, Kian; Dudovitz, Bonnie; Story, Mary

2012-05-01

The aim of this study was to promote physical activity in 6th graders by developing and testing the feasibility of an enhanced Presidential Active Lifestyle Award (PALA) program comprised of a peer leadership component and innovative exercise resource toolkit including DVDs. A racially/ethnically diverse sample of students received the standard PALA program (2 control schools, n = 61) or enhanced PALA+Peers program (2 intervention schools, n = 87) during 2006-2007 academic year. Compared with the control condition, the intervention was successful in increasing moderate physical activity in all students (P = .02) and moderate and hard physical activity among girls (P = .03 and P = .04, respectively). Teachers and students reported a high level of satisfaction and receptivity with the intervention. All teachers thought the DVDs were well-received, and 87% of students reported that they would recommend the enhanced program to peers. Coupling peer leadership and DVDs that promote physical activity may be an effective way to increase youth physical activity.

Physics education in the Greek community schools of Istanbul (19th century). The books

NASA Astrophysics Data System (ADS)

Lazos, Panayotis; Vlahakis, George N.

2016-03-01

During the 19th century a number of elementary and high schools were established for the need of the Greek community of Istanbul. Among the courses included in the curricula were those concerning the scientific study of Nature like Botany, Chemistry and Physics. In the present study we attempt to give a thorough description of the educational material used in these schools for the study of natural sciences with an emphasis in Physics. Especially we shall discuss the books used as course books as well as their probable sources. Furthermore we shall try to make a comparison with the relevant situation in the Greek state and the Ottoman Empire, where modern physics had been already introduced through textbooks based on Ganot's treatise on Physics. The results of our research will give for the first time a picture of the way Greek students in the 19th century Istanbul received their basic knowledge about Physics.

School education, physical performance in late midlife and allostatic load: a retrospective cohort study.

PubMed

Hansen, Åse M; Andersen, Lars L; Mendes de Leon, Carlos F; Bruunsgaard, Helle; Lund, Rikke

2016-08-01

The mechanisms underlying the social gradient in physical functioning are not fully understood. Cumulative physiological stress may be a pathway. The present study aimed to investigate the association between highest attained school education and physical performance in late midlife, and to determine to what extent cumulative physiological stress mediated these associations. The study is based on data from the Copenhagen Aging and Midlife Biobank (CAMB; n=5467 participants, aged 48-62 years, 31.5% women). School education was measured as highest examination passed in primary or secondary school (3 categories). Cumulative stress was operationalised as allostatic load (AL), and measured as the number of biological parameters (out of 14) in which participants scored in the poorest quartile. Physical performance included dynamic muscle performance (chair rise ability, postural balance, sagittal flexibility) and muscle strength (jump height, trunk extension and flexion, and handgrip strength). Among women, higher school education was associated with better performance in all physical performance tests. Among men, higher school education was associated with better performance only in chair rise and jump height. AL partially mediated the association between school education and physical performance, and accounted only for 2-30% of the total effect among women. Similar results were observed among men for chair rise and jump height. These results might indicate that AL plays a minor role in the association between school education and late midlife dynamic muscle performance in both men and women, and in muscle strength among women. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://www.bmj.com/company/products-services/rights-and-licensing/

Assessment of a school-based intervention in eating habits and physical activity in school children: the AVall study

PubMed Central

Franco, Rosa; Recasens, Assumpta; Nadal, Ana; Vila, Maria; Pérez, Maria José; Manresa, Josep Maria; Recasens, Isabel; Salvador, Gemma; Serra, Jaume; Roure, Eulàlia; Castells, Conxa

2011-01-01

Background Obesity has become a global public health problem, which also affects children. It has been proposed that the educational interventions during childhood could be a key strategy in the prevention of obesity. Objective To evaluate the efficacy of an intervention on food habits and physical activity in school children. Methods A 2-year cluster-randomised prospective study with two parallel arms was used to evaluate an intervention programme in children in their first year of primary schooling (5–6 years of age) in schools in the city of Granollers. The intervention consisted of the promotion of healthy eating habits and physical activity by means of the educational methodology Investigation, Vision, Action and Change (IVAC). At the beginning and at the end of the study (2006 and 2008) the weight and height of each child was measured in situ, while the families were given a self-report physical activity questionnaire and the Krece Plus quick test. Results Two years after the beginning of the study, the body mass index of the children in the control group was 0.89 kg/m2 higher than that of the intervention schools. The intervention reduced by 62% the prevalence of overweight children. Similarly, the proportion of children that ate a second piece of fruit and took part in an after-school physical activity increased in the intervention group. In the control group, the weekly consumption of fish was reduced. Conclusions The educational intervention in healthy eating habits and physical activity in the school could contribute to lessen the current increase in child obesity. PMID:21398682

School-based pediatric physical therapists' perspectives on evidence-based practice.

