Are school-level factors associated with primary school students' experience of physical violence from school staff in Uganda?

PubMed

Knight, Louise; Nakuti, Janet; Allen, Elizabeth; Gannett, Katherine R; Naker, Dipak; Devries, Karen M

2016-01-01

The nature and structure of the school environment has the potential to shape children's health and well being. Few studies have explored the importance of school-level factors in explaining a child's likelihood of experiencing violence from school staff, particularly in low-resource settings such as Uganda. To quantify to what extent a student's risk of violence is determined by school-level factors we fitted multilevel logistic regression models to investigate associations and present between-school variance partition coefficients. School structural factors, academic and supportive environment are explored. 53% of students reported physical violence from staff. Only 6% of variation in students' experience of violence was due to differences between schools and half the variation was explained by the school-level factors modelled. Schools with a higher proportion of girls are associated with increased odds of physical violence from staff. Students in schools with a high level of student perceptions of school connectedness have a 36% reduced odds of experiencing physical violence from staff, but no other school-level factor was significantly associated. Our findings suggest that physical violence by school staff is widespread across different types of schools in this setting, but interventions that improve students' school connectedness should be considered. © The Author 2015. Published by Oxford University Press on behalf of Royal Society of Tropical Medicine and Hygiene.

Development of an Attitude Scale towards High School Physics Lessons

ERIC Educational Resources Information Center

Yavas, Pervin Ünlü; Çagan, Sultan

2017-01-01

The aim of this study was to develop a Likert type attitude scale for high school students with regard to high school physics lessons. The research was carried out with high school students who were studying in Ankara. First, the opinions of 105 high school students about physics lessons were obtained and then 55 scale items were determined from…

High school students' perceptions of physics

NASA Astrophysics Data System (ADS)

Checkley, Doug

There are far fewer high school students enrolled in physics than in chemistry or biology courses within the province of Alberta (Alberta Education, 2007). Students are also completing the highest level math course in larger numbers than those taking physics. It appears that a fear of physics exists within students in our province; this fear seems to be related to a level of difficulty the students associate with physics. Many students either opt to not take physics or enter the course with the expectation of failure. In this study I explored the impact of physics' reputation upon a group of students who chose not to take physics. In addition, I attempted to determine whether the perception of the difficulty of high school physics is accurate. This was done by investigating the perceptions of several students who took physics. I surveyed students from one high school in a small urban school district using group interviews. The students were in grades 10 to 12 and divided into groups of Science 10, Physics 20 and Physics 30 students. The students were interviewed to gain a deeper understanding of what perceptions they have about physics and why they may have them, hoping to identify factors that affect their academic decision to take or not take physics classes. For the students interviewed, I found that the biggest influence on their decisions to take or not take physics was related to their future aspirations. The students were also heavily influenced by their perceptions of physics. The students who took physics claimed that physics was not as difficult as they had believed it to be and they reported that it was interesting, enjoyable and relevant. Those students who had chosen to not take physics perceived it would be difficult, irrelevant and boring. Therefore, a major difference of perception exists between the students who took physics and those that did not.

Recess physical activity and school-related social factors in Finnish primary and lower secondary schools: cross-sectional associations.

PubMed

Haapala, Henna L; Hirvensalo, Mirja H; Laine, Kaarlo; Laakso, Lauri; Hakonen, Harto; Kankaanpää, Anna; Lintunen, Taru; Tammelin, Tuija H

2014-10-28

Participation in physical activities provides students with opportunities for social interaction and social skills development. The purpose of this study was to investigate the associations of students' recess physical activity with school-related social factors. Data were collected in 19 schools countrywide in autumn 2010, and 1463 students from grades 4 and 5 (primary school) and from grades 7 and 8 (lower secondary school) completed an anonymous questionnaire. Multiple linear regression analysis was used to investigate whether self-reported physical activity at recess was associated with peer relationships at school, relatedness to school and school climate. Analyses were adjusted for self-reported overall physical activity and conducted for primary and lower secondary schools. Multi-group analysis was used to test sex differences among the associations. In primary school, physical activity at recess was positively associated with peer relationships at school (boys: b = 0.17, p = 0.007 and girls: b = 0.21, p <0.001), relatedness to school (boys: b = 0.18, p = 0.002 and girls: b = 0.24, p <0.001) and school climate (girls: b = 0.17, p = 0.001), after adjusting for overall physical activity. In lower secondary school, physical activity at recess was positively associated with peer relationships at school (boys: b = 0.09, p = 0.006 and girls: b = 0.12, p = 0.010) but not with other school-related social factors. No sex differences were observed in these associations. Our results suggest that students' participation in physical activities during school recess is positively associated with students' school-related social factors. In the future, it would be worthwhile to study how physical activity at recess should be organised in order to support the development of school-related social factors.

Physical Activity Levels in Portuguese High School Physical Education

ERIC Educational Resources Information Center

Marmeleira, Jose Francisco Filipe; Aldeias, Nuno Micael Carrasqueira; da Graca, Pedro Miguel dos Santos Medeira

2012-01-01

The main aim of this study was to evaluate the physical activity (PA) levels of high school Portuguese students during physical education (PE) and investigate the association of PA levels with students' goal orientation and intrinsic motivation. Forty-six students from three high schools participated. Heart rate telemetry and pedometry were used…

Success of students in a college physics course with and without experiencing a high school course

NASA Astrophysics Data System (ADS)

Yager, Robert E.; Krajcik, Joseph S.

High school students with high ability were enrolled in a standard college physics course for each of two summers with the same professor, same course outline, same textbook, same laboratories, and the same examinations. Half of each group had completed a high school physics course; half had not. Dormitory counselors were available for assistance and support. In addition, tutors were available in the laboratories to provide any help necessary with interpretation of lectures and performances in the laboratory, and with mathematical computation. Pre- and posttest measures concerning course content and attitude were given. After the eight-week summer instruction, the students who had not completed high school physics performed as well on the final course examination; there were no differences with respect to course grade or attitude toward physics. The group that had not completed high school physics used the tutors provided far more frequently than did students who had completed the high school course. When high-ability students are enrolled in college physics with tutors made available for needed assistance, there appears to be no advantage for students to complete the standard high school physics course.

Attitudes toward the physical examination: a comparison of U.S. and Dominican medical students.

PubMed

Fagan, Mark J; Lucero, Monica L; Wu, Edward H; Diaz, Joseph A; Reinert, Steven E

2006-01-01

Little information exists regarding whether medical students learning in relatively resource-scarce countries develop greater confidence in their physical examination skills or whether, compared to U.S. medical students, they have more positive attitudes regarding the utility of the physical examination. To compare U.S. And Dominican medical students' attitudes toward the physical examination. We surveyed final-year students at 1 medical school in the United States and 1 in the Dominican Republic regarding self-confidence in and perceived utility of the physical examination. Using 5-point Likert-type scales with response choices ranging from 1 (not at all confident) to 5 (very confident) and 1 (not at all useful) to 5 (very useful), respondents reported their attitudes toward the physical examination overall and toward 14 specific physical examination skills. The survey response rate was 117/164 (71%). Students at the Dominican school, compared to students at the U.S. school, reported significantly greater confidence in their overall physical examination skill (mean response 4.27 vs. 3.79, respectively, p < .001) and more positive views about the utility of the physical examination overall for providing diagnostically useful information (mean response 4.78 vs. 4.42, respectively, p < .001). Results for the specific skills also showed more positive attitudes in the students from the Dominican medical school. Students at a Dominican medical school reported more positive attitudes toward the physical examination than students at a U.S. medical school.

Correlating student interest and high school preparation with learning and performance in an introductory university physics course

NASA Astrophysics Data System (ADS)

Harlow, Jason J. B.; Harrison, David M.; Meyertholen, Andrew

2014-06-01

We have studied the correlation of student performance in a large first year university physics course with their reasons for taking the course and whether or not the student took a senior-level high school physics course. Performance was measured both by the Force Concept Inventory and by the grade on the final examination. Students who took the course primarily for their own interest outperformed students who took the course primarily because it was required, both on the Force Concept Inventory and on the final examination; students who took a senior-level high school physics course outperformed students who did not, also both on the Force Concept Inventory and on the final exam. Students who took the course for their own interest and took high school physics outperformed students who took the course because it was required and did not take high school physics by a wide margin. However, the normalized gain on the Force Concept Inventory was the same within uncertainties for all groups and subgroups of students.

Variation by Gender in Abu Dhabi High School Students' Interests in Physics

ERIC Educational Resources Information Center

Badri, Masood; Mazroui, Karima Al; Al Rashedi, Asma; Yang, Guang

2016-01-01

Abu Dhabi high school students' interest in physics in different contexts was investigated with a survey conducted in connection with the international project, The Relevance of Science Education (ROSE). The sample consisted of 2248 students in public and private schools. Means of most items that belong to the school physics context for both girls…

Getting Middle-School Students up and Moving: What's the Role of School and Neighborhood Environments...and the Weather: Studying the Effect of Neighborhood and School Environments on Youth Physical Activity Levels. Program Results

ERIC Educational Resources Information Center

Nakashian, Mary

2008-01-01

Researchers at the Harvard Prevention Research Center at Harvard University School of Public Health examined how physical and social environments of schools and neighborhoods shape routine physical activities of students attending 10 middle schools in the Boston area. They also analyzed the effect of weather conditions on student physical…

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.

Analysing the physics learning environment of visually impaired students in high schools

NASA Astrophysics Data System (ADS)

Toenders, Frank G. C.; de Putter-Smits, Lesley G. A.; Sanders, Wendy T. M.; den Brok, Perry

2017-07-01

Although visually impaired students attend regular high school, their enrolment in advanced science classes is dramatically low. In our research we evaluated the physics learning environment of a blind high school student in a regular Dutch high school. For visually impaired students to grasp physics concepts, time and additional materials to support the learning process are key. Time for teachers to develop teaching methods for such students is scarce. Suggestions for changes to the learning environment and of materials used are given.

School climate and physical adolescent relationship abuse: Differences by sex, socioeconomic status, and bullying.

PubMed

Jain, Sonia; Cohen, Alison K; Paglisotti, Taylor; Subramanyam, Malavika A; Chopel, Alison; Miller, Elizabeth

2018-07-01

Little is known about the association between school climate and adolescent relationship abuse (ARA). We used 2011-2012 data from surveys of California public school students (in the United States of America) who were in a dating relationship in the last year (n = 112 378) to quantify the association between different school climate constructs and physical ARA. Fifty-two percent of students were female, and all students were in 9th or 11th grade (approximately ages 14-17). Over 11% of students reported experiencing physical ARA in the last year. Increased school connectedness, meaningful opportunities for participation, perceived safety, and caring relationships with adults at school were each significantly associated with lower odds of physical ARA. Increased violence victimization and school-level bullying victimization were associated with higher odds of physical ARA. These school climate-ARA associations were significantly moderated by student sex, school socioeconomic status, and school-level bullying victimization. School climate interventions may have spillover benefits for ARA prevention. Copyright © 2018 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.

Physical activity and sports team participation: associations with academic outcomes in middle school and high school students.

PubMed

Fox, Claudia K; Barr-Anderson, Daheia; Neumark-Sztainer, Dianne; Wall, Melanie

2010-01-01

Previous studies have found that higher physical activity levels are associated with greater academic achievement among students. However, it remains unclear whether associations are due to the physical activity itself or sports team participation, which may involve requirements for maintaining certain grades, for example. The purpose of this study is to examine the associations between sports team participation, physical activity, and academic outcomes in middle and high school students. Data were drawn from Project EAT (Eating Among Teens), a survey of middle and high school students (n = 4746). Students self-reported their weekly hours of physical activity, sports team participation, and academic letter grades. Two statistical models were considered: first, 2 separate regression analyses with grade point average (GPA) as the outcome and either sports team participation or physical activity as the predictor; second, a single regression with GPA as the outcome and both sports team participation and physical activity as the simultaneous predictors. For high school girls, both physical activity and sports team participation were each independently associated with a higher GPA. For high school boys, only sports team participation was independently associated with a higher GPA. For middle school students, the positive association between physical activity and GPA could not be separated from the relationship between sports team participation and a higher GPA. Regardless of whether academic success was related to the physical activity itself or to participation on sports teams, findings indicated positive associations between physical activity involvement and academic achievement among students.

A Comparison of the Fitness, Obesity, and Physical Activity Levels of High School Physical Education Students across Race and Gender

ERIC Educational Resources Information Center

Davis, Kathryn L.; Wojcik, Janet R.; DeWaele, Christi S.

2016-01-01

Introduction: Little is known about the physical fitness, obesity, and physical activity (PA) levels of high school students in physical education classes when comparing racial and gender groups. Purpose: To compare the fitness, obesity, and PA levels of female and male students of different racial groups in 6 high schools in the southeastern…

Cross-sectional observation of the relationship of depressive symptoms with lifestyles and parents' status among Japanese junior high school students.

PubMed

Hyakutake, Aiko; Kamijo, Tomoko; Misawa, Yuka; Washizuka, Shinsuke; Inaba, Yuji; Tsukahara, Teruomi; Nomiyama, Tetsuo

2016-07-01

Students' depressive symptoms might be related to their own risk factors and to their parents' status. The objective of this cross-sectional study was to examine the relationship of depressive symptoms with lifestyle variables and parents' psychological and socio-demographic status among Japanese junior high school students. Of 477 students and their parents, 409 (85.7 %) students and 314 (65.8 %) parents participated in the study. Students answered self-reported questionnaire on depressive symptoms, their heights and weights, subjective stress, body dissatisfaction, lifestyles including sleep duration and extracurricular physical activity in school and other physical activity outside the school, and nutritional intake. Parents responded to questionnaire on depressive symptoms and socio-demographic status. The prevalence of depressive symptoms was 24.9 %. Students with depressive symptoms were more likely to have stress. Students in shorter and longer sleep duration groups were more likely to have depressive symptoms. The students with depressive symptoms had smaller amount of energy intake than did those without depressive symptoms. Multiple logistic regression analysis revealed significant relationships between students' depressive symptoms and some independent variables. Sex, subjective stress, "almost-never"-categorized extracurricular physical activity in school and other physical activity outside the school, and having a parent with depressive symptoms were significantly associated with students' depressive symptoms. Reducing mental stress and taking care of lifestyles, especially, "almost-everyday"-categorized extracurricular physical activity in school and other physical activity outside the school, may have benefits for students' mental health, and having a parent with depressive symptoms may be associated with students' depressive symptoms.

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.

After-School Physical Activity and Eating Behaviors of Middle School Students in Relation to Adult Supervision

ERIC Educational Resources Information Center

Miller, Wayne C.; Hering, Michelle; Cothran, Carrie; Croteau, Kim; Dunlap, Rebecca

2012-01-01

Objective: Examine after-school activity patterns, eating behaviors, and social environment of overweight and normal weight middle school students. Design: Eating and physical activity behaviors of 141 students, ages 10-14, were monitored. Students completed a diary documenting type of activity, location, adult supervision, accompanying…

An Integrative Perspective on Students' Proportional Reasoning in High School Physics in a West African Context

ERIC Educational Resources Information Center

Akatugba, Ayo Harriet; Wallace, John

2009-01-01

This study examines students' use of proportional reasoning in high school physics problem-solving in a West African school setting. An in-depth, constructivist, and interpretive case study was carried out with six physics students from a co-educational senior secondary school in Nigeria over a period of five months. The study aimed to elicit…

Psychological Needs Satisfaction, Motivational Regulations and Physical Activity Intention among Elementary School Students

ERIC Educational Resources Information Center

Chen, Weiyun

2014-01-01

This study examined the relationship between psychological needs satisfaction, motivational regulations in physical education and physical activity intention among elementary school students. A total of 291 elementary school students in grades 3-6 voluntarily completed the three measures. This study indicated that satisfaction of three basic…

Physical Educators and School Counselors Collaborating to Foster Successful Inclusion of Students with Disabilities

ERIC Educational Resources Information Center

Webb, Daniel; Webb, Tammy T.; Fults-McMurtery, Regina

2011-01-01

This article explains the impact federal legislation has on educating students with disabilities, the changing roles of physical educators and school counselors relative to educating students with disabilities, and collaborative approaches pertaining to how physical educators and school counselors can collaboratively foster successful inclusion of…

Evaluating High School Students' Conceptions of the Relationship between Mathematics and Physics: Development of a Questionnaire

ERIC Educational Resources Information Center

Kapucu, S.; Öçal, M. F.; Simsek, M.

2016-01-01

The purposes of this study were (1) to develop a questionnaire measuring high school students' conceptions of the relationship between mathematics and physics, (2) and to determine the students' conceptions of the relationship between mathematics and physics. A total of 718 high school students (343 male, 375 female) participated in this study.…

[Impact of childhood abuses on the psychology and behaviors regarding harmful dietary pattern in adolescents].

PubMed

Ye, Qing; Tao, Fang-biao; Fang, Dong-sheng; Huang, Kun; Sun, Ying

2006-04-01

To examine the effect of childhood abuses on adolescents' psychology and behaviors related to harmful dietary pattern. Anonymous questionnaire study on childhood abuses, adolescents' psychology and behaviors regarding their dietary patterns was conducted among 5141 students in 9 middle schools in 2 areas of Anhui province. Among 5141 students, 29.9% reported having severe childhood physical abuse, 64.8% having intermediate childhood physical abuse, 51.4% having mental abuse, 5.3% having physical contact sexual abuse and 24.5% having non-physical contact sexual abuse. In junior, senior middle schools and vocational schools, the incidence rate of severe childhood physical abuse, physical contact sexual abuse and non-physical contact sexual abuse among male students was higher than that among female students. In total, the incidence rate of childhood mental abuse among female students (53.1%) was higher than that among male students (49.8%) and with significant difference (chi2 = 5.484, P < 0.05). The incidence rate of 5 kinds of childhood abuses among junior middle school students was relatively low, and the incidence rate of intermediate childhood physical abuse and mental abuse was higher among senior middle school students. The incidence rate of 9 among the 11 kinds of psychology and behaviors related to harmful dietary pattern among female students in the middle schools and vocational schools was higher than that among male students. By unconditional multivariate logistic regression model, results showed that the childhood abuses was among the 11 kinds of psychological and behavioral risk factors related to harmful dietary pattern. Childhood abuses had negative effects on dietary behaviors in adolescents.

Secondary School Students' Physical Activity Participation across Physical Education Classes: The Expectancy-Value Theory Approach

ERIC Educational Resources Information Center

Gråstén, Arto; Watt, Anthony; Hagger, Martin; Jaakkola, Timo; Liukkonen, Jarmo

2015-01-01

The primary purpose of this study was to analyze the link between students' expectancy beliefs, subjective task values, out-of-school activity, and moderate to vigorous physical activity (MVPA) participation across secondary school physical education (PE) classes. The sample comprised 96 students (58 girls, 38 boys; Mage = 15.03, SD = 0.94) from…

The Readiness of High School Students to Pursue First Year Physics

ERIC Educational Resources Information Center

Ramnarain, U.; Molefe, P.

2012-01-01

A high failure rate at first year physics is often attributed to the lack of readiness of high school students to pursue such studies. This research explores this issue and reports on the perceptions of five physics lecturers at a South African university on the preparedness of high school students for first year physics. Qualitative data was…

Effectiveness of School-Initiated Physical Activity Program on Secondary School Students' Physical Activity Participation

ERIC Educational Resources Information Center

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

2015-01-01

Background: The promotion of physical activity and health has become a universal challenge. The Sotkamo Physical Activity as Civil Skill Program was implemented to increase students' physical activity by promoting supportive psychological and physical school environment. The aim of this study was to evaluate the effectiveness of the…

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.

Relations among school students' self-determined motivation, perceived enjoyment, effort, and physical activity behaviors.

PubMed

Zhang, Tao

2009-12-01

Guided by the self-determination theory, the purpose of this study was to examine the predictive strength of self-determined motivation toward motivational outcomes (perceived enjoyment, perceived effort, physical activity behaviors) for 286 middle school students in physical education. Analyses indicated that intrinsic motivation, identified regulation, and introjected regulation were positively related to students' enjoyment, perceived effort, and physical activity, whereas amotivation was negatively associated with students' enjoyment and perceived effort. The findings highlighted the importance of higher self-determined motivation (intrinsic motivation and identified regulation) in students' perceived enjoyment, effort, and physical activity behaviors. This study supports the use of self-determination theory to investigate students' motivational outcomes in school physical education.

Characteristics of School Campuses and Physical Activity Among Youth

PubMed Central

Cradock, Angie L.; Melly, Steven J.; Allen, Joseph G.; Morris, Jeffrey S.; Gortmaker, Steven L.

2009-01-01

Background Previous research suggests that school characteristics may influence physical activity. However, few studies have examined associations between school building and campus characteristics and objective measures of physical activity among middle school students. Methods Students from ten middle schools (n=248, 42% female, mean age 13.7 years) wore TriTrac-R3D accelerometers in 1997 recording measures of minute-by-minute physical movements during the school day that were then averaged over 15-minute intervals (n=16,619) and log-transformed. School characteristics, including school campus area, play area, and building area (per student) were assessed retrospectively in 2004–2005 using land-use parcel data, site visits, ortho-photos, architectural plans, and site maps. In 2006, linear mixed models using SAS PROC MIXED were fit to examine associations between school environmental variables and physical activity, controlling for potentially confounding variables. Results Area per enrolled student ranged from 8.8 to 143.7 m2 for school campuses, from 12.1 to 24.7 m2 for buildings, and from 0.4 to 58.9 m2 for play areas. Play area comprised from 3% to 62% of total campus area across schools. In separate regression models, school campus area per student (β=0.2244, p<0.0001); building area per student (β=2.1302, p<0.02); and play area per student (β=0.347, p<0.0001) were each directly associated with log-TriTrac-R3D vector magnitude. Given the range of area density measures in this sample of schools, this translates into an approximate 20% to 30% increase in average vector magnitude, or walking 2 extra miles over the course of a week. Conclusions Larger school campuses, school buildings, and play areas (per enrolled student) are associated with higher levels of physical activity in middle school students. PMID:17673097

Resources Used to Teach the Physical Exam to Preclerkship Medical Students: Results of a National Survey.

PubMed

Uchida, Toshiko; Achike, Francis I; Blood, Angela D; Boyle, Mary; Farnan, Jeanne M; Gowda, Deepthiman; Hojsak, Joanne; Ovitsh, Robin K; Park, Yoon Soo; Silvestri, Ronald

2018-05-01

To examine resources used in teaching the physical exam to preclerkship students at U.S. medical schools. The Directors of Clinical Skills Courses developed a 49-question survey addressing resources and pedagogical methods employed in preclerkship physical exam curricula. The survey was sent to all 141 Liaison Committee on Medical Education-accredited medical schools in October 2015. Results were averaged across schools, and data were weighted by class size. Results from 106 medical schools (75% response rate) identified a median of 59 hours devoted to teaching the physical exam. Thirty-eight percent of time spent teaching the physical exam involved the use of standardized patients, 30% used peer-to-peer practice, and 25% involved examining actual patients. Approximately half of practice time with actual patients was observed by faculty. At 48% of schools (51), less than 15% of practice time was with actual patients, and at 20% of schools (21) faculty never observed students practicing with actual patients. Forty-eight percent of schools (51) did not provide compensation for their outpatient clinical preceptors. There is wide variation in the resources used to teach the physical examination to preclerkship medical students. At some schools, the amount of faculty observation of students examining actual patients may not be enough for students to achieve competency. A significant percentage of faculty teaching the physical exam remain uncompensated for their effort. Improving faculty compensation and increasing use of senior students as teachers might allow for greater observation and feedback and improved physical exam skills among students.

The Importance of High School Physics Teachers for Female Students' Physics Identity and Persistence

NASA Astrophysics Data System (ADS)

Hazari, Zahra; Brewe, Eric; Goertzen, Renee Michelle; Hodapp, Theodore

2017-02-01

Given the historic and continued underrepresentation of women in physics, it is important to understand the role that high school physics might play in attracting female students to physics careers. Drawing on data from over 900 female undergraduates in physics, we examine when these women became interested in physics careers and different sources of recognition (important for physics identity development) that may have affected their choices at certain time points. The results provide optimism since many of these female students, even those not previously intending science careers, began to intend physics careers in high school and recognition from high school physics teachers had a significant effect on predicting these intentions.

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.

School Health Guidelines to Promote Healthy Eating and Physical Activity: Executive Summary

ERIC Educational Resources Information Center

Centers for Disease Control and Prevention, 2011

2011-01-01

Schools play a critical role in improving the dietary and physical activity behaviors of students. Schools can create an environment supportive of students' efforts to eat healthily and be active by implementing policies and practices that support healthy eating and regular physical activity and by providing opportunities for students to learn…

School difficulties in immigrant adolescent students and roles of socioeconomic factors, unhealthy behaviours, and physical and mental health.

PubMed

Chau, Kénora; Baumann, Michèle; Kabuth, Bernard; Chau, Nearkasen

2012-06-19

School is a multi-cultural setting where students need social, material, physical, and mental resources to attain school achievement. But they are often lacking, especially for immigrant students. In an early adolescence context, this study assessed risk for school difficulties among European and non-European immigrants and the roles of socioeconomic characteristics, physical health, psychological health, social relationships, living environment, and unhealthy behaviours. This cross-sectional study included 1,559 middle-school adolescents from north-eastern France, who completed a self-administered questionnaire including socioeconomic characteristics (gender, age, family structure, father's occupation, and family income), WHO-Quality of life (measuring the four dimensions physical health, psychological health, social relationships, and living environment), unhealthy behaviours (last-30-day uses of tobacco, alcohol, cannabis, and other illicit drugs and no regular sports/physical activities), grade repetition, low school performance (<10/20), and school dropout ideation at 16 years. Data were analyzed using logistic models. Grade repetition affected 14.8% of students, low school performance 8.2%, and school dropout ideation 3.9%. European immigrants had a higher risk for grade repetition only with a gender-age-adjusted odds ratio (OR) of 2.44, vs. French students. This odds ratio decreased to 1.76 (contribution 47%) with further adjustment for all confounders (family structure, father's occupation, family income, physical health, psychological health, social relationships, living environment, and unhealthy behaviours). Non-European immigrants had a statistically higher risk for all grade repetition, low school performance, and school dropout ideation with ORs of 3.29, 3.02, and 3.42, respectively vs. French students. These odds ratios decreased to 1.76, 1.54, and 1.54, respectively (contributions 66%, 73%, and 78%) with further adjustment for all confounders. Compared with French students, European immigrant students were more affected only by grade repetition while non-European immigrant students by all grade repetition, low school performance, and school dropout ideation. The contribution of socioeconomic characteristics, physical health, psychological health, social relationships, living environment, and unhealthy behaviours was very high and much higher for non-European than for European immigrant students. Public policy should focus on these factors and services to reduce school difficulties.

PARENTAL AND SCHOOL INFLUENCES ON PHYSICAL ACTIVITY LEVELS OF HIGH SCHOOL STUDENTS IN HYDERABAD, PAKISTAN.

PubMed

Ahmed, Jamil; Mehraj, Vikram; Jeswani, Gotam Kumar; ur Rehman, Shafiq; Shah, Sayed Masoom; Hamadeh, Randah

2016-01-01

Childhood physical activity (PA) is an important determinant of health in adults which is influenced by the environment in and outside of home. We aimed to determine the contribution of parental and school factors on student's PA in this study. This cross sectional study was conducted on students attending public and private schools in Hyderabad, Pakistan. A random sample of 246 girls and 255 boys in grade six to ten were selected from ten schools. The PA was assessed through face to face interviews by using the adapted School Health Action Planning and Evaluation System (SHAPES) questionnaire. 40% of the students either walked to or rode on a cycle to travel to their school and 62% students performed individual exercises after school. They spent 6.2 and 5.3 hours on moderate and hard PA per week. About 57% of the mothers and 47% fathers of the students did some mild to moderate exercise 4 times in the week prior to the interview. Students were physically active if they lived in a nuclear family, had believed they had better athletic ability, participated in sports in and out of school and performed moderate exercises (p < 0.05). In conclusion parental support to PA was significantly associated with students' being physically active both within and outside schools.

High School Students' Representations and Understandings of Electric Fields

ERIC Educational Resources Information Center

Cao, Ying; Brizuela, Bárbara M.

2016-01-01

This study investigates the representations and understandings of electric fields expressed by Chinese high school students 15 to 16 years old who have not received high school level physics instruction. The physics education research literature has reported students' conceptions of electric fields post-instruction as indicated by students'…

Influence of High School Physical Education on University Student's Physical Activity

ERIC Educational Resources Information Center

Kimball, Jessica; Jenkins, Jayne; Wallhead, Tristan

2009-01-01

The purpose of this study was to use the Lifelong Physical Activity (LLPA) framework to examine the influence of high school physical education (PE) on university students' level of physical activity (PA). Participants included 365 undergraduate students from the Rocky Mountain West of the USA enrolled in a university physical activity course.…

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.

Problems Encountered by Religious Vocational Secondary School and Other Secondary School Students in Physical Education and Sports Activities

ERIC Educational Resources Information Center

Bar, Mustafa; Yaman, Menzure Sibel; Hergüner, Gülten

2016-01-01

The study aimed to determine problems encountered by Religious Vocational Secondary School and other Secondary School students in physical education and sports activities and to compare these problems according to school type and gender. A questionnaire named "Problems encountered in attending to physical education and sports activities"…

Interest of Grade Ten Students toward Physics among Other Science Subjects, Case of Wolaita Soddo Town Governmental Secondary Schools, Ethiopia

ERIC Educational Resources Information Center

Hamelo, Shewangzaw

2016-01-01

This paper has proposed to investigate the interest in students towards physics among other science subjects. The investigation was carried out with 490 samples of grade ten students in Wolaita Soddo town governmental schools. Thus, overall result indicates that the interest in students towards physics is low and students hate to learn physics in…

Health-Related Fitness Knowledge and Physical Activity of High School Students

ERIC Educational Resources Information Center

Thompson, Angela; Hannon, James C.

2012-01-01

The purpose of this study was to determine if health-related fitness (HRF) knowledge is related to self-reported physical activity (PA) of high school students. Students (N=165) enrolled in physical education from two schools in the Southwestern U.S participated. A 100-point HRF knowledge test was assembled, focusing on the HRF concepts of…

Investigation of Problem Solving Ability of Students in School of Physical Education and Sports (Kafkas University Sample)

ERIC Educational Resources Information Center

Ozmutlu, Ilker

2014-01-01

The aim of this research is to examine the problem solving abilities of School of Physical Education and Sports students. To achieve this aim, in the academic year 2013-2014, a research group did a study of 433 students of the School of Physical Education and Sports, Kafkas University. This sample consisted of 184 female and 249 male students.…

The Comparison of the Attitudes of Students from Different High Schools within Turkish Education System towards Physical Education and Sports

ERIC Educational Resources Information Center

Çoknaz, Hakki

2015-01-01

The aim of this research is to set forth the attitudes of students from different high schools within Turkish education system towards physical education and sports class. 99 students from Sports High School, 195 from Vocational High School, 313 from Anatolian High School, 158 from Fine Arts High School, 255 from Imam Hatip High School, 192 from…

Three frameworks to predict physical activity behavior in middle school inclusive physical education: a multilevel analysis.

PubMed

Jin, Jooyeon; Yun, Joonkoo

2013-07-01

The purpose of this study was to examine three frameworks, (a) process-product, (b) student mediation, and (c) classroom ecology, to understand physical activity (PA) behavior of adolescents with and without disabilities in middle school inclusive physical education (PE). A total of 13 physical educators teaching inclusive PE and their 503 students, including 22 students with different disabilities, participated in this study. A series of multilevel regression analyses indicated that physical educators' teaching behavior and students' implementation intentions play important roles in promoting the students' PA in middle school inclusive PE settings when gender, disability, lesson content, instructional model, and class location are considered simultaneously. The findings suggest that the ecological framework should be considered to effectively promote PA of adolescents with and without disabilities in middle school PE classes.

Increasing Student Physical Activity during the School Day: Opportunities for the Physical Educator

ERIC Educational Resources Information Center

Brewer, Joan D.; Luebbers, Paul E.; Shane, Shawna D.

2009-01-01

America is facing an obesity epidemic--one that is difficult to ignore. In order to combat the nation's obesity crisis, it is imperative that schools find ways to increase the physical activity levels of students during the school day, as well as encourage additional activity outside of school. By teaching youth to incorporate physical activity…

Indiana Wesleyan University SPS Physics Outreach to Rural Middle School and High School Students

NASA Astrophysics Data System (ADS)

Ostrander, Joshua; Rose, Heath; Burchell, Robert; Ramos, Roberto

2013-03-01

The Society of Physics Students chapter at Indiana Wesleyan University is unusual in that it has no physics major, only physics minors. Yet while just over a year old, IWU-SPS has been active in performing physics outreach to middle school and high school students, and the rural community of Grant County. Our year-old SPS chapter consists of majors from Chemistry, Nursing, Biology, Exercise Science, Computer Science, Psychology, Pastoral Studies, and Science Education, who share a common interest in physics and service to the community. IWU currently has a physics minor and is currently working to build a physics major program. Despite the intrinsic challenges, our multi-disciplinary group has been successful at using physics demonstration equipment and hands-on activities and their universal appeal to raise the interest in physics in Grant County. We report our experience, challenges, and successes with physics outreach. We describe in detail our two-pronged approach: raising the level of physics appreciation among the IWU student community and among pre-college students in a rural community of Indiana. Acknowledgements: We acknowledge the support of the Society of Physics Students through a Marsh White Outreach Award and a Blake Lilly Prize.

Outside-school physical activity participation and motivation in physical education.

PubMed

Shen, Bo

2014-03-01

Experience in non-school contexts can shape and reshape students' motivation and mediate their learning in school. Outside-school physical activity may provide students with an extensive cognitive and affective foundation and influence their motivation in physical education. Although a trans-contextual effect of physical education has been explored, very little empirical research has examined the impact from outside-school context to physical education. Using self-determination theory and a hierarchical model of motivation, this study was designed to examine the association between participation in organized outside-school physical activity programmes and self-determination process in physical education. Participants included 545 9th graders (305 males and 240 females, age range = 14-16 years, mean age = 14.66 years) enrolled in required physical education classes in three suburban high schools in a large Midwest metropolitan area in the United States. Self-determination variables were measured using relevant instruments, and information on organized outside-school physical activity experiences was gathered in a survey. Structural equation modelling analyses were conducted. Students who participated in organized outside-school physical activity programmes displayed overall higher motivation; however, the strength of associations among the self-determination variables (i.e., pathways from perceived autonomy support to relatedness, from autonomy to competence, and from self-determined motivation to in-class physical activity engagement) was stronger for their non-participant counterparts. There are dynamic relationships between participation in organized outside-school physical activity programmes and self-determination process in physical education. Physical educators need to identify, appreciate, and instructionally address individual students' differences during teaching and learning. © 2012 The British Psychological Society.

Engaging Students in Quality Games

ERIC Educational Resources Information Center

Henninger, Mary L.; Richardson, Karen Pagnano

2016-01-01

Promoting student engagement for all students in physical education, and specifically in game play, is a challenge faced by many middle and high school physical education teachers. Often, the games we play in physical education are not "good games" because, as early as middle school, some students are already resistant to playing…

Teachers' Perceptions of Physical Aggression among Secondary School Students: A New Zealand View

ERIC Educational Resources Information Center

Marsh, Louise; Williams, Sheila; McGee, Rob

2009-01-01

Previous research has found differences between adults' and students' perceptions of adolescents' aggressive behaviour. This study examines teachers' perceptions of physical aggression among New Zealand secondary school students. A survey assessed teachers' perceptions of problematic behaviour, and physical aggression by students towards teachers.…

Spectrum of Physics Comprehension

ERIC Educational Resources Information Center

Blasiak, W.; Godlewska, M.; Rosiek, R.; Wcislo, D.

2012-01-01

The paper presents the results of research on the relationship between self-assessed comprehension of physics lectures and final grades of junior high school students (aged 13-15), high school students (aged 16-18) and physics students at the Pedagogical University of Cracow, Poland (aged 21). Students' declared level of comprehension was measured…

Student Perceived Motivational Climate, Enjoyment, and Physical Activity in Middle School Physical Education

ERIC Educational Resources Information Center

Johnson, Christine E.; Erwin, Heather E.; Kipp, Lindsay; Beighle, Aaron

2017-01-01

We used achievement goal theory to examine students' physical activity (PA) motivation and physical education (PE) enjoyment. Purposes included: 1) determine whether schools with different pedagogical approaches varied in student perceptions of mastery and performance climate dimensions, enjoyment, and PA; 2) examine gender and grade differences…

Success in Introductory College Physics: The Role of High School Preparation.

ERIC Educational Resources Information Center

Sadler, Philip M.; Tai, Robert H.

2001-01-01

Examines the extent to which a high school physics course prepares students for college physics success. In this study of 1,933 introductory college physics students, demographic and schooling factors account for a large fraction of the variation in college physics grades at 18 colleges and universities from around the nation. (Author/SAH)

Effect of a ban on extracurricular sports activities by secondary school teachers on physical activity levels of adolescents: a multilevel analysis.

PubMed

Pabayo, Roman; O'Loughlin, Jennifer; Gauvin, Lise; Paradis, Gilles; Gray-Donald, Katherine

2006-10-01

To study the effect of a teachers' ban on supervising sports-related extracurricular physical activities (ECAs), levels of physical activity among 979 grade 7 students (mean age=12.7 [0.5] years at baseline) were compared during and after the ban in seven schools that fully implemented the ban, and three schools that did not implement the ban fully. On average, schools offered 18.0 (SD=5.1) ECAs during a no-ban school year. Students attending full implementation schools were significantly more likely than students in nonimplementation schools to be active after the ban ended (odds ratio for being active=1.89 [95% confidence interval: 1.39, 2.58]). They also increased the number of physical activities in which they participated (coefficient=4.04; SE=1.01). Ending a teachers' ban on sports-related ECAs was associated with increased involvement in physical activity among secondary school students.

Medical students and physical education students as CPR instructors: an appropriate solution to the CPR-instructor shortage in secondary schools?

PubMed

Cuijpers, P J P M; Bookelman, G; Kicken, W; de Vries, W; Gorgels, A P M

2016-07-01

Integrating cardiopulmonary resuscitation (CPR) training in secondary schools will increase the number of potential CPR providers. However, currently too few certified instructors are available for this purpose. Training medical students and physical education student teachers to become CPR instructors could decrease this shortage. Examine whether medical students and physical education student teachers can provide CPR training for secondary school pupils as well as (i. e., non-inferior to) registered nurses. A total of 144 secondary school pupils were randomly assigned to CPR training by a registered nurse (n = 12), a  medical student (n = 17) or a physical education student teacher (n = 15). CPR performance was assessed after training and after eight weeks in a simulated cardiac arrest scenario on a resuscitation manikin, using manikin software and video recordings. No significant differences were found between the groups on the overall Cardiff Test scores and the correctness of the CPR techniques during the post-training and retention test. All pupils showed sufficient CPR competence, even after eight weeks. Training by medical students or physical education student teachers is non-inferior to training by a registered nurse, suggesting that school teachers, student teachers and medical students can be recruited for CPR training in secondary schools.

Development of School Students' Constructions of Biology and Physics. Research Report

ERIC Educational Resources Information Center

Spall, Katie; Stanisstreet, Martin; Dickson, Dominic; Boyes, Edward

2004-01-01

Studies exploring school students' views about science have not always distinguished between different branches of science. Here, the views of 1395 secondary school students aged 11-16 about physics and, as a science comparator, biology were determined using a closed-form questionnaire. Over the period of secondary schooling a decreasing…

Environmental barriers in mainstream schools.

PubMed

Hemmingsson, H; Borell, L

2002-01-01

Research on students with disabilities in mainstream schools often focuses on the students' personal abilities rather than on the establishment itself. To promote inclusive education, the environmental prerequisite for participation has to be explored also. The aim of this study was to identify the barriers to participation in Swedish mainstream schools, from the personal perspective of students with physical disabilities. The study also investigated how gender, diagnosis, level of mobility, academic years and availability of an assistant were related to student-environment fit. A total of 34 students with physical disabilities, aged between 10 and 19 years, participated in the study. The students were assessed by 'The school-setting interview'. Results show that two-thirds of the students experienced barriers to participation in both the physical and the social environment. A majority of the barriers originated from the way in which school activities were organized and carried out in schools. Failure to provide adequate environmental adjustments resulted in restricted participation or exclusion from some of the activities in class. Older students experienced significantly more barriers than younger ones because the school organization was less favourable. The results suggest that the way in which activities are organized in school is the area in need of most improvements to promote participation of students with physical disabilities.