PubMed

Schreiber, Joe; Stern, Perri; Marchetti, Gregory; Provident, Ingrid; Turocy, Paula Sammarone

2008-01-01

This study described the current knowledge, beliefs, attitudes, and practices of a group of school-based pediatric physical therapists regarding evidence-based practice (EBP). Five practitioners participated in this project. Each was interviewed individually and in a group and completed a quantitative survey. All of the participants had a positive attitude toward EBP and believed that it should be an important element of clinical practice. Knowledge and practice were more variable, with several individuals reporting a lack of confidence in this area and an inability to routinely implement EBP. These participants were more likely to rely on colleagues, interaction with their supervisor, and professional experience to aid in decision making than research evidence. Pediatric physical therapists face numerous challenges accessing, analyzing, and applying research evidence. It is critical for the profession to identify optimal ways to support practitioners in this aspect of clinical practice.

Influence of students' STEM self-efficacy on STEM and physics career choice

NASA Astrophysics Data System (ADS)

Halim, Lilia; Rahman, Norshariani Abd; Ramli, Nor Aidillina Mohd; Mohtar, Lilia Ellany

2018-01-01

Interest towards STEM and STEM careers is declining worldwide. Among the STEM related careers, the physics discipline has been the most affected in terms of numbers and imbalance of gender. This study investigates the role of self-efficacy in STEM towards STEM careers and Physics career based on gender and types of school. Findings showed that there is a positive and significant correlation between students' STEM self-efficacy and interest towards all disciplines in STEM and Physics career. Boys showed high level of self-efficacy in engineering discipline while the girls' associate more with science. Students from boarding schools showed higher self-efficacy and interest towards STEM careers compared to students from public schools. An implication of the study is that self-efficacy and interest in STEM careers are enhanced through engagement with STEM activities in and outside of school. Emphasis should be given to the role of counselors in making STEM careers relevant to students.

Relations between the school physical environment and school social capital with student physical activity levels.

PubMed

Button, Brenton; Trites, Stephen; Janssen, Ian

2013-12-17

The physical and social environments at schools are related to students' moderate-to-vigorous physical activity (MVPA) levels. The purpose of this study was to explore the interactive effects of the school physical environment and school social capital on the MVPA of students while at school. Data from 18,875 grade 6-10 students from 331 schools who participated in the 2009/10 Canadian Health Behaviour in School-Aged Children survey were analyzed using multi-level regression. Students answered questions on the amount of time they spend in MVPA at school and on their school's social capital. Administrator reports were used to create a physical activity related physical environment score. The school physical environment score was positively associated with student MVPA at school (β = 0.040, p < .005). The association between the school social capital and MVPA was also positive (β = 0.074, p < .001). The difference in physical environments equated to about 20 minutes/week of MVPA for students attending schools with the lowest number of physical environment features and about 40 minutes/week for students attending schools with the lowest school social capital scores by comparison to students attending schools with the highest scores. The findings suggest that school social capital may be a more important factor in increasing students MVPA than the school physical environment. The results of this study may help inform interventions aimed at increasing student physical activity levels.

An IYPT-based undergraduate physics tournament in China

NASA Astrophysics Data System (ADS)

Li, Chuanyong; Song, Feng; Liu, Yubin; Sun, Qian

2013-03-01

International Young Physicists' Tournament (IYPT) is a team-oriented scientific competition of secondary school students. The participants present their solutions to scientific problems they have prepared over several months and discuss their solutions with other teams. It can also be implemented in university level as its physics problems are all open questions and have no standard answers, especially suitable for undergraduates' ability training in China. The annual tournament of physics learning of undergraduates in our school of physics was started in 2008. Each year, there are 15-18 teams, 20 more student volunteers and 30 more faculty jurors involved. The students benefited in different ways. It is project-based, requiring students to solve the problems in a research way. Team work is developed in both experimenting and discussing stages. The knowledge learned in classrooms can be used to solve these practical and life-related problems, raising their interest and initiative in physics learning. Finally, they are building up their skills in scientific presentation and communication. An IYPT-based program called CUPT (China undergraduate physics tournament) was launched in 2010 and annually attracts about 40 universities to attend. It gains its important role in physics education. National Fund for Talent Training in Basic Sciences (J1103208)

Rika-Shoshi, the First Physics Experiment Textbook Published in Japanese and its Editor, Jun'ichi Udagawa

NASA Astrophysics Data System (ADS)

Takahashi, Hiroshi; Akabane, Akira; Shozawa, Jun; Tamaki, Toyomi

The aim of this study is to examine the teaching of physics experiment at elementary and secondary school levels at the time when Japanese science education commenced. In this report, we focused on the first Japanese textbook of physics experiment, Rika-Shoshi, published in 1882 and the editor of the book, Udagawa Jun'ichi. Many experiments in Rika-Shoshi can be performed using low-cost everyday materials. We compare Rika-Shoshi with the original English textbooks and describe Udagawa's physics teaching in the Gunma Normal School based on the documents in the Gunma University archives. We discuss how we can learn from physics education as taught about 130 years ago.

Physical activity and sedentary lifestyle among children from private and public schools in Northern Brazil.

PubMed

Oliveira, Thiara Castro de; Silva, Antônio Augusto Moura da; Santos, Cristiane de Jesus Nunes dos; Silva, Josenilde Sousa e; Conceição, Sueli Ismael Oliveira da

2010-12-01

To analyze factors associated with physical activity and the mean time spent in some sedentary activities among school-aged children. A cross-sectional study was carried out in a random sample of 592 schoolchildren aged nine to 16 years in 2005, in São Luís, Northern Brazil. Data were collected by means of a 24-Hour Physical Activity Recall Questionnaire, concerning demographic and socioeconomic variables, physical activities practiced and time spent in certain sedentary activities. Physical activities were classified according to their metabolic equivalents (MET), and a physical activity index was estimated for each child. Sedentary lifestyle was estimated based on time spent watching television, playing videogames and on the computer/internet. Chi square test was used to compare proportions. Linear regression analysis was used to establish associations. Estimates were adjusted for the effect of the sampling design. The mean of the physical activity index was 605.73 MET-min/day (SD = 509.45). School children that were male (coefficient=134.57; 95%CI 50.77; 218.37), from public schools (coefficient.= 94.08; 95%CI 12.54; 175.62 and in the 5th to 7th grade (coefficient.=95.01; 95%CI 8.10;181.92 presented higher indices than females, children from private schools and in the 8th to the 9th grade (p<0.05). On average, students spent 2.66 hours/day in sedentary activities. Time spent in sedentary activities was significantly lower for children aged nine to 11 years (coefficient.= -0.49 hr/day; 95%CI -0.88; -0.10) and in lower socioeconomic classes (coefficient.=-0.87; 95%CI -1.45;-0.30). Domestic chores (59.43%) and walking to school (58.43%) were the most common physical activities. Being female, in private schools and in the 8th to 9th grade were factors associated with lower levels of physical activity. Younger schoolchildren and those from low economic classes spent less time engaged in sedentary activities.

Higher Learning: Impacts of a High-Altitude Adventure-Based Field School on College Student Development

ERIC Educational Resources Information Center

Harper, Nevin J.; Webster, Anthony L.

2017-01-01

Student learning can be enhanced through applied experience of theoretical knowledge. The purpose of this study was to identify and articulate personal and educational impacts experienced by students during a mentally and physically challenging international adventure-based field school. Nineteen students and two faculty members participated in a…

Evaluation of Project Chrysalis: A School-based Intervention To Reduce Negative Consequences of Abuse.

ERIC Educational Resources Information Center

Brown, Kelly J.; Block, Audrey J.

2001-01-01

Evaluated a school-based program that served female adolescents with histories of physical, sexual, or emotional abuse. Found that participation produced healthier beliefs and attitudes about alcohol and other drug use and reduced initiation of tobacco and marijuana use. Findings support enrolling younger girls before they develop negative…

Associations between Three School-Based Measures of Health: Is BMI Enough?

ERIC Educational Resources Information Center

Morgan, Emily H.; Houser, Robert F.; Au, Lauren E.; Sacheck, Jennifer M.

2013-01-01

School-based body mass index (BMI) notification programs are often used to raise parental awareness of childhood overweight and obesity, but how BMI results are associated with physical fitness and diet is less clear. This study examined the relationship between BMI, fitness, and diet quality in a diverse sample of urban schoolchildren…

Promoting Self-Regulation through School-Based Martial Arts Training

ERIC Educational Resources Information Center

Lakes, Kimberley D.; Hoyt, William T.

2004-01-01

The impact of school-based Tae Kwon Do training on self-regulatory abilities was examined. A self-regulation framework including three domains (cognitive, affective, and physical) was presented. Children (N = 207) from kindergarten through Grade 5 were randomly assigned by homeroom class to either the intervention (martial arts) group or a…

Improving Access to Health Care: School-Based Health Centers.

ERIC Educational Resources Information Center

Dowden, Shauna L.; Calvert, Richard D.; Davis, Lisa; Gullotta, Thomas P.

This article explores an approach for better serving the complete health care needs of children, specifically, the efficacy of school-based health centers (SBHCs) to provide a service delivery mechanism capable of functioning as a medical home for children, providing primary care for both their physical and behavioral health care needs. The…

Outcomes of a School-Based Intervention (RESCATE) to Improve Physical Activity Patterns in Mexican Children Aged 8-10 Years

ERIC Educational Resources Information Center

Colin-Ramirez, E.; Castillo-Martinez, L.; Orea-Tejeda, A.; Vergara-Castaneda, A.; Keirns-Davis, C.; Villa-Romero, A.

2010-01-01

The aim of this study was to evaluate the impact of an intervention program on the patterns of physical activity in 8- to 10-year-old Mexican children from lower socioeconomic status. This study performed a randomized controlled field trial in 498 children aged 8-10 years from 10 public schools of low socioeconomic status in Mexico City. Schools…

Technology-Rich Learning Environments in Elementary and Secondary Schools: An Interactive Study of Physical Settings and Educational Change.