A Study on Linking High-School Physics and Perfect Teaching Reformation of College Physics

ERIC Educational Resources Information Center

Liu, Xiaolai; Li, Qun; Gao, Jiangtao

2011-01-01

For the students who have just entered colleges, learning university physics would be a challenge. This paper discusses how to make students who have just finished senior high school physics won't feel difficult in learning university physics and how to guide and cultivate the students' interest in the study of physics so to stimulate the…

[Current situation and cause analysis of physical activity in Chinese primary and middle school students in 2010].

PubMed

Song, Yi; Zhang, Xin; Yang, Tu-bao; Zhang, Bing; Dong, Bin; Ma, Jun

2012-06-18

To analyze the characteristics of physical activity in Chinese primary and middle school students, and to provide scientific basis for school physical education and health work. The data were collected from 166 812 Han primary school pupils above grade 4, junior and senior middle school students who participated in 2010 National Physical Fitness and Health Surveillance in 30 provinces (excluding autonomous regions, municipalities). Nationwide in 2010, 22.7% of the students had been physically active doing any kind of physical activity for a total of at least 60 minutes per day, the prevalence rates of the 9 to 13, 13 to 16, 16 to 19 age groups were 32.7%, 20.7% and 12.5%, respectively (P<0.01). The prevalence of having been physically active for a total of at least 60 minutes per day was higher among the Eastern Region's students than the Western Region's students in the different age groups (P<0.05), of whom 61.8% reported that they sweated and felt a little bit tired in physical education, 68.6% thought that they liked their physical education, 72.4% were willing to take part in extracurricular physical activities organized by their school, and 46.4% were willing to participate in the long distance running exercise. "Fear of fatigue or/and hardship" was the most important reason why the students did not actively participate in physical activities and long-distance running exercise among both the boys and girls in the different age groups. The prevalence of having been physically active for a total of at least 60 minutes per day in Chinese students is still low, and there is an obvious difference in the different groups. In the future, not only should the students' physical exercise time and intensity be further guaranteed, but also their awareness strengthened and their habits of physical exercise cultured.

Effects of Same-Sex versus Coeducational Physical Education on the Self-Perceptions of Middle and High School Students.

ERIC Educational Resources Information Center

Lirgg, Cathy D.

1993-01-01

Students from coeducational classes were assigned to a same-sex or a new coeducational physical education class for a 10-lesson unit of basketball. Group and individual analyses indicated that middle school students preferred same-sex classes, whereas high school students preferred coeducational classes. (SM)

Learning about a Level Physics Students' Understandings of Particle Physics Using Concept Mapping

ERIC Educational Resources Information Center

Gourlay, H.

2017-01-01

This paper describes a small-scale piece of research using concept mapping to elicit A level students' understandings of particle physics. Fifty-nine year 12 (16- and 17 year-old) students from two London schools participated. The exercise took place during school physics lessons. Students were instructed how to make a concept map and were…

Analysis of Errors Committed by Physics Students in Secondary Schools in Ilorin Metropolis, Nigeria

ERIC Educational Resources Information Center

Omosewo, Esther Ore; Akanbi, Abdulrasaq Oladimeji

2013-01-01

The study attempt to find out the types of error committed and influence of gender on the type of error committed by senior secondary school physics students in metropolis. Six (6) schools were purposively chosen for the study. One hundred and fifty five students' scripts were randomly sampled for the study. Joint Mock physics essay questions…

Education of Social Skills among Senior High School Age Students in Physical Education Classes

ERIC Educational Resources Information Center

Akelaitis, Arturas V.; Malinauskas, Romualdas K.

2016-01-01

Research aim was to reveal peculiarities of the education of social skills among senior high school age students in physical education classes. We hypothesized that after the end of the educational experiment the senior high school age students will have more developed social skills in physical education classes. Participants in the study were 51…

Do They Enter the Workforce? Career Choices after an Undergrad Research Experience

NASA Astrophysics Data System (ADS)

Greco, S.; Wissel, S.; Zwicker, A.; Ortiz, D.; Dominguez, A.

2015-11-01

Students in undergrad research internships go on to grad school at rates of 50-75% (Lopatto, 2007;Russell, 2005). NSF studied its undergrad program and found that 74% of physics interns (67% for engineering) go to grad school. PPPL undergrad interns were tracked for 10 years. Only 3% of physics PhD candidates are studying plasma physics, but 23% of our alumni that entered grad school did so in plasma. AIP reports that 60% of physics majors go to grad school (AIP, 2012), but 95% of PPPL interns have gone on to grad schools. Several programs track enrollment in grad school. AIP compiles statistics of undergrads who enter grad school and PhD students who work in the field. There has been no study of interns that follows the path from undergrad to grad school and then on to employment. Our tracking shows that most not only complete their advanced degrees but also stay in STEM fields following their academic careers. 88% of them become part of the STEM workforce, higher than the 82% of all physics PhDs employed in physics after obtaining their degree (AIP, 2014). PPPL puts more students in grad school in physics, and specifically plasma physics, and a higher percentage of those grad students stay in the STEM workforce.

Impact of trained champions of comprehensive school physical activity programs on school physical activity offerings, youth physical activity and sedentary behaviors.

PubMed

Carson, Russell L; Castelli, Darla M; Pulling Kuhn, Ann C; Moore, Justin B; Beets, Michael W; Beighle, Aaron; Aija, Rahma; Calvert, Hannah G; Glowacki, Elizabeth M

2014-12-01

A quasi-experimental cluster-controlled design was used to test the impact of comprehensive school physical activity program (CSPAP) professional development on changes in school physical activity (PA) offerings, moderate-to-vigorous physical activity (MVPA) and sedentary behaviors of 9-14 year-old children during school. Two groups of Louisiana elementary and middle school physical education teachers (N=129) attended a CSPAP summer workshop (95 in 2012=intervention, 34 in 2013=control) and were assessed on school PA offerings (teacher-reported; pre, mid, and post). During the 2012-2013 school year, intervention teachers received CSPAP support while implementing new school PA programs. MVPA and sedentary behaviors were assessed (accelerometry; baseline and post) on a sample of 231 intervention, 120 control students from 16 different schools. Multivariate analysis of covariance indicated that intervention teachers reported significantly more PA offerings during school (3.35 vs. 2.37) and that involve staff (1.43 vs. 0.90). Three-level, mixed model regressions (stratified by sex) indicated that students overall spent less time in MVPA and more time being sedentary during school, but the effects were significantly blunted among intervention students, especially boys. This study provides preliminary evidence for CSPAP professional development programs to influence school-level PA offerings and offset student-level declines in MVPA and increases in sedentary behavior. Published by Elsevier Inc.

Factors Influencing Singapore Students' Choice of Physics as a Tertiary Field of Study: A Rasch analysis

NASA Astrophysics Data System (ADS)

Oon, Pey-Tee; Subramaniam, R.

2013-01-01

Asian students often perform well in international science and mathematics assessments. Their attitude toward technical subjects, such as physics, remains curious for many. The present study examines Singapore school students' views on various aspects of physics according to whether they intend to choose physics as an advanced field of study. A sample of 1076 physics students, from 16 secondary schools and junior colleges, participated in this study. The students were categorized as physics choosers or non-choosers according to their indicated intention, as sought in the survey, to study or not to study physics as a major subject at university after their leaving level examinations. Rasch-anchored analysis was employed to interpret the results; the use of Rasch analysis has helped to overcome significantly the psychometric limitations inherent in the treatment of Likert scale type of data using traditional analysis. As expected, the image of physics as a difficult subject surfaced in the samples used in our study. The students recognized unequivocally the utilitarian value of physics: physics is said to enhance career options and is necessary for technological progress to occur in a country. They also showed high interest in school physics-this is so even for students who are not keen to study physics in the future, a finding which is at variance with other studies reported from Western countries. School physics is seen to be relevant, and physics teachers are viewed as being able to foster students' interest in physics. Laboratory work, enrichment activities, and physics textbooks were reported to be important in order to encourage students to like physics. Though the physics choosers showed greater intention in physics, they were generally not inclined to pursue physics-related careers after graduation. Parents and peers at school, on the other hand, are perceived to display unenthusiastic attitudes toward physics. Possible reasons for these are discussed along with the implications of the study.

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

Correlates of School-Day Physical Activity in Preschool Students

ERIC Educational Resources Information Center

Robinson, Leah E.; Wadsworth, Danielle D.; Peoples, Christina M.

2012-01-01

This study examined the relationship among sex, body mass index, motor skill competence (MSC), perceived physical competence (PPC), and school-day physical activity in preschool students (N = 34). Physical activity was assessed by steps accumulated during the school day, while MSC and PPC were assessed with the Test of Gross Motor Development--2nd…

Physical Activity in Intermediate Schools: The Interplay of School Culture, Adolescent Challenges, and Athletic Elitism

ERIC Educational Resources Information Center

MacQuarrie, Colleen; Murnaghan, Donna; MacLellan, Debbie

2008-01-01

The intervention potential of physical activity programs for intermediate schools (grades 7-9), could be enhanced by an understanding of how students engage with and disengage from physical activity. This study provides an interpretation of how adolescents, parents, teachers, and principals perceive students' involvement in physical activity…

Problems with the rush toward advanced physics in high schools

NASA Astrophysics Data System (ADS)

Gollub, Jerry

2003-04-01

The Advanced Placement (AP) Program has a major impact on the physics experience of many high school students. It affects admission to college, course choices and performance in college, and subsequent career decisions. A study committee of the National Research Council published a review of these programs in 2002, and concluded that while the program has many positive features, important problems need to be addressed. [1] The programs are not currently consistent with what we have learned about student learning from cognitive research. Students are often poorly prepared for AP courses, because of lack of coordination within schools. The Physics AP-B (non-calculus) program is too broad to allow most high school students to achieve an adequate level of conceptual understanding. Participation by minority students in these programs is far below that of other students. The AP exams need to be re-evaluated to insure that they actually measure conceptual understanding and complex reasoning. The AP exams are sometimes used inappropriately to rate teachers or schools. College and high school courses are poorly coordinated, with the result that students often take an introductory physics survey as many as three times. Policies on college credit for AP courses differ widely. These problems cannot be fixed by the College Board alone. [1] Jerry P. Gollub and Robin Spital, "Advanced Physics in the High Schools", Physics Today, May 2002.

Minority participation in high school physics

NASA Astrophysics Data System (ADS)

White, Susan C.

2015-09-01

In the May 2014 issue of The Physics Teacher, we reported that 39% of high school seniors in the 2013 class took at least one high school physics course prior to graduation. (See TPT 52, 214-15.) This month we take a closer look at participation in high school physics by racial/ethnic group. As we see below, Asian students are most likely to take a high school physics course, while the participation of African-Americans and Hispanics remains below 30%. As we will see over the next few months, the lower participation can be explained, at least in part, by socioeconomic factors. About half of Hispanic seniors and almost 45% of African-American seniors were enrolled in schools where the student body was deemed as "worse off" than their peers by principals and teachers, and these "worse off" schools were less likely to offer physics. In October, we will look at high school physics enrollment by socioeconomic status of the student body.

Physical fitness and academic performance: empirical evidence from the National Administrative Senior High School Student Data in Taiwan.

PubMed

Liao, Pei-An; Chang, Hung-Hao; Wang, Jiun-Hao; Wu, Min-Chen

2013-06-01

This study examined the relationship between the changes of physical fitness across the 3-year spectrum of senior high school study and academic performance measured by standardized tests in Taiwan. A unique dataset of 149 240 university-bound senior high school students from 2009 to 2011 was constructed by merging two nationwide administrative datasets of physical fitness test performance and the university entrance exam scores. Hierarchical linear regression models were used. All regressions included controls for students' baseline physical fitness status, changes of physical fitness performance over time, age and family economic status. Some notable findings were revealed. An increase of 1 SD on students' overall physical fitness from the first to third school year is associated with an increase in the university entrance exam scores by 0.007 and 0.010 SD for male and female students, respectively. An increase of 1 SD on anaerobic power (flexibility) from the first to third school year is positively associated with an increase in the university entrance exam scores by 0.018 (0.010) SD among female students. We suggest that education and school health policymakers should consider and design policies to improve physical fitness as part of their overall strategy of improving academic performance.

Effect of a Sport Education Program on Motivation for Physical Education and Leisure-Time Physical Activity

ERIC Educational Resources Information Center

Wallhead, Tristan L.; Garn, Alex C.; Vidoni, Carla

2014-01-01

Purpose: The purpose of this study was to examine the effect of a high school sport education curriculum program on students' motivation for physical education and leisure-time physical activity. Method: Participants were 568 high school students enrolled in the required physical education programs at 2 schools, 1 taught using sport education and…

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.

How Active Are Teens during Their Out-of-School Time? The View from Chicago. Chapin Hall Issue Brief

ERIC Educational Resources Information Center

Goerge, Robert M.; Cusick, Gretchen Ruth; Guiltinan, Shannon

2009-01-01

This issue brief explores levels of physical activity among high school students in Chicago Public Schools, including participation in sports, informal exercise, and other activities. Latent class analysis was used to classify students' levels of physical activity, revealing low levels of activity among most high school students. Multilevel…

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

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.

Activity Preferences of Middle School Physical Education Students.

ERIC Educational Resources Information Center

Greenwood, Michael; Stillwell, Jim; Byars, Allyn

2001-01-01

Investigated the physical education activity preferences of middle school students who completed a checklist featuring a variety of activities. Overall, middle school boys and girls both differed and agreed on their interests for specific activities. Most students liked basketball, bicycling, roller skating, soccer, swimming, and volleyball but…

Analyzing High School Students' Reasoning about Electromagnetic Induction

ERIC Educational Resources Information Center

Jelicic, Katarina; Planinic, Maja; Planinsic, Gorazd

2017-01-01

Electromagnetic induction is an important, yet complex, physics topic that is a part of Croatian high school curriculum. Nine Croatian high school students of different abilities in physics were interviewed using six demonstration experiments from electromagnetism (three of them concerned the topic of electromagnetic induction). Students were…

An Analysis of High School Students' Mental Models of Solid Friction in Physics

ERIC Educational Resources Information Center

Kurnaz, Mehmet Altan; Eksi, Cigdem

2015-01-01

Students often have difficulties understanding abstract physics concepts, such as solid friction. This study examines high school students' mental models of solid friction through a case study of 215 high school students in the ninth through twelfth grades. An achievement test with three open-ended questions was created, with questions limited to…

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…

Physical activity patterns in American high school students. Results from the 1990 Youth Risk Behavior Survey.

PubMed

Heath, G W; Pratt, M; Warren, C W; Kann, L

1994-11-01

To assess by self-reported participation in vigorous physical activity, the quantity and quality of school physical education, team sports, and television watching among 11,631 American high school students. Of all students in grades 9 through 12, 37% reported engaging in 20 minutes of vigorous physical activity three or more times per week. Participation in vigorous physical activity was higher among boys than girls (P < .01) and higher among white students than among those of other races and ethnic groups (P < .01). Overall, 43.7% of boys and 52% of girls reported that they were not enrolled in physical education classes. Of the students who reported attending physical education class during the past 2 weeks, 33.2% reported exercising 20 minutes or more in physical education class three to five times per week. In contrast, rates of participation in varsity and junior varsity sports remained constant across grade levels, but participation in recreational physical activity programs showed a lesser magnitude and also decreased with advancing grade. More than 70% of students reported spending at least 1 hour watching television each school day, and more than 35% reported watching television 3 hours or more each school day. Participation in vigorous physical activity and physical education class time devoted to physical activity are substantially below the goals set in Healthy People 2000. As students move toward graduation, we observed disturbing declines in participation in community recreation programs and overall vigorous activity. Students appear to spend considerably more time watching television than participating in physical activity. Public health efforts should focus on increasing the physical activity levels of our youth to enhance their current well-being and to reduce the risks of future chronic disease.

Before-School Running/Walking Club and Student Physical Activity Levels: An Efficacy Study

ERIC Educational Resources Information Center

Stylianou, Michalis; van der Mars, Hans; Kulinna, Pamela Hodges; Adams, Marc A.; Mahar, Matthew; Amazeen, Eric

2016-01-01

Purpose: Before-school programs, one of the least studied student-related comprehensive school physical activity program (CSPAP) components, may be a promising strategy to help youth meet the physical activity (PA) guidelines. This study's purpose was to examine: (a) how much PA children accrued during a before-school running/walking club and…

The Relationship between Sports Participation and Health-Related Physical Fitness in Middle School and High School Students

ERIC Educational Resources Information Center

Renfrow, Matthew S.; Caputo, Jennifer L.; Otto, Stephanie M.; Farley, Richard F.; Eveland-Sayers, Brandi M.

2011-01-01

The purpose of this case study was to examine the relationship between sports participation and health-related physical fitness in middle school and high school students. Health-related physical fitness was measured using the Fitnessgram test battery to assess healthy fitness zone (HFZ) achievement in five areas: body composition, muscular…

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.

Do Israeli health promoting schools contribute to students' healthy eating and physical activity habits?

PubMed

Hayek, Samah; Tessler, Riki; Bord, Shiran; Endevelt, Ronit; Satran, Carmit; Livne, Irit; Khatib, Mohammed; Harel-Fisch, Yosi; Baron-Epel, Orna

2017-10-04

The Israeli Health Promoting School Network (HPSN) is actively committed to enhancing a healthy lifestyle for the entire school population. This study aimed to explore the contribution of school participation in the HPSN and students' individual characteristics to healthy eating and physical activity habits among Israeli school children aged 10-12 years. A cross-sectional survey was conducted among 4166 students in grades 4-6 from 28 schools. The schools were selected from a sample of HPSN affiliated and non-HPSN schools. The contribution of individual characteristics (grade, gender and subjective self-reported health education activities at school) and school characteristics (school type, population group, deprivation score) to healthy eating and physical activity habits was analyzed using multi-level hierarchical models. Multi-level analysis indicated that student's individual characteristic was significantly associated with healthy eating and physical activity habits. The subjective self-reported health education received at school was statistically significant factor associated with students' health behaviors. The school's affiliation with the HPSN was not associated with higher healthy eating and physical activity scores after adjusting for individual factors. These findings suggest that Israeli HPSN schools do not contribute to children's health behaviors more than other schools. Therefore, health promoting activities in HPSN schools need to be improved to justify their recognition as members of the HPS network and to fulfill their mission. © The Author 2017. Published by Oxford University Press. All rights reserved. For Permissions, please email: journals.permissions@oup.com.

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.

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…

High School Teaching and College Performance: Looking for Connections

NASA Astrophysics Data System (ADS)

Tai, Robert H.

2006-12-01

How much impact does high school have on college? Are decisions about classroom activities and student work in high school physics associated with student performance in college physics? In our paper, we look at several aspects of high school physics including laboratory experiences, homework activities, and classroom activities and their association with college physics grades. Our results revisit in greater depth and earlier analysis carried out a decade earlier.

Physical Activity Breaks and Facilities in US Secondary Schools

ERIC Educational Resources Information Center

Hood, Nancy E.; Colabianchi, Natalie; Terry-McElrath, Yvonne M.; O'Malley, Patrick M.; Johnston, Lloyd D.

2014-01-01

Background: Research on physical activity breaks and facilities (indoor and outdoor) in secondary schools is relatively limited. Methods: School administrators and students in nationally representative samples of 8th (middle school) and 10th/12th grade (high school) students were surveyed annually from 2008-2009 to 2011-2012. School administrators…

High School Physical Education Teachers' Beliefs about Teaching Students with Mild to Severe Disabilities

ERIC Educational Resources Information Center

Casebolt, Kevin M.; Hodge, Samuel R.

2010-01-01

The purpose of this study was to analyze high school physical education teachers' beliefs about teaching students with disabilities in inclusive physical education. The participants (3 men, 2 women) were certified physical education teachers at four suburban high schools. The research method was descriptive-qualitative using a case study approach…

Relationship of Teacher Training and School Characteristics to Middle School State Assessment Results

ERIC Educational Resources Information Center

Hall, Tina J.; Hicklin, Lori K.; French, Karen E.

2017-01-01

Purpose: To examine the relationship between the South Carolina middle school physical education assessment results and the school characteristics. In addition, the relationship between teacher training attendance and student achievement were determined. Method: Student performance on four physical education indicators in 63 middle schools (and…

The Examination of the Attitudes of Secondary School Students towards Physical Education Course

ERIC Educational Resources Information Center

Keskin, Özkan; Hergüner, Gülten; Dönmez, Ahmet; Berisha, Milaim; Üçan, Erkan

2017-01-01

The aim of this study is to examine the attitudes of primary education students towards physical education courses according to certain variables. 640 students from elementary schools in the city center and several counties of Sakarya participated in the study. In the designating of the students' attitudes towards the physical education courses,…

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.

High school students' scientific epistemological beliefs, self-efficacy in learning physics and attitudes toward physics: a structural equation model

NASA Astrophysics Data System (ADS)

Kapucu, Serkan; Bahçivan, Eralp

2015-05-01

Background: There are some theoretical evidences that explain the relationships between core beliefs (i.e., epistemological beliefs) and peripheral beliefs (self-efficacy in learning) in the literature. The close relationships of such type of beliefs with attitudes are also discussed by some researchers. Constructing a model that investigates these relationships by considering theoretical and empirical evidences can empower researchers to discuss these relationships more comprehensively. Purpose: The purpose of this study is to explore the relationships among Turkish high school students' scientific epistemological beliefs, self-efficacy in learning physics and their attitudes toward physics. Sample: A total of 632 high school students participated in this study; however, 269 female and 229 male (a total of 498) high school students' data were used. Design and methods: Three distinct instruments that measure scientific epistemological beliefs, self-efficacy in learning physics and attitudes toward physics were combined into a unique questionnaire form and it was distributed to high school students. To explore the relationships among these variables, structural equation modeling was used. Results: The results showed that scientific epistemological belief dimensions uncovered by the nature of knowing (source and justification) significantly and positively related to both self-efficacy in learning physics and attitudes toward other important physics dimensions. Additionally, self-efficacy in learning physics significantly and positively predicted attitudes toward multiple physics dimensions (importance, comprehension and requirement). However, epistemological belief dimensions related to the nature of knowledge (certainty and development) did not have significant impact on self-efficacy in learning physics or attitudes toward physics. Conclusions: This study concludes that there are positive and significant relationships among Turkish high school students' scientific epistemological beliefs, self-efficacy in learning physics and their attitudes toward physics.

Do Small Rural High Schools Differ from Larger Schools in Relation to Absentee Rates in Physical Education?

ERIC Educational Resources Information Center

Lagestad, Pal; Ranes, Vebjorn; Welde, Boye

2015-01-01

The aims of the study were twofold: (a) to investigate how school size affects absentee rates in physical education (PE) and (b) to examine the experiences of students and teachers at a small rural high school in relation to attendance in PE at their school. The absentee rates in PE among all students (N = 6928 students) in a county in Norway were…

An Analysis of Middle School Students Physical Education Physical Activity Preferences

ERIC Educational Resources Information Center

Hill, Grant; Hannon, James C.

2008-01-01

The idea of providing student's choice over curricular offerings in physical education has gained a considerable amount of attention in recent years. The purpose of this study was to determine which physical education activities middle school students would like to have included in the yearly curriculum and if there were differences in responses…

Three-Year Study of Students' Attitudes toward Physical Education: Grades 4-8

ERIC Educational Resources Information Center

Mercier, Kevin; Donovan, Corinne; Gibbone, Anne; Rozga, Kimberly

2017-01-01

Purpose: A relationship exists between attitudes toward physical education and future physical activity. The purpose of this study was to examine changes in attitude toward physical education as students progressed from upper elementary school (Grade 4) through middle school (Grade 8). Method: Three cohorts of students (Cohort 1, Grades 4-6,…

Why Rural Community Day Secondary Schools Students' Performance in Physical Science Examinations Is Poor in Lilongwe Rural West Education District in Malawi

ERIC Educational Resources Information Center

Mlangeni, Angstone Noel J. Thembachako; Chiotha, Sosten Staphael

2015-01-01

A study was conducted to investigate factors that affect students' poor performance in physical science examinations at Malawi School Certificate of Education and Junior Certificate of Education levels in Community day secondary schools (CDSS) in Lilongwe Rural West Education District in Malawi. Students' performance was collected from schools'…

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)…

Are Environmental Influences on Physical Activity Distinct for Urban, Suburban, and Rural Schools? A Multilevel Study among Secondary School Students in Ontario, Canada

ERIC Educational Resources Information Center

Hobin, Erin P.; Leatherdale, Scott; Manske, Steve; Dubin, Joel A.; Elliott, Susan; Veugelers, Paul

2013-01-01

Background: This study examined differences in students' time spent in physical activity (PA) across secondary schools in rural, suburban, and urban environments and identified the environment-level factors associated with these between school differences in students' PA. Methods: Multilevel linear regression analyses were used to examine the…

'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.

Attitudes toward physical education and class preferences of Turkish adolescents in terms of school gender composition.

PubMed

Koca, Canan; Aşçi, F Hülya; Demirhan, Giyasettin

2005-01-01

The purpose of this study was to examine attitudes toward physical education (PE and PE class preferences of high school Turkish students in terms of school gender composition; 213 girls and 249 boys from coeducational public schools, and 196 girls and 210 boys from single-sex vocational schools participated in the study. The Attitudes Toward Physical Education Scale was administered and the results of 2 x 2 (Gender x School Type) ANOVA indicated that students in coeducational schools in general, and boys had more favorable attitudes. Additionally, chi-square analysis demonstrated significant differences in PE class preferences between students from single-sex and coeducational schools and between girls and boys.

Physical Therapists' Perceptions of School-Based Practices.

PubMed

Holt, Sheryl L; Kuperstein, Janice; Effgen, Susan K

2015-01-01

Surveys have reported that most school-based physical therapists perceive ideal practices are not commonly implemented in their settings. Our aim was to obtain a more in-depth understanding of these perceptions through open-ended inquiry. Qualitative data were derived from voluntary open-ended responses provided upon completion of a survey regarding school-based physical therapy practice. Of the survey's 561 participants, 250 provided open-ended commentaries that were analyzed using interpretive phenomenology. Six qualitative themes emerged from the open-ended responses, including: In quest: Meeting students' school-based needs via physical therapy; Seeking relatedness: Finding working teams in the school system; Building understanding: Developing a voice/identity in the school context; Stretched beyond limits: Managing workloads; Networking: Coordinating services outside school to meet student needs; Defying definition: What does working in an educational model mean? School-based physical therapists seek to meet educationally relevant physical therapy needs of students, ages 3 to 21 years. Successes appear woven of a multitude of factors such as therapist expertise, team dynamics, and district supports.

(re)producing Good Science Students: Girls' Participation in High School Physics

NASA Astrophysics Data System (ADS)

Carlone, Heidi B.

In this ethnographic study, the author describes the meanings of science and science student in a physics classroom in an upper-middle-class high school and the ways girls participated within these meanings. The classroom practices reproduced prototypical meanings of science (as authoritative) and science student (as "dutiful"). The results highlight girls' embrace of prototypical school science. Yet at the end of the school year, the girls did not consider themselves "science people," nor did they want to pursue physics further. The author's interpretation of these results takes seriously girls' agency in producing the meaning of the physics class (as a way to polish one's transcript) and draws attention to the promoted identities (prototypical good student identities) in the classroom. The author argues that students' agency in resisting or accepting the practices, identities, and knowledge of school science is worth understanding for the improvement of science education.

Alternative High School Students' Physical Activity: Role of Self-Efficacy

ERIC Educational Resources Information Center

Kenyon, Denyelle Baete; Kubik, Martha Y.; Davey, Cynthia; Sirard, John; Fulkerson, Jayne A.

2012-01-01

Objective: To examine physical activity self-efficacy as a mediator of the association between perceived barriers to PA and moderate-to-vigorous physical activity (MVPA) among alternative high school (AHS) students. Methods: Students (N = 145) from 6 AHS completed self-report questionnaires. Results: Mediation analyses revealed partial mediation…

Implementation of the Good School Toolkit in Uganda: a quantitative process evaluation of a successful violence prevention program.

PubMed

Knight, Louise; Allen, Elizabeth; Mirembe, Angel; Nakuti, Janet; Namy, Sophie; Child, Jennifer C; Sturgess, Joanna; Kyegombe, Nambusi; Walakira, Eddy J; Elbourne, Diana; Naker, Dipak; Devries, Karen M

2018-05-09

The Good School Toolkit, a complex behavioural intervention designed by Raising Voices a Ugandan NGO, reduced past week physical violence from school staff to primary students by an average of 42% in a recent randomised controlled trial. This process evaluation quantitatively examines what was implemented across the twenty-one intervention schools, variations in school prevalence of violence after the intervention, factors that influence exposure to the intervention and factors associated with students' experience of physical violence from staff at study endline. Implementation measures were captured prospectively in the twenty-one intervention schools over four school terms from 2012 to 2014 and Toolkit exposure captured in the student (n = 1921) and staff (n = 286) endline cross-sectional surveys in 2014. Implementation measures and the prevalence of violence are summarised across schools and are assessed for correlation using Spearman's Rank Correlation Coefficient. Regression models are used to explore individual factors associated with Toolkit exposure and with physical violence at endline. School prevalence of past week physical violence from staff against students ranged from 7% to 65% across schools at endline. Schools with higher mean levels of teacher Toolkit exposure had larger decreases in violence during the study. Students in schools categorised as implementing a 'low' number of program school-led activities reported less exposure to the Toolkit. Higher student Toolkit exposure was associated with decreased odds of experiencing physical violence from staff (OR: 0.76, 95%CI: 0.67-0.86, p-value< 0.001). Girls, students reporting poorer mental health and students in a lower grade were less exposed to the toolkit. After the intervention, and when adjusting for individual Toolkit exposure, some students remained at increased risk of experiencing violence from staff, including, girls, students reporting poorer mental health, students who experienced other violence and those reporting difficulty with self-care. Our results suggest that increasing students and teachers exposure to the Good School Toolkit within schools has the potential to bring about further reductions in violence. Effectiveness of the Toolkit may be increased by further targeting and supporting teachers' engagement with girls and students with mental health difficulties. The trial is registered at clinicaltrials.gov , NCT01678846, August 24th 2012.

News Particle Physics: ATLAS unveils mural at CERN Prize: Corti Trust invites essay entries Astrophysics: CERN holds cosmic-ray conference Researchers in Residence: Lord Winston returns to school Music: ATLAS scientists record physics music Conference: Champagne flows at Reims event Competition: Students triumph at physics olympiad Teaching: Physics proves popular in Japanese schools Forthcoming Events

NASA Astrophysics Data System (ADS)

2011-01-01

Particle Physics: ATLAS unveils mural at CERN Prize: Corti Trust invites essay entries Astrophysics: CERN holds cosmic-ray conference Researchers in Residence: Lord Winston returns to school Music: ATLAS scientists record physics music Conference: Champagne flows at Reims event Competition: Students triumph at physics olympiad Teaching: Physics proves popular in Japanese schools Forthcoming Events

Injuries to primary school pupils and secondary school students during physical education classes and in their leisure time.

PubMed

Videmsek, Mateja; Karpljuk, Damir; Mlinar, Suzana; Mesko, Maja; Stihec, Joze

2010-09-01

The study aimed to establish the frequency of injuries in primary and secondary schools during leisure time and physical education classes in school as well as in group and individual sports. The sample included 2842 pupils from nine primary schools and 1235 students from five secondary schools in Slovenia. The data were processed with the SPSS statistical software package and the frequencies and Crosstabs were calculated. The results showed that substantially more pupils and students were injured in their leisure time than during physical education classes. Girls were more frequently injured in group and individual sports practiced during physical education classes and in individual sports practiced in their leisure time, whereas boys suffered more injuries in group sports practiced in their leisure time. As regards group sports, pupils and students were most frequently injured while playing football in their leisure time whereas, during physical education classes, they suffered most injuries in volleyball, followed closely by basketball and football; as regards individual sports, pupils and students were most frequently injured while cycling and rollerblading in their leisure time, whereas during physical education classes they suffered most injuries in athletics.

Relations of perception of responsibility to intrinsic motivation and physical activity among Korean middle school students.

PubMed

Lee, Okseon; Kim, Younhee; Kim, Oung Jun

2012-12-01

To validate the Personal and Social Responsibility Questionnaire, the relations between perceived responsibility and intrinsic motivation were examined among Korean middle school students. The relations of change in stages of physical activity and students' perceived responsibility were also examined. Participants were 357 middle school students (160 boys, 197 girls) from three schools in the Seoul metropolitan area. Exploratory factor analysis supported a three-factor structure with effort and self-direction merged into one factor and the responsibilities of respect and caring for others constituted separate factors. Pearson correlations among factors showed perceptions of personal responsibility were associated with more intrinsic motivation toward physical education and a higher stage of physical activity. A moderate or low association between perceived social responsibility and intrinsic motivation implied a need to develop strategies for Korean students to use social responsibility for promoting physical activity.

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…

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.

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.

School staff perpetration of physical violence against students in Uganda: a multilevel analysis of risk factors

PubMed Central

Merrill, Katherine G; Knight, Louise; Glynn, Judith R; Allen, Elizabeth; Naker, Dipak; Devries, Karen M

2017-01-01

Objective To conduct a multilevel analysis of risk factors for physical violence perpetration by school staff against Ugandan students. Design Multilevel logistic regression analysis of cross-sectional survey data from 499 staff and 828 caregivers of students at 38 primary schools, collected in 2012 and 2014 during the Good Schools Study. Setting Luwero District, Uganda. Main outcome measure Past-week use of physical violence by school staff against students was measured using the International Society for the Prevention of Child Abuse and Neglect ‘Child Abuse Screening Tool- Child International’ and the WHO Multi-Country Study on Women’s Health and Domestic Violence against Women. Results Of 499 staff, 215 (43%) reported perpetration of physical violence against students in the past week. Individual risk factors associated with physical violence perpetration included being a teacher versus another type of staff member (p<0.001), approving of physical discipline practices (p<0.001), having children (p<0.01), being age 30–39 years (p<0.05), using physical violence against non-students (p<0.05) and being a victim of intimate partner violence (IPV) (p<0.05). We observed weak evidence (p=0.06) that male staff members who had been a victim of IPV showed higher odds of violence perpetration compared with male staff who had not been a victim of IPV. No evidence was observed for school- or community-level risk factors. Conclusions Physical violence perpetration from school staff is widespread, and interventions are needed to address this issue. Staff who have been victims of violence and who use violence against people other than students may benefit from additional interventions. Researchers should further investigate how school and community contexts influence staff’s physical violence usage, given a lack of associations observed in this study. PMID:28821514

School staff perpetration of physical violence against students in Uganda: a multilevel analysis of risk factors.

PubMed

Merrill, Katherine G; Knight, Louise; Glynn, Judith R; Allen, Elizabeth; Naker, Dipak; Devries, Karen M

2017-08-18

To conduct a multilevel analysis of risk factors for physical violence perpetration by school staff against Ugandan students. Multilevel logistic regression analysis of cross-sectional survey data from 499 staff and 828 caregivers of students at 38 primary schools, collected in 2012 and 2014 during the Good Schools Study. Luwero District, Uganda. Past-week use of physical violence by school staff against students was measured using the International Society for the Prevention of Child Abuse and Neglect 'Child Abuse Screening Tool- Child International' and the WHO Multi-Country Study on Women's Health and Domestic Violence against Women. Of 499 staff, 215 (43%) reported perpetration of physical violence against students in the past week. Individual risk factors associated with physical violence perpetration included being a teacher versus another type of staff member (p<0.001), approving of physical discipline practices (p<0.001), having children (p<0.01), being age 30-39 years (p<0.05), using physical violence against non-students (p<0.05) and being a victim of intimate partner violence (IPV) (p<0.05). We observed weak evidence (p=0.06) that male staff members who had been a victim of IPV showed higher odds of violence perpetration compared with male staff who had not been a victim of IPV. No evidence was observed for school- or community-level risk factors. Physical violence perpetration from school staff is widespread, and interventions are needed to address this issue. Staff who have been victims of violence and who use violence against people other than students may benefit from additional interventions. Researchers should further investigate how school and community contexts influence staff's physical violence usage, given a lack of associations observed in this study. © 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.

Reducing Physical Violence Toward Primary School Students With Disabilities.

PubMed

Devries, Karen; Kuper, Hannah; Knight, Louise; Allen, Elizabeth; Kyegombe, Nambusi; Banks, Lena Morgon; Kelly, Susan; Naker, Dipak

2018-03-01

We tested whether the Good School Toolkit reduces physical violence from peers and school staff toward students with and without disabilities in Ugandan primary schools. We conducted a cluster randomized controlled trial, with data collected via cross-sectional surveys in 2012 and 2014. Forty-two primary schools in Luwero District, Uganda, were randomly assigned to receive the Good School Toolkit for 18 months, or to a waitlisted control group. The primary outcome was past week physical violence from school staff, measured by primary 5, 6, and 7 students' (aged 11-14 years) self-reports using the International Society for the Prevention of Child Abuse and Neglect Child Abuse Screening Tool-Child Institutional. Disability was assessed through the six Short Set Washington Group questions on functioning. Analyses were by intention to treat. At endline, 53% of control group students with no functional difficulties reported violence from peers or school staff, versus 84% of students with a disability. Prevalence of past week physical violence from school staff was lower in intervention schools than in the control schools after the intervention, in students with no functional difficulties (adjusted odds ratio [aOR] = .41, 95% confidence interval [CI .26-.65]), students with some functional difficulties (aOR = .36, 95% CI .21-.63), and students with disabilities (aOR = .29, 95% CI .14-.59). The intervention also reduced violence from peers in young adolescents, with no evidence of a difference in effect by disability status. The Good School Toolkit is an effective intervention to reduce violence perpetrated by peers and school staff against young adolescents with disabilities in Ugandan primary schools. Copyright © 2017 The Society for Adolescent Health and Medicine. Published by Elsevier Inc. All rights reserved.

Perception of High School Students in Kuwait Regarding Their Knowledge about Physical Education and the Role of Health Education

ERIC Educational Resources Information Center

Al-Amari, Hanaa; Ziab, Abdulraheem

2012-01-01

This study was designed to assess the perceptions of high school students in Kuwait regarding their knowledge about physical education and the role of health education in promotion. The study was conducted using a questionnaire administered to 250 students (103 male and 147 female) from public high schools, during the school year of (2009),…

An investigation of the impact of science course sequencing on student performance in high school science and math

NASA Astrophysics Data System (ADS)

Mary, Michael Todd

High school students in the United States for the past century have typically taken science courses in a sequence of biology followed by chemistry and concluding with physics. An alternative sequence, typically referred to as "physics first" inverts the traditional sequence by having students begin with physics and end with biology. Proponents of physics first cite advances in biological sciences that have dramatically changed the nature of high school biology and the potential benefit to student learning in math that would accompany taking an algebra-based physics course in the early years of high school to support changing the sequence. Using a quasi-experimental, quantitative research design, the purpose of this study was to investigate the impact of science course sequencing on student achievement in math and science at a school district that offered both course sequences. The Texas state end-of-course exams in biology, chemistry, physics, algebra I and geometry were used as the instruments measuring student achievement in math and science at the end of each academic year. Various statistical models were used to analyze these achievement data. The conclusion was, for students in this study, the sequence in which students took biology, chemistry, and physics had little or no impact on performance on the end-of-course assessments in each of these courses. Additionally there was only a minimal effect found with respect to math performance, leading to the conclusion that neither the traditional or "physics first" science course sequence presented an advantage for student achievement in math or science.

PE in Pictures: Using Photovoice to Promote Middle School Students' Reflections on Physical Activity during Free Time

ERIC Educational Resources Information Center

Treadwell, Sheri M.; Taylor, Neva

2017-01-01

The purpose of this article is to demonstrate how physical educators can use Photovoice to examine their students' perceptions of physical activity and healthy living, and ultimately advocate for change in both their school and community. As a result of student participation in a physical education class project that utilized Photovoice,…

"Why Do I Slog through the Physics?" Understanding High School Students' Difficulties in Learning Physics

ERIC Educational Resources Information Center

Ekici, Erhan

2016-01-01

The aim of this study is to develop a valid and reliable instrument to assess why physics courses are perceived as one of the most difficult courses among high school students and to investigate the reasons why students have difficulty in learning physics through this scale. This study includes the development and validation studies of the…

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.

Objectively Measured School Day Physical Activity Among Elementary Students in the United States and Finland.

PubMed

Yli-Piipari, Sami; Kulmala, Janne Santeri; Jaakkola, Timo; Hakonen, Harto; Fish, Joseph Cole; Tammelin, Tuija

2016-04-01

Schools are in a unique position to ensure that all students meet the current physical activity (PA) recommendations. This study aimed to examine 1st to 3rd grade elementary students' accelerometer measured school day PA in the United States (U.S.) and Finland. The sample consisted of 200 students (107 girls, 93 boys; ages 6 to 8) and their school day PA was monitored with hip-worn ActiGraph GT3X+ accelerometers across a 5-day school week and the thresholds 100 and 2296 count per minute were used to separate sedentary time, light PA, and moderate-to-vigorous PA (MVPA). On an average school day, students were engaged in MVPA for 20.0 min in the U.S. and 24.1 min in Finland. Students' school-day MVPA was 9 to 16 minutes higher during physical education (PE) days compared with non-PE days (U.S: 25.8 vs. 16.6 min/day; Finland: 36.3 vs. 20.1 min/day). Girls had less MVPA and more sedentary time compared with boys in both samples. This study highlights both the role of PE and other school day physical activities in meeting PA guidelines. Policy measures are needed to change the structure of the school day and enhance PA to ensure that students meet the PA recommendations.

Structured Recess: Finding a Way to Make It Work

ERIC Educational Resources Information Center

Scudieri, Dena; Schwager, Susan

2017-01-01

Time is a highly contested resource in today's schools. Proactive physical educators and savvy school administrators are acknowledging the benefits of devoting time during the school day, beyond regular physical education classes, for students to engage in physical activity with an eye toward enhancing student's health and well-being, as well as…

School and Neighborhood Predictors of Physical Fitness in Elementary School Students

ERIC Educational Resources Information Center

Kahan, David; McKenzie, Thomas L.

2017-01-01

Background: We assessed the associations of 5 school and 7 neighborhood variables with fifth-grade students achieving Healthy Fitness Zone (HFZ) or Needs Improvement-Health Risk (NI-HR) on aerobic capacity (AC) and body composition (BC) physical fitness components of the state-mandated FITNESSGRAM® physical fitness test. Methods: Data for outcome…

The Importance of High School Physics Teachers for Female Students' Physics Identity and Persistence

ERIC Educational Resources Information Center

Hazari, Zahra; Brewe, Eric; Goertzen, Renee Michelle; Hodapp, Theodore

2017-01-01

Given the historic and continued underrepresentation of women in physics, it is important to understand the role that high school physics might play in attracting female students to physics careers. Drawing on data from over 900 female undergraduates in physics, we examine when these women became interested in physics careers and different sources…

How Things Work, an Enrichment Class for Middle School Students

NASA Astrophysics Data System (ADS)

Goller, Tamara; Watson, Nancy; Watson, James

1998-05-01

Middle School students are curious about their surroundings. They are always asking questions about how things work. So this semester two middle school science teachers and a physicist combined their strengths and taught HOW THINGS WORK, THE PHYSICS OF EVERYDAY LIFE (a book by Louis A. Bloomfield). The students studied the physics behind everyday objects to see how they worked. They read, discussed the physics, and completed laboratory exercises using lasers, cameras, and other objects. Each student then picked an inventor that interested him/her and used the INTERNET to research the inventor and made a class presentation. For the final project, each students use the physics they learned and became an inventor and made an invention.

Physics olympiad

NASA Astrophysics Data System (ADS)

Five high school physics students will represent the U.S. at the 20th International Physics Olympiad, July 14-25 in Warsaw, Poland. The Olympiad has been held annually since 1967; this is the fourth year the U.S. will compete. The American Association of Physics Teachers administers the U.S. program; AGU is a principal sponsoring organization of the Olympiad, as is the American Institute of Physics.The students are Derrick Bass, North Miami Beach High School, Miami Beach, Fla.; Steven Gubser, Cherry Creek High School, Englewood, Colo.; Jason Jacobs, Baldwin Senior High School, Baldwin, N.Y.; Jessica Millar, West High School, Madison, Wise; and James Sarvis, Thomas Jefferson High School, Alexandria, Va.

Gender Differences in the High School and Affective Experiences of Introductory College Physics Students

NASA Astrophysics Data System (ADS)

Hazari, Zahra; Sadler, Philip M.; Tai, Robert H.

2008-10-01

The disparity in persistence between males and females studying physics has been a topic of concern to physics educators for decades. Overall, while female students perform as well as or better than male students, they continue to lag considerably in terms of persistence. The most significant drop in females studying physics occurs between high school and college.2 Since most female physicists report that they became attracted to physics and decided to study it further while in high school, according to the International Study of Women in Physics,3 it is problematic that high school is also the stage at which females begin to opt out at much higher rates than males. Although half of the students taking one year of physics in high school are female, females are less likely than males to take a second or Advanced Placement (AP) physics course.4 In addition, the percentage of females taking the first physics course in college usually falls between 30% and 40%. In other words, although you may see gender parity in a first high school physics course, this parity does not usually persist to the next level of physics course. In addition, even if there is parity in a high school physics course, it does not mean that males and females experience the course in the same way. It is this difference in experience that may help to explain the drop in persistence of females.

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.

The Relationship between Attitude toward Physical Education and Leisure-Time Exercise in High School Students.

ERIC Educational Resources Information Center

Chung, Min-hau; Phillips, D. Allen

2002-01-01

Investigated the relationship between U.S. and Taiwanese high school students' attitudes toward physical education and leisure time exercise, noting the influence of nationality and gender. Student surveys indicated significant relationships between attitudes toward physical education and leisure time exercise, regardless of nationality or gender.…

Differences in Exercise Identity between Secondary Physical Education Students and Athletes

ERIC Educational Resources Information Center

Soukup, Gregory J., Sr.; Henrich, Timothy W.; Barton-Weston, Heather M.

2010-01-01

Texas (USA) public schools require high school students to take one year of physical education to graduate. However, students can meet this requirement by participating on a state sanctioned athletic team for a year. The Texas Education Agency states the physical education curriculum should teach affective attitudes and values that will encourage…

SU-F-E-08: Medical Physics as a Teaching Tool for High School Science Curriculum

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

Buckley, L

Purpose: Delivering high school science curriculum in a timely manner and in way that is accessible to all students is a challenge for teachers. Although many high schools offer career workshops, these are typically directed at senior students and do not relate directly to details of the curriculum. The objective of this initiative was to create a series of lectures that use medical physics to relate many aspects of the high school science curriculum to tangible clinical applications and to introduce students to alternate pathways into a career in health sciences. Methods: A series of lectures has been developed basedmore » on the Ontario High School Science Curriculum. Each lecture uses a career in radiotherapy medical physics as the framework for discussion of topics specific to the high school course being addressed. Results: At present, these lectures have been delivered in five area high schools to students ranging from sophomores to seniors. Survey documents are given to the students before and after the lecture to assess their awareness of careers in health care, applications of physics and their general interest in the subject areas. As expected, students have limited up front awareness of the wide variety of health related career paths. The idea of combining a career lecture with topics specific to the classroom curriculum has been well-received by teachers and students alike. Conclusion: Career talks for high school students are useful for students contemplating their post- secondary career path. Relating career discussion with direct course curriculum makes their studies more relevant and engaging. Students aspiring to a career in health sciences often focus their studies on life sciences due to limited knowledge of potential careers. An early introduction to medical physics presents them with an alternate path through the physical sciences into health care.« less

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.

How teaching practices are connected to student intention to enrol in upper secondary school physics courses

NASA Astrophysics Data System (ADS)

Juuti, Kalle; Lavonen, Jari

2016-05-01

Background: In developed countries, it is challenging for teachers to select pedagogical practices that encourage students to enrol in science and technology courses in upper secondary school. Purpose: Aiming to understand the enrolment dynamics, this study analyses sample-based data from Finland's National Assessment in Science to determine whether pedagogical approaches influence student intention to enrol in upper secondary school physics courses. Sample: This study examined a clustered sample of 2949 Finnish students in the final year of comprehensive school (15-16 years old). Methods: Through explorative factor analysis, we extracted several variables that were expected to influence student intention to enrol in physics courses. We applied partial correlation to determine the underlying interdependencies of the variables. Results: The analysis revealed that the main predictor of enrolment in upper secondary school physics courses is whether students feel that physics is important. Although statistically significant, partial correlations between variables were rather small. However, the analysis of partial correlations revealed that pedagogical practices influence inquiry and attitudinal factors. Pedagogical practices that emphasise science experimentation and the social construction of knowledge had the strongest influence. Conclusions: The research implies that to increase student enrolment in physics courses, the way students interpret the subject's importance needs to be addressed, which can be done by the pedagogical practices of discussion, teacher demonstrations, and practical work.

Moving Physical Activity beyond the School Classroom: A Social-Ecological Insight for Teachers of the Facilitators and Barriers to Students' Non-Curricular Physical Activity

ERIC Educational Resources Information Center

Hyndman, Brendon; Telford, Amanda; Finch, Caroline F.; Benson, Amanda C.

2012-01-01

Non-curricular avenues such as active play during school breaks have been established as a major source for children's physical and cognitive development, yet there is little information for teachers on the influences affecting primary and secondary school students' non-curricular physical activity. During this study focus groups and drawing were…

The influence of the physical environment and sociodemographic characteristics on children's mode of travel to and from school.

PubMed

Larsen, Kristian; Gilliland, Jason; Hess, Paul; Tucker, Patricia; Irwin, Jennifer; He, Meizi

2009-03-01

We examined whether certain characteristics of the social and physical environment influence a child's mode of travel between home and school. Students aged 11 to 13 years from 21 schools throughout London, Ontario, answered questions from a travel behavior survey. A geographic information system linked survey responses for 614 students who lived within 1 mile of school to data on social and physical characteristics of environments around the home and school. Logistic regression analysis was used to test the influence of environmental factors on mode of travel (motorized vs "active") to and from school. Over 62% of students walked or biked to school, and 72% from school to home. The likelihood of walking or biking to school was positively associated with shorter trips, male gender, higher land use mix, and presence of street trees. Active travel from school to home was also associated with lower residential densities and lower neighborhood incomes. Our findings demonstrate that active travel is associated with environmental characteristics and suggest that school planners should consider these factors when siting schools in order to promote increased physical activity among students.

The Influence of the Physical Environment and Sociodemographic Characteristics on Children's Mode of Travel to and From School

PubMed Central

Larsen, Kristian; Hess, Paul; Tucker, Patricia; Irwin, Jennifer; He, Meizi

2009-01-01

Objectives. We examined whether certain characteristics of the social and physical environment influence a child's mode of travel between home and school. Methods. Students aged 11 to 13 years from 21 schools throughout London, Ontario, answered questions from a travel behavior survey. A geographic information system linked survey responses for 614 students who lived within 1 mile of school to data on social and physical characteristics of environments around the home and school. Logistic regression analysis was used to test the influence of environmental factors on mode of travel (motorized vs “active”) to and from school. Results. Over 62% of students walked or biked to school, and 72% from school to home. The likelihood of walking or biking to school was positively associated with shorter trips, male gender, higher land use mix, and presence of street trees. Active travel from school to home was also associated with lower residential densities and lower neighborhood incomes. Conclusions. Our findings demonstrate that active travel is associated with environmental characteristics and suggest that school planners should consider these factors when siting schools in order to promote increased physical activity among students. PMID:19106422

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.

High School Physics Teacher Outreach Programs at California State University Long Beach

NASA Astrophysics Data System (ADS)

Kwon, Chuhee; Pickett, Galen; Henriques, Laura

2013-03-01

One of the goals of the CSULB PhysTEC project has been to establish a physics teaching community that partners CSULB faculty, high school teachers, pre-service teachers, and physics students. In two years, we have created a solid sustainable Physics Teacher Network with local high school teachers. We will discuss the successful outreach programs for high school physics teachers at CSULB and the detailed logistics. Teacher-In-Residence (TIR), high school physics teachers working with the CSULB PhysTEC team, has provided invaluable input for designing and implementing outreach events. The department organizes biannual open house for local high school teachers and their students. The open house event is attended by pre-service teachers, physics undergraduate and graduate students, and faculty. We also host the monthly demo-sharing day that physics teachers bring and share topical demos, which has about 30 - 50 attendees each month. The CSULB PhysTEC project also distributes a monthly newsletter for local physics teachers with upcoming events and information about teaching, and this newsletter is organized and written by TIR. This work is supported by the PhysTEC grant.

Correlating Student Interest and High School Preparation with Learning and Performance in an Introductory University Physics Course

ERIC Educational Resources Information Center

Harlow, Jason J.?B.; Harrison, David M.; Meyertholen, Andrew

2014-01-01

We have studied the correlation of student performance in a large first year university physics course with their reasons for taking the course and whether or not the student took a senior-level high school physics course. Performance was measured both by the Force Concept Inventory and by the grade on the final examination. Students who took the…

A Comparison of National Board Certified Teachers with Non-National Board Certified Teachers on Student Competency in High School Physical Education

ERIC Educational Resources Information Center

Phillips, Amber

2008-01-01

The purpose of this study was to describe the differences of teachers with and without National Board Certification in relation to their percentages of student competency in high school physical education. Data from the South Carolina Physical Education Assessment Program (SCPEAP) were used as the measure of student competency. Student competency…

Contribution of Physical Education and Sport to Health-Related Fitness in High School Students

ERIC Educational Resources Information Center

Beets, Michael W.; Pitetti, Kenneth H.

2005-01-01

This study compared health-related fitness variables of high school students (14 to 19-years-old; 120 males, 67 females) participating in physical education (PE) and school-sponsored sports (SSS) to students participating solely in PE. Cardiovascular fitness, the primary variable of interest, was measured using the 20-Meter Shuttle Ran (number of…

Should Educators Be "Wrapping School Playgrounds in Cotton Wool" to Encourage Physical Activity? Exploring Primary and Secondary Students' Voices from the School Playground

ERIC Educational Resources Information Center

Hyndman, Brendon P.; Telford, Amanda

2015-01-01

Physical activity in school playgrounds has changed considerably over recent decades to reflect a climate of "surplus safety". A growing culture of surplus safety can be attributed to a desire of parents and teachers responsible for children to protect school students from danger. The aim of this research was to examine students'…

Connecting High School Physics Experiences, Outcome Expectations, Physics Identity, and Physics Career Choice: A Gender Study

ERIC Educational Resources Information Center

Hazari, Zahra; Sonnert, Gerhard; Sadler, Philip M.; Shanahan, Marie-Claire

2010-01-01

This study explores how students' physics identities are shaped by their experiences in high school physics classes and by their career outcome expectations. The theoretical framework focuses on physics identity and includes the dimensions of student performance, competence, recognition by others, and interest. Drawing data from the Persistence…

A Summer Math and Physics Program for High School Students: Student Performance and Lessons Learned in the Second Year

ERIC Educational Resources Information Center

Timme, Nicholas; Baird, Michael; Bennett, Jake; Fry, Jason; Garrison, Lance; Maltese, Adam

2013-01-01

For the past two years, the Foundations in Physics and Mathematics (FPM) summer program has been held at Indiana University in order to fulfill two goals: provide additional physics and mathematics instruction at the high school level, and provide physics graduate students with experience and autonomy in designing curricula and teaching courses.…

Examination of the Attitudes of School of Physical Education and Sports Students towards Teaching Profession in Terms of Various Variables

ERIC Educational Resources Information Center

Cetinkaya, Turan; Kirtepe, Abdurrahman; Ugurlu, Fatih Mehmet

2018-01-01

The aim of this research is to determine the attitudes of the students who are studying in the physical education and sports departments towards the teaching profession. 244 students attending Ahi Evran University School of Physical Education and Sports and Firat University Sports Sciences Faculty Physical Education and Sport Teacher Training,…

Sophisticated Epistemologies of Physics versus High-Stakes Tests: How Do Elite High School Students Respond to Competing Influences about How to Learn Physics?

ERIC Educational Resources Information Center

Yerdelen-Damar, Sevda; Elby, Andrew

2016-01-01

This study investigates how elite Turkish high school physics students claim to approach learning physics when they are simultaneously (i) engaged in a curriculum that led to significant gains in their epistemological sophistication and (ii) subject to a high-stakes college entrance exam. Students reported taking surface (rote) approaches to…

Students' Motivation, Physical Activity Levels, & Health-Related Physical Fitness in Middle School Physical Education

ERIC Educational Resources Information Center

Gao, Zan; Newton, Maria; Carson, Russell L.

2008-01-01

This study examines the predictive utility of students' motivation (self-efficacy and task values) to their physical activity levels and health-related physical fitness (cardiovascular fitness and muscular strength/endurance) in middle school fitness activity classes. Participants (N = 305) responded to questionnaires assessing their self-efficacy…

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.

Associations of school violence with physical activity among U.S. high school students.

PubMed

Demissie, Zewditu; Lowry, Richard; Eaton, Danice K; Hertz, Marci F; Lee, Sarah M

2014-05-01

This study investigated associations of violence-related behaviors with physical activity (PA)-related behaviors among U.S. high school students. Data from the 2009 national Youth Risk Behavior Survey, a cross-sectional survey of a nationally representative sample of 9th-12th grade students, were analyzed. Sex-stratified, adjusted odds ratios (aORs) and 95% confidence intervals (CIs) were estimated for associations between violence-related behaviors and being physically active for ≥60 minutes daily, sports participation, TV watching for ≥3 hours/day, and video game/computer use for ≥3 hours/day. Among male students, at-school bullying victimization was negatively associated with daily PA (aOR: 0.72; 95% CI: 0.58-0.87) and sports participation; skipping school because of safety concerns was positively associated with video game/computer use (1.42; 1.01-2.00); and physical fighting was positively associated with daily PA. Among female students, at-school bullying victimization and skipping school because of safety concerns were both positively associated with video game/computer use (1.46; 1.19-1.79 and 1.60; 1.09-2.34, respectively), and physical fighting at school was negatively associated with sports participation and positively associated with TV watching. Bullying victimization emerged as a potentially important risk factor for insufficient PA. Schools should consider the role of violence in initiatives designed to promote PA.

Relationship between motivation and learning in physical education and after-school physical activity.

PubMed

Chen, Senlin; Sun, Haichun; Zhu, Xihe; Chen, Ang

2014-12-01

A primary goal of physical education is to develop physically literate individuals with the knowledge, skills, and confidence necessary for a physically active lifestyle. Guided by the expectancy-value and interest motivation theories, the purpose of this study was to identify the relationship between students' motivation and health-related fitness knowledge developed in physical education and their after-school physical activity participation. Third-, 4th-, and 5th-grade students (N = 293) from 6 elementary schools in a large metropolitan school district in the United States provided data on expectancy beliefs and perceived task values, situational interest, health-related fitness knowledge, and after-school physical activity. Data were analyzed using descriptive statistics and a simultaneous multiple regression model. It was found that expectancy beliefs (β = .20, t = 2.16, p = .03) and perceived exploration demand (β = .25, t = 2.58, p = .01), a source for situational interest, were positively related to after-school physical activity. The 2 variables, however, accounted for only 11.2% of the variances for children's after-school physical activity participation. This study demonstrates that students' active exploration and expectancy beliefs for success in physical education have limited influence on leisure-time physical activity participation.

Cypriot Urban Elementary Students' Attitude toward Physical Education

ERIC Educational Resources Information Center

Constantinides, Panos; Silverman, Stephen

2018-01-01

Purpose: This study examined the attitudes of Cypriot elementary school students toward physical education. Fourth, fifth and sixth grade students (N = 763) from six urban Cypriot elementary schools completed an attitude instrument. Methods: Adapting the attitude instrument for Greek-speaking students an extensive two-step pilot study showed the…

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.

The effect of before school physical activity on child development: A study protocol to evaluate the Build Our Kids Success (BOKS) Program.

PubMed

Pojednic, Rachele; Peabody, Stephanie; Carson, Shelley; Kennedy, Mary; Bevans, Katherine; Phillips, Edward M

2016-07-01

Most childhood physical activity interventions focus on reducing childhood obesity with varying success, indicating that body mass index (BMI) may be a limited marker of health in children. To better understand overall childhood health and wellbeing, this study is investigating BOKS (Build Our Kids Success), an established ongoing before-school physical activity program, to evaluate students' physical health, mental health, cognitive capacity, and academic performance. The study is a non-randomized controlled trial with 26 elementary and middle schools in 3 Massachusetts communities, including first through eighth grade (aged 5-14) students, their parents, and teachers. Data collection is occurring during the 2015-2016 school year. Physical fitness is being assessed via 400m run and anthropometrics via height and weight measures (BMI). Psychosocial outcomes are being assessed via student, parent, and teacher survey and include nutrition, daily activities, emotional and relationship scales, bullying and victimization, vitality and energy, student engagement, stress, positive affect, self-efficacy and life satisfaction. Academic performance is reported by grades. Statistical methods include a psychometric evaluation of study measures, Pearson correlations, Student's t-tests, ANOVA/ANCOVA and multivariate linear regression including multilevel modeling analyses to account for the hierarchical organization of the data. This study is investigating a before school physical activity program on parameters of physical health, mental health, cognitive capacity, and academic performance by employing a novel triad approach, correlating the input of the child, parent, and teacher. Outcomes will evaluate the effectiveness of a before school physical activity program in elementary and middle schools and potentially provide valuable information for schools looking to institute innovative physical activity programs. Copyright © 2016 Elsevier Inc. All rights reserved.

Fostering Inclusion and Positive Physical Education Experiences for Overweight and Obese Students

ERIC Educational Resources Information Center

Rukavina, Paul B.; Doolittle, Sarah A.

2016-01-01

Overweight and obese students are often socially and instructionally excluded from physical education and school physical activity opportunities. This article describes teaching strategies from a study of middle school physical education teachers who are committed to providing effective teaching and positive experiences for overweight and obese…

Middle School Physical Education Teachers' Perspectives on Overweight Students

ERIC Educational Resources Information Center

Doolittle, Sarah A.; Rukavina, Paul B.; Li, Weidong; Manson, Mara; Beale, Angela

2016-01-01

Using the Social Ecological Constraints model, a qualitative multiple case study design was used to explore experienced and committed middle school physical education teachers' perspectives on overweight and obese students (OWS), and how and why they acted to include OWS in physical education and physical activity opportunities in their school…

The Case for Daily Physical Education

ERIC Educational Resources Information Center

Lynn, Susan

2007-01-01

According to a recent study, only 56 percent of high school students participate in physical education, and the percentage of schools requiring physical education has progressively dropped. The goal of providing daily physical education to all K-12 students in the United States presents challenges such as budgetary issues, less time for other…

Investigations of Students' Motivation Towards Learning Secondary School Physics through Mastery Learning Approach

ERIC Educational Resources Information Center

Changeiywo, Johnson M.; Wambugu, P. W.; Wachanga, S. W.

2011-01-01

Teaching method is a major factor that affects students' motivation to learn physics. This study investigated the effects of using mastery learning approach (MLA) on secondary school students' motivation to learn physics. Solomon four non-equivalent control group design under the quasi-experimental research method was used in which a random sample…

Malaysian Students' Motivation towards Physics Learning

ERIC Educational Resources Information Center

Saleh, Salmiza

2014-01-01

The purpose of this survey study was to examine the level of Malaysian students' motivation with regards to the learning of Physics at the secondary school level, and its influencing factors. The study was carried out on 337 Form Four students who took Physics as a subject, from six schools in a northern state of Malaysia--three from urban areas,…

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.

Factors across home, work, and school domains influence nutrition and physical activity behaviors of nontraditional college students.

PubMed

Quintiliani, Lisa M; Bishop, Hillary L; Greaney, Mary L; Whiteley, Jessica A

2012-10-01

Nontraditional college students (older, part-time, and/or working) have less healthful nutrition and physical activity behaviors compared to traditional students, yet few health promotion efforts focus on nontraditional students. The purpose of this study was to use qualitative methods to explore factors affecting nutrition and physical activity behaviors of nontraditional students. Fourteen semi-structured individual interviews were conducted with nontraditional undergraduate students attending a large university. The sample had a median age of 25 (range, 21-64), 57% were men, 43% were racial/ethnic minorities, and 57% were employed (mean 22 hours/week). Data were coded using a systematic team-based approach. Consistent themes (mentioned by 4+ students) were identified and categorized into three domains: home, work, and school. Home (themes: neighborhood characteristics, family, partners), work (theme: work environment), and school (themes: cafeteria, vending machines) factors consistently influenced positive nutrition behaviors. Similarly, home (themes: neighborhood including safety, friends from home, partner,), work (theme: work environment), and school (themes: not having a car, campus structure, campus gym, friends at school) factors consistently influenced positive physical activity. Financial resources and perceptions of autonomy had influence across domains. Results indicate consistent influences on nutrition and physical activity behaviors across home, work, and school domains for nontraditional college students. Study findings suggest possible, and sometimes unconventional, intervention strategies to promote healthful eating and physical activity. For example, when cafeteria meal plans are not offered and financial constraints limit eating at the cafeteria, encouraging healthful choices from vending machines could be preferable to not eating at all. Copyright © 2012 Elsevier Inc. All rights reserved.

Pedometer-Assessed Physical Activity Levels of Rural Appalachian Youth

ERIC Educational Resources Information Center

Oh, Hyun-Ju; Rana, Sharon

2014-01-01

The purposes of this investigation were to examine whether pedometer-assessed physical activity (PA) in Appalachian Ohio students differed by body mass index (BMI), school level (middle school vs. high school), and gender during school days and nonschool days and whether students met the recommended PA guidelines. Participants (N = 149) were…

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 and Classroom Goal Structures: Effects on Affective Responses in Physical Education

ERIC Educational Resources Information Center

Barkoukis, Vassilis; Koidou, Eirini; Tsorbatzoudis, Haralambos; Grouios, George

2012-01-01

The current study examined the relative impact of school and classroom goal structures on students' affective responses and the mediating role of motivation. The sample of the study consisted of 368 high school students, who completed measures of school and classroom goal structures, motivational regulations in physical education, boredom, 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.

Physical activity during school in urban minority kindergarten and first-grade students.

PubMed

Reznik, Marina; Wylie-Rosett, Judith; Kim, Mimi; Ozuah, Philip O

2013-01-01

To determine if physical activity (PA) during the school day varied by school, grade level, gender, weight status, and physical education (PE) and recess participation among urban kindergarten and first-grade students. Cross-sectional study at 4 Bronx, NY, schools. Student PA was measured by a Yamax Digi-Walker pedometer, an objective and validated measure of PA in children. Each student wore a sealed pedometer during school for 5 consecutive days. Hierarchical models were fit to identify variables predictive of PA. A total of 916 had valid pedometer data (53% male, 70% Hispanic, mean age 5.98 years [SD 0.66], 45% overweight). PA varied by school (P < .0001). First-grade students took a significantly greater mean number of steps during school than kindergarten students. Overall, students took an average of 2479.7 (SD 961.8) steps/school day. PA did not differ by BMI status. Students took on average 724 more steps on PE days than on non-PE days and 490 more steps on days with outdoor recess than nonrecess days (P < .05 for both). Fewer than 1% of all students achieved lower cut points for previously published mean range of steps/school day for boys and girls. Multivariable analysis revealed higher grade level, participation in PE class, and outdoor recess as independent predictors of PA. PA levels were low in kindergarten and first-grade students. Future interventions incorporating classroom-based PA and outdoor recess may increase PA in resource-poor urban schools with limited PE facilities.

Psychosocial factors underlying physical activity.

PubMed

Zhang, Juan; Middlestadt, Susan E; Ji, Cheng-Ye

2007-09-19

Given the increasing importance of obesity in China, prevention interventions encouraging physical activity by middle school students are needed. The purpose of this study is to illustrate how a rapid elicitation method can be used to identify salient consequences, referents, and circumstances about physical activity as perceived by middle school students and to provide suggestions for interventions and quantitative research. A theory-based qualitative study using a self-completion elicitation was conducted with 155 students from two middle schools in Beijing, China. Following the Theory of Planned Behavior, six open-ended questions asked students for their perceptions about performing physical activity at least 60 minutes each day: advantages of participating in physical activity; disadvantages of doing so; people who approve of participation; people who disapprove; things that make it easy; and things that make it hard. Content analysis revealed categories of salient consequences, reference groups, and circumstances. While the three most frequently mentioned advantages elicited from the students were physical health consequences (e.g., will strengthen my body (58.7%)), four of the salient advantages were not (e.g., will improve my grades (12.2%)). Parents were the most frequently mentioned social referent (42.6% as approving; 27.7% as disapproving) when students were asked who might approve or disapprove of their participation. Circumstances perceived to hinder daily physical activity included having too many assignments and not having enough time. While many of the beliefs about physical activity elicited from this study were similar to those found with students from England and the US, several were unique to these students from Beijing. The results of this qualitative research suggest that interventions to encourage physical activity among middle school students should address: perceived consequences of physical activity on academic achievement and other factors beyond physical health; barriers of not having enough time and having too many assignments perceived to hinder frequent physical activity; and parental approval. More rigorous research on psychosocial determinants with close-ended items developed from these open-ended data and with larger sample sizes of students is necessary. Research with parents and school staff will be needed to understand the perceptions of these stakeholder groups key to creating the students' social environment.

Effects of Peer Education on Attitudes of Secondary School Students towards the Course of Physical Education and Sports

ERIC Educational Resources Information Center

Karadag, Mustafa; Agirtas, Resul; Pulur, Atilla

2018-01-01

The purpose of this study is to determine the changes in student attitudes towards the course of Physical Education and Sports as well as in students' development of skill as a result of using Peer Education in the course of Physical Education and Sports in secondary schools. The study was conducted with a total of 120 students, who studied in the…

Policies and Opportunities for Physical Activity in Middle School Environments

PubMed Central

Young, Deborah R.; Felton, Gwen M.; Grieser, Mira; Elder, John P.; Johnson, Carolyn; Lee, Jung-Sun; Kubik, Martha Y.

2008-01-01

BACKGROUND This study examined physical activity opportunities and barriers at 36 geographically diverse middle schools participating in the Trial of Activity for Adolescent Girls. METHODS Principals, physical education and health education department heads, and program leaders were interviewed to assess policies and instructional practices that support physical activity. RESULTS Schools provided approximately 110 hours per year in physical education instruction. Approximately 20% of students walked or bicycled to school. Eighty-three percent of schools offered interscholastic sports and 69% offered intramural sports. Most schools offered programs for girls, but on average, only 24 girls (~5%) in the schools attended any programs. Only 25% of schools allowed after school free play. An overall score created to assess school environmental support for physical activity indicated that, on average, schools met 6.7 items of 10 items. Free/reduced lunch program participation versus not (p = .04), perceived priority of physical education instruction over coaching (p = .02), and safety for walking/bicycling to school (p = .02) predicted environmental support score. CONCLUSIONS Schools have policies and practices that support physical activity, although unfavorable practices exist. Schools must work with community partners and officials to provide environments that optimally support physical activity, especially schools that serve low-income students. PMID:17212759

Successful After-School Physical Activity Clubs in Urban High Schools: Perspectives of Adult Leaders and Student Participants

ERIC Educational Resources Information Center

Garn, Alex C.; McCaughtry, Nate; Kulik, Noel L.; Kaseta, Michele; Maljak, Kim; Whalen, Laurel; Shen, Bo; Martin, Jeffrey J.; Fahlman, Mariane

2014-01-01

Grounded in social cognitive theory, the purpose of this study was to examine leaders' and students' perspectives of factors that contribute to effective voluntary after-school physical activity clubs. Data were collected over two-years via field observations (n= 115) and interviews with students (n= 278) and adult leaders (n= 126). Results…

Gender Differences in High School Students' Interests in Physics

ERIC Educational Resources Information Center

Baran, Medine

2016-01-01

The aim of this research was to determine the interests of high school students in Physics and variable of how the influential factors on their interests depending on gender. The research sample included 154 (F:78 M:76) high school students. A structured interview form was used as the data collection tool in the study. The research data were…

An Examination of Variables Which Influence High School Students to Enroll in an Undergraduate Engineering or Physical Science Major

ERIC Educational Resources Information Center

Porter, Christopher H.

2011-01-01

The purpose of this study was to examine the variables which influence a high school student to enroll in an engineering discipline versus a physical science discipline. Data was collected utilizing the High School Activities, Characteristics, and Influences Survey, which was administered to students who were freshmen in an engineering or physical…

The Effects of Prompts and a Group-Oriented Contingency on Out-of-School Physical Activity in Elementary School-Aged Students

ERIC Educational Resources Information Center

Hastie, Peter A.; van der Mars, Hans; Layne, Todd; Wadsworth, Danielle

2012-01-01

This study examined the effectiveness of three conditions in which 48 fourth-grade students were prompted to be physically active out of school. Using an alternating treatments design (Cooper, Heron, & Heward, 2007) the three intervention conditions included: (a) Baseline: No prompting of students, (b) Teacher Prompts: Verbal prompt to…

Attitudes and Perceptions of Middle School Students toward Competitive Activities in Physical Education

ERIC Educational Resources Information Center

Bernstein, Eve; Phillips, Sharon Rose; Silverman, Stephen

2011-01-01

The attitudes and perceptions of middle school students toward competitive activities in physical education were examined. Ten boys and 14 girls volunteered (11-high-skilled, 11 moderate-skilled, and 2 low skilled students) in 6th and 7th grade from a total of 6 schools, all offering competitive activities. Data collection was conducted over…

Interactive physics apparatus: influence on interest of secondary school students in pursuing a career path in science, technology, engineering and mathematics (STEM)

NASA Astrophysics Data System (ADS)

Lubrica, Joel V.; Abiasen, Jovalson T.; Dolipas, Bretel B.; Ramos, Jennifer Lyn S.

2017-01-01

In this article, we present results of our endeavours as physics educators to facilitate and support pedagogical change and development in the educational system of a developing country, the Philippines. We have discovered that the interaction of junior high school (years 7-10) students with physics apparatus can influence students’ interest in pursuing a career in science, technology, engineering and mathematics (STEM). This assertion stems from self-reports of students who gave their views immediately after their exposure to interactive apparatus in their own school, outside of their usual lessons. Participants claimed that their interest in following a STEM career path was ‘greatly increased’ due to their exposure to these apparatus. This was true even for students who were intending to take a non-STEM career path. Thus, we recommend that, in settings that have constraints involving access to practical equipment, ways to introduce school level interactive physics apparatus to secondary school students be conducted in order to attract more students towards STEM courses. Possibly, policies encouraging this type of exposure should also be formulated.

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.

Bowling for Elementary Students

ERIC Educational Resources Information Center

Curtis, Joyce M.

2005-01-01

Physical education programs at the elementary school level play an important role in developing students' interest and skill in lifelong physical activities. With increasing inactivity, overweight, and obesity among children, school physical education programs are challenged with presenting activities that can be enjoyed in childhood and…

Teachers and Students Perceptions of the Active Science Curriculum: Incorporating Physical Activity into Middle School Science Classrooms

ERIC Educational Resources Information Center

Finn, Kevin E.; McInnis, Kyle J.

2014-01-01

Many children get little to no regular physical education during the school day. National recommendations call for schools to offer physical activity as part of planned academic lessons that teach math, language arts, science, and other subjects through movement. The purpose of this study was to analyze the student and teacher perceptions of the…

Teachers' Perspectives on the Challenges of Teaching Physical Education in Urban Schools: The Student Emotional Filter

ERIC Educational Resources Information Center

McCaughtry, Nate; Barnard, Sara; Martin, Jeffrey; Shen, Bo; Kulinna, Pamela Hodges

2006-01-01

The purpose of this study was to analyze how the challenges of urban schools influence physical education teachers' emotional understanding and connections with their students and the implications on their teaching. Sixty-one elementary physical educators from an urban school district in the midwestern U.S. were interviewed multiple times (N =…

Determinants of physical activity in primary school students using the health belief model.

PubMed

Ar-Yuwat, Sireewat; Clark, Mary Jo; Hunter, Anita; James, Kathy S

2013-01-01

Thailand is a middle-income country in which two-thirds of children demonstrate an insufficient level of physical activity. Physical inactivity is a major risk factor for obesity and many other health-related consequences in children. Thus, it is important to understand how primary school children perceive things in their daily life as determinants of physical activity. The purpose of this study was to investigate the impact of cues, perceived benefits, and perceived barriers on the level of physical activity among primary school students. A cross-sectional study was conducted in Phitsanulok Province, Thailand, in 2011. Multistage sampling selected a total of 123 primary school students. The Physical Activity Questionnaire for Older Children and the Cues, Perceived Benefits, and Barriers to Physical Activity Questionnaire were used to assess the student levels of physical activity, as well as the perceived benefits, barriers, and cues to action. The association between these factors and the level of physical activity was determined by correlation statistics and confirmed by robust regression. Multivariate analysis of variance compared health belief model determinants: perceived benefits, perceived barriers, and cues to action on physical activity between male and female students. Self-administered questionnaires were validated and tested in a pilot study. The level of activity among primary school children was significantly influenced by perceived barriers, such as fear of strangers when playing outdoors, bad weather, and too much homework. However, activity was not influenced by cues to action or perceived benefits. Perceived benefits, barriers, and cues to physical activity did not differ by gender. A safe environment and fewer barriers, such as amount of homework, could enhance physical activity in primary school children.

Keeping Recess in Schools

ERIC Educational Resources Information Center

Zavacky, Francesca; Michael, Shannon L.

2017-01-01

Recess is an important part of a comprehensive school physical activity program by providing physical activity to students during the school day, in addition to physical education and classroom physical activity. Unfortunately, recess in the United States is not an expected part of the school day, especially in middle and high schools. High-stakes…

Experiences that influence a student's choice on majoring in physics

NASA Astrophysics Data System (ADS)

Dobbin, Donya Rae

Currently the production of college graduates with science and engineering degrees is insufficient to fill the increasing number of jobs requiring these skills. This study focuses on physics majors with an in-depth examination of student transitions from high school to college. Many different areas of influence could affect a student's decision to major in physics. The first phase of this study addresses all of the potential areas of influence identified from the literature. The goal was to identify common influences that might be used to increase students' interest in majoring in physics. Subjects (N=35) from the first phase were recruited from physics majors at diverse Michigan colleges and universities. The second phase of this study explored, in more depth, important areas of influence identified in the first phase of the study. Subjects (N=94) from the second phase were recruited from diverse colleges and universities in Indiana, Illinois, and Ohio. The interviews were also conducted via email. Approximately half of the students in the study decided to major in physics while still in high school. Their reasons relate to many of the areas of influence. For example, high school physics teachers were cited as a strong influence in many students' decisions to major in physics. Influential physics teachers were described as being helpful, encouraging and interesting. The teachers also need to be their students' number one cheerleader and not their number one critic. Some areas of influence were found to be different for males vs. females. A high percentage of all physics majors had influential adults with careers in physical or biological science fields. This percentage was even larger for female physics majors. Female students also showed a greater initial interest in astronomy than the male students. Thus, high school and college physics teachers should seek to expose students to science-related careers and adults with these careers. Astronomy is also an important and often over looked entry into physics.

School gardens and adolescent nutrition and BMI: Results from a national, multilevel study.

PubMed

Utter, Jennifer; Denny, Simon; Dyson, Ben

2016-02-01

The aim of the current study was to determine the impact of school gardens on student eating behaviors, physical activity and BMI in New Zealand secondary schools. The current study also aimed to determine if school gardens could buffer the association between household poverty and adolescent BMI. Data were drawn from a national study of the health and wellbeing of New Zealand secondary school students (n=8500) conducted in 2012. Multilevel regression models were used to determine the association between school gardens (school-level) and student nutrition behaviors, physical activity and measured BMI (student-level). Approximately half of secondary schools had a fruit/vegetable garden for students to participate in. School gardens were associated with lower student BMI (p=0.01) and lower prevalence of overweight (p<0.01). School gardens appear to have a positive impact on student health. Future research may explore how school gardens are implemented to better understand their impact and to extend the benefits beyond the school community. Copyright © 2015 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.

Physical Activity and School Performance: A Survey among Students Not Qualified for Upper Secondary School

ERIC Educational Resources Information Center

Ericsson, Ingegerd; Cederberg, Margareta

2015-01-01

Background: Many students leave compulsory school without being qualified to apply for national upper secondary school programmes. Despite efforts, the number of unqualified students in Sweden has increased. Grades from compulsory school have direct implications for students' educational futures and the requirement to qualify for an upper…

Risk of Concussion During Sports Versus Physical Education Among New Mexico Middle and High School Students.