ERIC Educational Resources Information Center

Stuebing, Susan; And Others

This paper reviews an ongoing study on the physical settings of education with technology at the elementary and high school levels. The study, which is multi-disciplinary in nature, is based in sites in the process of change in teaching strategies, using learning technology as a catalyst for this change to take place. The focus of the study is on…

The Impact of Additional Weekdays of Active Commuting to School on Children Achieving a Criterion of 300+ Minutes of Moderate-to-Vigorous Physical Activity

ERIC Educational Resources Information Center

Daly-Smith, Andy J. W.; McKenna, Jim; Radley, Duncan; Long, Jonathan

2011-01-01

Objective: To investigate the value of additional days of active commuting for meeting a criterion of 300+ minutes of moderate-to-vigorous physical activity (MVPA; 60+ mins/day x 5) during the school week. Methods: Based on seven-day diaries supported by teachers, binary logistic regression analyses were used to predict achievement of MVPA…

Situations of violence experienced by students in the state capitals and the Federal District: results from the National Adolescent School-based Health Survey (PeNSE 2012).

PubMed

Malta, Deborah Carvalho; Mascarenhas, Márcio Dênis Medeiros; Dias, Antônio Ribeiro; do Prado, Rogério Ruscitto; Lima, Cheila Marina; da Silva, Marta Maria Alves; da Silva Júnior, Jarbas Barbosa

2014-01-01

To describe violent events experienced by school-aged adolescents in school, around the school and in the family context, and to compare the results of the National Adolescent School-based Health Survey of 2009 and 2012. Indicators related to violence involving teenagers were analyzed. The prevalence rates and confidence intervals of 95% were calculated for events of interest according to gender and type of school (public or private) and regions. Prevalence rates were: insecurity in the route between home-school (9.1%), insecurity in school (8.0%), physical assault in the last 12 months (18.2%), engaging in fights in the last 12 months (20.7%), fighting with a cold weapon (8.3%), fighting with firearms (6.9%), physical assault by a family member (11.6%) and having been seriously injured in the last 12 months (10.3%). The situations of violence were more prevalent among male students from public schools. The comparison with the 2009 survey showed increased prevalence in all the variables studied. Teenagers are exposed to different forms of violence, and the data from the National Survey of School Health can support the planning of preventive actions.

Promoting physical activity at the pre-school playground: the effects of providing markings and play equipment.

PubMed

Cardon, Greet; Labarque, Valery; Smits, Dirk; De Bourdeaudhuij, Ilse

2009-04-01

We aimed to investigate the effects of providing play equipment and markings at the pre-school playground on physical activity engagement levels. We performed a cluster randomised control trial. In November and December 2007, a convenience sample of 40 public pre-schools in Flanders, Belgium, was randomly assigned to one of the following conditions: 1) in 10 pre-schools play equipment was provided, 2) in 10 pre-schools markings were painted on the playground, 3) in 10 schools play equipment was provided and markings were painted, 4) 10 schools served as a control condition. Accelerometer-based physical activity levels during recess were evaluated at baseline and 4 to 6 weeks after the implementation of the intervention in 583 children (52% boys; mean age 5.3 years, SD 0.4). At baseline pre-schoolers spent only 11.2% (average: 4.7 min) of recess time in moderate to vigorous activity, while 61.3% (average: 25.7 min) was spent in sedentary activity. The interventions were not effective in increasing the average activity levels or the percentages of engagement in moderate or vigorous activity, or in decreasing sedentary time. Providing playground markings or play equipment is not sufficient to increase activity levels and decrease levels of sedentary activity during pre-school recess. More activating supervision and the inclusion of more structured physical activity seem needed.

Interventions to Promote Young People's Physical Activity: Issues, Implications and Recommendations for Practice

ERIC Educational Resources Information Center

Cale, Lorraine; Harris, Jo

2006-01-01

There has been increased interest in the development and implementation of physical activity interventions designed to increase young people's physical activity participation in recent years. This is perhaps founded on concerns over youngsters' physical activity levels and the possible health consequences. School-based interventions are the most…

Effects of Vigorous Intensity Physical Activity on Mathematics Test Performance

ERIC Educational Resources Information Center

Phillips, David S.; Hannon, James C.; Castelli, Darla M.

2015-01-01

The effect of an acute bout of physical activity on academic performance in school-based settings is under researched. The purpose of this study was to examine associations between a single, vigorous (70-85%) bout of physical activity completed during physical education on standardized mathematics test performance among 72, eighth grade students…

The Role of Physical Educators in Helping Classroom Teachers to Promote Physical Activity

ERIC Educational Resources Information Center

Russ, Laura

2015-01-01

Elementary classroom teachers are an increasingly important constituency in school-based physical activity promotion. This article situates the need for classroom teacher physical-activity promotion at the intersection of what we know about teacher actions, what informs those actions, and what recent research has uncovered. Recommendations are…

Exercise Level and Energy Expenditure in the Take 10![R] In-Class Physical Activity Program.

ERIC Educational Resources Information Center

Stewart, James A.; Dennison, David A.; Kohl, Harold W., III; Doyle, J. Andrew

2004-01-01

This study evaluated the effectiveness of an innovative, classroom-based physical activity prevention program designed to integrate academic curriculum elements along with a physical activity program in providing moderate-to-vigorous intensity physical activity. A convenience sample of three public school classrooms (one first, third, and fifth…

77 FR 35402 - Proposed Data Collections Submitted for Public Comment and Recommendations

Federal Register 2010, 2011, 2012, 2013, 2014

2012-06-13

... to participate in the Student Nutrition and Physical Activity Survey (SNAPAS) and measurement of... Student 2,000 1 30/60 1,000 Nutrition and Physical Activity Survey (SNAPAS). Body mass index 1,000 1 20/60... School-based Nutrition and Physical Activity Policies on Students' Diet, Physical Activity, and Weight...

Effect of a School-Based Intervention on Nutritional Knowledge and Habits of Low-Socioeconomic School Children in Israel: A Cluster-Randomized Controlled Trial.

PubMed

Kaufman-Shriqui, Vered; Fraser, Drora; Friger, Michael; Geva, Dikla; Bilenko, Natalya; Vardi, Hillel; Elhadad, Naama; Mor, Karen; Feine, Zvi; Shahar, Danit R

2016-04-21

Early social and economic deprivation, associated with poor nutrition and physical inactivity, may lead to adverse health trajectories. A cluster-randomized controlled-trial examining the effect of a school-based comprehensive intervention on nutrition knowledge, eating habits, and behaviors among low socioeconomic status (LSES) school-aged children was performed. LSES school-aged children (4-7 years) and their mothers were recruited from 11 schools, located in one town. The intervention was implemented on three levels: children, mothers, and teachers. The intervention (IArm) included nutrition classes for children, mothers, and teachers and physical activity (PA) classes for children; the control (CArm) received PA only. Interventions were conducted by professional personnel, who were trained during in a two-day session to deliver the specific program in schools. Family data were obtained by parental interviews. Food knowledge observations, packed lunch records, and anthropometric measurements were obtained in school at baseline, six months, and at the end of the school year. Of 258 children enrolled, 220 (87.6%) completed the six-month program. Only children in the IArm improved their nutrition knowledge and eating-habits and increased food variety and fruit and vegetable consumption, quality score of packed lunches (p < 0.001 for all), habitual water drinking increased (p = 0.02), and decreased sweet-drink consumption (p = 0.05). A school-based comprehensive nutrition intervention targeting LSES population improved eating habits, nutritional knowledge, and healthier packed lunches.

What do parents think about parental participation in school-based interventions on energy balance-related behaviours? a qualitative study in 4 countries

PubMed Central

2011-01-01

Background Overweight and obesity in youth has increased dramatically. Therefore, overweight prevention initiatives should start early in life and target modifiable energy balance-related behaviours. Parental participation is often advocated as important for school-based interventions, however, getting parents involved in school-based interventions appears to be challenging based on earlier intervention experiences. The purpose of this study was to get insight into the determinants of and perspectives on parental participation in school-interventions on energy balance-related behaviours (physical activity, healthy eating, sedentary behaviours) in parents of ten- to twelve-year olds in order to develop an effective parental module for school-based interventions concerning energy balance-related behaviours. Methods Four countries (Belgium, Hungary, Norway and Spain) conducted the focus group research based on a standardised protocol and a semi-structured questioning route. A variation in parental socio-economic status (SES) and parental school involvement was taken into account when recruiting the parents. The audio taped interviews were transcribed, and a qualitative content analysis of the transcripts was conducted in each country. Results Seventeen focus group interviews were conducted with a total of 92 parents (12 men, 80 women). Physical activity was considered to be a joint responsibility of school and parents, nutrition as parent's responsibility but supported by the school, and prevention of sedentary behaviours as parent's sole responsibility. Parents proposed interactive and practical activities together with their child as the best way to involve them such as cooking, food tasting, nutrition workshops, walking or cycling tours, sport initiations together with their child. Activities should be cheap, on a convenient moment, focused on their children and not on themselves, not tutoring, not theoretical, and school-or home-based. Conclusions Parents want to be involved in activities related to energy balance-related behaviours if this implies 'doing things together' with their child at school or at home. PMID:22112159

Effectiveness of school-based family asthma educational programs in quality of life and asthma exacerbations in asthmatic children aged five to 18: a systematic review.

PubMed

Walter, Helen; Sadeque-Iqbal, Fatema; Ulysse, Rose; Castillo, Doreen; Fitzpatrick, Aileen; Singleton, Joanne