PubMed

Campbell, Richard A; Gorman, Stephanie A; Thoma, Robert J; Annett, Robert D; McGrew, Christopher A; Yeo, Ronald A; Mayer, Andrew R; King, John H; Rowland, Andrew S

2018-01-01

To measure the risk of concussion among New Mexico middle and high school students during both sports and physical education. Athletic directors or athletic trainers in 147 schools were asked to report the number of concussions occurring during sports and physical education in the 2013 to 2014 school year. We calculated 1-year cumulative incidence rates. Of the 147 schools, 99 responded (67%). During the school year, 598 students were removed from athletics because of a concussion, a 1-year cumulative incidence of 3.5 per 100. The concussion rate during sports was 3.0: 3.5 for boys and 2.4 for girls (relative risk [RR] = 1.5; 95% confidence interval [CI] = 1.2, 1.7). An additional 335 students experienced concussions during physical education. Concussion rates during physical education were 60% higher than during sports (RR = 1.6; 95% CI = 1.4, 1.8). In our data, the risk of concussion was higher in physical education than in sports. This suggests that concussions should be tracked for a wide range of youth athletic activities, not just for sports. Monitoring cumulative incidence, in addition to other measures, may allow comparisons across schools and regions. More prevention efforts are needed.

A multilevel examination of gender differences in the association between features of the school environment and physical activity among a sample of grades 9 to 12 students in Ontario, Canada

PubMed Central

2012-01-01

Background Creating school environments that support student physical activity (PA) is a key recommendation of policy-makers to increase youth PA. Given males are more active than females at all ages, it has been suggested that investigating gender differences in the features of the environment that associate with PA may help to inform gender-focused PA interventions and reduce the gender disparity in PA. The purpose of this cross-sectional study was to explore gender differences in the association between factors of the school environment and students' time spent in PA. Methods Among a sample of 10781 female and 10973 male students in grades 9 to 12 from 76 secondary schools in Ontario, Canada, student- and school-level survey PA data were collected and supplemented with GIS-derived measures of the built environment within 1-km buffers of the 76 schools. Results Findings from the present study revealed significant differences in the time male and female students spent in PA as well as in some of the school- and student-level factors associated with PA. Results of the gender-specific multilevel analyses indicate schools should consider providing an alternate room for PA, especially for providing flexibility activities directed at female students. Schools should also consider offering daily physical education programming to male students in senior grades and providing PA promotion initiatives targeting obese male students. Conclusions Although most variation in male and female students' time spent in PA lies between students within schools, there is sufficient between-school variation to be of interest to practitioners and policy-makers. More research investigating gender differentials in environment factors associated with youth PA are warranted. PMID:22272717

A multilevel examination of gender differences in the association between features of the school environment and physical activity among a sample of grades 9 to 12 students in Ontario, Canada.

PubMed

Hobin, Erin P; Leatherdale, Scott T; Manske, Steve; Dubin, Joel A; Elliott, Susan; Veugelers, Paul

2012-01-24

Creating school environments that support student physical activity (PA) is a key recommendation of policy-makers to increase youth PA. Given males are more active than females at all ages, it has been suggested that investigating gender differences in the features of the environment that associate with PA may help to inform gender-focused PA interventions and reduce the gender disparity in PA. The purpose of this cross-sectional study was to explore gender differences in the association between factors of the school environment and students' time spent in PA. Among a sample of 10781 female and 10973 male students in grades 9 to 12 from 76 secondary schools in Ontario, Canada, student- and school-level survey PA data were collected and supplemented with GIS-derived measures of the built environment within 1-km buffers of the 76 schools. Findings from the present study revealed significant differences in the time male and female students spent in PA as well as in some of the school- and student-level factors associated with PA. Results of the gender-specific multilevel analyses indicate schools should consider providing an alternate room for PA, especially for providing flexibility activities directed at female students. Schools should also consider offering daily physical education programming to male students in senior grades and providing PA promotion initiatives targeting obese male students. Although most variation in male and female students' time spent in PA lies between students within schools, there is sufficient between-school variation to be of interest to practitioners and policy-makers. More research investigating gender differentials in environment factors associated with youth PA are warranted.

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…

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…

Investigating Organizational Culture Perception of Students Studying in School of Physical Education and Sports in Turkey

ERIC Educational Resources Information Center

Mutlu, T. Osman

2013-01-01

The aim of this study is to determine organisational culture of the students studying in School of Physical Education and Sports (SPES) in Turkey. The study group of the research is composed of 216 students studying in the third and fourth year of Physical Education and Sports Teaching, Sports Administration, Coaching Education and Recreation…

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.

[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.

A Multilevel Cross-National Analysis of Direct and Indirect Forms of School Violence

ERIC Educational Resources Information Center

Agnich, Laura E.; Miyazaki, Yasuo

2013-01-01

The detrimental effects of school violence on students' physical and emotional health are well studied, and research has shown that school violence affects students in every nation across the globe. However, few cross-national studies have compared direct, physical forms of school violence to indirect, emotional forms such as teasing. Using…

Dietary habits and physical activity levels in Jordanian adolescents attending private versus public schools.

PubMed

Tayyem, R F; Al-Hazzaa, H M; Abu-Mweis, S S; Bawadi, H A; Hammad, S S; Musaiger, A O

2014-07-08

The present study examined differences in dietary habits and physical activity levels between students attending private and public high schools in Jordan. A total of 386 secondary-school males and 349 females aged 14-18 years were randomly recruited using a multistage, stratified, cluster sampling technique. Dietary habits and physical activity level were self-reported in a validated questionnaire. The prevalence of obesity was significantly higher among adolescents in private (26.0%) than in public schools (16.7%). The frequency of breakfast intake was significantly higher among adolescents in private schools, whereas French fries and sweets intake was significantly higher in public schools. Television viewing showed a significant interaction with school type by sex. A higher rate of inactivity was found among students attending private schools. Despite a slightly better overall dietary profile for students in private schools, they had a higher rate of overweight and obesity compared with those in public schools.

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…

Relative Effectiveness of Computer-Supported Jigsaw II, STAD and TAI Cooperative Learning Strategies on Performance, Attitude, and Retention of Secondary School Students in Physics

ERIC Educational Resources Information Center

Gambari, Amosa Isiaka; Yusuf, Mudasiru Olalere

2017-01-01

This study investigated the relative effectiveness of computer-supported cooperative learning strategies on the performance, attitudes, and retention of secondary school students in physics. A purposive sampling technique was used to select four senior secondary schools from Minna, Nigeria. The students were allocated to one of four groups:…

An Investigation of the Relationship between Sportsmanship Behavior of Students in Physical Education Course and Their Respect Level

ERIC Educational Resources Information Center

Koç, Yakup; Yeniçeri, Samed

2017-01-01

The aim of this study is to examine relationship between the physical education course sportspersonship behaviors and respect levels for high school students. The sample of study consists of randomly selected 505 high school students (215 female and 290 male) attending state schools in the province of Istanbul in 2016-2017 academic year.…

Physics teaching in the medical schools of Taiwan.

PubMed

Hsu, Jiann-wien; Hsu, Roy

2012-02-01

We describe and analyze the statistics of general physics and laboratory courses in the medical schools of Taiwan. We explore the development of the general physics curriculum for medical students of Taiwan. Also, an approach to designing a general physics course in combination with its application to medical sciences is proposed. We hope this preliminary study can provide a useful reference for physics colleagues in the medical schools of Taiwan to revolutionize the dynamics of teaching physics to the medical students of Taiwan. Copyright © 2011. Published by Elsevier B.V.

Association of School Environment and After-School Physical Activity with Health-Related Physical Fitness among Junior High School Students in Taiwan.

PubMed

Lo, Kai-Yang; Wu, Min-Chen; Tung, Shu-Chin; Hsieh, City C; Yao, Hsueh-Hua; Ho, Chien-Chang

2017-01-15

The relationship between students' school environment and exercise habits is complex, and is affected by numerous factors. However, the few studies that have been conducted on this relationship have reported inconsistent results, especially regarding Taiwanese students. We conducted this cross-sectional study to investigate the association of school environment and after-school physical activity with health-related physical fitness in Taiwanese adolescents. Data were drawn from a national survey conducted by the Ministry of Education in Taiwan in 2008 of health-related physical fitness measurements among junior high school students (649,442 total) in grades seven to nine.School environment (level of urbanization, school size, presence of sports field or gymnasium) and after-school physical activity were assessed for their association with adolescents' physical fitness measurements (body mass index (BMI), bent-leg sit-ups, 800-/1600-m run, sit-and-reach, standing long jump). Urban boys and girls perform significantly better in muscle strength and endurance, cardiorespiratory endurance, flexibility, and explosive power; girls from rural areas exhibited significantly worse scores in body composition. Boys from large-size schools performed the worst in cardiorespiratory endurance, flexibility, and explosive power; whereas girls from large-size schools performed the worst in muscle strength, muscle endurance, and explosive power, but had the best score for body composition. However, the differences in body composition of boys from large-, medium-, and small- size schools did not reach a statistically significant level. Adolescents of both genders in schools with a sports field or gymnasium exhibited significantly better in muscle strength and endurance, cardiorespiratory endurance, and explosive power. Boys in schools with a sports field or gymnasium had significantly better body composition; girls in schools with sports field or gymnasium differed significantly in flexibility. Adolescents of both genders who participated in physical activity after school had significantly better body composition, cardiorespiratory endurance, and flexibility. Boys who participated in physical activity after school significantly differed in explosive power, whereas girls who participated in physical activity after school exhibited significantly better flexibility. Thus, the current study demonstrated that some factors, including urbanization (school location in rural or urban areas), school size, school facility provision (school with or without sports fields or gymnasiums), and after-school physical activity participation are more important than others in shaping adolescents' physical fitness in Taiwan; meanwhile, these association patterns differed by gender.

Greek Undergraduate Physical Education Students' Basic Computer Skills

ERIC Educational Resources Information Center

Adamakis, Manolis; Zounhia, Katerina

2013-01-01

The purposes of this study were to determine how undergraduate physical education (PE) students feel about their level of competence concerning basic computer skills and to examine possible differences between groups (gender, specialization, high school graduation type, and high school direction). Although many students and educators believe…

Dimensions of school climate: teachers' or principals' power styles and subjects' propensities to be climate vigilant as related to students' perceptions of satisfaction and of peers' abusive behavior.

PubMed

Verhoek-Miller, Nancy; Miller, Duane I; Shirachi, Miyoko; Hoda, Nicholas

2002-08-01

Two studies investigated teachers' and principals' power styles as related to college students' retrospective ratings of satisfaction and peers' abusive behavior. One study also investigated retrospective self-perception as related to students' sensitivity to the occurrence of physical and psychological abuse in the school environment. Among the findings were positive correlations between subjects' perceptions that their typical elementary school teacher used referent, legitimate, or expert power styles and subjects' reported satisfaction with their elementary school experience. Small but statistically significant correlations were found suggesting that principals' power style was weakly associated with ratings of psychological abuse in elementary school and physical abuse in middle school. Also, students who rated themselves as intelligent, sensitive, attractive, and depressive had higher ratings of perceived psychological and physical abuse at school. It was concluded that parameters of leaders' power styles and subjects' vigilance might be useful for understanding school climates. Experimentally designed studies are required.

An Evaluation of the Particle Physics Masterclass as a Context for Student Learning about the Nature of Science

ERIC Educational Resources Information Center

Wadness, Michael J.

2010-01-01

This dissertation addresses the research question: To what extent do secondary school science students attending the U.S. Particle Physics Masterclass change their view of the nature of science (NOS)? The U.S. Particle Physics Masterclass is a physics outreach program run by QuarkNet, a national organization of secondary school physics teachers…

Sports participation and physical education in American secondary schools: current levels and racial/ethnic and socioeconomic disparities.

PubMed

Johnston, Lloyd D; Delva, Jorge; O'Malley, Patrick M

2007-10-01

The purpose of this study was to determine the current levels of physical education (PE) and sports participation among American secondary school students, and to establish the extent to which they vary by grade level, racial/ethnic background, and socioeconomic status (SES) of the students. Nationally representative data were used from over 500 schools and 54,000 students surveyed in 2003, 2004, and 2005 as part of the Youth, Education, and Society (YES) study and the Monitoring the Future (MTF) study. As part of YES, school administrators completed questionnaires on physical activity (including rates of sports and PE participation) of students in their schools. Students in the same schools completed self-administered questionnaires in the same year as part of MTF, providing individual background data, including their gender, racial/ethnic identification, and parents' education level. Data were analyzed in 2006. Physical education requirements, and actual student participation rates, decline substantially between 8th and 12th grades. About 87% of 8th graders were in schools that required them to take PE, compared to only 20% of 12th graders. Principals estimate that over 90% of 8th graders actually take PE, compared to 34% of 12th graders. Subgroup differences in PE participation rates were small. Only a fraction of all students participate in varsity sports during the school year, with girls participating only slightly less than boys (33% vs 37%). Participation correlates negatively with SES and was lower among black and Hispanic students than white students, even after controlling for other variables. Participation rates in intramural sports were even lower, declined in higher grades, and were lower among low-SES and Hispanic students (after controlling for other variables). Physical education is noticeably lacking in American high schools for all groups. Racial/ethnic minorities and low-SES youth, who are at higher than average risk of being overweight in adolescence, are getting less exercise due to their lower participation in school sports. Disparities in resources available to minorities and lower-SES youth may help explain the differences in participation rates.

Exposure of Students to Emotional and Physical Violence in the School Environment.

PubMed

Aras, Şahbal; Özan, Sema; Timbil, Sevgi; Şemin, Semih; Kasapçi, Oya

2016-12-01

While peer abuse or physical violence in school is emphasized more, the physical and emotional violence caused by school staff has been emphasized less. The purpose of this study was to investigate the variables related to emotional and physical violence that students are exposed to in the school environment. This cross-sectional and descriptive study was conducted by applying a questionnaire to 434 fifth-grade students receiving education in the primary schools in Konak district of Izmir province. Being prepared by the researchers of this study, the questionnaire consisted of questions about the socio-demographic features of the child and the family, the place where the child has been raised, family income, average grade, and the emotional and physical violence of teachers, parents, and peers s/he has been exposed to within the last year. The Chi-square test, Mann-Whitney U test, and logistic regression analysis were used for statistical analyses. The study group consisted of 214 (49.3%) female and 220 (50.7%) male students. Students reported that they were exposed to at least one type of emotional violence from 59.4% of teachers, 52.8% of parents, and 61.8% of children at school; they were exposed to at least one type of physical violence from 42.9% of teachers, 33.6% of parents, and 24.9% of children at school. While the rate of encountering with the beating of another child was 53%, the rate of watching this in television/cinema was 52.8%. Regarding exposure to at least one type of violence, males were found to be significantly more exposed to emotional and physical violence from male teachers, female teachers, and fathers and physical violence from children at school. The factors regarding the exposure to emotional and physical violence by teachers were evaluated using logistic regression analysis, and it was determined that the physical violence from teachers, emotional violence from children in school, and emotional violence from parents could predict the emotional violence from teachers. For males, physical violence from children in school and emotional violence from teachers could predict the physical violence from teachers. In this study, the determination of the tendency of togetherness of different types of violence applied to students from different people groups like teachers, parents, and children in school makes us think about the possibility of common risk factors in terms of violence exposure. The risk factors determined in this study may guide us in planning protective interventions aimed at violence.

Exposure of Students to Emotional and Physical Violence in the School Environment

PubMed Central

ARAS, Şahbal; ÖZAN, Sema; TIMBIL, Sevgi; ŞEMİN, Semih; KASAPÇI, Oya

2016-01-01

Introduction While peer abuse or physical violence in school is emphasized more, the physical and emotional violence caused by school staff has been emphasized less. The purpose of this study was to investigate the variables related to emotional and physical violence that students are exposed to in the school environment. Methods This cross-sectional and descriptive study was conducted by applying a questionnaire to 434 fifth-grade students receiving education in the primary schools in Konak district of Izmir province. Being prepared by the researchers of this study, the questionnaire consisted of questions about the socio-demographic features of the child and the family, the place where the child has been raised, family income, average grade, and the emotional and physical violence of teachers, parents, and peers s/he has been exposed to within the last year. The Chi-square test, Mann-Whitney U test, and logistic regression analysis were used for statistical analyses. Results The study group consisted of 214 (49.3%) female and 220 (50.7%) male students. Students reported that they were exposed to at least one type of emotional violence from 59.4% of teachers, 52.8% of parents, and 61.8% of children at school; they were exposed to at least one type of physical violence from 42.9% of teachers, 33.6% of parents, and 24.9% of children at school. While the rate of encountering with the beating of another child was 53%, the rate of watching this in television/cinema was 52.8%. Regarding exposure to at least one type of violence, males were found to be significantly more exposed to emotional and physical violence from male teachers, female teachers, and fathers and physical violence from children at school. The factors regarding the exposure to emotional and physical violence by teachers were evaluated using logistic regression analysis, and it was determined that the physical violence from teachers, emotional violence from children in school, and emotional violence from parents could predict the emotional violence from teachers. For males, physical violence from children in school and emotional violence from teachers could predict the physical violence from teachers. Conclusion In this study, the determination of the tendency of togetherness of different types of violence applied to students from different people groups like teachers, parents, and children in school makes us think about the possibility of common risk factors in terms of violence exposure. The risk factors determined in this study may guide us in planning protective interventions aimed at violence. PMID:28360803

Meeting the Needs and Interests of Today's High School Student

ERIC Educational Resources Information Center

Krause, Tracy

2014-01-01

This article describes how the physical educators at Tahoma High School, in a community in Washington state's Cascade Mountains, surveyed their students, reached out to the community, integrated physical education and academics, and established a school-wide focus on wellness. Tracy Krause writes that the three "Rs"--relationships,…

Physics Practical Work and Its Influence on Students' Academic Achievement

ERIC Educational Resources Information Center

Musasia, Amadalo Maurice; Ocholla, Alphayo Abacha; Sakwa, Thomas Welikhe

2016-01-01

In Kenyan secondary schools, form two is an important class for all students. The students choose relevant subjects to study in form three and four. Physics is compulsory at form one and two but optional thereafter. Performance in the subject at the end of the secondary school is usually dismal. Majority of students lack motivation for most…

The Use of Homework Assignments in Physical Education among High School Students

ERIC Educational Resources Information Center

Pantanowitz, Michal; Lidor, Ronnie; Nemet, Dan; Eliakim, Alon

2011-01-01

Only a few studies have examined how students and their parents perceive the contribution of homework (HW) assignments given in physical education (PE) classes to the students' development. The main objective of our study was to explore the attitude and compliance towards HW assignments in PE among Israeli high school students and their parents.…

Measuring Students' Physical Activity Levels: Validating SOFIT for Use with High-School Students

ERIC Educational Resources Information Center

van der Mars, Hans; Rowe, Paul J.; Schuldheisz, Joel M.; Fox, Susan

2004-01-01

This study was conducted to validate the System for Observing Fitness Instruction Time (SOFIT) for measuring physical activity levels of high-school students. Thirty-five students (21 girls and 14 boys from grades 9-12) completed a standardized protocol including lying, sitting, standing, walking, running, curl-ups, and push-ups. Heart rates and…

Development and Testing of the Observational System for Recording Physical Activity in Children: Elementary School

PubMed Central

McIver, Kerry L.; Brown, William H.; Pfeiffer, Karin A.; Dowda, Marsha; Pate, Russell R.

2016-01-01

Purpose This study describes the development and pilot testing of the Observational System for Recording Physical Activity-Elementary School (OSRAC-E) version. Methods This system was developed to observe and document the levels and types of physical activity and physical and social contexts of physical activity in elementary school students during the school day. Inter-observer agreement scores and summary data were calculated. Results All categories had Kappa statistics above 0.80, with the exception of the activity initiator category. Inter-observer agreement scores were 96% or greater. The OSRAC-E was shown to be a reliable observation system that allows researchers to assess physical activity behaviors, the contexts of those behaviors, and the effectiveness of physical activity interventions in the school environment. Conclusion The OSRAC-E can yield data with high interobserver reliability and provide relatively extensive contextual information about physical activity of students in elementary schools. PMID:26889587

Physical activity, dietary practices, and other health behaviors of at-risk youth attending alternative high schools.

PubMed

Kubik, Martha Y; Lytle, Leslie; Fulkerson, Jayne A

2004-04-01

This study assessed the interest of alternative high school staff in intervention research on students' eating and physical activity habits and the feasibility of conducting such research in alternative school settings. A two-phase descriptive design incorporated both quantitative and qualitative methods. In fall/winter 2001-2002, alternative high school administrators in Minnesota were surveyed (response rate = 83%; n = 130/157). During summer 2002, one-on-one, semistructured interviews were conducted with key school personnel (n = 15) from urban and suburban schools. Findings indicated few schools had been invited to participate in research on nutrition (11%) and physical activity (7%). However, more than 80% of administrators reported interest in their students participating in such research. Most schools offered health and PE classes and had access to indoor gym facilities and outdoor play areas. While most schools offered a school lunch program, participation was low, cold lunches were common, and food often was unappealing. Beverage and snack vending machines were common. Overall, the physical environment of most alternative schools did not support physical activity and healthy eating as normative behavior. Interest in interventions on physical inactivity, unhealthy dietary practices, and other priority health-risk behavior common in students attending alternative schools was high among teachers and administrators. Results suggest research in alternative high schools is feasible and successful implementation and evaluation of programs possible.

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.

Physical Education Students' Ownership, Empowerment, and Satisfaction With PE and Physical Activity.

PubMed

Moore, E Whitney G; Fry, Mary D

2017-12-01

Individuals experiencing a highly caring, task-involving, and low ego-involving exercise climate have reported greater ownership in exercise class and empowerment to exercise in general. This study examined the relationship between ownership and empowerment in exercise, with 2 context-specific outcomes, satisfaction with physical education (PE) and physical activity, respectively. Given the mission of PE to foster individuals' lifelong physical activity habit, the perceptions of high school students were collected for this study. Ownership in exercise was hypothesized to be significantly, positively correlated with students reporting satisfaction in PE more than their satisfaction in physical activity, whereas empowerment in exercise was hypothesized to be more strongly, positively correlated with students' physical activity satisfaction. A second purpose of this study was to test the measurement quality of the updated Empowerment in Exercise Scale (EES; now 13 items). High school students (N = 502, 43% female) in a Midwestern U.S. school district completed a survey. Confirmatory factor analysis supported the internal measurement structure of the EES (λ = .62-.91; McDonald's omega = .89) across student gender (strong invariance). Additionally, the structural equation modeling analysis revealed only 1 parameter moderated by the students' gender (latent mean of ownership). The hypotheses were supported, such that ownership in exercise was more strongly correlated with PE satisfaction (r = .87) and empowerment in exercise had a stronger correlation with physical activity satisfaction (r = .92). These results support the beneficial effect a satisfying experience in PE can have on students' satisfaction with physical activity outside of school.

Physical Activity Practices in Elementary Schools and Associations with Physical Education Staffing and Training

ERIC Educational Resources Information Center

Turner, Lindsey; Johnson, Tyler G.; Slater, Sandy J.; Chaloupka, Frank J.

2014-01-01

Purpose: Authorities recommend that schools provide a variety of opportunities for students to obtain physical activity (PA) before, during, and after school. This study assessed the prevalence of several school PA practices--including measures of quantity and quality of physical education (PE)--in elementary schools and examined the associations…

Innovation in teaching deaf students physics and astronomy in Bulgaria

NASA Astrophysics Data System (ADS)

Zamfirov, Milen; Saeva, Svetoslava; Popov, Tsviatko

2007-01-01

This paper presents a new strategy to be implemented in Bulgarian schools in teaching physics and astronomy to students with impaired hearing at grades 7 (13-year-old students) and 8 (14-year-old students). The strategy provides effective education for students with hearing disabilities in mainstream schools as well as for those attending specialized schools. A multimedia CD has been developed, which offers a large number of basic terms from the corresponding fields of physics and astronomy, accompanied by textual explanation and various illustrations. The terms are explained in Bulgarian, Bulgarian Sign Language and English. This multimedia product can be used by children with hearing disabilities, as well as by children without disorders.

Multilevel analyses of school and children's characteristics associated with physical activity.

PubMed

Gomes, Thayse Natacha; dos Santos, Fernanda K; Zhu, Weimo; Eisenmann, Joey; Maia, José A R

2014-10-01

Children spend most of their awake time at school, and it is important to identify individual and school-level correlates of their physical activity (PA) levels. This study aimed to identify the between-school variability in Portuguese children PA and to investigate student and school PA correlates using multilevel modeling. The sample included 1075 Portuguese children of both sexes, aged 6-10 years, from 24 schools. Height and weight were measured and body mass index (BMI) was estimated. Physical activity was estimated using the Godin and Shephard questionnaire (total PA score was used); cardiorespiratory fitness was estimated with the 1-mile run/walk test. A structured inventory was used to access information about the school environment. A multilevel analysis (level-1: student-level; level-2: school-level) was used. Student-level variables (age, sex, 1-mile run/walk test) explained 7% of the 64% variance fraction of the individual-level PA; however, school context explained approximately 36% of the total PA variance. Variables included in the model (school size, school setting, playground area, frequency and duration of physical education class, and qualification of physical education teacher) are responsible for 80% of the context variance. School environment is an important correlate of PA among children, enhancing children's opportunities for being active and healthy. © 2014, American School Health Association.

Comprehensive School Physical Activity Programs: Helping All Students Achieve 60 Minutes of Physical Activity Each Day

ERIC Educational Resources Information Center

Elliot, Eloise; Erwin, Heather; Hall, Tina; Heidorn, Brent

2013-01-01

The American Alliance for Health, Physical Education, Recreation and Dance recommends that all schools implement a comprehensive school physical activity program. Physical activity is important to the overall health and well-being of everyone, including all school age children. The benefits of physical activity are well documented and include the…

Effect of Teacher's Qualification on the Performance of Senior Secondary School Physics Students: Implication on Technology in Nigeria

ERIC Educational Resources Information Center

Owolabi, Olabode Thomas; Adedayo, Julius Olugbenga

2012-01-01

The study examined the effect of teacher's qualification on the performance of Senior Secondary School students in Physics. The purpose was to determine whether the status of the teacher has any impact on the performance of the students in Physics. The survey type of descriptive research design was adopted. The sample for the study consisted of…

Examination of Studying Approaches of Students at School of Physical Education and Sports in Terms of Different Variables

ERIC Educational Resources Information Center

Dereceli, Cagatay

2017-01-01

This study aims to examine studying approaches of the students of physical education and school of physical and sports according to various variables. The data of the study conducted in the general scanning model has been collected from 478 students in 2016-2017 teaching year. Studying Approaches Scale has been used to collect data. Besides…

Analysis of the Relationship between Body Perception Levels and Social Appearance Anxieties in the Students of School of Physical Education and Sports

ERIC Educational Resources Information Center

Çetinkaya, Turan

2018-01-01

The aim of this research is to analyse the relationship between body perceptions and social appearance anxiety of the students that are in physical education and sports departments. 240 students that are studying in the departments of Physical Education and Sports Teaching, Sports Management and Coaching Training at Ahi Evran University, School of…

Interactive Physics Apparatus: Influence on Interest of Secondary School Students in Pursuing a Career Path in Science, Technology, Engineering and Mathematics (STEM)

ERIC Educational Resources Information Center

Lubrica, Joel V.; Abiasen, Jovalson T.; Dolipas, Bretel B.; Ramos, Jennifer Lyn S.

2017-01-01

In this article, we present results of our endeavours as physics educators to facilitate and support pedagogical change and development in the educational system of a developing country, the Philippines. We have discovered that the interaction of junior high school (years 7-10) students with physics apparatus can influence students' interest in…

Physical education resources, class management, and student physical activity levels: a structure-process-outcome approach to evaluating physical education effectiveness.

PubMed

Bevans, Katherine B; Fitzpatrick, Leslie-Anne; Sanchez, Betty M; Riley, Anne W; Forrest, Christopher

2010-12-01

This study was conducted to empirically evaluate specific human, curricular, and material resources that maximize student opportunities for physical activity during physical education (PE) class time. A structure-process-outcome model was proposed to identify the resources that influence the frequency of PE and intensity of physical activity during PE. The proportion of class time devoted to management was evaluated as a potential mediator of the relations between resource availability and student activity levels. Data for this cross-sectional study were collected from interviews conducted with 46 physical educators and the systematic observation of 184 PE sessions in 34 schools. Regression analyses were conducted to test for the main effects of resource availability and the mediating role of class management. Students who attended schools with a low student-to-physical educator ratio had more PE time and engaged in higher levels of physical activity during class time. Access to adequate PE equipment and facilities was positively associated with student activity levels. The availability of a greater number of physical educators per student was found to impact student activity levels by reducing the amount of session time devoted to class management. The identification of structure and process predictors of student activity levels in PE will support the allocation of resources and encourage instructional practices that best support increased student activity levels in the most cost-effective way possible. Implications for PE policies and programs are discussed. © 2010, American School Health Association.

GAO Probes Access of Students with Disabilities to Sports

ERIC Educational Resources Information Center

Fine, Lisa

2009-01-01

Although schools have made great strides educating students with disabilities in mainstreamed academic classrooms, some advocates and physical educators say sports programs and physical education classes are the final frontier for full inclusion in public schools. In the past few years, advocates for such students have been demanding greater…

Students' Perspectives of Urban Middle School Physical Education Programs

ERIC Educational Resources Information Center

Dyson, Ben; Coviello, Nicole; DiCesare, Emma; Dyson, Lisa

2009-01-01

The purpose of this study was to explore and interpret students' perspectives of their experiences in four urban middle school physical education programs. Focus group interviews with 76 students were supported by field notes and researchers' reflective journals. Researchers used constant comparison methods (Lincoln & Guba, 1985) to identify seven…

An Analysis of Factors Contributing to Achievement in Physics of Secondary Students in Mississippi Schools.

ERIC Educational Resources Information Center

Harpole, Sandra H.; And Others

Designed to examine the factors that contribute to student achievement, this study focused specifically on the relationship between physics achievement and selected teacher characteristics, student characteristics, and school and district characteristics. Questionnaires and attitude surveys were completed by 39 randomly selected Mississippi…

Developmental Bouldering for Elementary School Students

ERIC Educational Resources Information Center

Martinez, Ray; Fader, Tim

2004-01-01

Physical educators have an opportunity to promote outdoor activities to students. In elementary school, physical educators can introduce non-mechanized activities that students can then enjoy in outdoor environments. One of these activities is bouldering, which is climbing or traversing across a climbing wall a few feet off the ground. Bouldering…

Girls and Upper School Physics: Some Optimism and Opportunity

ERIC Educational Resources Information Center

Mitrevski, Juliana; Treagust, David

2011-01-01

In recent years, the numbers of girls in secondary and tertiary education studying Physics have declined. This research sought to investigate Years 10 and 11 female students' views about Physics and their physics teachers and was conducted in an all-girls independent school. While the findings show that in general these students do not relate well…

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…

Does Fitness Make the Grade? The Relationship between Elementary Students' Physical Fitness and Academic Grades

ERIC Educational Resources Information Center

Lorenz, Kent A.; Stylianou, Michalis; Moore, Shannon; Kulinna, Pamela Hodges

2017-01-01

Background and Objective: Increased emphasis on academic outcomes has reduced the amount of time spent in physical education and other school physical activity opportunities in many schools in the USA. However, physical fitness is a positive predictor of academic performance on standardised tests, and students who perform better on fitness…

S.E.A. Lab. Science Experiments and Activities. Marine Science for High School Students in Chemistry, Biology and Physics.

ERIC Educational Resources Information Center

Hart, Kathy, Ed.

A series of science experiments and activities designed for secondary school students taking biology, chemistry, physics, physical science or marine science courses are outlined. Each of the three major sections--chemistry, biology, and physics--addresses concepts that are generally covered in those courses but incorporates aspects of marine…

Changes to the school food and physical activity environment after guideline implementation in British Columbia, Canada.

PubMed

Watts, Allison W; Mâsse, Louise C; Naylor, Patti-Jean

2014-04-14

High rates of childhood obesity have generated interest among policy makers to improve the school food environment and increase students' levels of physical activity. The purpose of this study was to examine school-level changes associated with implementation of the Food and Beverage Sales in Schools (FBSS) and Daily Physical Activity (DPA) guidelines in British Columbia, Canada. Elementary and middle/high school principals completed a survey on the school food and physical activity environment in 2007-08 (N=513) and 2011-12 (N=490). Hierarchical mixed effects regression was used to examine changes in: 1) availability of food and beverages; 2) minutes per day of Physical Education (PE); 3) delivery method of PE; and 4) school community support. Models controlled for school enrollment and community type, education and income. After policy implementation was expected, more elementary schools provided access to fruits and vegetables and less to 100% fruit juice. Fewer middle/high schools provided access to sugar-sweetened beverages, French fries, baked goods, salty snacks and chocolate/candy. Schools were more likely to meet 150 min/week of PE for grade 6 students, and offer more minutes of PE per week for grade 8 and 10 students including changes to PE delivery method. School community support for nutrition and physical activity policies increased over time. Positive changes to the school food environment occurred after schools were expected to implement the FBSS and DPA guidelines. Reported changes to the school environment are encouraging and provide support for guidelines and policies that focus on increasing healthy eating and physical activity in schools.

Predictors of student success in entry-level science courses

NASA Astrophysics Data System (ADS)

Singh, Mamta K.

Although the educational evaluation process is useful and valuable and is supported by the Higher Education Act, a strong research base for program evaluation of college entry-level science courses is still lacking. Studies in science disciplines such as, biology, chemistry, and physics have addressed various affective and demographic factors and their relationships to student achievement. However, the literature contains little information that specifically addresses student biology content knowledge skills (basics and higher order thinking skills) and identifies factors that affect students' success in entry-level college science courses. These gate-keeping courses require detailed evaluation if the goal of an institution is to increase students' performance and success in these courses. These factors are, in fact, a stepping stone for increasing the number of graduates in Science, Technology, Engineering, and Mathematics (STEM) majors. The present study measured students' biology content knowledge and investigated students' performance and success in college biology, chemistry, and physics entry-level courses. Seven variables---gender, ethnicity, high school Grade Point Average (GPA), high school science, college major, school financial aid support, and work hours were used as independent variables and course final performance as a dichotomous dependent variable. The sample comprised voluntary student participants in entry-level science courses. The study attempted to explore eight research questions. Content knowledge assessments, demographic information analysis, multiple regression analysis, and binary logistic regression analysis were used to address research questions. The results suggested that high school GPA was a consistently good predictor of students' performance and success in entry-level science courses. Additionally, high school chemistry was a significant predictor variable for student success in entry-level biology and chemistry courses. Similarly, students' performance and success in entry-level physics courses were influenced by high school physics. Finally, the study developed student success equation with high school GAP and high school chemistry as good predictors of students' success in entry-level science courses.

The Stability of Self-Concept between Elementary and Junior High School in Catholic School Children

ERIC Educational Resources Information Center

Scott, Amy; Santos de Barona, Maryann

2011-01-01

Researchers have found that self-concept in students fluctuates during times of change, such as the physical transition between elementary school and junior high. Since Catholic school students typically do not have the physical transition or social network changes in junior high, it was hypothesized that their self-concepts would not fluctuate.…

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…

Students' Evaluation of Professional Personality Competencies of Physical Education Teachers Working in High Schools

ERIC Educational Resources Information Center

Demir, Erdal

2015-01-01

The purpose of the study is to examine the relationship between professional personality competencies of physical education teachers working in high schools and gender, school type, and class variables of students. The study was organised according to the screening model. The study was carried out in a total of 17 schools, 16 state and one…

Physical activity, health, body mass index, sleeping habits and body complaints in Australian senior high school students.

PubMed

Alricsson, Marie; Domalewski, Debra; Romild, Ulla; Asplund, Ragnar

2008-01-01

Adolescents in the industrial world are becoming less physically active and are increasingly adopting a sedentary life-style in front of computers and television screens. to determine self-related health, physical activity, sleeping habits, prevalence of overweight, and body complaints in Australian senior high school students. Participants were 466 high school students aged 15-17 years enrolled in academic and vocational programs. A questionnaire was completed at two senior high schools with questions about weight and height, health, physical activity, type of physical activity/sport, intensity, sleeping habits, and possible injuries or complaints during the last three months. Seventy seven percent of the high school students participated in sports on a regular basis. Compared with vocational programs, more males and females in academic programs participated in sports (71% and 80% respectively) (p = .036). Males reported significantly better health than females (p < .0001). 65% of the study group reported body complaints during the last 3 months. A higher number of females than males reported complaints about the back (p = .007) and the hip (p = .05). Good sleep was reported in 82.1% of males and in 76.6% of females. In males, 44.3% were often sleepy in the daytime (females 56.6%, p < .01). Underweight, physical activity and good sleep are factors with significant positive effect on good health, whereas overweight is a negative factor. Proper sleep habits and higher physical activity levels should be promoted among high school students, and TV viewing time and video game use restricted. Additionally, schools should provide opportunities for young people to participate in a wider range of physical activities that address their individual needs while promoting the health benefits of engaging in regular exercise.

Pilot Point-of-Care Ultrasound Curriculum at Harvard Medical School: Early Experience.

PubMed

Rempell, Joshua S; Saldana, Fidencio; DiSalvo, Donald; Kumar, Navin; Stone, Michael B; Chan, Wilma; Luz, Jennifer; Noble, Vicki E; Liteplo, Andrew; Kimberly, Heidi; Kohler, Minna J

2016-11-01

Point-of-care ultrasound (POCUS) is expanding across all medical specialties. As the benefits of US technology are becoming apparent, efforts to integrate US into pre-clinical medical education are growing. Our objective was to describe our process of integrating POCUS as an educational tool into the medical school curriculum and how such efforts are perceived by students. This was a pilot study to introduce ultrasonography into the Harvard Medical School curriculum to first- and second-year medical students. Didactic and hands-on sessions were introduced to first-year students during gross anatomy and to second-year students in the physical exam course. Student-perceived attitudes, understanding, and knowledge of US, and its applications to learning the physical exam, were measured by a post-assessment survey. All first-year anatomy students (n=176) participated in small group hands-on US sessions. In the second-year physical diagnosis course, 38 students participated in four sessions. All students (91%) agreed or strongly agreed that additional US teaching should be incorporated throughout the four-year medical school curriculum. POCUS can effectively be integrated into the existing medical school curriculum by using didactic and small group hands-on sessions. Medical students perceived US training as valuable in understanding human anatomy and in learning physical exam skills. This innovative program demonstrates US as an additional learning modality. Future goals include expanding on this work to incorporate US education into all four years of medical school.

Pilot Point-of-Care Ultrasound Curriculum at Harvard Medical School: Early Experience

PubMed Central

Rempell, Joshua S.; Saldana, Fidencio; DiSalvo, Donald; Kumar, Navin; Stone, Michael B.; Chan, Wilma; Luz, Jennifer; Noble, Vicki E.; Liteplo, Andrew; Kimberly, Heidi; Kohler, Minna J.

2016-01-01

Introduction Point-of-care ultrasound (POCUS) is expanding across all medical specialties. As the benefits of US technology are becoming apparent, efforts to integrate US into pre-clinical medical education are growing. Our objective was to describe our process of integrating POCUS as an educational tool into the medical school curriculum and how such efforts are perceived by students. Methods This was a pilot study to introduce ultrasonography into the Harvard Medical School curriculum to first- and second-year medical students. Didactic and hands-on sessions were introduced to first-year students during gross anatomy and to second-year students in the physical exam course. Student-perceived attitudes, understanding, and knowledge of US, and its applications to learning the physical exam, were measured by a post-assessment survey. Results All first-year anatomy students (n=176) participated in small group hands-on US sessions. In the second-year physical diagnosis course, 38 students participated in four sessions. All students (91%) agreed or strongly agreed that additional US teaching should be incorporated throughout the four-year medical school curriculum. Conclusion POCUS can effectively be integrated into the existing medical school curriculum by using didactic and small group hands-on sessions. Medical students perceived US training as valuable in understanding human anatomy and in learning physical exam skills. This innovative program demonstrates US as an additional learning modality. Future goals include expanding on this work to incorporate US education into all four years of medical school. PMID:27833681

Exploring the Link Between Alcohol and Marijuana Use and Teen Dating Violence Victimization Among High School Students: The Influence of School Context.