2016-11-01

Asthma is a common, chronic, non-communicable respiratory disease that affects millions of children worldwide. Asthma exacerbations can range from mild to severe and can have an unfavorable impact on the quality of life of children and their caregivers. Asthma exacerbations often result in absenteeism from school or work, activity intolerance and emergency hospital visits. One strategy to address this health issue in an attempt to improve health outcomes is school-based asthma educational programs. A review of the literature revealed that previous systematic reviews have examined similar topics on the effectiveness of school-based asthma educational programs that have included collaborative efforts between parents and schools. No systematic reviews were found that examined the effectiveness of school-based asthma educational programs that exclusively included children and their caregivers. Research has not been systematically reviewed to determine the effectiveness of a school-based asthma educational program within a familial context. To identify the best available evidence on the effectiveness of school-based family asthma educational programs that exclusively included both children and caregivers on the quality of life and number of asthma exacerbations of children aged five to 18 years with a clinical diagnosis of asthma. Children aged five to 18 years of any gender, race or ethnicity with a clinical diagnosis of asthma and their caregivers. School-based family asthma educational programs. Randomized controlled trials. Quality of life and the number of asthma exacerbations measured by either missed days from school or work, and/or physical activity intolerance, and/or emergency hospital visits. The search strategy aimed to find both published and unpublished studies from inception of the database to August 21, 2015. Quantitative papers selected for retrieval were assessed by two independent reviewers for methodological validity before inclusion in the review using standardized critical appraisal instruments from the Joanna Briggs Institute. Data were extracted from articles included in the review using the standardized data extraction tool from the Joanna Briggs Institute. The data extracted included specific details about the populations, interventions, study methods and outcomes of significance to the review question and its specific objectives. Due to the heterogeneity among the included studies, statistical pooling and meta-analysis was not possible. Results are presented in narrative form. Six studies examining the intervention were included in this review. All six of the included studies were randomized controlled trials (RCTs). All six studies compared the effects of school-based asthma education to no school-based asthma education/usual care on quality of life and number of asthma exacerbations. Three out of four RCTs showed that children who participated in school-based family asthma educational programs demonstrated a statistically significant improvement in overall quality of life (P < 0.05). All six studies showed improvement in the number of asthma exacerbations that resulted in one or all of the measured outcomes of either missed days from school or work, physical activity intolerance and/or decreased emergency hospital visits. School-based family asthma educational programs for children that include caregivers can have a positive impact on the quality of life and asthma management of children with asthma. Other outcomes that can be positively affected by school-based family asthma educational programs include absenteeism from school or work, physical activity intolerance and emergency hospital visits as result of asthma exacerbations.

Psychological factors related to physical education classes as predictors of students' intention to partake in leisure-time physical activity.

PubMed

Baena-Extremera, Antonio; Granero-Gallegos, Antonio; Ponce-de-León-Elizondo, Ana; Sanz-Arazuri, Eva; Valdemoros-San-Emeterio, María de Los Ángeles; Martínez-Molina, Marina

2016-04-01

In view of the rise in sedentary lifestyle amongst young people, knowledge regarding their intention to partake in physical activity can be decisive when it comes to instilling physical activity habits to improve the current and future health of school students. Therefore, the object of this study was to find a predictive model of the intention to partake in leisure- time physical activity based on motivation, satisfaction and competence. The sample consisted of 347 Spanish, male, high school students and 411 female students aged between 13 and 18 years old. We used a questionnaire made up of the Sport Motivation Scale, Sport Satisfaction Instrument, and the competence factor in the Basic Psychological Needs in Exercise Scale and Intention to Partake in Leisure-Time Physical Activity, all of them adapted to school Physical Education. We carried out confirmatory factor analyses and structural equation models. The intention to partake in leisure-time physical activity was predicted by competence and the latter by satisfaction/fun. Intrinsic motivation was revealed to be the best predictor of satisfaction/fun. Intrinsic motivation should be enhanced in order to predict an intention to partake in physical activity in Physical Education students.

A primary-school-based study to reduce prevalence of childhood obesity in Catalunya (Spain) - EDAL-Educació en alimentació: study protocol for a randomised controlled trial

PubMed Central

2011-01-01

Background The EdAL (Educació en Alimentació) study is a long-term, nutrition educational, primary-school-based program designed to prevent obesity by promoting a healthy lifestyle that includes dietary recommendations and physical activity. The aims are: 1) to evaluate the effects of a 3-year school-based life-style improvement program on the prevalence of obesity in an area of north-west Mediterranean 2) To design a health-promotion program to be implemented by health-promoter agents (university students) in primary schools. Methods/Design 1) The intervention study is a randomised, controlled, school-based program performed by university-student health-promoter agents. Initial pupil enrolment was in 2006 and continued for 3 years. We considered two clusters (designated as cluster A and cluster B) as the units for randomisation. The first cluster involved 24 schools from Reus and the second involved 14 schools from surrounding towns Cambrils, Salou and Vilaseca combined in order to obtain comparable groups. There are very good communications between schools in each town, and to avoid cross influence of the programs resulting from inter-school dialogue, the towns themselves were the unit for randomisation. Data collected included name, gender, date and place of birth at the start of the program and, subsequently, weight, height, body mass index (BMI) and waist circumference every year for 3 years. Questionnaires on eating and physical activity habits are filled-in by the parents at the start and end of the study and, providing that informed consent is given, the data are analysed on the intention-to-treat basis. The interventions are based on 8 nutritional and physical activity objectives. They are implemented by university students as part of the university curriculum in training health-promoter agents. These 8 objectives are developed in 4 educational activities/year for 3 years (a total of 12 activities; 1 h/activity) performed by the health-promoter agents in primary schools. Control pupils follow their usual activities. 2) Courses on education and promotion of health, within in the curriculum of medicine and health sciences for university students, are designed to train health-promoter agents to administer these activities in primary schools. Discussion This controlled school-based intervention will test the possibility of preventing childhood obesity. Trial registration number ISRCTN: ISRCTN29247645 PMID:21352597

'Healthy children in sound communities' (HCSC/gkgk)--a Dutch-German community-based network project to counteract obesity and physical inactivity.