PubMed

Parker, Elizabeth M; Debnam, Katrina; Pas, Elise T; Bradshaw, Catherine P

2016-10-01

Adolescence is a developmental period when dating behavior is first initiated and when the risk of abuse by or against a dating partner begins to emerge. It is also one in which experimentation with alcohol and illicit substances typically begins. The current study examined the association between recent alcohol use and recent marijuana use and the experience of physical and verbal teen dating violence (TDV) victimization while considering the potential influence of school contextual variables. Data came from 27,758 high school students attending 58 Maryland public high schools. Hierarchical linear modeling was used to identify student- and school-level predictors associated with TDV. Results indicated that approximately 11% of students reported experiencing physical TDV and 11% of students reported experiencing verbal TDV over the past year. In addition, 33% of students reported recent alcohol use and 21% reported recent marijuana use. Hierarchical linear modeling results revealed that students who reported frequent recent alcohol or recent marijuana use were at increased odds of experiencing physical (adjusted odds ratio [AOR]alcohol = 2.80, p < .001; AORmarijuana = 2.03, p < .001) or verbal TDV (AORalcohol = 2.63, p < .001; AORmarijuana = 2.20, p < .001) victimization compared to students who reported little or no alcohol or marijuana use. School support was a protective factor for both physical TDV (AOR = 0.74, p < .001) and verbal TDV (AOR = 0.76, p < .001) victimization. Findings suggested that prevention efforts to address alcohol and marijuana use may have an effect on TDV victimization. Results also highlight the potential utility of enhancing student perceptions of school support as an approach for reducing TDV victimization. © 2015 Society for Public Health Education.

Relative Age Effect in Physical Fitness Among Elementary and Junior High School Students.

PubMed

Nakata, Hiroki; Akido, Miki; Naruse, Kumi; Fujiwara, Motoko

2017-10-01

The present study investigated characteristics of the relative age effect (RAE) among a general sample of Japanese elementary and junior high school students. Japan applies a unique annual age-grouping by birthdates between April 1 and March 31 of the following year for sport and education. Anthropometric and physical fitness data were obtained from 3,610 Japanese students, including height, weight, the 50-m sprint, standing long jump, grip strength, bent-leg sit-ups, sit and reach, side steps, 20-m shuttle run, and ball throw. We examined RAE-related differences in these data using a one-way analysis of variance by comparing students with birthdates in the first (April-September) versus second (October-March of the following year) semesters. We observed a significant RAE for boys aged 7 to 15 years on both anthropometric and fitness data, but a significant RAE for girls was only evident for physical fitness tests among elementary school and not junior high school students. Thus, a significant RAE in anthropometry and physical fitness was evident in a general sample of school children, and there were RAE gender differences among adolescents.

The influence of school furniture on students' performance and physical responses: results of a systematic review.

PubMed

Castellucci, H I; Arezes, P M; Molenbroek, J F M; de Bruin, R; Viviani, C

2017-01-01

The purpose of this study was to determine, using a systematic review, whether the design and/or dimensions of school furniture affect the students' physical responses and/or their performance. Of the review studies, 64% presented positive results, i.e. proven effects; 24% presented negative effects or no change/effect; and the remaining 12% showed an unclear effect. The compatibility between school furniture dimensions and students' anthropometric characteristics was identified as a key factor for improving some students' physical responses. Design characteristics such as high furniture, sit-stand furniture, and tilt tables and seats also present positive effects. Finally, we concluded that further research should be conducted exploring various aspects of those variables, particularly focusing on more objective measures complemented by controlled and prospective design. Practitioner Summary: A systematic review of the literature presents a clearly positive effect of school furniture dimensions on students' performance and physical responses. Similar results appeared when school furniture design was tested. However, studying the effects of design and dimensions together produced an unclear positive effect.

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…

Strategies to Promote Physical Activity to Middle and High School Students

ERIC Educational Resources Information Center

Acquaviva, John

2012-01-01

Getting students to be physically active outside of school is a primary objective of physical educators. Teachers know that motivational tactics are instrumental and they would benefit from understanding the research that has investigated how and why individuals adopt and maintain exercise regimens. The Transtheoretical Model is one…

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.

"If I Had to Do It, Then I Would": Understanding Early Middle School Students' Perceptions of Physics and Physics-Related Careers by Gender

ERIC Educational Resources Information Center

Dare, Emily A.; Roehrig, Gillian H.

2016-01-01

This study examined the perceptions of 6th grade middle school students regarding physics and physics-related careers. The overarching goal of this work was to understand similarities and differences between girls' and boys' perceptions surrounding physics and physics-related careers as part of a long-term effort to increase female interest and…

The Investigation of the Effects of Physical Education Lessons Planned in Accordance with Cooperative Learning Approach on Secondary School Students' Problem Solving Skills

ERIC Educational Resources Information Center

Gorucu, Alpaslan

2016-01-01

The purpose of the present research was to investigate the effects of physical education lessons planned in accordance with cooperative learning approach on secondary school students' problem solving skills. The research was conducted on 48 students studying at Konya/Selçuklu Sehit Mustafa Çuhadar Secondary School in fall semester of 2015-2016…

An Analysis on High School Students' Perceptions of Physics Courses in Terms of Gender (A Sample from Turkey)

ERIC Educational Resources Information Center

Baran, Medine

2016-01-01

This study was carried out to determine high school students' perceptions of the courses of Physics and the factors influential on their perceptions with respect to gender. The research sample included 154 high school students (F:78; M:76). In the study, as the data collection tool, a structured interview form was used. The data collected in the…

Analysis on the Bullying Tendencies and Value Preferences of High School Students According to Level of Receiving Physical Education and Sports Course

ERIC Educational Resources Information Center

Savucu, Yüksel; Kanat, Metin; Karadag, Mustafa; Sezer, Süreyya. Y.; Yücel, Ali S.

2017-01-01

The aim of this study was to investigate the bullying tendencies and value preferences of high school students according to the level of taking physical education and sports course. The research population of the study was composed of high school students studying in Yesilyurt and Battalgazi districts of Malatya province during 2013-2014 academic…

Examining the Use of Adaptive Technologies to Increase the Hands-On Participation of Students with Blindness or Low Vision in Secondary-School Chemistry and Physics

ERIC Educational Resources Information Center

Supalo, Cary A.; Humphrey, Jennifer R.; Mallouk, Thomas E.; Wohlers, H. David; Carlsen, William S.

2016-01-01

To determine whether a suite of audible adaptive technologies would increase the hands-on participation of high school students with blindness or low vision in chemistry and physics courses, data were examined from a multi-year field study conducted with students in mainstream classrooms at secondary schools across the United States. The students…

Stereotype Threat? Male and Female Students in Advanced High School Courses

NASA Astrophysics Data System (ADS)

Corra, Mamadi

Propositions of stereotype threat theory imply that the social consequences of academic distinction in advanced quantitative areas (such as math and the physical sciences) for women may promote the under representation of female students in advanced quantitative academic courses. The hypothesis that female students will be underrepresented in advanced quantitative (honors and advanced placement math and physical science) courses is tested using academic performance and enrollment data for high school students in a "Student/Parent Informed Choice" (open registration) school district in North Carolina. Results show female students to be overrepresented in both advanced verbal/writing intensive (honors and advanced placement English, foreign language, and social science) and advanced quantitative (honors and advanced placement math and physical science) courses compared to their proportion of the student body. More surprisingly, results also indicate female students (compared to male students) to be overrepresented in advanced courses compared to their proportion of high-performing students. Furthermore, as with patterns observed at the district level, additional analysis of enrollment data for the entire state reveals similar results. Taken together, the findings call into question the prevailing presumption that female students continue to be underrepresented in math and physical science courses. Instead, the changing social context within which females and males experience schooling may provide an explanation for the findings.

Relationships between Physical Activity Levels, Self-Identity, Body Dissatisfaction and Motivation among Spanish High School Students.

PubMed

Sánchez-Miguel, Pedro Antonio; Leo, Francisco Miguel; Amado, Diana; Pulido, Juan José; Sánchez-Oliva, David

2017-10-01

The aim of this study was to examine the relationships between gender and the educational grade on the one hand, and physical activity levels, motivation, self-identity, body dissatisfaction, the intention to be physically active and daily sitting time on the other, in a sample of Spanish high school adolescents. The sample consisted of 2087 Spanish students from the 3rd (n = 1141) and 4th grade (n = 946), both male (n = 1046) and female (n = 1041), ranging in age from 15 to 17 years old (M = 15.42; SD = .86). Students completed questionnaires to assess their levels of physical activity, self-identity, motivation, intention to be physically active and daily sitting time. The students' perceptions of their body height and mass were also tested. With the exception of walking MET values, the results showed gender differences in the variables tested. Male participants showed higher intrinsic motivation and lower amotivation than female participants. Furthermore, male students revealed higher levels of physical activity than female students. Finally, the research concluded with the importance of promoting intrinsic reasons for physical activity in order to encourage positive consequences in high school students.

Improvement of School Climate.

ERIC Educational Resources Information Center

Sierra Sands Unified School District, Ridgecrest, CA.

THE FOLLOWING IS THE FULL TEXT OF THIS DOCUMENT: As a part of its School Improvement Program, James Monroe Junior High School planned to improve its school climate. Since the physical school environment was devoid of landscaping and did not provide places for student socialization, all interested groups (PTSA, student council, students, staff, and…

School Disrepair and Substance Use among Regular and Alternative High School Students

ERIC Educational Resources Information Center

Grana, Rachel A.; Black, David; Sun, Ping; Rohrbach, Louise A.; Gunning, Melissa; Sussman, Steven

2010-01-01

Background: The physical environment influences adolescent health behavior and personal development. This article examines the relationship between level of school disrepair and substance use among students attending regular high school (RHS) and alternative high school (AHS). Methods: Data were collected from students (N = 7058) participating in…

Determination of Media and Television Literacy Levels of Sport Consumers Filtered out of the Students of the School of Physical Education and Sports

ERIC Educational Resources Information Center

Unal, Hakan

2014-01-01

This study is aimed to determine the literacy levels of media and television and the level of addiction of sport consumers filtered out of the students of the School of Physical Education and Sports and to investigate the relationship between these two levels. Sport consumers studying in Mugla University, School of Physical Education and Sports…

Differences in physical activity at recess and school-related social factors in four Finnish lower secondary schools

PubMed Central

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

2017-01-01

Abstract This study investigated the differences in physical activity (PA) at recess and school-related social factors, and described school PA promotion processes and staff experiences at four lower secondary schools from the Finnish Schools on the Move programme. Recess PA, peer relationships at school, relatedness to school, and school climate were assessed via surveys with eighth-grade students in spring 2011 (n = 385) and spring 2013 (n = 373). Local contact people in the school projects (n = 6), school staff (n = 83) and principals (n = 3) provided information on the PA promotion process via telephone interviews and surveys. Differences in student-level data in years 2011 and 2013 were analysed by gender using two-way ANOVA. Data on school processes were analysed using a combination of classification, narrative approach and content analysis. In two of the four schools, male students reported higher levels of recess PA in 2013 compared to 2011. In three schools, school-related social factors did not differ between 2011 and 2013. School cultures and routes towards a more physically active school day differed; the project was highly visible in all schools, but staff participation varied. More research is needed to determine the effective physically active strategies to promote positive social well-being and to enhance staff engagement. PMID:29096026

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.

Childhood Obesity and Physical Activity-Friendly School Environments.

PubMed

Ip, Patrick; Ho, Frederick Ka-Wing; Louie, Lobo Hung-Tak; Chung, Thomas Wai-Hung; Cheung, Yiu-Fai; Lee, So-Lun; Hui, Stanley Sai-Chuen; Ho, Walter King-Yan; Ho, Daniel Sai-Yin; Wong, Wilfred Hing-Sang; Jiang, Fan

2017-12-01

Childhood obesity may be related to school environment, but previous studies often focused on food environment only. This study aimed to examine the relationship between school physical activity environment and childhood obesity. This is a cross-sectional study with multilevel data collected on school physical activity environment using teacher questionnaires, students' growth, and obesity status from electronic health records, and neighborhood socioeconomic status from census data. This study included 208 280 students (6-18 years of age) from 438 schools (45% of Hong Kong). Prevalence of obesity was 5.0%. After controlling for socioeconomic status and intraschool correlation, robust Poisson regression revealed a reduced obesity risk associated with higher teachers' perceived physical activity benefits (risk ratio 0.96, 95% CI 0.94-0.99, P = .02), physical activity teaching experience (0.93, 0.91-0.96, P < .001), school campus size (0.93, 0.87-0.99, P = .02), physical activity ethos (0.91, 0.88-0.94, P < .001), number of physical activity programs (0.93, 0.90-0.96, P < .001), and physical activity facilities (0.87, 0.84-0.90, P < .001). Students in schools with at least 3 physical activity-friendly environmental factors (11.7%) had a much lower risk of obesity (0.68, 0.62-0.75, P < .001) than those without (23.7%). A physical activity-friendly school environment is associated with lower risk of obesity. School physical activity environment should be considered in future epidemiologic and intervention studies. Copyright © 2017 Elsevier Inc. All rights reserved.

Assessment of 6th Grade Elementary School Students, Their Parents' and Branch Teachers' Perspective on Physical Education Classes

ERIC Educational Resources Information Center

Boyraz, Sirin; Ozbar, Nurper; Yetgin, Meral Kucuk; Koksalan, Burke

2015-01-01

A total of 437 volunteers including 54 teachers, 218 6th grade students and 102 parents from Beykoz Elementary Schools participated in this study to understand the perspectives of students, families and teachers on Physical Education classes. The perspectives of students, families and teachers of other branches are identified by survey method.…

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…

Creating Healthy Active Minds for Personal Success (CHAMPS) in Middle School

ERIC Educational Resources Information Center

Shawley, Jessica

2016-01-01

The purpose of this article is to provide support for middle school physical education programs that meet the developmental needs of students while providing for student choice. With its health and physical education program called Creating Healthy Active Minds for Personal Success (CHAMPS), Moscow Middle School is striving to cultivate student…

Understanding Misconceptions: Teaching and Learning in Middle School Physical Science

ERIC Educational Resources Information Center

Sadler, Philip M.; Sonnert, Gerhard

2016-01-01

In this study the authors set out to better understand the relationship between teacher knowledge of science and student learning. The authors administered identical multiple-choice assessment items both to teachers of middle school physical science and to their students throughout the school year. The authors found that teachers who have strong…

Student Engagement in High School Physical Education: Do Social Motivation Orientations Matter?

ERIC Educational Resources Information Center

Garn, Alex; Ware, David R.; Solmon, Melinda A.

2011-01-01

High school physical education classes provide students with numerous opportunities for social interactions, but few studies have explored how social strivings impact class engagement. The purpose of this study was to investigate the relationships among 2 x 2 achievement goals, social motivation orientations, and effort in high school physical…

Let's Move! School Psychologists as Change Agents in the Domain of School-Based Physical Activity

ERIC Educational Resources Information Center

Fedewa, Alicia L.; Clark, Teresa P.

2010-01-01

Many of the students the authors have worked with see recess as a refuge from the multiple demands of school. Yet, how many school psychologists truly understand the multidimensional benefit of physical activity in schools? Increased physical activity has been associated with better physical health, improved mental health, and higher academic…

Health-related quality of life of medical students in a Brazilian student loan programme.

PubMed

Lins, Liliane; Carvalho, Fernando Martins; Menezes, Marta Silva; Porto-Silva, Larissa; Damasceno, Hannah

2016-08-01

This study aimed to evaluate the health-related quality of life of medical students participating in a large Brazilian government loan programme for undergraduate students in private schools.A cross-sectional study in a stratified sample of students from a private medical school in Salvador, Brazil, evaluated their health-related quality of life by using a Brazilian Portuguese version of the 36-item Short Form Health Survey questionnaire (SF-36).Students supported by the loan programme consistently presented lower mean scores in all SF-36 domains and in the physical and mental component summary scores than those who were not in the programme. Students supported by the loan programme presented systematically lower physical and mental component mean scores, after stratification by age, gender, school year, physical activity, sleepiness, headache, having a car, having a housemaid, living with family, and living in a rented house.The loan programme has enabled less wealthy undergraduate students to attend private medical schools in Brazil. However, this support is insufficient to improve students' health-related quality of life during medical school, as compared with students who do not participate in the programme. Because of a poorer health-related quality of life, students supported by the loan programme deserve special attention from private medical schools.

The Impact of Classroom Physical Activity Breaks on Middle School Students' Health-Related Fitness: An Xbox One Kinetic Delivered 4-Week Randomized Controlled Trial

ERIC Educational Resources Information Center

Yli-Piipari, S.; Layne, T.; McCollins, T.; Knox, T.

2016-01-01

The aim of the study was to examine the effect of a 4-week classroom physical activity break intervention on middle school students' health-related physical fitness. The study was a randomized controlled trial with students assigned to the experiment and control conditions. A convenience sample comprised 94 adolescents (experiment group n = 52;…

[Depressive symptoms and its related factors among primary and middle school students in an urban-rural-integrated area of Chongqing].

PubMed

Li, Chen; Wang, Hong; Cao, Xingyuan; Gou, Min; Zhang, Zhuan

2013-09-01

To investigate the prevalence of depressive symptom and its influencing factors among primary and middle school students in urban-rural-integrated area of Chongqing. A total of 3 013 primary and middle school students from an urban-rural-integrated area of Chongqing were selected by using multistage stratified cluster sampling method in this study. The general information, physical activities and physical examination conditions were investigated. Meanwhile, the depress symptoms were assessed by using children's depression inventory (CDI) and the incidence of adolescence related events were evaluated by using pubertal development scale (PDS). Chi-square test was used to analyze the detection rate of depression symptoms among different population and Logistic regression was used to analyse the influencing factors of depressive symptoms among primary and middle school students. The detection rate of depressive symptoms was 20.1% (607/3013) totally, and it was gradually higher among the students with bad to good economic status (28.3%/18.4%/18.3%, chi2 = 28.415, P < 0.05). The students' detection rate of depression symptoms in different development level compared to companion by self image were 43.1%, 26.5%, 22.0% and 15.8% (chi2 = 79.621, P < 0.01). Among the senior school students, worse economic status, higher development level in self-evaluation, and no physical activities in a recent month (including physical training, aerobic exercise) were considered as the influencing factors of depressive symptoms. Focusing on the physical and mental health of growing children, establishing a good school environment and family environment, and strengthening physical activities will contribute to reducing the incidence of depressive symptoms.

Teen Dating Violence Victimization Among High School Students: A Multilevel Analysis of School-Level Risk Factors.

PubMed

Parker, Elizabeth M; Johnson, Sarah Lindstrom; Debnam, Katrina J; Milam, Adam J; Bradshaw, Catherine P

2017-09-01

Much etiologic research has focused on individual-level risk factors for teen dating violence (TDV); therefore, less is known about school-level and neighborhood-level risk factors. We examined the association between alcohol outlet density around high schools and TDV victimization and the association between markers of physical disorder around schools and TDV victimization among adolescents. Data come from high school students participating in the Maryland Safe and Supportive Schools Initiative. Alcohol outlet density was calculated using walking distance buffers around schools. An observational tool was used to assess indicators of physical disorder on school property (eg, alcohol and drug paraphernalia). Hierarchical linear modeling was used to identify student- and school-level predictors associated with TDV victimization. Overall, 11% of students reported experiencing physical TDV and 11% reported experiencing psychological TDV over the past year. Recent alcohol use was a risk factor for TDV victimization for both sexes, whereas feeling safe at school was protective against TDV victimization for both sexes. Greater alcohol outlet density was associated with decreased TDV victimization for males, however, it was nonsignificant for females. Physical disorder around schools was not associated with TDV victimization for either sex. Although the school-level predictors were not associated with TDV victimization, alcohol use and perceptions of safety at school were significantly associated with TDV victimization. Prevention efforts to address alcohol use may affect TDV victimization. © 2017, American School Health Association.

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 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…

Cohort Size, Sex and Socio-Economic Status as Predictors of Success in Year 12 Physics in Perth, 1987-1997

ERIC Educational Resources Information Center

Geelan, David; Louden, William; Wildy, Helen

2013-01-01

A variety of factors are associated with students' achievement in secondary school physics, including cohort size--the total number of students studying Physics in the school--and socioeconomic status. Earlier studies also showed boys achieving better in Physics, while more recent research has shown better results for girls. Statistical analysis…

Adapted Physical Education, Occupational Therapy, and Physical Therapy in the Public School. Procedures and Recommended Guidelines (Revised 1997).

ERIC Educational Resources Information Center

Colorado State Dept. of Education, Denver.

This manual is designed to assist Colorado personnel in developing and providing adapted physical education, occupational therapy, and physical therapy to Colorado public school students who have needs in the motor area. Guidelines are presented that have been developed to focus on the problems encountered by students with needs in the physical…

On the Declining Interest in Physics among Students--From the Perspective of Teachers

ERIC Educational Resources Information Center

Oon, Pey-Tee; Subramaniam, R.

2011-01-01

This study examines physics teachers' views on factors that contribute to the declining interest in physics among school students. A total of 190 physics teachers from 91 secondary schools and nine junior colleges in Singapore participated in this study, which used a survey instrument to seek their views. Rasch analysis was used to analyze the…

The Influence of Race-Ethnicity and Physical Activity Levels on Elementary School Achievement

ERIC Educational Resources Information Center

Caldas, Stephen J.; Reilly, Monique S.

2018-01-01

The authors used structural equation modeling to map the relationships between student race-ethnicity via the mediating variable physical activity on English language arts (ELA) and mathematics achievement among 964 fourth- and fifth-grade students. The students attended a New York City Metropolitan area school district and completed the Physical…

Impact of Physical Environment on Academic Achievement of High School Youth.

ERIC Educational Resources Information Center

Burkhalter, Bettye B.

1983-01-01

To study the relationship of the physical environment to high school students' academic achievement, 60 students participated in an experiential career exploration program at the Alabama Space and Rocket Center while 108 students participated in a traditional careers program. Tests indicated the former group improved more in career choice…

An Interactive Science Blog at UCF for High School Science Students

ERIC Educational Resources Information Center

Paredes, Jesus; del Barco, Enrique

2010-01-01

High school physics students are often capable of, and commonly interested in, understanding natural phenomena beyond those described in their textbooks. In order to supplement the shortage of topics covered in their physics courses, many students turn to popular scientific books, journals, and other media. There, they discover a plethora of…

Investigating Factors in the Retention of Students in High School Physical Education

ERIC Educational Resources Information Center

Lodewyk, Ken R.; Pybus, Colin M.

2013-01-01

Several studies have reported declining student enrolment rates in optional physical education. This study--incorporating constructs from social cognitive, self-determination, and body image theory--investigated factors that might be influential to this trend. Surveys were administered to 227 tenth-grade students from five schools in one school…

The Development and Assessment of Particle Physics Summer Program for High School Students

NASA Astrophysics Data System (ADS)

Prefontaine, Brean; Kurahashi Neilson, Naoko, , Dr.; Love, Christina, , Dr.

2017-01-01

A four week immersive summer program for high school students was developed and implemented to promote awareness of university level research. The program was completely directed by an undergraduate physics major and included a hands-on and student-led capstone project for the high school students. The goal was to create an adaptive and shareable curriculum in order to influence high school students' views of university level research and what it means to be a scientist. The program was assessed through various methods including a survey developed for this program, a scientific attitudes survey, weekly blog posts, and an oral exit interview. The curriculum included visits to local laboratories, an introduction to particle physics and the IceCube collaboration, an introduction to electronics and computer programming, and their capstone project: planning and building a scale model of the IceCube detector. At the conclusion of the program, the students participated an informal outreach event for the general public and gave an oral presentation to the Department of Physics at Drexel University. Assessment results and details concerning the curriculum and its development will be discussed.

Comparing the Math Anxiety of Secondary School Female Students in Groups (Science and Mathematical Physics) Public Schools

ERIC Educational Resources Information Center

Vakili, Khatoon; Pourrazavy, Zinat alsadat

2017-01-01

The aim of this study is comparing math anxiety of secondary school female students in groups (Science and Mathematical Physics) Public Schools, district 2, city of Sari. The purpose of the research is applied research, it is a development branch, and in terms of the nature and method, it is a causal-comparative research. The statistical…

Student Success in First-Year University Physics and Mathematics Courses: Does the High-School Attended Make a Difference?

ERIC Educational Resources Information Center

Adamuti-Trache, Maria; Bluman, George; Tiedje, Thomas

2013-01-01

This paper considers school factors that contribute to a successful transition from high school to first-year university Physics courses at the University of British Columbia by employing a two-level hierarchical model. It is assumed that there is a relationship between student performance and the high school they graduated from. It is shown that…

Predictors of hazardous drinking, tobacco smoking and physical inactivity in vocational school students

PubMed Central

2013-01-01

Background Tobacco smoking, hazardous drinking and physical inactivity during adolescence are risk factors that are associated with poorer health in adulthood. The identification of subgroups of young people with a high prevalence of one or more of these risk factors allows an optimised allocation of preventive measures. This study aimed at investigating hazardous drinking, tobacco smoking and physical inactivity as well as their associations and demographic predictors in vocational school students. Methods Out of 57 contacted vocational schools in Switzerland, a total of 24 schools participated in a survey assessing gender, age, immigrant background, educational attainment and vocational field as well as the above mentioned health risk factors. Out of the 2659 students present in 177 included vocational school classes, 2647 (99.5%) completed the survey. Binary logistic regression analyses were conducted to investigate the demographic predictors of each health risk factor and a multinomial logistic regression analysis was conducted to investigate predictors of different risk factor combinations. Results Of the surveyed students, 79.4% showed at least one risk factor, 43.6% showed two or more and 9.6% showed all three health risk factors. Hazardous drinking was more prevalent in male, physical inactivity was more prevalent in female vocational school students. The proportion of students with low physical activity and tobacco smoking increased with increasing age. While the combination of hazardous drinking and tobacco smoking was higher in males, the other risk factor combinations were observed particularly among females. Conclusions Multiple risk factors were ascertained in a significant proportion of vocational school students. Specifically, tobacco smoking and hazardous drinking were coexistent. The study underlines the need for preventive measures in specific subpopulations of adolescents and young adults with lower educational level. PMID:23672294

School district wellness policy quality and weight-related outcomes among high school students in Minnesota

PubMed Central

Hoffman, Pamela K.; Davey, Cynthia S.; Larson, Nicole; Grannon, Katherine Y.; Hanson, Carlie; Nanney, Marilyn S.

2016-01-01

Weight-related outcomes were examined among high school students in Minnesota public school districts according to the quality of district wellness policies. Wellness policy strength and comprehensiveness were scored using the Wellness School Assessment Tool (WellSAT) for 325 Minnesota public school districts in 2013. The associations between WellSAT scores and district-level means of high school student responses to a statewide survey of health behaviors were examined in this ecologic study. WellSAT Total Strength and Total Comprehensiveness scores were positively associated with both student mean Body Mass Index (BMI) percentile (Strength: P = 0.018, Comprehensiveness: P = 0.031) and mean percent overweight or obese (Strength: P = 0.008, Comprehensiveness: P = 0.026), but only in districts with >50% of students eligible for Free or Reduced-Price Lunches (FRPLs), or ‘high FRPL districts’. WellSAT Physical Education and Physical Activity subscale scores were also positively associated with the mean days per week students engaged in physical activity for ≥ 60 min in high FRPL districts (Strength: P = 0.008, Comprehensiveness: P = 0.003) and in low FRPL districts (<35% eligible) for Strength score: (P = 0.027). In medium FRPL districts (35–50% eligible), Nutrition Education and Wellness Promotion Strength and Comprehensiveness subscale scores were positively associated with, respectively, daily servings of vegetables (P = 0.037) and fruit (P = 0.027); and WellSAT Total scores were positively associated with daily vegetable servings (Strength: P = 0.037, Comprehensiveness: P = 0.012). Administrators of economically disadvantaged school districts with a higher percentage of overweight students may be recognizing the need for stronger wellness policies and the specific importance of implementing policies pertaining to physical activity as a means to improve student health. PMID:26850060

Impact of interactive engagement on reducing the gender gap in quantum physics learning outcomes among senior secondary school students

NASA Astrophysics Data System (ADS)

Adesina Adegoke, Benson

2012-07-01

In this study, the author examines the extent to which an interactive engagement approach can reduce the gender gap in senior secondary school (SSS) (age 16-18 years) students' learning outcomes in quantum physics. One hundred and twenty one (male = 65; female = 56) SSS 3 students participated in this study. They were randomly selected from two senior secondary schools from the Ibadan North Local Government Area, Oyo State, Nigeria. There were two groups: the experimental group (interactive engagement) and the control group (traditional lecture method). Prior to the commencement of the experiment, students' scores in a previous examination conducted by their schools were collected and analysed. This was to determine the extent to which gender disparity had been narrowed after the experiment. Three hypotheses were tested. The data collected were analysed using analysis of covariance (ANCOVA). The results show that, generally, the students in the interactive engagement group had higher mean scores in the quantum physics achievement test than their colleagues in the control group. Among the participants in the interactive engagement group, female students had a slightly higher mean score than their male counterparts. These results show that with interactive engagement, gender disparity in quantum physics learning outcomes among students can be narrowed. The author recommends that physics teachers should adopt an interactive engagement approach in physics classes.

The Analysis of High School Students' Conceptions of Learning in Different Domains

ERIC Educational Resources Information Center

Sadi, Özlem

2015-01-01

The purpose of this study is to investigate whether or not conceptions of learning diverge in different science domains by identifying high school students' conceptions of learning in physics, chemistry and biology. The Conceptions of Learning Science (COLS) questionnaire was adapted for physics (Conceptions of Learning Physics, COLP), chemistry…

Challenges in Offering Inner-City After-School Physical Activity Clubs

ERIC Educational Resources Information Center

Maljak, Kimberly; Garn, Alex; McCaughtry, Nate; Kulik, Noel; Martin, Jeffrey; Shen, Bo; Whalen, Laurel; Fahlman, Mariane

2014-01-01

Background: Offering physical activity clubs (PACs) for students in urban high schools can provide avenues for increased physical activity (PA); however, little is known about why some clubs are not successful. Purpose: The purpose of this qualitative study was to examine leaders' and students' perspectives on the challenges faced when…

Perceptions of Heart Rate Monitor Use in High School Physical Education Classes

ERIC Educational Resources Information Center

Partridge, Julie A.; King, Kristi McClary; Bian, Wei

2011-01-01

Incorporating technology into the physical education curriculum is becoming a popular strategy in which teachers can assess, motivate, and provide feedback to students regarding their physical activity participation during class. The purpose of this exploratory study was to gain a greater understanding of high school students' perceptions of using…

Ninth Graders' Energy Balance Knowledge and Physical Activity Behavior: An Expectancy-Value Perspective

ERIC Educational Resources Information Center

Chen, Senlin; Chen, Ang

2012-01-01

Expectancy beliefs and task values are two essential motivators in physical education. This study was designed to identify the relation between the expectancy-value constructs (Eccles & Wigfield, 1995) and high school students' physical activity behavior as associated with their energy balance knowledge. High school students (N = 195) in two…

Students' perception of school environment and life satisfaction at Sinhala-medium secondary schools in the Colombo District, Sri Lanka.

PubMed

Nonaka, Daisuke; Gunawardena, Nalika S; Indrawansa, Susantha; Nanri, Akiko; Rajapakse, Lalini; Mizoue, Tetsuya; Samarasinghe, Diyanath

2012-11-01

The objective of this study was to examine the associations between students' perception of physical and psychosocial school environment and satisfaction with life among secondary school students in Colombo District, Sri Lanka. Data were collected from 20 Sinhala-medium secondary schools between January and February in 2010. A questionnaire-based survey was conducted with students in grade seven (n = 342) and grade ten (n = 446). Multivariate logistic regression analysis, adjusted for confounding variables, was used to assess the associations between students'satisfaction with life measured by Cantril ladders, and scores of perceived physical and psychosocial school environment that focused on school cleanliness and attractiveness, relations with teachers and peers, satisfaction with school and bullying. Students in the highest quartile of school environment score were significantly more likely to have high life satisfaction, compared to those in the lowest quartile (adjusted odds ratio 2.32; 95% confidence interval 1.35-3.99). Odds ratio of high life satisfaction increased with increasing school environment scores (p for trend<0.001). In conclusion, students who perceived positive school environment were significantly more likely to have high life satisfaction. Positive changes in the focused areas of school environment have the potential to lead to improved life satisfaction of students.

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.

Influence of Schoolyard Renovations on Children's Physical Activity: The Learning Landscapes Program

PubMed Central

Nigg, Claudio R.; M. R. Lampe, Sarah; Kingston, Beverly A.; Mootz, Andrew L.; van Vliet, Willem

2010-01-01

Objectives. We examined whether schoolyard improvements led to increased physical activity levels among both boys and girls and assessed the aspects of schoolyard design that have an impact on physical activity. Methods. In a quasi-experimental research design, 6 schools with renovated schoolyards and 3 control schools were divided into activity areas. We calculated measures of children's physical activity by area during school hours as well as after-school hours. Results. The volume of schoolyard use was significantly higher at schools with renovated schoolyards than at control schools, and students were significantly more active at these schools. Also, activity levels were significantly higher among both boys and girls in certain schoolyard areas, such as those with soft surfaces. Conclusions. Because few public elementary schools in the United States provide daily physical education or its equivalent for all students throughout the school year, noncurriculum approaches to increasing children's physical activity are important. Renovated schoolyards increase the number of children who are physically active, as well as their overall activity levels, and reduce sedentary behaviors. PMID:20634465

An Event to Encourage High School Students to Pursue College Degrees in Physics and Math

NASA Astrophysics Data System (ADS)

Bukiet, Bruce; Thomas, Gordon

2003-04-01

We discuss a Math and Physics Day for high school students and teachers, with hands-on activities and seminars involving mathematics and physics. Participants also learn about careers for those who go on to major in physics and mathematics in college. The New York State Section of the APS has provided generous support for this workshop through its Outreach grant program. Approximately a dozen high schools and 100 students attend each year. The program, which runs from 9:15 AM until 2:15 PM, includes an introduction to undergraduate degree programs in Mathematics, Statistics, Optics, Actuarial Science and Applied Physics, a group physics experiment/contest, brief talks over lunch by speakers from industry who have degrees in Math or Physics, and an afternoon seminar. Teachers earn Professional Development credit.

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…

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.

Using interviews and peer pairs to better understand how school environments affect young children's playground physical activity levels: a qualitative study.

PubMed

Parrish, Anne-Maree; Yeatman, Heather; Iverson, Don; Russell, Ken

2012-04-01

School break times provide a daily opportunity for children to be active; however, research indicates this time is underutilized. Reasons for low children's playground activity levels have primarily focused on physical barriers. This research aimed to contribute to physical environmental findings affecting children's playground physical activity levels by identifying additional variables through the interview process. Thirteen public schools were included in the sample (total 2946 children). Physical activity and environmental data were collected over 3 days. Environmental variables were manually assessed at each of the 13 schools. Observational data were used to determine which three schools were the most and least active. The principal, three teachers and 20 students in Grades 4-6 from these six schools (four lower and two average socioeconomic status) were invited to participate in the interview process. Student interviews involved the paired interview technique. The main themes generated from the school interviews included the effect of non-fixed equipment (including balls), playground markings, playground aesthetics, activity preference, clothing, the amount of break time available for play, teacher playground involvement, gender, bullying, school policies, student confidence in break-time activity and fundamental movement skills. The effect of bullying on playground physical activity levels was concerning.

Health-related quality of life of students from a private medical school in Brazil.

PubMed

Lins, Liliane; Carvalho, Fernando M; Menezes, Marta S; Porto-Silva, Larissa; Damasceno, Hannah

2015-11-08

To assess health-related quality of life (HRQOL) and to describe factors associated with its variation among undergraduate medical students at a Brazilian private medical school. A cross-sectional study in a sample (n=180) of medical students at a private medical school in Salvador, Brazil, stratified by year of medical course. Data about age, sex, year of course, physical activity, sleepiness, headaches, participation in a student loan program supported by the Brazilian government (FIES) and living arrangements were collected using a self-administered form. HRQOL was assessed by using a Brazilian Portuguese version of the SF-36 form. The eight domains of SF-36 and the Physical Component (PCS) and Mental Component (MCS) Summaries scales were calculated. The medical students showed poor HRQOL, mainly because of the mental component. Lower mean scores were found among those with FIES support, females, those suffering from sleepiness, headaches and lacking physical activity. No clear trend was observed in the variation of the SF-36 mean scores according to the year of medical school. However, students in the fifth year of the course had the highest HRQOL mean scores. Health-related quality of life of students at this private medical school was poor, mainly because of its mental component. Lower HRQOL was associated with FIES support, females, sleepiness, headaches and lack of regular physical activity. Higher scores were found among fifth year students.

Reaching the Critical Mass: The Twenty Year Surge in High School Physics. Findings from the 2005 Nationwide Survey of High School Physics Teachers. AIP Report. Number R-442

ERIC Educational Resources Information Center

Neuschatz, Michael; McFarling, Mark; White, Susan

2008-01-01

This report traces the growth of high school physics in American school over the past twenty years. Highlights of the report include: (1) Enrollments in high school physics continue to grow; (2) Increase in number and proportion of physics teachers; (3) Number of students taking honors, advance placement or second-year physics course has nearly…

Processes and Instructions Encouraging Thai Students Consistently Pass the First Round of The National Physics Academics Olympiads

NASA Astrophysics Data System (ADS)

Teevasuthornsakul, Chalongchai; Manosuttirit, Artnarong; Suwanno, Chirasak; Sutsaguan, Lanchakorn

2010-07-01

This research focused on the processes and physics instruction of 25 schools located in Bangkok and up-country in Thailand in order to explain why many of their students have passed the first round of the National Physics Academic Olympiads consistently. The high schools in Thailand can apply and support their students and develop their potential in physics. The development of physics professional is the cornerstone of a developing country and increase physics quality base on sciences development in the future in Thailand. The duration of collecting all data was from May 2007 to May 2009. The methodology for this research was the qualitative research method. The researchers interviewed managers, teachers and students at each school location or used semi-structured interview forms. The researchers used the Investigator Triangulation approach to check the qualitative data and the Cause and Effect Analysis approach to analyze situation factors. The results showed that in processes were include 1) enhanced the students with the Academic Olympiads to develop the capacities of students; 2) motivated the students with processes such as good instruction in physics and special privilege in continuing studies in university; and 3) tutorial systems and drill and practice systems support students into subsequent rounds. 4) Admiration activities accommodated the students continually and suitably. Most of the teaching styles used in their lectures, in both basic contents and practice, encouraged students to analyze entrance examination papers, little laboratory. While students say that" They just know that a physics laboratory is very important to study physics after they passed Olympic camp."

Student Teachers' Perceptions of Two Urban School Principals

ERIC Educational Resources Information Center

Swick, Kevin J.; Ross, Colvin

1973-01-01

Findings of this study indicate the student teachers' opinions of the two urban school principals were affected by three factors: the physical plant of the school; morale of the school staff; personality of the school principal. (Authors/CB)

XIII Modave Summer School in Mathematical Physics

NASA Astrophysics Data System (ADS)

2017-09-01

The Modave Summer School on Mathematical Physics is a yearly summer school in topics of theoretical physics. Various topics ranging from quantum gravity and cosmology to theoretical particle physics and string theory. The school takes place in Modave, a charming village in the Belgian Ardennes close to Huy. Modave School is organised by PhD students for PhD students, and this makes it rather unique. The courses are taught by Post-Docs or late PhD students, and they are all made of pedagogical, basic blackboard lectures about recent topics in theoretical physics. Participants and lecturers eat and sleep in the same place where the lectures are given. The absence of senior members, and the fact of spending day and night together in an isolated, peaceful place contribute to creating an informal atmosphere and facilitating interactions. Lectures of the thirteenth edition are centered around the following subjects: bulk reconstruction in AdS/CFT, twistor theory, AdS_2/CFT_1 and SYK, geometry and topology, and asymptotic charges.

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.

How did the Good School Toolkit reduce the risk of past week physical violence from teachers to students? Qualitative findings on pathways of change in schools in Luwero, Uganda.