PubMed

Naul, Roland; Schmelt, Dorothee; Dreiskaemper, Dennis; Hoffmann, Dirk; l'Hoir, Monique

2012-04-01

In 12 municipalities at the German-Dutch border an integrated approach of a multi-component intervention programme (physical activity, nutrition, public health, improvement of the physical environment) to enhance an active lifestyle has been implemented in 39 primary schools for a 4-year longitudinal intervention and evaluation study. A weekly lesson plan, including 3 hours of health enhanced physical education and two additional hours of physical activities offered by sport clubs to balance motor deficits and to reduce overweight and obesity was implemented. Furthermore, another hour of cross-curricular education of health and nutrition education is part of the school curriculum. To achieve 60 to 90 minutes of daily physical activities for 6- to 10-year-old pupils active commuting to school has become a part of school life. A physical fitness and motor development test is applied each school year including BMI measurements as a part of a socio-ecological concept. Intrapersonal developments of the pupils are measured by different questionnaires focusing on the individual social context of physical activity, nutrition habits and time allocation for electronic media. Original values of Motor Ability tests show significant increase in endurance, coordination, velocity and force tasks. Also first changes for BMI distribution are explored in only one year intervention. First results indicate the possibility to counteract obesity and to increase levels of physical fitness and motor development by a multi-component progamme and a multi-sector approach of intervention. The longitudinal design of the study allows having a look on long-term effects.

The Effect of School-Based Exercise Practices of 9-11 Year Old Girls Students on Obesity and Health-Related Quality of Life

ERIC Educational Resources Information Center

Demirci, Nevzat; Demirci, Pervin Toptas; Demirci, Erdal

2017-01-01

This study was planned to determine the effects of school-based exercise practices (SBEP) on obesity and health-related quality of life (HRQL) in 9-11 year old girls. Participants consist of girls students from 9-11 years old in two state schools in Kars. Intervention Group (n: 85) courses of games and physical activities (CGPA) and SBEP…

Adapted intervention mapping: a strategic planning process for increasing physical activity and healthy eating opportunities in schools via environment and policy change.

PubMed

Belansky, Elaine S; Cutforth, Nick; Chavez, Robert; Crane, Lori A; Waters, Emily; Marshall, Julie A

2013-03-01

School environment and policy changes have increased healthy eating and physical activity; however, there has been modest success in translating research findings to practice. The School Environment Project tested whether an adapted version of Intervention Mapping (AIM) resulted in school change. Using a pair randomized design, 10 rural elementary schools were assigned to AIM or the School Health Index (SHI). Baseline measures were collected fall 2005, AIM was conducted 2005-2006, and follow-up measures were collected fall 2006 and 2007. Outcome measures included number and type of effective environment and policy changes implemented; process measures included the extent to which 11 implementation steps were used. AIM schools made an average of 4.4 effective changes per school with 90% still in place a year later. SHI schools made an average of 0.6 effective changes with 66% in place a year later. Implementation steps distinguishing AIM from SHI included use of external, trained facilitators; principal involvement; explicitly stating the student behavior goals; identifying effective environment and policy changes; prioritizing potential changes based on importance and feasibility; and developing an action plan. The AIM process led to environment and policy changes known to increase healthy eating and physical activity. © 2013, American School Health Association.

Changes in physical activity levels, lesson context, and teacher interaction during physical education in culturally and linguistically diverse Australian schools.

PubMed

Dudley, Dean A; Okely, Anthony D; Pearson, Philip; Cotton, Wayne G; Caputi, Peter

2012-09-18

Recent data show that only 15% of Australian adolescents participate in adequate amounts of physical activity (PA) and those students from Asian and Middle-Eastern backgrounds in Grades 6-12 are significantly less active than their English-speaking background peers. Schools have recently been recognised as the most widely used and cost-effective setting for promoting PA among youth and one domain within schools where PA can occur regularly for all youth, regardless of cultural background or socio-economic status, is during physical education (PE). This study describes changes in physical activity (PA), lesson context and teacher interaction in physical education over the first two years in culturally and linguistically diverse secondary schools. Grade 7 PE classes in six schools were randomly observed using systematic direct observation (n = 81) and then followed up over the same period (n = 51) twelve months later. There was no significant decline in moderate-to-vigorous physical activity (MVPA) during PE (MD = -4.8%; p = .777), but a significant decline and medium negative effect in time spent in vigorous physical activity (VPA) (MD = -7.9%; p = .009) during PE was observed. Significant declines and large negative effects over time in percentage of PE time spent in management (MD = -8.8%; p < .001) and the number of observations where teachers promoted PA (MD = -20.7%; p < .001). The decline of VPA and teacher promotion of PA in culturally and linguistically diverse schools is of concern. Given the declines in VPA and the increases in time spent in game play, further research is needed to ascertain whether PE instruction could be improved by focussing on skill instruction and fitness in a games-based PE instruction model. Further research for increasing teacher promotion of PA during PE is needed.