PubMed

Kyegombe, N; Namakula, S; Mulindwa, J; Lwanyaaga, J; Naker, D; Namy, S; Nakuti, J; Parkes, J; Knight, L; Walakira, E; Devries, K M

2017-05-01

Violence against children is a serious violation of children's rights with significant impacts on current and future health and well-being. The Good School Toolkit (GST) is designed to prevent violence against children in primary schools through changing schools' operational cultures. Conducted in the Luwero District in Uganda between 2012 and 2014, findings from previous research indicate that the Toolkit reduced the odds of past week physical violence from school staff (OR = 0.40, 95%CI 0.26-0.64, p < 0.001), corresponding to a 42% reduction in risk of past week physical violence. This nested qualitative study involved 133 interviews with students, teachers, school administration, and parents, and two focus group discussion with teachers. Interviews were conducted using semi-structured tools and analysed using thematic analysis complemented by constant comparison and deviant case analysis techniques. Within a context of normative acceptance of corporal punishment this qualitative paper reports suggestive pathways related to teacher-student relationships through which reductions in violence operated. First, improved student-teacher relationships resulted in improved student voice and less fear of teachers. Second, the intervention helped schools to clarify and encourage desired behaviour amongst students through rewards and praise. Third, many teachers valued positive discipline and alternative discipline methods, including peer-to-peer discipline, as important pathways to reduced use of violence. These shifts were reflected in changes in the views, use, and context of beating. Although the GST is effective for reducing physical violence from teachers to students, violence persisted, though at significantly reduced levels, in all schools with reductions varying across schools and individuals. Much of the success of the Toolkit derives from the support it provides for fostering better student-teacher relationships and alternative discipline options. Such innovation could usefully be incorporated in teacher training syllabi to equip teachers with knowledge and skills to maintain discipline without the use of fear or physical punishment. Copyright © 2017 The Authors. Published by Elsevier Ltd.. All rights reserved.

Relationships between Physical Activity Levels, Self-Identity, Body Dissatisfaction and Motivation among Spanish High School Students

PubMed Central

Sánchez-Miguel, Pedro Antonio; Leo, Francisco Miguel; Amado, Diana; Pulido, Juan José; Sánchez-Oliva, David

2017-01-01

Abstract The aim of this study was to examine the relationships between gender and the educational grade on the one hand, and physical activity levels, motivation, self-identity, body dissatisfaction, the intention to be physically active and daily sitting time on the other, in a sample of Spanish high school adolescents. The sample consisted of 2087 Spanish students from the 3rd (n = 1141) and 4th grade (n = 946), both male (n = 1046) and female (n = 1041), ranging in age from 15 to 17 years old (M = 15.42; SD = .86). Students completed questionnaires to assess their levels of physical activity, self-identity, motivation, intention to be physically active and daily sitting time. The students’ perceptions of their body height and mass were also tested. With the exception of walking MET values, the results showed gender differences in the variables tested. Male participants showed higher intrinsic motivation and lower amotivation than female participants. Furthermore, male students revealed higher levels of physical activity than female students. Finally, the research concluded with the importance of promoting intrinsic reasons for physical activity in order to encourage positive consequences in high school students. PMID:29134046

Relationships between the Physical Education Course Sportsmanship Behaviors with Tendency to Violence and Empathetic Ability

ERIC Educational Resources Information Center

Koc, Yakup

2017-01-01

The aim of this study is to examine relationship between the physical education course sportsmanship behaviors, tendency to violence, and empathetic ability for elementary school students. The sample of study consists of randomly selected 919 elementary school students attending state schools in the province of Erzincan in 2013-2014 academic year.…

A Analysis of Saudi Arabian High School Students' Misconceptions about Physics Concepts.

NASA Astrophysics Data System (ADS)

Al-Rubayea, Abdullah A. M.

This study was conducted to explore Saudi high students' misconceptions in selected physics concepts. It also detected the effects of gender, grade level and location of school on Saudi high school students' misconceptions. In addition, a further analysis of students' misconceptions in each question was investigated and a correlation between students' responses, confidence in answers and sensibleness was conducted. There was an investigation of sources of students' answers in this study. Finally, this study included an analysis of students' selection of reasons only in the instrument. The instrument used to detect the students' misconceptions was a modified form of the Misconception Identification in Science Questionnaire (MISQ). This instrument was developed by Franklin (1992) to detected students' misconceptions in selected physics concepts. This test is a two-tier multiple choice test that examines four areas of physics: Force and motion, heat and temperature, light and color and electricity and magnetism. This study included a sample of 1080 Saudi high school students who were randomly selected from six Saudi educational districts. This study also included both genders, the three grade levels of Saudi high schools, six different educational districts, and a city and a town in each educational district. The sample was equally divided between genders, grade levels, and educational districts. The result of this study revealed that Saudi Arabian high school students hold numerous misconceptions about selected physics concepts. It also showed that tenth grade students were significantly different than the other grades. The result also showed that different misconceptions are held by the students for each concept in the MISQ. A positive correlation between students' responses, confidence in answers and sensibleness in many questions was shown. In addition, it showed that guessing was the most dominant source of misconceptions. The result revealed that gender and grade level had an affect on students' choice of decision on the MISQ items. A positive change in the means of gender and grade levels in the multiple choice test and gender differences in selection of reason may be associated with specific concepts. No significant difference in frequencies of the reasons chosen by the student to justify their answers were found in most of the items (10 items).

Analyzing high school students' reasoning about electromagnetic induction

NASA Astrophysics Data System (ADS)

Jelicic, Katarina; Planinic, Maja; Planinsic, Gorazd

2017-06-01

Electromagnetic induction is an important, yet complex, physics topic that is a part of Croatian high school curriculum. Nine Croatian high school students of different abilities in physics were interviewed using six demonstration experiments from electromagnetism (three of them concerned the topic of electromagnetic induction). Students were asked to observe, describe, and explain the experiments. The analysis of students' explanations indicated the existence of many conceptual and reasoning difficulties with the basic concepts of electromagnetism, and especially with recognizing and explaining the phenomenon of electromagnetic induction. Three student mental models of electromagnetic induction, formed during the interviews, which reoccurred among students, are described and analyzed within the knowledge-in-pieces framework.

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…

Growing a Waldorf-Inspired Approach in a Public School District

ERIC Educational Resources Information Center

Friedlaender, Diane; Beckham, Kyle; Zheng, Xinhua; Darling-Hammond, Linda

2015-01-01

This report documents the practices and outcomes of Alice Birney, a public K-8 Waldorf-Inspired School in Sacramento City Unified School District (SCUSD). This study highlights how such a school addresses students' academic, social, emotional, physical, and creative development. Birney students outperform similar students in SCUSD on several…

Examining Physics Career Interests: Recruitment and Persistence into College

NASA Astrophysics Data System (ADS)

Lock, R. M.; Hazari, Z.; Sadler, P. M.; Sonnert, G.

2012-03-01

Compared to the undergraduate population, the number of students obtaining physics degrees has been declining since the 1960s. This trend continues despite the increasing number of students taking introductory physics courses in high school and college. Our work uses an ex-post facto design to study the factors that influence students' decision to pursue a career in physics at the beginning of college. These factors include high school physics classroom experiences, other science-related experiences, and students' career motivations. The data used in this study is drawn from the Persistence Research in Science and Engineering (PRiSE) Project, a large-scale study that surveyed a nationally representative sample of college/university students enrolled in introductory English courses about their interests and prior experiences in science.

Examining the Relationship Between School Climate and Peer Victimization Among Students in Military-Connected Public Schools.

PubMed

De Pedro, Kris Tunac; Astor, Ron Avi; Gilreath, Tamika; Benbenishty, Rami; Berkowitz, Ruth

2016-01-01

In the Iraq and Afghanistan war context, studies have found that military-connected youth- youth with parents and/or siblings serving in the military-have higher rates of school victimization than their nonmilitary-connected peers. A positive school climate-where students perceive high levels of school connectedness, caring relationships and high expectations from adults, and meaningful participation-is associated with lower rates of victimization in secondary public schools. Based on a survey of 7th, 9th, and 11th grade students (N =14,493) enrolled in 6 military-connected school districts (districts that have a significant proportion of military-connected students), this study explores victimization rates and the role of school climate, deployment, and school transitions in the victimization of military-connected students and their civilian peers. The findings indicate that deployment and school transitions were significant predictors of physical violence and nonphysical victimization. In addition, multiple school climate factors were significantly associated with physical violence and nonphysical victimization. The authors conclude with a discussion of future directions for research on school climate, victimization, and military-connected youth.

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.

Not just robo-students: why full engagement matters and how schools can promote it.

PubMed

Conner, Jerusha O; Pope, Denise C

2013-09-01

Research has long linked academic engagement to positive social, psychological, and physical developmental outcomes; however, qualitative studies in high-performing schools find that some students who work hard in school may be compromising their mental and physical health in the pursuit of top grades. Such research calls for closer and more contextualized examinations of the concept of engagement. This study examines academic engagement in a sample of 6,294 students (54 % female; 44 % White, 34 % Asian, and 22 % other racial or ethnic background) attending 15 high-achieving schools. Findings show that two-thirds of students at these schools are not regularly "fully engaged" in their academic schoolwork; that is, they do not regularly report high levels of affective, behavioral and cognitive engagement. Although most students report working hard, few enjoy their schoolwork and find it valuable. This lack of full engagement, particularly the absence of affective and cognitive engagement, is associated with more frequent school stress, higher rates of cheating, and greater internalizing, externalizing, and physical symptoms of stress. The study also finds that full engagement is strongly related to positive teacher-student relationships. Implications for practice and future research are discussed.

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…

The Relationship between Physical Activity Level, Body Mass Index, and Body Fat Percentages in Urban and Rural Elementary School Students

ERIC Educational Resources Information Center

Orhan, Özlem

2015-01-01

The purpose of this study is to compare the physical activity levels, physical activity types, Body Mass Index (BMI) and body fat percentage (BF%) values of elementary school students living in rural and urban. Body height (BH), body weight (BW), BF% and BMI data were measured. Physical activity questionnaire was conducted to determine the…

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 =…

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

The Cosmic Ray Observatory Project: Results of a Summer High-School Student, Teacher, University Scientist Partnership Using a Capstone Research Experience

NASA Astrophysics Data System (ADS)

Shell, Duane F.; Snow, Gregory R.; Claes, Daniel R.

2011-04-01

This paper reports results from evaluation of the Cosmic Ray Observatory Project (CROP), a student, teacher, scientist partnership to engage high-school students and teachers in school based cosmic ray research. Specifically, this study examined whether an intensive summer workshop experience could effectively prepare teacher—student teams to engage in cutting edge high-energy physics research. Results showed that teachers and students could acquire enough knowledge about cosmic ray physics and self-efficacy for conducting cosmic ray research during a summer workshop to be full participants in an SSP conducting research in their schools, and a capstone anchoring approach using an authentic research activity was effective for motivating student engagement in didactic classroom learning. CROP demonstrated "proof of concept" that setting up cosmic ray detector arrays in schools run by teachers and students was feasible, but found that set-up and operation in a high-school was technically difficult.

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…

High School Physical Education Students and Experiential Learning in the Community: A Classroom Assignment

ERIC Educational Resources Information Center

Tapps, Tyler; Passmore, Tim; Lindenmeier, Donna; Kensinger, Weston

2014-01-01

The experiential learning model for students working with community groups was developed for specific experiential learning experiences involving 40 hours of actual experience for high school physical education students working with groups in the community. This article discusses the development and specific segments of the model, as well as how…

Regents Physics Syllabus: A Syllabus for Secondary Schools. [Revised].

ERIC Educational Resources Information Center

New York State Education Dept., Albany. Bureau of Curriculum Development.

This syllabus outlines a course of study for high school students in the New York State Regents Physics program. It is a major revision of the 1967 edition. It identifies skills students should master, encourages the development of positive science attitudes and emphasizes problem solving. The five core areas represent the basics for all students,…

Effects of Mastery Learning Approach on Secondary School Students' Physics Achievement

ERIC Educational Resources Information Center

Wambugu, Patriciah W.; Changeiywo, Johnson M.

2008-01-01

This study aimed at finding out the effects of Mastery Learning Approach (MLA) on students' achievement in Physics. The study was Quasi-experimental and Solomon Four Non-equivalent Control Group Design was used. The target population comprised of secondary school students in Kieni East Division of Nyeri District. The accessible population was Form…

Here Is What Interests Us! Students' Reconceived Physical Education Activity Offerings in an Inner-City Middle School

ERIC Educational Resources Information Center

Kahan, David

2013-01-01

Urban middle school physical education teachers undertook action research to understand activity preferences of their sixth and seventh graders (n = 701) as they sought to modify curriculum for enhancing student engagement. Students completed an anonymous survey of basic demographic characteristics and interest in participating in 24 physical…

Relationships among Teachers' Self-Efficacy and Students' Motivation, Atmosphere, and Satisfaction in Physical Education

ERIC Educational Resources Information Center

Pan, Yi-Hsiang

2014-01-01

The purpose of this study was to confirm the relationships among teachers' self-efficacy, and students' learning motivation, learning atmosphere, and learning satisfaction in senior high school physical education (PE). A sample of 462 PE teachers and 2681 students was drawn using stratified random sampling and cluster sampling from high schools in…

High School Student Physics Research Experience Yields Positive Results

ERIC Educational Resources Information Center

Podolak, K. R.; Walters, M. J.

2016-01-01

All high school students that wish to continue onto college are seeking opportunities to be competitive in the college market. They participate in extra-curricular activities which are seen to foster creativity and the skills necessary to do well in the college environment. In the case of students with an interest in physics, participating in a…

Physical Education Teacher Education Students' Knowledge, Perceptions and Experiences of Promoting Healthy, Active Lifestyles in Secondary Schools

ERIC Educational Resources Information Center

Harris, Jo

2014-01-01

Background: Physical education teacher education (PETE) offers a context for students to learn about the promotion of active lifestyles in secondary schools through their interactions and experiences during the teacher education process. However, previous studies have found low levels of health-related fitness knowledge amongst PETE students,…

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…

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…

School Violence: Social Bond Theory and Physical Fights

ERIC Educational Resources Information Center

Nemmetz, Amy J.

2010-01-01

Physical fighting in school is a concern for school administrators, juvenile justice professionals, and students. This quantitative study examined the involvement of physical fights at school among 5,674 adolescents across the United States via a casual comparative design with a correlational subcomponent. Differences were discovered between…

Phun Physics 4 Phemales: Physics Camp for High School Girls

NASA Astrophysics Data System (ADS)

Kwon, Chuhee; Gu, Jiyeong; Henriquez, Laura

2014-03-01

The department of Physics and Astronomy with the department of Science Education at California State University, Long Beach hosted summer program of ``Phun Physics 4 Phemales (PP4P)'' during summer 2012 and summer 2013 with the support from APS public outreach program. PP4P summer camp was hosted along with a two-week summer science camp, Young Scientists Camp, which has been institutionalized for the last 14 years since 1999. More than 2,500 3rd -8th grade students and 250 teachers have participated in the program. PP4P program provided the tools and support that female high school students need to pursue careers in physics and/or science, technology, engineering and math (STEM) field. This girls-only camp created connections among the girls and built confidence. In addition PP4P program introduced students to key principles in physics by a hands-on lab environment and demonstrated the real-world social impact of physics. In summer 2012, high school girls worked on physics experimental project on electronics and in summer 2013 they worked on the mechanics. I would share our experience in this program and the impact on the female high school students. This work was supported by 2012 Public Outreach and Informing the Public Grants from American Physical Society.

Joint International Physics Summer School: Optics

NASA Astrophysics Data System (ADS)

Bondani, Maria; Allevi, Alessia; Soubusta, Jan; Haderka, Ondřej

2015-10-01

We report on the organization and realization of the Joint International Physics Summer School - Optics" devoted to High-School students. The idea of the School is to teach Physics through high-level experimental activities, suitably supported by introductory lectures and complemented by data analysis. The School is also open to the participation of a number of teachers, as an opportunity of refreshing their knowledge and increasing their experimental skills. Students and teachers are directly involved in the experimental activities. The aim of the activity is to stimulate students curiosity and interest and help them decide whether a future job career in Science could be suited for them. The School is organized in two weeks: the first in June-July in Como (Italy) at the Department of Science and High Technology and the second at the end of August in Olomouc (Czech Republic) at the Joint Laboratory of Optics. Two editions of the Summer School took place in 2013 and 2014 (overall 40 students and 3 teachers from Italy, 9 students from Czech Republic) and the third one will be in 2015. The first week of the School is devoted to introductory lectures (theoretical and experimental) to consolidate students' and teachers' knowledge of basic optics. The second week is devoted to several advanced experiments in linear, nonlinear, classical and quantum optics, performed in research laboratories. During the last day of the School, students are required to give a presentation of the results obtained during the experimental sessions.

High School Student Can Be Turned On to P.E.

ERIC Educational Resources Information Center

Donovan, John; Monti, Bill

1978-01-01

The Physical Education program at San Rafael High School seeks to boost students' sense of identity and self worth by abolishing rigid rules and dress codes and allowing students to choose from elective courses. The school administration has made commitments to the program and student enrollment is increasing. (SJL)

Do teachers believe they are competent to promote healthy ICT use among their students?

PubMed

Zlamanski, R; Ciccarelli, M

2012-01-01

Information and communication technologies (ICT), including computers, are becoming commonplace tools for learning by school children in Australia and around the world. Teachers are responsible for integrating ICT into the school learning environment; however, they may not recognize how and when ICT use may compromise their students' physical health. Children's exposure to physical harm through the unhealthy use of ICT may have liability implications for the education sector. To determine (i) whether teachers consider it their responsibility to promote healthy ICT use among their students; (ii) teachers' self-perceived competence to do so; and (iii) what teachers perceive are the barriers and enablers to promoting healthy ICT use among their students. An online survey was developed for the study. All Catholic Education school principals in Western Australia (n=157) were sent an email link to the survey for distribution to teachers at their respective schools. Over the three week survey period, 95 teachers completed the survey. Descriptive and inferential statistics were used to analyze the data and summarize participants' responses. Fifty-five percent of teachers agreed they were concerned about their students' physical health when using ICT. Only 19% of teachers reported they frequently or always provided their students with information on how to use computers in their class in a way, so as to promote physical health. Teachers identified barriers to promoting healthy computing use among students including; insufficient time (47%), non-adjustable furniture (46%), and insufficient knowledge (41%). Male teachers reported more confidence in their ability to promote healthy ICT use among students than female teachers. Just over half of the teachers in this study were concerned for the physical health of their students when using ICT in the classroom. Respondents identified barriers that limit their ability to promote healthy practices to their students. Designing and implementing school-based computer ergonomics education programmes may assist teachers fulfil their duty of care in regard to the physical health and well-being of their students.

Are environmental influences on physical activity distinct for urban, suburban, and rural schools? A multilevel study among secondary school students in Ontario, Canada.

PubMed

Hobin, Erin P; Leatherdale, Scott; Manske, Steve; Dubin, Joel A; Elliott, Susan; Veugelers, Paul

2013-05-01

This study examined differences in students' time spent in physical activity (PA) across secondary schools in rural, suburban, and urban environments and identified the environment-level factors associated with these between school differences in students' PA. Multilevel linear regression analyses were used to examine the environment- and student-level characteristics associated with time spent in PA among grades 9 to 12 students attending 76 secondary schools in Ontario, Canada, as part of the SHAPES-Ontario study. This approach was first conducted with the full data set testing for interactions between environment-level factors and school location. Then, school-location specific regression models were run separately. Statistically significant between-school variation was identified among students attending urban (σ(2) μ0  = 8959.63 [372.46]), suburban (σ(2) μ0  = 8918.75 [186.20]), and rural (σ(2) μ0  = 9403.17 [203.69]) schools, where school-level differences accounted for 4.0%, 2.0%, and 2.1% of the variability in students' time spent in PA, respectively. Students attending an urban or suburban school that provided another room for PA or was located within close proximity to a shopping mall or fast food outlet spent more time in PA. Students' time spent in PA varies by school location and some features of the school environment have a different impact on students' time spent in PA by school location. Developing a better understanding of the environment-level characteristics associated with students' time spent in PA by school location may help public health and planning experts to tailor school programs and policies to the needs of students in different locations. © 2013, American School Health Association.

Surveying Turkish high school and university students' attitudes and approaches to physics problem solving

NASA Astrophysics Data System (ADS)

Balta, Nuri; Mason, Andrew J.; Singh, Chandralekha

2016-06-01

Students' attitudes and approaches to physics problem solving can impact how well they learn physics and how successful they are in solving physics problems. Prior research in the U.S. using a validated Attitude and Approaches to Problem Solving (AAPS) survey suggests that there are major differences between students in introductory physics and astronomy courses and physics experts in terms of their attitudes and approaches to physics problem solving. Here we discuss the validation, administration, and analysis of data for the Turkish version of the AAPS survey for high school and university students in Turkey. After the validation and administration of the Turkish version of the survey, the analysis of the data was conducted by grouping the data by grade level, school type, and gender. While there are no statistically significant differences between the averages of various groups on the survey, overall, the university students in Turkey were more expertlike than vocational high school students. On an item by item basis, there are statistically differences between the averages of the groups on many items. For example, on average, the university students demonstrated less expertlike attitudes about the role of equations and formulas in problem solving, in solving difficult problems, and in knowing when the solution is not correct, whereas they displayed more expertlike attitudes and approaches on items related to metacognition in physics problem solving. A principal component analysis on the data yields item clusters into which the student responses on various survey items can be grouped. A comparison of the responses of the Turkish and American university students enrolled in algebra-based introductory physics courses shows that on more than half of the items, the responses of these two groups were statistically significantly different, with the U.S. students on average responding to the items in a more expertlike manner.

Effect of a sport education program on motivation for physical education and leisure-time physical activity.

PubMed

Wallhead, Tristan L; Garn, Alex C; Vidoni, Carla

2014-12-01

The purpose of this study was to examine the effect of a high school sport education curriculum program on students' motivation for physical education and leisure-time physical activity. Participants were 568 high school students enrolled in the required physical education programs at 2 schools, 1 taught using sport education and the 2nd using a multiactivity model of instruction. A motivational profile survey, which included student psychological need satisfaction, autonomous motives, perceived effort and enjoyment in physical education, and physical activity intention and behavior, was completed by all participants prior to and at the end of the 2-year physical education program. Mixed-model analysis of variance tests revealed that the students in the sport education program reported greater increases in perceived effort and enjoyment of the program compared with the students taught within the multiactivity model. Hierarchical multiple regression analyses showed that these positive affective outcomes were facilitated by the development of more autonomous forms of motivation. RESULTS revealed limited support for the direct transfer of motivation from a sport education program to increases in leisure-time physical activity behavior. Sport education facilitates more internalized forms of student motivation in required physical education programs, but without the provision of an appropriately designed extracurricular outlet, the potential of transfer to leisure-time physical activity may not be achieved.

An examination of variables which influence high school students to enroll in an undergraduate engineering or physical science major

NASA Astrophysics Data System (ADS)

Porter, Christopher H.

The purpose of this study was to examine the variables which influence a high school student to enroll in an engineering discipline versus a physical science discipline. Data was collected utilizing the High School Activities, Characteristics, and Influences Survey, which was administered to students who were freshmen in an engineering or physical science major at an institution in the Southeastern United States. A total of 413 students participated in the survey. Collected data were analyzed using descriptive statistics, two-sample Wilcoxon tests, and binomial logistic regression techniques. A total of 29 variables were deemed significant between the general engineering and physical science students. The 29 significant variables were further analyzed to see which have an independent impact on a student to enroll in an undergraduate engineering program, as opposed to an undergraduate physical science program. Four statistically significant variables were found to have an impact on a student's decision to enroll in a engineering undergraduate program versus a physical science program: father's influence, participation in Project Lead the Way, and the subjects of mathematics and physics. Recommendations for theory, policy, and practice were discussed based on the results of the study. This study presented suggestions for developing ways to attract, educate, and move future engineers into the workforce.

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.

Assessment of physical education time and after-school outdoor time in elementary and middle school students in south Mexico City: the dilemma between physical fitness and the adverse health effects of outdoor pollutant exposure.

PubMed

Villarreal-Calderón, Anna; Acuña, Hilda; Villarreal-Calderón, Jessica; Garduño, Mónica; Henríquez-Roldán, Carlos F; Calderón-Garcidueñas, Lilian; Valencia-Salazar, Gildardo

2002-01-01

Strategies to promote lifelong physical activity among children are needed to stem the adverse health consequences of inactivity. However, the health effects in growing children of long-term exposure to a polluted atmosphere are of deep concern. The atmosphere of south Mexico City (SMC) is characterized by a complex mixture of air pollutants, including ozone, particulate matter, and aldehydes. Radiological evidence suggests that small-airway disease could be present in clinically healthy, tobacco unexposed SMC children. The aim of this study was to assess, by means of a self-reported questionnaire, the physical education class times, daily outdoor after-school exposure time, and tobacco exposure in students attending public elementary and middle schools in SMC. Additionally, the time each student spent viewing television was assessed, and the authors measured each student's weight and height to determine body mass index (BMI, weight in kg divided by height in m2). The survey included 1,159 students in grades 7-9. The authors identified 2 critical periods of outdoor exposure in SMC children that coincided with significant concentrations of both ozone and particulate matter with diameters less than 10 micrometers (PM10): during school time after 11:00 A.M. and in the after-school outdoor activity period, usually extending from 1:00 P.M. to 6:00 P.M. Thirty-two percent of elementary and 61% of middle school students have physical education classes after 11:00 A.M. Students in SMC spend an average of 19.6 hr/wk outdoors in the after-school period, during which time they are engaged in light to moderate physical activities. Half of the students are exposed to tobacco smoke at home, and 7% of middle school students smoke. On the basis of BMI, 60% of students were classified as undernourished, overweight, or obese. No correlations were found between BMI and time spent viewing TV, time outdoors (on weekdays and weekends), or exposure to environmental tobacco smoke. Children and adolescents in SMC are participating in physical activities that enhance multiple components of health-related fitness. However, their activities occur outdoors, where they are exposed to high concentrations of air pollutants throughout the year. The authors believe that SMC children and adolescents must be educated, through both the school and health systems, regarding ways to obtain the necessary exercise while protecting themselves from the high concentrations of pollutants. Individuals should instruct and encourage young people to be involved in lifetime fitness activities and to eat balanced diets, if the goal is to control health-care costs, reduce disease incidence, and improve the overall quality of life of the Mexico City population.

Physical Activity and Sports Team Participation: Associations with Academic Outcomes in Middle School and High School Students

ERIC Educational Resources Information Center

Fox, Claudia K.; Barr-Anderson, Daheia; Neumark-Sztainer, Dianne; Wall, Melanie

2010-01-01

Background: Previous studies have found that higher physical activity levels are associated with greater academic achievement among students. However, it remains unclear whether associations are due to the physical activity itself or sports team participation, which may involve requirements for maintaining certain grades, for example. The purpose…

Physical Activity Levels in Coeducational and Single-Gender High School Physical Education Settings

ERIC Educational Resources Information Center

Hannon, James; Ratliffe, Thomas

2005-01-01

The purpose of this study was to investigate the effects of coeducational (coed) and single-gender game-play settings on the activity levels of Caucasian and African American high school physical education students. Students participated in flag football, ultimate Frisbee, and soccer units. Classes were as follows: there were two coed classes, two…

"If They Can Say It They Can Write It": Inclusive Pedagogies for Senior Secondary Physical Education

ERIC Educational Resources Information Center

Garrett, Robyne; Wrench, Alison

2016-01-01

Pedagogical practices are fundamental to teachers' work, and in the spaces of schooling impact significantly on students' success and achievement (Evans, J. 1986. "Physical Education, Sport and Schooling: Studies in the Sociology of Physical Education." London: Falmer Press.). This is especially the case for students from disadvantaged…

Student Perceptions of Instructional Choices in Middle School Physical Education

ERIC Educational Resources Information Center

Agbuga, Bulent; Xiang, Ping; McBride, Ron E.; Su, Xiaoxia

2016-01-01

Purpose: Framed within self-determination theory, this study examined relationships among perceived instructional choices (cognitive, organizational, and procedural), autonomy need satisfaction, and engagement (behavioral, cognitive, and emotional) among Turkish students in middle school physical education. Methods: Participants consisted of 246…

School and Neighborhood Predictors of Physical Fitness in Elementary School Students.

PubMed

Kahan, David; McKenzie, Thomas L

2017-06-01

We assessed the associations of 5 school and 7 neighborhood variables with fifth-grade students achieving Healthy Fitness Zone (HFZ) or Needs Improvement-Health Risk (NI-HR) on aerobic capacity (AC) and body composition (BC) physical fitness components of the state-mandated FITNESSGRAM ® physical fitness test. Data for outcome (physical fitness) and predictor (school and neighborhood) variables were extracted from various databases (eg, Data Quest, Walk Score ® ) for 160 schools located in San Diego, California. Predictor variables that were at least moderately correlated (|r| ≥ .30) with ≥1 outcome variables in univariate analyses were retained for ordinary least squares regression analyses. The mean percentages of students achieving HFZ AC (65.7%) and BC (63.5%) were similar (t = 1.13, p = .26), while those for NI-HR zones were significantly different (AC = 6.0% vs BC = 18.6%; t = 12.60, p < .001). Correlations were greater in magnitude for school than neighborhood demographics and stronger for BC than AC. The school variables free/reduced-price lunch (negative) and math achievement (positive) predicted fitness scores. Among neighborhood variables, percent Hispanic predicted failure of meeting the HFZ BC criterion. Creating school and neighborhood environments conducive to promoting physical activity and improving fitness is warranted. © 2017, American School Health Association.

a Latent Variable Path Analysis Model of Secondary Physics Enrollments in New York State.

NASA Astrophysics Data System (ADS)

Sobolewski, Stanley John

The Percentage of Enrollment in Physics (PEP) at the secondary level nationally has been approximately 20% for the past few decades. For a more scientifically literate citizenry as well as specialists to continue scientific research and development, it is desirable that more students enroll in physics. Some of the predictor variables for physics enrollment and physics achievement that have been identified previously includes a community's socioeconomic status, the availability of physics, the sex of the student, the curriculum, as well as teacher and student data. This study isolated and identified predictor variables for PEP of secondary schools in New York. Data gathered by the State Education Department for the 1990-1991 school year was used. The source of this data included surveys completed by teachers and administrators on student characteristics and school facilities. A data analysis similar to that done by Bryant (1974) was conducted to determine if the relationships between a set of predictor variables related to physics enrollment had changed in the past 20 years. Variables which were isolated included: community, facilities, teacher experience, number of type of science courses, school size and school science facilities. When these variables were isolated, latent variable path diagrams were proposed and verified by the Linear Structural Relations computer modeling program (LISREL). These diagrams differed from those developed by Bryant in that there were more manifest variables used which included achievement scores in the form of Regents exam results. Two criterion variables were used, percentage of students enrolled in physics (PEP) and percent of students enrolled passing the Regents physics exam (PPP). The first model treated school and community level variables as exogenous while the second model treated only the community level variables as exogenous. The goodness of fit indices for the models was 0.77 for the first model and 0.83 for the second model. No dramatic differences were found between the relationship of predictor variables to physics enrollment in 1972 and 1991. New models indicated that smaller school size, enrollment in previous science and math courses and other school variables were more related to high enrollment rather than achievement. Exogenous variables such as community size were related to achievement. It was shown that achievement and enrollment were related to a different set of predictor variables.

Feasibility and efficacy of the Great Leaders Active StudentS (GLASS) program on children's physical activity and object control skill competency: A non-randomised trial.

PubMed

Nathan, Nicole; Sutherland, Rachel; Beauchamp, Mark R; Cohen, Kristen; Hulteen, Ryan M; Babic, Mark; Wolfenden, Luke; Lubans, David R

2017-12-01

This study aimed to assess the feasibility and efficacy of the Great Leaders Active StudentS (GLASS) program, a school-based peer-led physical activity and object control skill intervention. The study employed a quasi-experimental design. The study was conducted in two elementary schools, one intervention and one comparison, in Newcastle, New South Wales (NSW), Australia from April to June 2015 (N=224 students). Peer leaders (n=20) in the intervention school received training to deliver two 30-min object control skill sessions per week to students in Kindergarten, Grades 1 and 2 (5-8 years, n=83) over one school term (10 weeks). The primary outcome was pedometer assessed physical activity during school hours. Secondary outcomes included students' object control skill competency and peers' leadership self-efficacy and teacher ratings of peers' leadership skills. Almost all (19/20) GLASS sessions were delivered by peer leaders who reported high acceptability of the program. The treatment-by-time interaction for students' physical activity during school hours was not significant (p=0.313). The intervention effect on students' overall object control skills was statistically significant (mean difference 5.8 (95% CI 4.1, 7.4; p<0.001)). Teacher-rated peer leadership significantly improved (0.70; 95% CI 0.38-1.01); p<.001)). The GLASS program was found to be both feasible and acceptable. The intervention also resulted in improvements in students' overall object control skills as well as teacher-rated peers' leadership behaviours. Future fully powered trials using peer leaders to deliver fundamental movement skill (FMS) programs are warranted. Crown Copyright © 2017. Published by Elsevier Ltd. All rights reserved.

Physical education issues for students with autism: school nurse challenges.

PubMed

Rutkowski, Elaine M; Brimer, Debbie

2014-08-01

Extant studies indicate persons with autism have difficulties in social interaction, verbal and nonverbal communication, repetitive behaviors, and poor ability to generalize learned skills. Obesity has also been identified as significantly affecting children with autism spectrum disorders (ASD). Negative experience in physical education (PE) may be the antecedent behavior to lack of activities that are mediators to sedentary lifestyles and contributors to the chronic illnesses associated with overweight and obesity. Students with ASD often cannot perform required activities to meet required PE standards. It is imperative school nurses be aware of the many challenges students with ASD bring into a PE class. School nurses provide education for the members of the school community, including the Individualized Education Plan team, regarding the need for attention to limitations, including physical activity, of students with ASD. © The Author(s) 2013.

Physical activity during recess in low-income 3rd grade students in Texas

PubMed Central

Springer, Andrew E.; Tanguturi, Yasas; Ranjit, Nalini; Skala, Katherine A.; Kelder, Steven H.

2012-01-01

Objectives We estimated the prevalence of recess-based moderate and vigorous physical activity (MVPA) and vigorous physical activity (VPA) among third grade students attending low-income, urban schools in Texas. Methods Structured observations (n=77 class and 616 student observations) using SOFIT were conducted over three-months in 8 elementary schools with majority Hispanic students. Results Students engaged in 66.4% and 19.2% of their ~20 minute recess time in MVPA and VPA, respectively. Boys engaged in more MVPA and VPA (P<.007). Contextual differences in activity (setting and activity type) were identified. Conclusions Findings underscore the importance of scheduled recess time for children’s physical activity. PMID:23985178

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…

Seeds and Sparks: Cultivating Children's Interest in Physics through Public Outreach

NASA Astrophysics Data System (ADS)

Clark, Jessica

2006-11-01

The National Academies' ``Rising above the Gathering Storm'' report names the improvement of K-12 science and mathematics education as its highest priority recommendation. This recommendation includes enlarging the pipeline of students preparing to study STEM subjects at university by increasing the number of students who take (and pass) advanced high school level science courses. To this end, the American Physical Society's Public Outreach department offers PhysicsQuest, a free program designed to engage middle school science students in a learning adventure. The core idea of the program is to provide a fun and exciting way for students to encounter physics, thereby eliminating some of the fear often associated with the subject and making them more likely to take high school physics courses. In the end, the students do learn some physics, but, more importantly, they have a fun experience with physics. This talk further describes the PhysicsQuest program, including feedback and results from the 2005 project, and also gives an overview of other K-12 programs offered by APS Public Outreach. The report can be read online at http://www.nap.edu/catalog/11463.html#toc. STEM = Science, Technology, Engineering, Mathematics

An Application of the Trans-Contextual Model of Motivation in Elementary School Physical Education

ERIC Educational Resources Information Center

Ntovolis, Yannis; Barkoukis, Vassilis; Michelinakis, Evaggelos; Tsorbatzoudis, Haralambos

2015-01-01

Elementary school physical education can play a prominent role in promoting children's leisure-time physical activity. The trans-contextual model of motivation has been proven effective in describing the process through which school physical education can affect students' leisure-time physical activity. This model has been tested in secondary…

The Case for Developing Professional Master's Degrees to Compete in the Business World

NASA Astrophysics Data System (ADS)

Bozler, Hans M.

2002-04-01

Graduate education in most physics programs is oriented towards preparing students for research careers even though the majority of the students do not actively pursue research after graduation. This research orientation causes physics graduate programs to lose potential students. In addition science-trained professionals are often underrepresented in corporate decision making. Meanwhile, many physics graduates at all levels supplement their skills by taking courses in professional schools (engineering, law, and business). A survey of our graduates shows that combinations of knowledge and skills from physics and applied disciplines including business often form the basis for successful careers. The objective of our new Professional Master's in Physics for Business Applications program is to streamline this education by combining disciplines so that physics graduates can rapidly move into decision making positions within business and industry. We combine a traditional physics curriculum with courses that add to problem solving and computational skills. Students take courses in our Business School and also do an internship. Our physics courses are kept at the same level as those taken by Ph.D. students. The business courses are selected from offerings by the Marshall School of Business to their own MBA students. The progress and problems associated with the development of curriculum, recruiting, and placement will be discussed.

Barriers to Physical Activity in a Population-based Sample of Children and Adolescents in Isfahan, Iran.

PubMed

Kelishadi, Roya; Ghatrehsamani, Shohreh; Hosseini, Mohsen; Mirmoghtadaee, Parisa; Mansouri, Samaneh; Poursafa, Parinaz

2010-01-01

This study was conducted to explore the barriers to physical activity in a representative sample of Iranian children and adolescents. The study was conducted in 2007 in urban and rural areas of Isfahan district in Iran. In the qualitative part, we used the grounded theory approach, including semi-structured focus group discussions and indepth interviews. The quantitative part comprised 600 randomly selected students. The qualitative study included 34 school students (16 girls), 20 parents (11 mothers) and 11 school staff. All students disclosed that studying was a priority. They pointed to lack of safe and easy-access place for physical activity and unsupportive family as the main barriers. Lack of self-confidence and low selfworth were the two other concepts developed in this context. Parents pointed to lack of safe and easy-access place for activity followed by the priority of studying. The concepts derived from interviews with school staff included unhealthy modeling of parents, priority of studying, and inadequate public knowledge about how to integrate physical activity in routine daily life. The quantitative survey comprised 600 students including 286 (47.8%) girls. Parents' education level had inverse association with children's physical activity level. Significant inverse associations of self-efficacy and physical activity levels were documented. Increasing the public knowledge about adopting physical activity habits in routine daily life, informing the families and students about the benefits of physical activity to improve learning, as well as providing safe places such as using the school facilities in non-school hours should be considered in planning effective preventive strategies and interventions.

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.

Nuclear Physics in High School: what are the previous knowledge?

NASA Astrophysics Data System (ADS)

Pombo, F. de O.

2017-11-01

Nuclear physics is a branch of physics that about a century occupies an important space in the theoretical, experimental and scientific fields. Currently, its relevance in application is concentrated in several areas such as energy production, diagnostic processes and medical treatment and nuclear bombs, high destructive power. Whereas, according to legal regulations, the teaching of physics must make the student competent in the understanding of the world and assuming the perspective of Paulo Freire (2011) that education is not done on the subject, but together with him, in dialogue with his point of departure, his prior knowledge, we established the general objective of raising students prior knowledge of the third year of high School at Nair Ferreira Neves school, in São Sebastião-SP, about nuclear physics. We concluded that the school has not fulfilled its role in relation to nuclear physics, because students have information from other means of information and these knowledge are stereotyped and mistaken, damaging the world's reading and exercising full citizenship.

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.

School Culture and Physical Activity: A Systematic Review

ERIC Educational Resources Information Center

Rickwood, Greg

2013-01-01

This review examines literature on aspects of school culture and students' physical activity participation. The following questions were addressed: (1) what aspects of school culture have been examined in relation to physical activity, (2) what is the weight of evidence concerning the relationships between school culture factors and physical…

Maltreatment of Primary School Students by Educational Staff in Israel.

ERIC Educational Resources Information Center

Benbenishty, Rami; Zeira, Anat; Astor, Ron Avi; Khoury-Kassabri, Mona

2002-01-01

A study involving 5,472 Israeli students (grades 4-6) found almost a third reported being emotionally maltreated by a staff member and more than a fifth reported physical maltreatment. The most vulnerable students were males, students in Arab schools, and students in schools with high rates of low-income and low-education families. (Contains…

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.

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

Relationships between perceived teachers' controlling behaviour, psychological need thwarting, anger and bullying behaviour in high-school students.

PubMed

Hein, Vello; Koka, Andre; Hagger, Martin S

2015-07-01

We tested a model of the associations between students' perceptions of their physical education teacher's controlling behaviour, perceptions of basic psychological need thwarting, anger and bullying behaviour. School students (N = 602; M age = 12.88, SD = 1.37) from 10 schools completed measures of perceived teachers' controlling behaviour and perceived thwarting of the psychological needs for autonomy, competence, and relatedness in physical education context and self-reported bullying and anger. A well-fitting structural equation model demonstrated that students' perceptions of the negative conditional regard and intimidation exhibited by the teacher had significant indirect effect on students' feelings of anger and bullying behaviour through the perceived psychological need thwarting in physical education. Findings suggest that physical education teachers who avoid the use of negative conditional regard and intimidation in their classes have students who perceive less need thwarting and report less bullying behaviour. Copyright © 2015 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.

Students' Daily Physical Activity Behaviors: The Role of Quality Physical Education in a Comprehensive School Physical Activity Program

ERIC Educational Resources Information Center

Chen, Wiyun; Hypnar, Andrew J.; Mason, Steve A.; Zalmout, Sandy

2014-01-01

The purpose of this study was to examine the contribution of quality physical education (QPET) in a Comprehensive School Physical Activity Program (CSPAP) which is intended to promote physical activity (PA) behaviors in and outside of schools. Participants were nine elementary physical education teachers and their fourth- and fifth-grade students…

The Association Between Participation in High School Physical Education and Physical Fitness in Young Men

DTIC Science & Technology

2004-08-13

control education to be introduced at the high school level, to enable young adults to make good choices about their fitness and health . The...NAVAL HEALTH RESEARCH CENTER THE ASSOCIATION BETWEEN PARTICIPATION IN HIGH SCHOOL PHYSICAL EDUCATION AND PHYSICAL FITNESS IN YOUNG MEN...duration of physical activity programs for high school- aged students. Keywords: injury, military High School and Fitness in Young Men 3 The

Changes in Attitudes and Behaviors toward Physical Activity, Nutrition, and Social Support for Middle School Students Using the AFIT App as a Supplement to Instruction in a Physical Education Class

ERIC Educational Resources Information Center

Watterson, Tom

2012-01-01

Finding ways to improve nutritional and physical activity components with today's adolescents is a significant problem. The obesity epidemic is over 10 years old and little research has been done on successful interventions that motivate today's students using the latest technology. A total of 140 middle school students and four physical…

Effects of a Target-Task Problem-Solving Model on Senior Secondary School Students' Performance in Physics

ERIC Educational Resources Information Center

Olaniyan, A. O.; Omosewo, E. O.

2015-01-01

The study investigated the Effects of a Target-Task Problem-Solving Model on Senior Secondary School Students' Performance in Physics. The research design was a quasi-experimental, non-randomized, non-equivalent pretest, post-test using a control group. The study was conducted in two schools purposively selected and involved a total of 120 Senior…

High School Physical Educators' Beliefs about Teaching Differently Abled Students in an Urban Public School District

ERIC Educational Resources Information Center

Hersman, Bethany L.; Hodge, Samuel R.

2010-01-01

The purpose of this study was to examine general physical education (GPE) teachers' beliefs about teaching differently abled students in inclusive classes.The participants were 5 GPE teachers from a large urban school district. The research method was explanatory multiple-case study situated in planned behavior theory. Data were gathered using a…

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…

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…

Physics career intentions: The effect of physics identity, math identity, and gender

NASA Astrophysics Data System (ADS)

Lock, Robynne M.; Hazari, Zahra; Potvin, Geoff

2013-01-01

Although nearly half of high school physics students are female, only 21% of physics bachelor's degrees are earned by women. Using data from a national survey of college students in introductory English courses (on science-related experiences, particularly in high school), we examine the influence of students' physics and math identities on their choice to pursue a physics career. Males have higher math and physics identities than females in all three dimensions of our identity framework. These dimensions include: performance/competence (perceptions of ability to perform/understand), recognition (perception of recognition by others), and interest (desire to learn more). A regression model predicting students' intentions to pursue physics careers shows, as expected, that males are significantly more likely to choose physics than females. Surprisingly, however, when physics and math identity are included in the model, females are shown to be equally likely to choose physics careers as compared to males.

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.

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.

Health students' expectations of the ideal educational environment: a qualitative research.

PubMed

Aghamolaei, Teamur; Shirazi, Mandana; Dadgaran, Ideh; Shahsavari, Hooman; Ghanbarnejad, Amin

2014-10-01

Educational environment is an important determinant of students' behavior and its elements are associated with academic achievement and course satisfaction. The aim of this study was to determine students' expectations of the ideal educational environment. This was a qualitative study with content analysis approach. Using a theoretical sampling method, we selected eight students from Health School of Hormozgan University of Medical Sciences, studying health education, public health, environmental health, occupational health and medical entomology. To collect data, semi-structured interviews were used and continued until reaching data saturation. Qualitative content analysis was used to analyze the data. Students' expectations of the ideal educational environment emerged in four main themes including school atmosphere, teaching, human aspects (with three subthemes including teachers, students, and school staff) and non-human aspects (with two subthemes including educational equipment and physical environment). Educational environment is a multidimensional issue and to achieve an ideal educational environment, educational planners should meet the students' expectations of the school atmosphere, teaching, teachers, students, school staff, educational equipment and physical environment.

Academic Achievement in Physics-Chemistry: The Predictive Effect of Attitudes and Reasoning Abilities.

PubMed

Vilia, Paulo N; Candeias, Adelinda A; Neto, António S; Franco, Maria Da Glória S; Melo, Madalena

2017-01-01

Science education plays a critical role as political priority due to its fundamental importance in engaging students to pursue technological careers considered essential in modern societies, in order to face scientific development challenges. High-level achievement on science education and positive attitudes toward science constitutes a crucial challenge for formal education. Several studies indicate close relationships between students' attitudes, cognitive abilities, and academic achievement. The main purpose of this study is to analyze the impact of student's attitudes toward the school discipline of Physics and Chemistry and their reasoning abilities on academic achievement on that school subject, among Portuguese 9th grade students using the data collected during the Project Academic Performance and Development: a longitudinal study on the effects of school transitions in Portuguese students (PTDC/CPE-CED/104884/2008). The participants were 470 students (267 girls - 56.8% and 203 boys - 43.2%), aged 14-16 years old (μ = 14.3 ± 0.58). The attitude data were collected using the Attitude toward Physics-Chemistry Questionnaire (ATPCQ) and, the Reasoning Test Battery (RTB) was used to assess the students reasoning abilities. Achievement was measured using the students' quarterly (9-week) grades in the physics and chemistry subject. The relationships between the attitude dimensions toward Physics-chemistry and the reasoning dimensions and achievement in each of the three school terms were assessed by multiple regression stepwise analyses and standardized regression coefficients (β), calculated with IBM SPSS Statistics 21 software. Both variables studied proved to be significant predictor variables of school achievement. The models obtained from the use of both variables were always stronger accounting for higher proportions of student's grade variations. The results show that ATPCQ and RTB had a significantly positive relationship with student's achievement in Physics-chemistry, indicating that both attitudinal and cognitive variables should be taken into account on science education as well as in educative intervention.

A Latent Class Approach to Examining Forms of Peer Victimization

PubMed Central

Bradshaw, Catherine P.; Waasdorp, Tracy E.; O’Brennan, Lindsey M.

2014-01-01

There is growing interest in gender differences in the experience of various forms of peer victimization; however, much of the work to date has used traditional variable-centered approaches by focusing on scales or individual forms of victimization in isolation. The current study explored whether there were discrete groups of adolescents who experience distinct forms of peer victimization by bullying (e.g., physical, verbal, relational) among middle and high school-age youth, and whether membership in a particular victimization group was associated with internalizing problems and aggression. Latent class analyses examining 10 different forms of victimization were conducted on a diverse sample of middle school (n = 11,408) and high school (n = 5,790) students. All forms of victimization were less common among high school students, except cyberbullying and sexual comments/gestures. The analyses revealed that there were 4 distinct victimization patterns for middle school students (Verbal and Physical; Verbal and Relational; High Verbal, Physical, and Relational; and Low Victimization/Normative), whereas high school students fell into a similar pattern with the exception of a Verbal and Physical class. These patterns of victimization were functionally associated with co-occurring internalizing problems and aggression. There were also some notable gender and developmental differences in the pattern of victimization and its relation with adjustment problems. These findings enhance our understanding of the complex patterns of peer victimization that are experienced by middle and high school students. Implications for educational researchers and school-based bullying interventions are discussed. PMID:25414522

Effects of Experiment Learning Strategy versus Expository and Cognitive Style for Physical Learning Result for Senior High School Student at Class XI of Senior High School

ERIC Educational Resources Information Center

Prayekti

2016-01-01

The research was aimed to know Effects of Experiment Learning Strategy versus Expository and Cognitive Style for Physical Learning Result of Senior High School Student at Class XI of Senior High School. Data was collected by test and observation. It is processed by ANCOVA and different test (t-test). (1) The result showed that all learning system…

Who will study HSC physics? Relationships between motivation, engagement and choice

NASA Astrophysics Data System (ADS)

Abraham, Jessy

This study investigates the relationship between students' achievement motivation, sustained engagement and sustained enrolment intentions, in relation to senior secondary physics. Specifically, this study sought to determine the motivational factors that predict students' sustained engagement and sustained enrolment intentions in four physics modules, and tested whether there were gender differences. These issues were addressed through a multi-occasional exploration among senior secondary students in New South Wales during their first year of elective physics. This study pioneered an innovative approach to exploring sustained enrolment intentions in the enacted physics curriculum, since students were asked about their enrolment plans at a time when they were actually studying physics modules, rather than before they had studied the subject, which as has been the case for most research on science enrolment. An achievement motivation theoretical framework was employed to provide a more comprehensive explanation of students' sustained physics engagement and enrolment plans. A significant feature of this exploration is the topic (module) specificity of motivation. This study, based on Expectancy-Value (EV) theoretical underpinnings, has implications for strengthening physics enrolment research, and makes a significant contribution to advancing research and practice. While the declining trend in physics enrolment and the widening gender imbalance in physics participation have been explored widely, the retention of students in physics courses remains largely unexplored. The existing research mainly focuses on the main exit point from physics education, which is the transition from a general science course to non-compulsory, more specialised science courses that takes place during the transition from junior high school to senior high school in Australia. Another major exit point from physics education is the transition from senior high school to tertiary level. However, the Australian senior high school structure, where students can opt out of physics after the first year of senior secondary physics if they do not want to continue it to the final year, provides a unique exit point from physics education. This investigation examines the sustained enrolment intentions of students during their senior high school, and this adds an innovative variation to the enrolment research tradition. It further makes an original contribution to educational theory by fine-grained analysis of the retention motivations of physics students while they are studying the subject. The purpose of the study is to contribute to theory, practice and research knowledge of students' sustained engagement and enrolment plans in physics. The findings of the study inform educational practitioners and policy makers. A reliable, valid and gender invariant scale to measure the motivational and behavioural patterns of adolescent students across four physics modules was developed and tested specifically for this study. This provides researchers and educational practitioners with a sensitive measuring instrument of physics enrolment motivation. Furthermore, this study extends the current understanding of gender differences in major achievement motivational constructs and engagement constructs in relation to physics. Findings from this research hold important implications for understanding the motivational factors that affect student engagement, and also for educational practice and research relating to students' enrolment in physics.

Inciting High-School interest in physics.

NASA Astrophysics Data System (ADS)

Zhang, Jiandi

2008-03-01

We report on our outreach effort on material-physics education program as one part of my NSF Career award project. This is a program incorporated with the NSF funded Physics Learning Center at FIU, focusing on the material physics enrichment both high school students and teachers. We particularly pay attention to minority students by taking the advantage of FIU's composition and location. The program offers a special/session-style workshop, demonstrations, research lab touring, as well as summer research activities. The goal is to enrich teacher's ability of instruction to their students and inspire students to pursue scientific careers. The detailed outreach activities will be discussed.

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.

Student evaluations of physics teachers: On the stability and persistence of gender bias

NASA Astrophysics Data System (ADS)

Potvin, Geoff; Hazari, Zahra

2016-12-01

[This paper is part of the Focused Collection on Gender in Physics.] There is a long history of research which confounds the simple interpretation that evaluations in an educational context are purely measures of competency. One such issue is that of gender bias in student evaluations of their teachers. In our prior work, we found that male students underrated female high school teachers in biology and chemistry while all students underrated female high school teachers in physics. In the current work, we independently checked and extended this earlier work to examine the effect of physics identity on student evaluations and gender bias. Employing multiple regression on survey data from a representative sample of 6772 college students across the U.S., attending both 2-year and 4-year post-secondary institutions (including STEM and non-STEM majors), we find the core physics effect is unchanged despite a gap between studies of nearly 10 years. Namely, both male and female students underrate their female high school physics teachers, even after controlling for physics grades and classroom experiences. Our new focus on physics identity reveals that students with a strong physics identity show a larger gender bias in favor of male teachers than those with less of a physics identity. These results may help to explain how structures that privilege certain groups and marginalize others are prevalent amongst the youngest members of a defined physics community and may serve to uphold the status quo as these young members traverse to higher levels of physics community membership. Furthermore, biased evaluative feedback structures may be one of the propagators of women's lower competency beliefs in physics, a result that has been found by many prior studies.

Exploring the Factors That Influence Female Students' Decision to (Not) Enrol in Elective Physical Education: A Private School Case Study

ERIC Educational Resources Information Center

Kiley, Jill; Robinson, Daniel Bruce

2016-01-01

This article presents the results from a qualitative case study that examined the influencers upon a somewhat unique group of female students who opted out of elective physical education (PE). More specifically, this study focused upon female students attending an affluent private school, investigating why--when they transitioned from middle…

The Integration of Mathematics in Physics Problem Solving: A Case Study of Greek Upper Secondary School Students

ERIC Educational Resources Information Center

Meli, Kalliopi; Zacharos, Konstantinos; Koliopoulos, Dimitrios

2016-01-01

This article presents a case study that examines the level of integration of mathematical knowledge in physics problem solving among first grade students of upper secondary school. We explore the ways in which two specific students utilize their knowledge and we attempt to identify the epistemological framings they refer to while solving a physics…

The Influence of Parental Background on Students' Academic Performance in Physics in WASSCS 2000-2005

ERIC Educational Resources Information Center

Ebong, Samuel T.

2015-01-01

The study investigated parental background on student's academic performance in secondary schools in Abak local government, Akwa Ibom State, Nigeria. A survey design was adopted for the study. One thousand four hundred and forty (1440) senior secondary three (SS3) Physics students were drawn by simple random sampling from 12 Schools, six (6) each…

Intertextuality and Multimodal Meanings in High School Physics: Written and Spoken Language in Computer-Supported Collaborative Student Discourse

ERIC Educational Resources Information Center

Tang, Kok-Sing; Tan, Seng-Chee

2017-01-01

The study in this article examines and illustrates the intertextual meanings made by a group of high school science students as they embarked on a knowledge building discourse to solve a physics problem. This study is situated in a computer-supported collaborative learning (CSCL) environment designed to support student learning through a science…

Enrollment in Physical Education Is Associated with Health-Related Behavior among High School Students

ERIC Educational Resources Information Center

Tassitano, Rafael M.; Barros, Mauro V. G.; Tenorio, Maria C. M.; Bezerra, Jorge; Florindo, Alex A.; Reis, Rodrigo S.

2010-01-01

Background: Physical education (PE) plays a critical role in the healthy development of youth; however, the influence of PE classes in helping to provide students with health-related behavior patterns is not clear. This study aims to analyze whether participation in PE classes is associated with health-related behavior among high school students.…

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,…

The Relationship between Physical Fitness and Academic Achievement in Ninth-Grade Students in Arkansas

ERIC Educational Resources Information Center

Hanna, Shellie Lyne

2009-01-01

Purpose, scope, and method of study. The purpose of this study was to determine if and to what degree a relationship existed between physical fitness and the academic achievement of ninth-grade public school students in Arkansas. A sample of 152 students from four different schools participated in the study. The dependent variable was academic…

Reviewing Emotional Intelligence Levels and Time Management Skills among Students of School of Physical Education and Sports

ERIC Educational Resources Information Center

Bahadir, Ziya

2018-01-01

This study aimed at exploring emotional intelligence levels and time management skills of students of school of physical education and sports (SPES) and assessing their emotional intelligence levels and time management skills in terms of some variables. 309 students who studied at SPES of Erciyes University during the 2017-2018 academic year…

Prevalence of physical inactivity and associated factors among high school students from state's public schools.

PubMed

Ceschini, Fabio L; Andrade, Douglas R; Oliveira, Luis C; Araújo Júnior, Jorge F; Matsudo, Victor K R

2009-01-01

To describe the prevalence of physical inactivity and associated factors among high school students from state's public schools in the city of São Paulo, state of São Paulo, Brazil. Sixteen state's public schools were randomly selected according to the geographic areas of the city (North, South, East, and West). The sample consisted of 3,845 high school students in 2006. Physical inactivity was measured using the International Physical Activity Questionnaire (short IPAQ) and was defined as practicing moderate and/or vigorous physical activity for a period of less than 300 minutes per week. The independent variables analyzed were: gender, age, socioeconomic level, geographic area of the city, awareness of the Agita São Paulo program, participation in physical education classes, smoking, alcohol intake and time spent per day watching television. Three-level Poisson regression was used for assessing the variables, with a significance level of p < 0.05. The general prevalence of physical inactivity among adolescents in São Paulo was 62.5% (95%CI 60.5-64.1). The factors associated with physical inactivity were gender, age, socioeconomic level, geographic area of the city, awareness of the Agita São Paulo program, non-participation in physical education classes, smoking, alcohol intake and time spent per day watching television. It was concluded that the prevalence of physical inactivity among adolescents in São Paulo was high in all the geographic areas evaluated, and that sociodemographic and behavioral factors contributed significantly to physical inactivity.

Students' Changing Attitudes and Aspirations Towards Physics During Secondary School

NASA Astrophysics Data System (ADS)

Sheldrake, Richard; Mujtaba, Tamjid; Reiss, Michael J.

2017-11-01

Many countries desire more students to study science subjects, although relatively few students decide to study non-compulsory physics at upper-secondary school and at university. To gain insight into students' intentions to study non-compulsory physics, a longitudinal sample (covering 2258 students across 88 secondary schools in England) was surveyed in year 8 (age 12/13) and again in year 10 (age 14/15). Predictive modelling highlighted that perceived advice, perceived utility of physics, interest in physics, self-concept beliefs (students' subjective beliefs of their current abilities and performance) and home support specifically orientated to physics were key predictors of students' intentions. Latent-transition analysis via Markov models revealed clusters of students, given these factors at years 8 and 10. Students' intentions varied across the clusters, and at year 10 even varied when accounting for the students' underlying attitudes and beliefs, highlighting that considering clusters offered additional explanatory power and insight. Regardless of whether three-cluster, four-cluster, or five-cluster models were considered, the majority of students remained in the same cluster over time; for those who transitioned clusters, more students changed clusters reflecting an increase in attitudes than changed clusters reflecting a decrease. Students in the cluster with the most positive attitudes were most likely to remain within that cluster, while students in clusters with less positive attitudes were more likely to change clusters. Overall, the cluster profiles highlighted that students' attitudes and beliefs may be more closely related than previously assumed, but that changes in their attitudes and beliefs were indeed possible.

Protecting Student Health

ERIC Educational Resources Information Center

Zirkel, Perry A.

2004-01-01

Public schools have certain responsibilities for the health of their students. Approximately half of the states require schools to implement health standards, including physical exams, as a prerequisite to attendance. All 50 states require public school students to be vaccinated against diseases such as diphtheria, measles, and rubella. And,…

Connecting the Dots between Math and Reality: A Study of Critical Thinking in High School Physics

ERIC Educational Resources Information Center

Loper, Timothy K.

2010-01-01

The purpose of this mixed method study was to discover whether training in understanding relationships between variables would help students read and interpret equations for the purposes of problem solving in physics. Twenty students from two physics classes at a private Catholic high school participated in a one group pretest-posttest unit with…

Physical Education for High School Students. A Book of Sports, Athletics, and Recreational Activities for Teen-Age Boys and Girls.

ERIC Educational Resources Information Center

Savage, William H., Ed.

This book about physical activity was written especially for high school students. It is divided into chapters on different physical events. Among the activities discussed are archery, badminton, baseball and softball, golf, riflery, swimming, tennis, touch football, volleyball, and wrestling. Each chapter contains discussions of the history of…

Active commuting to school in Finland, the potential for physical activity increase in different seasons

PubMed Central

Kallio, Jouni; Turpeinen, Salla; Hakonen, Harto; Tammelin, Tuija

2016-01-01

Background Active commuting to school (ACS) can be a significant source of physical activity and provide many health benefits. Objective This study identified the potential to increase physical activity levels by promoting ACS in Finnish schools and evaluated the effects of season, distance and age on ACS. Design Data were collected with a questionnaire from 5,107 students, aged 10–16, in 45 comprehensive schools in Finland. The distance and the mode of transport to school in different seasons were self-reported. Results The prevalence of ACS was over 80% during spring/fall for those living 0–5 km from school. ACS was inversely associated with the distance to school and was lower in winter compared to spring and fall. Cycling is less common in winter, especially among girls and younger students. The potential for increasing students’ physical activity levels via ACS seems to be largest in winter, especially among students living 1–5 km from school. The variation in the prevalence of ACS between schools was large, especially in winter. Conclusions When planning interventions to promote ACS, one is encouraged to acknowledge and evaluate the potential in the selected target schools in different seasons. The potential varies largely between schools and seasons and is highly dependent on students’ commuting distances. PMID:27924739

The problem solving skills and student generated representations (SGRs) profile of senior high school students in Bandung on the topic of work and energy

NASA Astrophysics Data System (ADS)

Alami, Y.; Sinaga, P.; Setiawan, A.

2018-05-01

Based on recommendations from the Physics Education literature recommend the use of multiple representations to help students solve problems. The use of some good representations is considered important to study physics, so many good motivations to learn how students use multiple representations while solving problems and to learn how to solve problems using multiple representations. This study aims to explore the profile of high school students’ problem solving abilities and this study is part of a larger research focus on improving this ability in students in physics. The data is needed to determine the appropriate treatment to be used in subsequent research. A purposive sampling technique was used in this study and a survey was conducted to collect data. 74 students from one high school in Bandung were involved in this research.

An experimental assessment of physical educators' expectations and attitudes: the importance of student weight and gender.

PubMed

Peterson, Jamie Lee; Puhl, Rebecca M; Luedicke, Joerg

2012-09-01

At school, physical education (PE) teachers and coaches may be key supports for physical activity. Unfortunately, PE teachers may endorse negative stereotypes and attitudes toward overweight youth. These biases may influence the amount of instruction physical educators provide to students and their participation in PE or other physical activity. This study assessed physical educators' (N = 162) ability and performance expectations, attributions, and attitudes toward overweight and non-overweight students. Physical educators endorsed inferior ability expectations for overweight students compared to non-overweight students. Poorer performance expectations were limited to overweight female targets, but when controlling for participant characteristics, this effect became marginally significant for overweight male targets. There was a trend such that participants endorsed more external attributions for the abilities and performance of overweight female students, yet this effect was reduced to marginal significance when controlling for participant characteristics. Participants endorsed more negative attitudes for both overweight males and females compared to non-overweight youth. Findings indicate that physical educators' expectations, attributions, and attitudes regarding students may be negatively influenced by youth body weight, and differ by student gender. The potential effect of physical educators' weight bias on adolescent participation in physical activity and its implications for students' physical health, academic achievement, and social development are discussed. © 2012, American School Health Association.

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…

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.

Evaluation of a health promoting schools program in a school board in Nova Scotia, Canada.

PubMed

McIsaac, Jessie-Lee D; Penney, Tarra L; Ata, Nicole; Munro-Sigfridson, Lori; Cunningham, Jane; Veugelers, Paul J; Storey, Kate; Ohinmaa, Arto; Kirk, Sara F L; Kuhle, Stefan

2017-03-01

A Health promoting schools (HPS) approach aims to make schools a healthy place through a holistic approach that promotes a supportive 'school ethos' and emphasizes improvements in physical, social, and emotional well-being and educational outcomes. A HPS initiative in rural Nova Scotia (Canada) provided an opportunity for a population-level natural experiment. This study investigated student well-being and health behaviours between schools with and without HPS implementation and schools with high and low school ethos scores. Student well-being, nutrition, and physical activity were examined in a cross-sectional survey of elementary students in Nova Scotia, Canada in 2014. Multiple regression was used to assess the relationship with student well-being using the Quality of Life in School (QoLS) instrument and health behaviours. The main exposure was attending one of the 10 HPS schools; secondary exposure was the school ethos score. The overall QoLS score and its subdomain scores in the adjusted models were higher in students attending HPS schools compared to those in non-HPS schools, but the differences were not statistically significant and the effect sizes were small. Students in schools that scored high on school ethos score had higher scores for the QoLS and its subdomains, but the difference was only significant for the teacher-student relationship domain. Although this study did not find significant differences between HPS and non-HPS schools, our results highlight the complexity of evaluating HPS effects in the real world. The findings suggest a potential role of a supportive school ethos for student well-being in school.

Physical activity practices in elementary schools and associations with physical education staffing and training.

PubMed

Turner, Lindsey; Johnson, Tyler G; Slater, Sandy J; Chaloupka, Frank J

2014-12-01

Authorities recommend that schools provide a variety of opportunities for students to obtain physical activity (PA) before, during, and after school. This study assessed the prevalence of several school PA practices-including measures of quantity and quality of physical education (PE)-in elementary schools and examined the associations of PA practices with school resources (PE staffing, training, and facilities). Surveys were obtained from respondents in nationally representative samples of elementary schools from 2009-2010 to 2011-2012 (1,831 schools). Few schools (20.8%) provided students with PE class every day, but most (76.3%) had an appropriate PE student-to-teacher ratio ( ≤ 25:1). Many schools (74.0%) offered 20 min of recess daily, but fewer than half offered organized opportunities for PA before or after school (e.g., sports). After controlling for demographics and school size, having a full-time PE teacher and requiring PE teachers to obtain PE-related continuing education (CE) were associated with PE practices such as offering ≥ 150 min of PE per week (for 3rd-grade students) and testing PE knowledge, skills, and fitness. Required CE was also associated with a higher likelihood of offering PA during the school day (i.e., activity breaks and PA outside of PE class) and before or after the school day (i.e., afterschool PA programs). Few schools offer a broad array of PA programming. However, PE staffing and CE are positively associated with many PA practices including those outside of PE, possibly indicating that PE staff serve a crucial role in promoting a whole-school PA-supportive environment.

A Study of the Nature of Students' Models of Microscopic Processes in the Context of Modern Physics Experiments.

ERIC Educational Resources Information Center

Thacker, Beth Ann

2003-01-01

Interviews university students in modern physics about their understanding of three fundamental experiments. Explores their development of models of microscopic processes. Uses interactive demonstrations to probe student understanding of modern physics experiments in two high school physics classes. Analyzes the nature of students' models and the…

Discussing Underrepresentation as a Means to Facilitating Female Students' Physics Identity Development

ERIC Educational Resources Information Center

Lock, Robynne M.; Hazari, Zahra

2016-01-01

Despite the fact that approximately half of high school physics students are female, only 21% of physics bachelor's degrees are awarded to women. In a previous study, drawn from a national survey of college students in introductory English courses, five factors commonly proposed to positively impact female students' choice of a physical science…

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.

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. )

Does school physical education really contribute to accelerometer-measured daily physical activity and non sedentary behaviour in high school students?

PubMed

Mayorga-Vega, Daniel; Martínez-Baena, Alejandro; Viciana, Jesús

2018-09-01

Physical education has been highlighted as an important environment for physical activity promotion, however, to our knowledge there are no previous studies examining the contribution of physical education to daily accelerometer-measured physical activity and non sedentary behaviour. The purpose was to compare the accelerometer-measured physical activity and sedentary behaviour between physical education, non-physical education and weekend days in adolescents. Of the 394 students from a Spanish high school that were invited to participate, 158 students (83 boys and 75 girls) aged 13-16 years were analyzed (wear time ≥ 600 min). Participants' physical activity and sedentary behaviour were objectively-measured by GT3X+ accelerometers during physical education (one session), non-physical education and weekend days. Results indicated that overall adolescents had statistically significant greater physical activity levels and lower values of sedentary behaviour on physical education days than on non-physical education and weekend days (e.g., moderate-to-vigorous physical activity = 71, 54 and 57 min; sedentary = 710, 740 and 723 min) (p < 0.05). Physical education contributes significantly to reducing students' daily physical inactivity and sedentary behaviour. Increasing the number of physical education classes seems to be an effective strategy to reduce the high current prevalence of physical inactivity and sedentary behaviour in adolescence.

Exploring Relationships: Teacher Characteristics and Student Learning in Physical Science

NASA Astrophysics Data System (ADS)

Close, Eleanor; Vokos, S.; Seeley, L.

2006-12-01

The Department of Physics and the School of Education at Seattle Pacific University, together with FACET Innovations, LLC, are beginning the second year of a five-year NSF TPC grant, Improving the Effectiveness of Teacher Diagnostic Skills and Tools. We are working in partnership with school districts in Washington State to identify and characterize widespread productive and unproductive modes of reasoning employed by both pre-college students and teachers on foundational topics in physical science. In the first year of the grant, base-line preand post-test data were collected from a large number (N 2300) of middle and high school students. We will discuss relationships between preand post-test results, student learning gains, and student and teacher characteristics. * Supported in part by NSF grant #ESI-0455796, The Boeing Corporation, and the SPU Science Initiative.

Companeros: High school students mentor middle school students to address obesity among Hispanic adolescents

USDA-ARS?s Scientific Manuscript database

Promotoras, Hispanic community health workers, are frequently employed to promote health behavioral change with culturally bound Hispanic lifestyle behaviors. Peer health mentors have been used in schools to promote healthy nutrition and physical activity behaviors among students. This study investi...

Three-Year Study of Students' Attitudes Toward Physical Education: Grades 4-8.

PubMed

Mercier, Kevin; Donovan, Corinne; Gibbone, Anne; Rozga, Kimberly

2017-09-01

A relationship exists between attitudes toward physical education and future physical activity. The purpose of this study was to examine changes in attitude toward physical education as students progressed from upper elementary school (Grade 4) through middle school (Grade 8). Three cohorts of students (Cohort 1, Grades 4-6, n = 96; Cohort 2, Grades 5-7, n = 71; and Cohort 3, Grades 6-8, n = 73) were each followed for 3 years to examine changes in attitudes toward physical education. After an initial increase from Grade 4 to Grade 5, a significant decrease was observed from Grades 5 to 8 in students' positive attitudes toward physical education, with a faster rate of change for girls than boys. This longitudinal study provides further insights regarding the attitudes of students as they progress from Grade 4 to Grade 8 and expands on previous findings identifying decreasing positive attitudes toward physical education as students age, particularly for girls. The results provide evidence to support targeted interventions.

Relationships among Physical Activity Levels, Psychomotor, Psychosocial, and Cognitive Development of Primary Education Students.

ERIC Educational Resources Information Center

Isler, Ayse Kin; Asci, F. Hulya; Kosar, S. Nazan

2002-01-01

Investigated the relationships of physical activity levels and psychomotor, psychosocial, and cognitive development among Turkish elementary school students. Student evaluations indicated that physical activity level was an important factor in determining student psychomotor development, but it was not important in determining psychosocial and…

School Nurses: An Investment in Student Achievement

ERIC Educational Resources Information Center

Maughan, Erin D.

2018-01-01

School nurses help students with the prevention and management of chronic physical and mental health issues, but not all schools have a full-time registered nurse on their staff. The author argues that investing in school nursing has benefits that extend beyond the school and into the community.

Bringing Real Solar Physics to the High School Classroom

NASA Astrophysics Data System (ADS)

Seaton, Daniel

2006-06-01

UNH's Partnership for Research Opportunities to Benefit Education (PROBE) project sends graduate students into high school classrooms across New Hampshire in order to help introduce students to authentic scientific inquiry. As one of ten graduate fellows, I worked with students in in ninth through twelfth grades in physical science, physics, earth science, and astronomy classes; helping students carry out individual and class projects on physics and solar physics. Projects related to solar physics included the production and analysis of plasma using a microwave oven, measurement of the solar constant, measurement of the solar rotation rate, solar spectroscopy, analysis of data from TRACE and SOHO, and the construction of various solar-powered devices. This work was generously supported by a grant from the National Science Foundation's GK-12 initiative (NSF#0338277).

Language Genre Transitions in a Secondary School Physics Classroom

ERIC Educational Resources Information Center

Bower, M. W.; Ellerton, N. F.

2007-01-01

The research reported in this paper addressed the nature of transitions between language genres in school physics. In this qualitative study, quasi-ethnographic methods were employed to understand the culture of one secondary school physics classroom in the USA. One teacher and his physics students were the participants. The teacher was…

The Physically Handicapped Student in Medical School: A Preliminary Study.

ERIC Educational Resources Information Center

Moore-West, Maggi; Heath, Debbie

1982-01-01

A survey of all U.S. medical schools, with just over half responding, reveals that there were very few problems in either disabled students' academic performance or the institution's adaptation, and that when one disabled student is accepted, a school tends to accept more. Some schools recommended more academic and emotional support services. (MSE)

Attitudes toward Physical Education of Female High School Students

ERIC Educational Resources Information Center

Woodson-Smith, Andrea; Dorwart, Catherine E.; Linder, Amy

2015-01-01

The purpose of this study was to determine the attitudes of female high school students toward PE in selected North Carolina schools. The high schools were conveniently selected to include the Northeast Piedmont urban region of North Carolina. Participants consisted of 102 female students aged 14 to 18 years old who were enrolled in ninth to 12th…

WWC Review of the Report "Evaluation of a Two-Year Middle-School Physical Education Intervention: M-SPAN"

ERIC Educational Resources Information Center

What Works Clearinghouse, 2013

2013-01-01

The study reviewed in this paper examined the effect of the "Middle School Physical Activity and Nutrition" ("M-SPAN)" intervention on the physical activity level of middle school students. For this 2-year study, 24 middle schools from six districts in southern California were stratified by school district and then randomly…

Association of School Environment and After-School Physical Activity with Health-Related Physical Fitness among Junior High School Students in Taiwan

PubMed Central

Lo, Kai-Yang; Wu, Min-Chen; Tung, Shu-Chin; Hsieh, City C.; Yao, Hsueh-Hua; Ho, Chien-Chang

2017-01-01

The relationship between students’ school environment and exercise habits is complex, and is affected by numerous factors. However, the few studies that have been conducted on this relationship have reported inconsistent results, especially regarding Taiwanese students. We conducted this cross-sectional study to investigate the association of school environment and after-school physical activity with health-related physical fitness in Taiwanese adolescents. Data were drawn from a national survey conducted by the Ministry of Education in Taiwan in 2008 of health-related physical fitness measurements among junior high school students (649,442 total) in grades seven to nine. School environment (level of urbanization, school size, presence of sports field or gymnasium) and after-school physical activity were assessed for their association with adolescents’ physical fitness measurements (body mass index (BMI), bent-leg sit-ups, 800-/1600-m run, sit-and-reach, standing long jump). Urban boys and girls perform significantly better in muscle strength and endurance, cardiorespiratory endurance, flexibility, and explosive power; girls from rural areas exhibited significantly worse scores in body composition. Boys from large-size schools performed the worst in cardiorespiratory endurance, flexibility, and explosive power; whereas girls from large-size schools performed the worst in muscle strength, muscle endurance, and explosive power, but had the best score for body composition. However, the differences in body composition of boys from large-, medium-, and small- size schools did not reach a statistically significant level. Adolescents of both genders in schools with a sports field or gymnasium exhibited significantly better in muscle strength and endurance, cardiorespiratory endurance, and explosive power. Boys in schools with a sports field or gymnasium had significantly better body composition; girls in schools with sports field or gymnasium differed significantly in flexibility. Adolescents of both genders who participated in physical activity after school had significantly better body composition, cardiorespiratory endurance, and flexibility. Boys who participated in physical activity after school significantly differed in explosive power, whereas girls who participated in physical activity after school exhibited significantly better flexibility. Thus, the current study demonstrated that some factors, including urbanization (school location in rural or urban areas), school size, school facility provision (school with or without sports fields or gymnasiums), and after-school physical activity participation are more important than others in shaping adolescents’ physical fitness in Taiwan; meanwhile, these association patterns differed by gender. PMID:28098836

Culturally Responsive Physics Teaching: Content or Conveyance?

NASA Astrophysics Data System (ADS)

Stewart, Taquan Seth

2011-12-01

This study, in response to the achievement gap in science and the lack of significant numbers of ethnic minorities in science fields, examined the effects of a Cultural Responsiveness Workshop and intervention on teacher practice, teacher discourse, and student perceptions and connectedness to physics. The sample was comprised of three high school physics teachers---2 teaching five 12th grade sections and one teaching five 9th grade sections of physics---in two separate urban schools in the same section of South Los Angeles. My research design was qualitative and examined eight culturally responsive indicators that, when applied, may increase student engagement and level of connectedness in urban high school physics classrooms: (1) proximity to students, (2) the ways in which they encouraged students, (3) positive reinforcement techniques, (4) modifications for individual learning types, (5) use of children's strengths, (6) scaffolding, (7) displaying an understanding of diverse cultures, and (8) displaying a personal regard for students of diverse cultures. When the study was completed and data was collected, I identified trends in the change in teacher discourse, behaviors, instructional practice, and perceptions of student engagement. My findings, discovered through classroom observations and focus groups, indicated a positive shift in each. Accompanying these shifts were positive shifts in level of student engagement and level of connectedness. There were also the unexpected findings of the need for teachers to receive feedback in a safe collaborative space and the use of culturally responsive teaching as a tool for behavioral management. My study found that there is a definite relationship between the use of the culturally responsive indicators observed, student engagement and student level of connectedness to physics when implemented in urban high school science classrooms.

Physics as a Useful Tool for Learning English

ERIC Educational Resources Information Center

Fidalgo, Jesus; Gallastegui, Juan Ramon

2006-01-01

Some students may find physics hard, but wouldn't it be more difficult to be taught it in a foreign language? The project described here uses English to teach physics to Spanish secondary school students. The students perform just as well in physics while their results in English improve markedly.

Radioactivity teaching: Environmental consequences of the radiological accident in Goiânia (Brazil)

NASA Astrophysics Data System (ADS)

Anjos, R. M.; Facure, A.; Lima, E. L. N.; Gomes, P. R. S.; Santos, M. S.; Brage, J. A. P.; Okuno, E.; Yoshimura, E. M.; Umisedo, N. K.

2001-03-01

Ionizing radiation and its effects on human beings, radiation protection, and radiological accident prevention are topics usually not included in the physics courses at the Brazilian universities. As a consequence, high school teachers are not able to enlighten their students when radiological or nuclear accidents occur. This paper presents a teaching program on ionizing radiation physics, to be applied to undergraduate physics students and to physics high school teachers. It is based on the environmental consequences of the 1987 radiological accident in Goiânia. This program was applied to two undergraduate physics students, in 1999, at the Universidade Federal Fluminense, Brazil. Results of the gamma ray spectrometry measurements of samples collected in Goiânia by the students are presented.

Self-efficacy as a mediator of children's achievement motivation and in-class physical activity.

PubMed

Gao, Zan; Lochbaum, Marc; Podlog, Leslie

2011-12-01

The present study was designed to examine the mediating effect of self-efficacy on relations of middle school students' four achievement goals with their perceptions of two motivational climates and in-class physical activity in physical education. The four achievement goals (mastery-approach, mastery-avoidance, performance-approach, and performance-avoidance), perceptions of the motivational climate (mastery- and performance-involving climates), and self-efficacy were measured in a sample of 194 students (93 boys, 101 girls) in a public school. Students' in-class physical activity was assessed using Actical Accelerometers. A series of multiple-regression analyses supported the mediating effect of self-efficacy on the relationships among students' mastery-approach goal, perceived mastery-involving climate, and physical activity.

Fitness differentials amongst schools: how are they related to school sector?