Position of the American Dietetic Association: individual-, family-, school-, and community-based interventions for pediatric overweight.

PubMed

2006-06-01

The American Dietetic Association (ADA), recognizing that overweight is a significant problem for children and adolescents in the United States, takes the position that pediatric overweight intervention requires a combination of family-based and school-based multi-component programs that include the promotion of physical activity, parent training/modeling, behavioral counseling, and nutrition education. Furthermore, although not yet evidence-based, community-based and environmental interventions are recommended as among the most feasible ways to support healthful lifestyles for the greatest numbers of children and their families. ADA supports the commitment of resources for programs, policy development, and research for the efficacious promotion of healthful eating habits and increased physical activity in all children and adolescents, regardless of weight status. This is the first position paper of ADA to be based on a rigorous systematic evidence-based analysis of the pediatric overweight literature on intervention programs. The research showed positive effects of two specific kinds of overweight interventions: a) multicomponent, family-based programs for children between the ages of 5 and 12 years, and b) multicomponent, school-based programs for adolescents. Multicomponent programs include behavioral counseling, promotion of physical activity, parent training/modeling, dietary counseling, and nutrition education. Analysis of the literature to date points to the need for further investigation of promising strategies not yet adequately evaluated. Furthermore, this review highlights the need for research to develop effective and innovative overweight prevention programs for various sectors of the population, including those of varying ethnicities, young children, and adolescents. To support and enhance the efficacy of family- and school-based weight interventions, community-wide interventions should be undertaken; few such interventions have been conducted and even fewer evaluated.

The school environment and adolescent physical activity and sedentary behaviour: a mixed‐studies systematic review

PubMed Central

Atkin, A. J.; Corder, K.; Suhrcke, M.; van Sluijs, E. M. F.

2015-01-01

Summary There is increasing academic and policy interest in interventions aiming to promote young people's health by ensuring that the school environment supports healthy behaviours. The purpose of this review was to summarize the current evidence on school‐based policy, physical and social‐environmental influences on adolescent physical activity and sedentary behaviour. Electronic databases were searched to identify studies that (1) involved healthy adolescents (11–18 years old), (2) investigated school‐environmental influences and (3) reported a physical activity and/or sedentary behaviour outcome or theme. Findings were synthesized using a non‐quantitative synthesis and thematic analysis. Ninety‐three papers of mixed methodological quality were included. A range of school‐based policy (e.g. break time length), physical (e.g. facilities) and social‐environmental (e.g. teacher behaviours) factors were associated with adolescent physical activity, with limited research on sedentary behaviour. The mixed‐studies synthesis revealed the importance of specific activity settings (type and location) and intramural sport opportunities for all students. Important physical education‐related factors were a mastery‐oriented motivational climate and autonomy supportive teaching behaviours. Qualitative evidence highlighted the influence of the wider school climate and shed light on complexities of the associations observed in the quantitative literature. This review identifies future research needs and discusses potential intervention approaches to be considered. PMID:26680609

"HealthKick": formative assessment of the health environment in low-resource primary schools in the Western Cape Province of South Africa.

PubMed

de Villiers, Anniza; Steyn, Nelia P; Draper, Catherine E; Fourie, Jean M; Barkhuizen, Gerhard; Lombard, Carl J; Dalais, Lucinda; Abrahams, Zulfa; Lambert, Estelle V

2012-09-17

This study evaluated the primary school environment in terms of being conducive to good nutrition practices, sufficient physical activity and prevention of nicotine use, with the view of planning a school-based health intervention. A sample of 100 urban and rural disadvantaged schools was randomly selected from two education districts of the Western Cape Education Department, South Africa. A situation analysis, which comprised an interview with the school principal and completion of an observation schedule of the school environment, was done at all schools. Schools, on average, had 560 learners and 16 educators. Principals perceived the top health priorities for learners to be an unhealthy diet (50%) and to far lesser degree, lack of physical activity (24%) and underweight (16%). They cited lack of physical activity (33%) and non-communicable diseases (NCDs; 24%) as the main health priorities for educators, while substance abuse (66%) and tobacco use (31%) were prioritised for parents. Main barriers to health promotion programmes included lack of financial resources and too little time in the time table. The most common items sold at the school tuck shops were crisps (100%), and then sweets (96%), while vendors mainly sold sweets (92%), crisps (89%), and ice lollies (38%). Very few schools (8%) had policies governing the type of food items sold at school. Twenty-six of the 100 schools that were visited had vegetable gardens. All schools reported having physical activity and physical education in their time tables, however, not all of them offered this activity outside the class room. Extramural sport offered at schools mainly included athletics, netball, and rugby, with cricket and soccer being offered less frequently. The formative findings of this study contribute to the knowledge of key environmental and policy determinants that may play a role in the health behaviour of learners, their parents and their educators. Evidently, these show that school environments are not always conducive to healthy lifestyles. To address the identified determinants relating to learners it is necessary to intervene on the various levels of influence, i.e. parents, educators, and the support systems for the school environment including the curriculum, food available at school, resources for physical activity as well as appropriate policies in this regard.