PubMed

Olds, T; Tomkinson, G; Baker, S

2003-09-01

Data on the performance fitness of 50,385 Australian students aged between 12 and 15 years were used to determine whether students differed in physical fitness according to school sector (independent vs government vs Catholic). Students were tested between 1995 and 2001 as part of the Australian Sports Commission's Talent Search program. The results of the 20 m shuttle run (20mSRT), vertical jump and 40 m sprint tests were selected as being representative of aerobic, explosive and anaerobic performance. All results were expressed as age- and gender-specific z-scores. MANOVA showed that independent school students outperformed students from the Catholic and government sectors on the selected tests for both boys and girls (p < 0.0001). In the 20mSRT, the difference amounted to 0.28-0.43 SDs. In the sprint and jump tests, independent school students were superior by 0.05-0.17 SDs. A proxy for socio-economic status (SES) explained about 90% of the differences between sectors, with high SES schools consistently outperforming low SES schools. Nonetheless, even when SES was factored in, sectoral differences remained significant. Insofar as fitness is related to school activities, these findings raise equity concerns in Australian school physical education.

The Relationship between Bullying and Social Skills in Primary School Students

ERIC Educational Resources Information Center

Larke, Ian D.; Beran, Tanya N.

2006-01-01

In this study we examined the relationship between children's social skills and bullying behaviours. Teachers rated social skills and indirect and direct physical bullying behaviours of 120 students in elementary school. Hierarchical regression analyses indicated that social skills are inversely related to both direct physical bullying (beta =…

Trapped in the Physical: Maori and Pasifika Achievement in HPE

ERIC Educational Resources Information Center

Fitzpatrick, Katie

2011-01-01

Health and physical education (PE) are low status, marginalised subjects in many schools internationally. However in New Zealand, Australia and elsewhere, they are concurrently credentialed and recognised senior high school options in which students can gain national qualifications. In New Zealand these subjects also tend to attract students who…

Dive into Scuba

ERIC Educational Resources Information Center

Coelho, Jeffrey; Fielitz, Lynn R.

2006-01-01

Scuba is a unique physical education activity that middle school and high school students can experience in physical education to provide them with the basic skills needed to enjoy the sport for many years to come. This article describes the basic scuba diving equipment, proper training and certification for instructors and students, facilities,…

Cyberbullying Among Greek High School Adolescents.

PubMed

Gkiomisi, Athanasia; Gkrizioti, Maria; Gkiomisi, Athina; Anastasilakis, Dimitrios A; Kardaras, Panagiotis

2017-05-01

To investigate the presence of cyberbullying among Greek students and the efficacy of proposed preventive interventions. Three types of high schools (private, experimental and public) with different politics on on-line aggression were enrolled. All students of the aforementioned schools were asked to complete an anonymous questionnaire. Around 62 % of the high school students experienced cyberbullying by electronic means, especially by cell phone, mostly the public school students (p 0.008). The bully was a stranger in more than 40 % of the cases. Over 60 % of the victims had not seeked help but dealt with the attack on their own. Only 20 % of the victims manifested sleep or eating disorders, physical/ psychological symptoms or changes in their social life as a consequence of the cyber-attack. Cyberbullying is a usual phenomenon among high school students. The bully is frequently unacquainted to the victim. Most of the victims are not physically or psychologically affected by the cyber-attack and do not share the event with anyone. There was a slight difference in the response of the students to cyberbullying among the different school politics of on-line aggression.

The Impact of Physical Facilities on Students' Level of Motivation and Academic Performance in Senior Secondary Schools in South West Nigeria

ERIC Educational Resources Information Center

Akomolafe, Comfort Olufunke; Adesua, Veronica Olubunmi

2016-01-01

The paper examines the relevance of physical facilities in enhancing the level of motivation and the academic performance of senior secondary school students in South West Nigeria. The study adopted ex-post facto design. The population consists of all senior secondary students in South West Nigeria. The sample for the study include one thousand…

Impact of Interactive Engagement on Reducing the Gender Gap in Quantum Physics Learning Outcomes among Senior Secondary School Students

ERIC Educational Resources Information Center

Adegoke, Benson Adesina

2012-01-01

In this study, the author examines the extent to which an interactive engagement approach can reduce the gender gap in senior secondary school (SSS) (age 16-18 years) students' learning outcomes in quantum physics. One hundred and twenty one (male = 65; female = 56) SSS 3 students participated in this study. They were randomly selected from two…

A Methodological Study Evaluating a Pretutorial Computer-Compiled Instructional Program in High School Physics Instruction Initiated from Student-Teacher Selected Instructional Objectives. Final Report.

ERIC Educational Resources Information Center

Leonard, B. Charles; Denton, Jon J.

A study sought to develop and evaluate an instructional model which utilized the computer to produce individually prescribed instructional guides to account for the idiosyncratic variations among students in physics classes at the secondary school level. The students in the treatment groups were oriented toward the practices of selecting…

University Programme Preferences of High School Science Students in Singapore and Reasons That Matter in Their Preferences: A Rasch Analysis

ERIC Educational Resources Information Center

Oon, Pey-Tee; Subramaniam, R.

2015-01-01

This study explored an under-researched area in science education--the university programmes preferred by high school students who take physical science subjects and the reasons that matter in their preferences. A total of 1,071 upper secondary and pre-university students in Singapore, who take physical science subjects among their range of…

An Appraisal of an Online Tutorial System for the Teaching and Learning of Engineering Physics in Conjunction with Contextual Physics and Mathematics, and Relevant Mathematics

ERIC Educational Resources Information Center

Bhathal, Ragbir

2016-01-01

The number of students entering engineering schools in Australian universities has increased tremendously over the last few years because of the Australian Federal Government's policy of increasing the participation rates of Higher School Certificate students and students from low social economic status backgrounds in the tertiary sector. They now…

Enhancing Students' Attitude towards Nigerian Senior Secondary School Physics through the Use of Cooperative, Competitive and Individualistic Learning Strategies

ERIC Educational Resources Information Center

Akinbobola, Akinyemi Olufunminiyi

2009-01-01

The study was conducted to find out the attitude of students towards the use of cooperative, competitive and individualistic learning strategies in Nigerian senior secondary school physics. The design selected for this study was quasi-experimental. A total of 140 students took part in the study and they were selected by a random sampling…

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).

School district wellness policy quality and weight-related outcomes among high school students in Minnesota.

PubMed

Hoffman, Pamela K; Davey, Cynthia S; Larson, Nicole; Grannon, Katherine Y; Hanson, Carlie; Nanney, Marilyn S

2016-04-01

Weight-related outcomes were examined among high school students in Minnesota public school districts according to the quality of district wellness policies. Wellness policy strength and comprehensiveness were scored using the Wellness School Assessment Tool (WellSAT) for 325 Minnesota public school districts in 2013. The associations between WellSAT scores and district-level means of high school student responses to a statewide survey of health behaviors were examined in this ecologic study. WellSAT Total Strength and Total Comprehensiveness scores were positively associated with both student mean Body Mass Index (BMI) percentile (Strength: P = 0.018, Comprehensiveness: P = 0.031) and mean percent overweight or obese (Strength: P = 0.008, Comprehensiveness: P = 0.026), but only in districts with > 50% of students eligible for Free or Reduced-Price Lunches (FRPLs), or 'high FRPL districts'. WellSAT Physical Education and Physical Activity subscale scores were also positively associated with the mean days per week students engaged in physical activity for ≥ 60 min in high FRPL districts (Strength: P = 0.008, Comprehensiveness: P = 0.003) and in low FRPL districts (< 35% eligible) for Strength score: (P = 0.027). In medium FRPL districts (35-50% eligible), Nutrition Education and Wellness Promotion Strength and Comprehensiveness subscale scores were positively associated with, respectively, daily servings of vegetables (P = 0.037) and fruit (P = 0.027); and WellSAT Total scores were positively associated with daily vegetable servings (Strength: P = 0.037, Comprehensiveness: P = 0.012). Administrators of economically disadvantaged school districts with a higher percentage of overweight students may be recognizing the need for stronger wellness policies and the specific importance of implementing policies pertaining to physical activity as a means to improve student health. © The Author 2016. Published by Oxford University Press. All rights reserved. For permissions, please email: journals.permissions@oup.com.

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

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.

Student Agency: an Analysis of Students' Networked Relations Across the Informal and Formal Learning Domains

NASA Astrophysics Data System (ADS)

Rappa, Natasha Anne; Tang, Kok-Sing

2017-06-01

Agency is a construct facilitating our examination of when and how young people extend their own learning across contexts. However, little is known about the role played by adolescent learners' sense of agency. This paper reports two cases of students' agentively employing and developing science literacy practices—one in Singapore and the other in the USA. The paper illustrates how these two adolescent learners in different ways creatively accessed, navigated and integrated in-school and out-of-school discourses to support and nurture their learning of physics. Data were gleaned from students' work and interviews with students participating in a physics curricular programme in which they made linkages between their chosen out-of-school texts and several physics concepts learnt in school. The students' agentive moves were identified by means of situational mapping, which involved a relational analysis of the students' chosen artefacts and discourses across time and space. This relational analysis enabled us to address questions of student agency—how it can be effected, realised, construed and examined. It highlights possible ways to intervene in these networked relations to facilitate adolescents' agentive moves in their learning endeavours.

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.

25 CFR 39.211 - What other categories of students can a school count for membership purposes?

Code of Federal Regulations, 2013 CFR

2013-04-01

... courses The student is both:(1) Receiving high school credit for grades; and (2) In physical attendance at... both:(1) Receiving high school credit for grades; and (2) Taking the courses at the school site under a... 25 Indians 1 2013-04-01 2013-04-01 false What other categories of students can a school count for...

25 CFR 39.211 - What other categories of students can a school count for membership purposes?

Code of Federal Regulations, 2011 CFR

2011-04-01

... courses The student is both:(1) Receiving high school credit for grades; and (2) In physical attendance at... both:(1) Receiving high school credit for grades; and (2) Taking the courses at the school site under a... 25 Indians 1 2011-04-01 2011-04-01 false What other categories of students can a school count for...

25 CFR 39.211 - What other categories of students can a school count for membership purposes?

Code of Federal Regulations, 2012 CFR

2012-04-01

... courses The student is both:(1) Receiving high school credit for grades; and (2) In physical attendance at... both:(1) Receiving high school credit for grades; and (2) Taking the courses at the school site under a... 25 Indians 1 2012-04-01 2011-04-01 true What other categories of students can a school count for...

25 CFR 39.211 - What other categories of students can a school count for membership purposes?

Code of Federal Regulations, 2014 CFR

2014-04-01

... courses The student is both:(1) Receiving high school credit for grades; and (2) In physical attendance at... both:(1) Receiving high school credit for grades; and (2) Taking the courses at the school site under a... 25 Indians 1 2014-04-01 2014-04-01 false What other categories of students can a school count for...

Orientation to Middle School: A Guidance Play.

ERIC Educational Resources Information Center

Childress, Natalie Wilson

1982-01-01

Presents a play that gives elementary school students a lighthearted but informative overview of middle school life. The play presents information about curriculum, lockers, physical education, materials, and classwork. Notes student reactions to the presentation. (RC)

Unraveling Gender Bias from Student Evaluations of their High School Physics Teachers

NASA Astrophysics Data System (ADS)

Hazari, Zahra; Potvin, Geoff; Tai, Robert; Sadler, Philip

2009-05-01

In this talk, the evaluation of high school physics, chemistry, and biology teachers by their students is examined according to the gender of the student and the gender of the teacher. Female teachers are rated significantly lower than male teachers by male students in all three disciplines, while female students under-rate female teachers only in physics. Interestingly, physics is also the field that suffers the greatest lack of females and has been criticized most for its androcentric culture. The gender bias in teacher ratings persists even after accounting for academic performance, classroom experiences, and family support. Further, male and female teachers in each discipline appear equally effective at preparing their students for future science study in college, suggesting that students have a discipline-specific gender bias. Such a bias may negatively impact female students and contribute to the loss of females in STEM fields.

Health programmes for school employees: improving quality of life, health and productivity.

PubMed

Kolbe, Lloyd J; Tirozzi, Gerald N; Marx, Eva; Bobbitt-Cooke, Mary; Riedel, Sara; Jones, Jack; Schmoyer, Michael

2005-01-01

School health programmes in the 21st century could include eight components: 1) health services; 2) health education; 3) healthy physical and psychosocial environments; 4) psychological, counselling, and social services; 5) physical education and other physical activities; 6) healthy food services; and 7) integrated efforts of schools, families, and communities to improve the health of school students and employees. The eighth component of modern school health programmes, health programmes for school employees, is the focus of this article. Health programmes for school employees could be designed to increase the recruitment, retention, and productivity of school employees by partially focusing each of the preceding seven components of the school health programme on improving the health and quality of life of school employees as well as students. Thus, efforts to improve the quality of life, health, and productivity of school employees may be distinct from, but integrated with, efforts to improve the quality of life, health, and education of students. School employee health programmes can improve employee: 1) recruitment; 2) morale; 3) retention; and 4) productivity. They can reduce employee: 5) risk behaviours (e.g., physical inactivity); 6) risk factors (e.g., stress, obesity, high blood pressure); (7) illnesses; 8) work-related injuries; 9) absentee days; 10) worker compensation and disability claims; and 11) health care and health insurance costs. Further, if we hope to improve our schools' performance and raise student achievement levels, developing effective school employee health programmes can increase the likelihood that employees will: 12) serve as healthy role models for students; 13) implement effective school health programmes for students; and 14) present a positive image of the school to the community. If we are to improve the quality of life, health, and productivity of school employees in the 21st century: school administrators, employees, and policymakers must be informed about the need and the means to do so; school employee health programmes must become part of the culture of education and the expectation of educators; and colleges that prepare school administrators and other school employees must provide the pre-service and in-service training, research, development, and leadership to make it happen. This article outlines ten actions that can be taken by school districts to build or improve school employee health programmes, and a list of websites that provides more detailed information about such programmes.

The Seventh Annual National Conference of Black Physics Students

NASA Technical Reports Server (NTRS)

Crawley, Gerard M.

1993-01-01

The National Conference of Black Physics Students began in 1986 when several Black physics graduate students at MIT and Harvard decided to address the 'pipeline problem' of African Americans in physics by organizing a conference for Black physics undergraduates. The goals of the conference were: (1) to develop a network within the Black physics community, (2) to make Black students in physics, particularly at graduate level, aware of academic and professional opportunities and (3) to bring important issues and developments in the field to the attention of these students. We are pleased to announce the Seventh Annual National Conference of Black Physics Students held February 12 and 13, 1993 served the largest population of students so far. The largest conference previous to this one hosted 150 students. We registered and prepared for 240 students with 210 actually attenting. We received so many qualified abstracts for technical talks by students that instead of NCBPS's tradition of 3-4 student presentations, we ran 4 parallel sessions in different rooms with 4-5 presentations in each room. In response to comments from previous conferences, the program contained 3 workshop/discussion sessions. The topics for the interactive discussion workshops were: 'Getting Ready for Graduate School,' 'How to Succeed in Graduate School,' and 'Issues Facing Black Scientists.'

Is There a Relationship between Body Mass Index, Fitness, and Academic Performance? Mixed Results from Students in a Southeastern United States Elementary School

ERIC Educational Resources Information Center

Wingfield, Robert Joshua; Graziano, Paulo A.; McNamara, Joseph P. H., Janicke, David M.

2011-01-01

The purpose of this study was to investigate relationships between body mass index (BMI), physical fitness, and academic performance in elementary school students. Specifically, BMI and scores on the President's Challenge Physical Activity and Fitness Awards Program, a physical fitness test, were compared to reading and mathematics scores on the…

"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…

Eating Disorders: The School Counselor's Role.

ERIC Educational Resources Information Center

Omizo, Sharon A.; Omizo, Michael M.

1992-01-01

Discusses role of school counselor in providing assistance to students who may be at risk for developing anorexia nervosa and bulimia and students who already display behaviors and physical symptoms of either of these illnesses. Addresses specific concerns regarding intervention strategies used by the school counselor in the student's recovery…

5 Steps to Safer Schools

ERIC Educational Resources Information Center

Kilman, Carrie

2009-01-01

For lesbian, gay, bisexual, transgender, or questioning (LGBTQ) students, school is rarely a safe space, much less an environment conducive to learning. Seventy-five percent of gay students report being verbally abused at school, and more than a third say they are physically harassed. And research shows that LGBTQ students are five times more…

Explaining Relationships among Student Outcomes and the School's Physical Environment

ERIC Educational Resources Information Center

Tanner, C. Kenneth

2008-01-01

This descriptive study investigated the possible effects of selected school design patterns on third-grade students' academic achievement. A reduced regression analysis revealed the effects of school design components (patterns) on ITBS achievement data, after including control variables, for a sample of third-grade students drawn from 24…

25 CFR 36.20 - Standard V-Minimum academic programs/school calendar.

Code of Federal Regulations, 2011 CFR

2011-04-01

..., physical education, music, etc.) which are directly related to or affect student instruction shall provide... dismissal of students by the school administration, the day may be counted as a school day provided that...-culture and multi-ethnic dimensions designed to enable students to function effectively in a pluralistic...

The Impact of School Buildings on Learning. Information Capsule. Volume 1204

ERIC Educational Resources Information Center

Blazer, Christie

2012-01-01

This Information Capsule examines the impact of deteriorating school buildings on students and teachers. Research indicates that students attending schools that are in poor physical condition score lower on achievement tests than students in newer, functional buildings. Studies suggest that several specific factors contribute to lower levels of…

Longitudinal association of suicidal ideation and physical dating violence among high school students.

PubMed

Nahapetyan, Lusine; Orpinas, Pamela; Song, Xiao; Holland, Kristin

2014-04-01

Two salient problems in adolescent development are dating violence and suicidal ideation. Theory and empirical research have supported their association in primarily cross-sectional studies. The purpose of this study is to examine the longitudinal association between physical dating violence and suicidal ideation (thoughts or plans) in a cohort of students evaluated annually from Grades 9 to 12. The sample consisted of 556 random-selected students (50.2 % males; 47.5 % White, 37.8 % Black, 11.2 % Latino) who reported dating at least once during the four assessments. Self-reported frequency of suicidal ideation, dating, and physical dating violence perpetration and victimization were assessed each spring from ninth to twelfth grade. We used generalized estimating equations modeling to predict the effects of sex, race, school grade, and physical dating perpetration and victimization on suicidal ideation. Cumulatively, one-fourth of the sample reported suicidal ideation at least once by the end of Grade 12, and approximately half reported physical dating violence. Female gender (OR = 1.7, p = 0.02), physical dating perpetration (OR = 1.54, p = 0.048), physical dating victimization (OR = 2.03, p < 0.001), and being in grades 9-11 versus 12 in high school (OR = 1.83, p = 0.004) were significant predictors of suicidal ideation. Race was not a significant predictor among adolescents in this sample. This longitudinal study highlights the detrimental emotional effect of physical dating violence perpetration and victimization among high school students. It is important that suicide prevention programs incorporate physical dating violence education and prevention strategies starting early in high school.

Healthy Life Style Behaviors of University Students of School of Physical Education and Sports in Terms of Body Mass Index and Other Variables

ERIC Educational Resources Information Center

Bozlar, Volkan; Arslanoglu, Cansel

2016-01-01

The aim of this study is to determine Healthy Lifestyle Behaviors of students in the Schools of Physical Education and Sport (SPES) utilizing Body Mass Index (BMI) and other various variables. The study is composed of 1,695 students studying in SPES, in 14 different universities across Turkey. It is made up of 1,067 male and 624 female students.…

Upper And Lower Limbs Disability And Personality Traits.

PubMed

Jabeen, Tahira; Kazmi, Syeda Farhana; Rehman, Atiq Ur; Ahmed, Sajjad

2016-01-01

It is believed that the study of personality has the potentials to enhance our prognostic abilities and can better to expose the etiology of mental illness through the relationship of revealed mechanisms. The focus of this study was to investigate and compare the habitual patterns of behavior, thought and emotions of upper and lower limb physically disabled students in terms of personality traits. This cross sectional study consisted of 100 upper limbs and lower limbs disabled students taken from Kingston school Inclusive Education System Abottabad, Mashal special education system Haripur, Syed Ahmed Shaheed special education center Abottabad, Al-Munir Foundation Mansehra and Hera Special Education System Haripur and 100 normal students taken from Islamic International School Abottabad, Falcon Public School Haripur, Iqra Academy Mansehra and Alhamd International School Haripur of Hazara Division by purposive sampling technique. This study was conducted during the month of June 2013 to May 2014. Goldberg five big personality scale was used for measuring personality traits of physically disabled and normal students. The significant difference of personality traits scores between physically disabled students (M = 139.2, SD=12.0) and normal students (M=184.5, SD=13.2), t (198) =25.3, p<.05 was observed. Normal students have high scores as compared to physically disabled students on big five traits, i.e., Extraversion, Agreeableness, Conscientiousness, Emotional Stability and Openness to Experience.

Increasing Inequality in Physical Activity Among Minnesota Secondary Schools, 2001-2010.

PubMed

Nelson, Toben F; MacLehose, Richard F; Davey, Cynthia; Rode, Peter; Nanney, Marilyn S

2018-05-01

Two Healthy People 2020 goals are to increase physical activity (PA) and to reduce disparities in PA. We explored whether PA at the school level changed over time in Minnesota schools and whether differences existed by demographic and socioeconomic factors. We examine self-reported PA (n = 276,089 students; N = 276 schools) for 2001-2010 from the Minnesota Student Survey linked to school demographic data from the National Center for Education Statistics and the Rural-Urban Commuting Area Codes. We conducted analyses at the school level using multivariable linear regression with cluster-robust recommendation errors. Overall, students who met PA recommendations increased from 59.8% in 2001 to 66.3% in 2010 (P < .001). Large gains in PA occurred at schools with fewer racial/ethnic minority students (0%-60.1% in 2001 to 67.5% in 2010, P < .001), whereas gains in PA were comparatively small at schools with a high proportion of racial/ethnic minority students in 2001 (30%-59.2% in 2001 to 62.7% in 2010). We found increasing inequalities in school-level PA by racial/ethnic characteristics of their schools and communities among secondary school students. Future research should monitor patterns of PA over time and explore mechanisms for patterns of inequality.

High school student physics research experience yields positive results

NASA Astrophysics Data System (ADS)

Podolak, K. R.; Walters, M. J.

2016-03-01

All high school students that wish to continue onto college are seeking opportunities to be competitive in the college market. They participate in extra-curricular activities which are seen to foster creativity and the skills necessary to do well in the college environment. In the case of students with an interest in physics, participating in a small scale research project while in high school gives them the hands on experience and ultimately prepares them more for the college experience. SUNY Plattsburgh’s Physics department started a five-week summer program for high school students in 2012. This program has proved not only beneficial for students while in the program, but also as they continue on in their development as scientists/engineers. Independent research, such as that offered by SUNY Plattsburgh’s five-week summer program, offers students a feel and taste of the culture of doing research, and life as a scientist. It is a short-term, risk free way to investigate whether a career in research or a particular scientific field is a good fit.

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…

Open-ended Laboratory Investigations in a High School Physics Course: The difficulties and rewards of implementing inquiry-based learning in a physics lab

NASA Astrophysics Data System (ADS)

Szott, Aaron

2014-01-01

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 environment in which students are free to conduct investigations using procedures of their own design can provide them with varied and rich opportunities for discovery. This paper describes what open-ended laboratory investigations have added to my high school physics classes. I will provide several examples of open-ended laboratories and discuss the benefits they conferred on students and teacher alike.

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.

Effect of Frequent Peer-Monitored Testing and Personal Goal Setting on Fitnessgram Scores of Hispanic Middle School Students

ERIC Educational Resources Information Center

Hill, Grant; Downing, Aaron

2015-01-01

The purpose of this study was to determine the effects of frequent peer-monitored Fitnessgram testing, with student goal setting, on the PACER and push-up performance of middle school students. Subjects were 176 females and 189 males in 10 physical education classes at a middle school with an 83.7% Hispanic student population. Students were…

What Are Middle-School Girls Looking for in Physical Education?

ERIC Educational Resources Information Center

Gibbons, Sandra L.; Humbert, Louise

2008-01-01

Many young women become disillusioned with physical education in their high-school years. Mounting evidence suggests that this disillusionment starts in early adolescence. This article discusses the experiences of female students in coeducational, middle-school, physical education classes. Focus group interviews, individual interviews, and…

Health-related physical fitness and physical activity in elementary school students.

PubMed

Chen, Weiyun; Hammond-Bennett, Austin; Hypnar, Andrew; Mason, Steve

2018-01-30

This study examined associations between students' physical fitness and physical activity (PA), as well as what specific physical fitness components were more significant correlates to being physically active in different settings for boys and girls. A total of 265 fifth-grade students with an average age of 11 voluntarily participated in this study. The students' physical fitness was assessed using four FitnessGram tests, including Progressive Aerobic Cardiovascular Endurance Run (PACER), curl-up, push-up, and trunk lift tests. The students' daily PA was assessed in various settings using a daily PA log for 7 days. Data was analyzed with descriptive statistics, univariate analyses, and multiple R-squared liner regression methods. Performance on the four physical fitness tests was significantly associated with the PA minutes spent in physical education (PE) class and recess for the total sample and for girls, but not for boys. Performance on the four fitness tests was significantly linked to participation in sports/dances outside school and the total weekly PA minutes for the total sample, boys, and girls. Further, boys and girls who were the most physically fit spent significantly more time engaging in sports/dances and had greater total weekly PA than boys and girls who were not physically fit. In addition, the physically fit girls were more physically active in recess than girls who were not physically fit. Overall, students' performance on the four physical fitness tests was significantly associated with them being physically active during PE and in recess and engaging in sports/dances, as well as with their total weekly PA minutes, but not with their participation in non-organized physical play outside school. ClinicalTrials.gov ID: NCT03015337 , registered date: 1/09/2017, as "retrospectively registered".

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.

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.

Surveying Turkish High School and University Students' Attitudes and Approaches to Physics Problem Solving

ERIC Educational Resources Information Center

Balta, Nuri; Mason, Andrew J.; Singh, Chandralekha

2016-01-01

Students' attitudes and approaches to physics problem solving can impact how well they learn physics and how successful they are in solving physics problems. Prior research in the U.S. using a validated Attitude and Approaches to Problem Solving (AAPS) survey suggests that there are major differences between students in introductory physics and…

Free Time Motivation and Physical Activity in Middle School Children

ERIC Educational Resources Information Center

Kozub, Francis M.; Farmer, James

2011-01-01

This study examined free time motivation and physical activity in 68 middle school children from a rural public school system (N = 24) and a private school located in the same area of the Midwest (N = 44). Results indicated that free time motivation did not explain variability in physical activity behavior during free time or while students were…

Revealing School Counselors' Perspectives on Using Physical Activity and Consulting with Coaches

ERIC Educational Resources Information Center

Hayden, Laura; Silva, Meghan Ray; Gould, Kaitlin

2018-01-01

This study reveals school counselors' perspectives on using physical activity and a consultative process with coaches to provide school-based support for youth. Emerging from this exploration are ways that school-based physical activity might be used to help students develop life skills and to remove barriers to systemic integration of…

Physical Activity Patterns and Psychological Correlates of Physical Activity among Singaporean Primary, Secondary, and Junior College Students

ERIC Educational Resources Information Center

Wang, C. K. John; Koh, K. T.; Biddle, Stuart J. H.; Liu, W. C.; Chye, Stefanie

2011-01-01

The purpose of this research was to examine physical activity patterns and psychological correlates of physical activity among primary, secondary, and junior college students in Singapore. A sample of 3,333 school students aged 10 to 18 years took part in the study. Results showed that the younger students had significantly higher physical…

Impact of school-based vegetable garden and physical activity coordinated health interventions on weight status and weight-related behaviors of ethnically diverse, low-income students: Study design and baseline data of the Texas, Grow! Eat! Go! (TGEG) cluster-randomized controlled trial.

PubMed

Evans, A; Ranjit, N; Hoelscher, D; Jovanovic, C; Lopez, M; McIntosh, A; Ory, M; Whittlesey, L; McKyer, L; Kirk, A; Smith, C; Walton, C; Heredia, N I; Warren, J

2016-09-13

Coordinated, multi-component school-based interventions can improve health behaviors in children, as well as parents, and impact the weight status of students. By leveraging a unique collaboration between Texas AgriLife Extension (a federal, state and county funded educational outreach organization) and the University of Texas School of Public Health, the Texas Grow! Eat! Go! Study (TGEG) modeled the effectiveness of utilizing existing programs and volunteer infrastructure to disseminate an enhanced Coordinated School Health program. The five-year TGEG study was developed to assess the independent and combined impact of gardening, nutrition and physical activity intervention(s) on the prevalence of healthy eating, physical activity and weight status among low-income elementary students. The purpose of this paper is to report on study design, baseline characteristics, intervention approaches, data collection and baseline data. The study design for the TGEG study consisted of a factorial group randomized controlled trial (RCT) in which 28 schools were randomly assigned to one of 4 treatment groups: (1) Coordinated Approach to Child Health (CATCH) only (Comparison), (2) CATCH plus school garden intervention [Learn, Grow, Eat & Go! (LGEG)], (3) CATCH plus physical activity intervention [Walk Across Texas (WAT)], and (4) CATCH plus LGEG plus WAT (Combined). The outcome variables include student's weight status, vegetable and sugar sweetened beverage consumption, physical activity, and sedentary behavior. Parents were assessed for home environmental variables including availability of certain foods, social support of student health behaviors, parent engagement and behavior modeling. Descriptive data are presented for students (n = 1369) and parents (n = 1206) at baseline. The sample consisted primarily of Hispanic and African American (53 % and 18 %, respectively) and low-income (i.e., 78 % eligible for Free and Reduced Price School Meals program and 43 % food insecure) students. On average, students did not meet national guidelines for vegetable consumption or physical activity. At baseline, no statistical differences for demographic or key outcome variables among the 4 treatment groups were observed. The TGEG study targets a population of students and parents at high risk of obesity and related chronic conditions, utilizing a novel and collaborative approach to program formulation and delivery, and a rigorous, randomized study design.

Physical Activity During Recess Outdoors and Indoors Among Urban Public School Students, St. Louis, Missouri, 2010–2011

PubMed Central

Tran, Irene; Clark, B. Ruth

2013-01-01

We measured the quantity and intensity of physical activity in 106 urban public school students during recess outdoors, recess indoors in the gym, and recess indoors in the classroom. Students in grades 2 through 5 wore accelerometer pedometers for an average of 6.2 (standard deviation [SD], 1.4) recess periods over 8 weeks; a subsample of 26 also wore heart rate monitors. We determined, on the basis of 655 recess observations, that outdoor recess enabled more total steps per recess period (P < .0001), more steps in moderate-to-vigorous physical activity (P < .0001), and higher heart rates than recess in the gym or classroom. To maximize physical activity quantity and intensity, school policies should promote outdoor recess. PMID:24262028

Dating violence among urban, minority, middle school youth and associated sexual risk behaviors and substance use.

PubMed

Lormand, Donna K; Markham, Christine M; Peskin, Melissa F; Byrd, Theresa L; Addy, Robert C; Baumler, Elizabeth; Tortolero, Susan R

2013-06-01

Whereas dating violence among high school students has been linked with sexual risk-taking and substance use, this association has been understudied among early adolescents. We estimated the prevalence of physical and nonphysical dating violence in a sample of middle school students and examined associations between dating violence, sexual, and substance use behaviors. Logistic regression models for clustered data from 7th grade students attending 10 Texas urban middle schools were used to examine cross-sectional associations between dating violence victimization and risk behaviors. The sample (N = 950) was 48.5% African American, 36.0% Hispanic, 55.7% female, mean age 13.1 years (SD 0.64). About 1 in 5 reported physical dating violence victimization, 48.1% reported nonphysical victimization, and 52.6% reported any victimization. Adjusted logistic regression analyses indicated that physical, nonphysical, and any victimization was associated with ever having sex, ever using alcohol, and ever using drugs. Over 50% of sampled middle school students had experienced dating violence, which may be associated with early sexual initiation and substance use. Middle school interventions that prevent dating violence are needed. © 2013, American School Health Association.

One-to-One Mobile Technology in High School Physics Classrooms: Understanding Its Use and Outcome

ERIC Educational Resources Information Center

Zhai, Xiaoming; Zhang, Meilan; Li, Min

2018-01-01

This study examined ways in which high school students used mobile devices in physics classrooms and after school, and the impact of in-class and after-school mobile technology use on their physics learning performance and interest. We collected data from 803 high school freshmen in China after they had used mobile devices for over five months. A…

An internet-supported school physical activity intervention in low socioeconomic status communities: results from the Activity and Motivation in Physical Education (AMPED) cluster randomised controlled trial.

PubMed

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

2017-10-09

Quality physical education (PE) is the cornerstone of comprehensive school physical activity (PA) promotion programmes. We tested the efficacy of a teacher professional learning intervention, delivered partially via the internet, designed to maximise opportunities for students to be active during PE lessons and enhance adolescents' motivation towards PE and PA. A two-arm cluster randomised controlled trial with teachers and Grade 8 students from secondary schools in low socioeconomic areas of Western Sydney, Australia. The Activity and Motivation in Physical Education (AMPED) intervention for secondary school PE teachers included workshops, online learning, implementation tasks and mentoring sessions. The primary outcome was the proportion of PE lesson time that students spent in moderate-to-vigorous physical activity (MVPA), measured by accelerometers at baseline, postintervention (7-8 months after baseline) and maintenance (14-15 months). Secondary outcomes included observed PE teachers' behaviour during lessons, students' leisure-time PA and students' motivation. Students (n=1421) from 14 schools completed baseline assessments and were included in linear mixed model analyses. The intervention had positive effects on students' MVPA during lessons. At postintervention, the adjusted mean difference in the proportion of lesson time spent in MVPA was 5.58% (p<0.001, approximately 4 min/lesson). During the maintenance phase, this effect was 2.64% (p<0.001, approximately 2 min/lesson). The intervention had positive effects on teachers' behaviour, but did not impact students' motivation. AMPED produced modest improvements in MVPA and compares favourably with previous interventions delivered exclusively face-to-face. Online teacher training could help facilitate widespread dissemination of professional learning interventions. ACTRN12614000184673. © 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.

International Physics Summer Camp for High School Students

NASA Astrophysics Data System (ADS)

Pope, Damian T.; Korsunsky, B.

2006-12-01

Each year for the past three years, Perimeter Institute for Theoretical Physics in Waterloo, Ontario, Canada, has staged an annual physics summer camp for high school students worldwide. Known as the International Summer School for Young Physicists (ISSYP), it attracts students from all corners of the globe and this year had attendees from 15 countries and 5 continents. The camp is aimed at motivated students around the age of 16 and is a two-week immersion into the exciting world of cutting-edge physics today. It covers topics such as dark matter, superstring theory and quantum computers, and exposes attendees to some of the very latest research results. It includes lectures, tutorials, laboratory visits and small-group projects and, in addition to teaching new material, strives to give students a deeper appreciation of the true nature of science. Throughout, attendees have a great deal of interaction with the institute's scientists. This presentation will give an overview of the camp including the material taught within it, its impact on students and the goals of the program. More information about the camp can be found at: http://www.youngphysicists.ca

The Association between Overweight and School Policies on Physical Activity: A Multilevel Analysis among Elementary School Youth in the PLAY-On Study

ERIC Educational Resources Information Center

Leatherdale, Scott T.

2010-01-01

The objective is to examine school-level program and policy characteristics and student-level behavioural characteristics associated with being overweight. Multilevel logistic regression analysis were used to examine the school- and student-level characteristics associated with the odds of a student being overweight among 1264 Grade 5-8 students…

News

NASA Astrophysics Data System (ADS)

2004-03-01

Italy’s Physics Olympiad creates greater interest and motivation House of Experiments: 'humour helps in the teaching of science' Science takes stage in Germany PPARC news: guide and awards Schools newspaper competition focuses on Venus Website offers practical advice SHAP workshop will sharpen up teachers' skills Students will soon use Faulkes Telescope North to see the stars Talk takes a tour of the universe ASE 2004 Welsh physicists share secrets Switch students on to physics Teachers Awards 2004 recognize quality of teaching AAPT spends winter in Miami sun Schools Physics Group meeting will take place at Rugby School

Physics First: An Informational Guide for Teachers, School Administrators, Parents, Scientists, and the Public

ERIC Educational Resources Information Center

American Association of Physics Teachers (NJ1), 2009

2009-01-01

Physics First represents an organizational alternative to the traditional high school science sequence. It calls for a re-sequencing of high school courses so that students study physics before chemistry and biology. The purpose of this pamphlet is to provide: (1) Basic information and rationale for the Physics First curriculum; (2) Strategies for…

Unequal Distribution of Overweight Adolescents in Immigrant-Rich Areas: Analysis of Disparities among Public and Private School Students in Shanghai, China

PubMed Central

Shi, Jianwei; Tan, Duxun; Xie, Huilin; Yang, Beilei; Liu, Rui; Yu, Dehua; Lu, Yuan; Mei, Bing; Wang, Zhaoxin

2017-01-01

Accelerated urbanization and rising immigration to the big cities in China has resulted in education policies that produce disparate treatment of immigrant and non-immigrant students. The two types of students frequently wind up in different types of junior high schools. However, there is little research on whether disparities exist between students in public and private schools with regard to overweight. This study aims to address this gap through a comparison of the overweight status of junior high school students in public and private schools in Shanghai and explore the possible reasons for the observed differences. Students from two public and two private junior high schools were measured. In order to determine what factors might shape overweight among adolescents. Logistic regression analysis was used to assess associations between overweight and personal characteristics, birth-related factors, levels of physical activity, diet, family socioeconomic status and school environment. Students in private schools proved more likely to be overweight (15.20%, p < 0.05) than public school students (10.18%). Similarly, gender, breastfeeding, parental care and number of classes excluding physical education per day were found to be significant factors. However, private school students were also influenced by gestational age (yes/no: OR = 4.50, p < 0.001), frequency of snacks (sometimes/often: OR = 0.53, p < 0.01) and family income (¥6001–12,000/below ¥6000: OR = 3.27, p < 0.05). Time for lunch was the sole risk factor for public school students in the study (p < 0.05). To reduce the unequal distribution of overweight students between the two types of schools, interventions that consider different multiple risk factors should be implemented. PMID:28257123

Pedagogical Content of National Physical Behavior of Kazakh People

ERIC Educational Resources Information Center

Lesbekova, Ryskul; Nassiyev, Yermek; ?itpanbet, Amanshol; Nassiyev, Yeldar

2016-01-01

Physical education significantly contributes to students' well-being; therefore, it is an instructional priority for California schools and an integral part of our students' educational experience. High-quality physical education instruction contributes to good health, develops fundamental and advanced motor skills, improves students'…

Expectancy beliefs and perceived values of Chinese college students in physical education and physical activity.

PubMed

Chen, Ang; Liu, Xinlan

2008-03-01

The expectancy-value theory postulates that motivation relies on individuals' beliefs of success, perceived Attainment, Intrinsic Interest, and Utility values and Cost. This study examined Chinese college students' expectancy-value motivation in relation to physical education and self-initiated physical activity. A random sample of 368 Chinese university students responded to questionnaires on perceived expectancy beliefs, perceived values, and cost in terms of their experiences in mandatory physical education programs and in self-initiated after-school physical activity. They reported their choice decisions for continuing physical education. Data were analyzed using descriptive statistics, X2, logistic and linear regressions. The physical education curriculum was perceived as a major cost to motivation. Motivated by the Intrinsic Interest and Utility value, most students chose to continue to take physical education. Self-initiated after-school physical activity was motivated by the Attainment value only. No association was found between self-initiated physical activity and Liking or Disliking of physical education. Motivation for physical education and for self-initiated physical activity derived from different perceived values. The Attainment value motivates the students for self-initiated physical activity, whereas Intrinsic Interest and Utility values motivate them to choose to continue physical education.

Middle School Students' Learning of Mechanics Concepts through Engagement in Different Sequences of Physical and Virtual Experiments

ERIC Educational Resources Information Center

Sullivan, Sarah; Gnesdilow, Dana; Puntambekar, Sadhana; Kim, Jee-Seon

2017-01-01

Physical and virtual experimentation are thought to have different affordances for supporting students' learning. Research investigating the use of physical and virtual experiments to support students' learning has identified a variety of, sometimes conflicting, outcomes. Unanswered questions remain about how physical and virtual experiments may…