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1.
Purpose: Interscholastic, intramural, and club physical activity (PA) programs can be important contributors to student PA accrual at schools. Few studies have assessed factors related to the provision of these extracurricular PA programs, especially in private schools. Methods: We used a 16-item questionnaire to assess the associations and influences of selected factors relative to extracurricular PA program policies and practices in 450 private California secondary schools. Associations were evaluated using contingency table analyses (i.e., chi-squared, effect size, and post-hoc analyses). Results: Six factors were associated with schools providing extracurricular PA programs: school location, level, enrollment, and religious classification and whether the physical education (PE) program met state PE time standards and was taught by PE specialists. Conclusions: Both static factors (e.g., school location, level, enrollment, and religious affiliation) and modifiable factors (e.g., meeting PE standards and employing specialists) affect the provision of extracurricular PA programs. As education is state-mandated, additional study is recommended to assess the generalizability of these findings to other states and to public schools.  相似文献   

2.
In this study, we used the trans-contextual model of motivation (TCM) to examine the effect of Sport Education (SE) on students' participation in a voluntary lunch recess sport club. A total of 192 participants (ages 9-14 years) completed measures of the TCM constructs before and after a 12-week SE intervention period. Participants had the opportunity to participate in weekly, voluntary lunch recess sport club sessions during the intervention period. SE elicited a moderate increase in autonomous motives in physical education. The TCM accounted for a significant proportion of the explained variance in lunch recess sport club intention and participation. Autonomy-supportive curricular models, such as SE, may have the potential to facilitate transfer of motivation and participation in physical activity from a physical education to an extracurricular context.  相似文献   

3.
PurposeThe aim of this mixed-studies systematic review was to ascertain the effectiveness of school-based interventions in increasing physical activity (PA) and/or reducing sedentary time (ST) in children aged 5–11 years, as well as to explore their effectiveness in relation to categories of the theory of expanded, extended, and enhanced opportunity (TEO).MethodsAdhering to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines, 5 databases were searched using predefined search terms. Following title and abstract screening of 1115 records, the removal of duplicates (n = 584) and articles that did not meet the inclusion criteria agreed to a priori (n = 419) resulted in 112 records that were full-text screened. Two independent reviewers subsequently used the mixed-methods appraisal tool to assess the methodological quality of 57 full-text studies that met the inclusion criteria after full-text screening. The interventions were summarised using the TIDierR checklist and TEO. The strength of evidence was determined using a 5-level rating system utilising a published decision tree.ResultsOverall evidence ratings for interventions implemented within school settings were: no evidence of effects on moderate-to-vigorous physical activity (MVPA) and inconclusive evidence of effects on sedentary time. In relation to the TEO, expansion of PA appeared to be the most promising intervention type for MVPA, with moderate evidence of effect, whereas extension and enhancement of PA opportunity demonstrated no evidence of effect. A critical issue of possible compensatory behavior was identified by analysis of intervention effect in relation to PA measurement duration; when studies measured changes in PA during the actual intervention, there was moderate evidence of effect, whereas those that measured changes in PA during the school day presented inconclusive evidence of effect, and those that measured changes in PA over a whole day yielded no evidence of effect. Two meta-analyses of those studies using a whole-day accelerometer measure for MVPA or ST showed a significant but moderate effect for MVPA (effect size = 0.51; 95% confidence interval (CI): 0.02–0.99) and a large but nonsignificant effect for ST (effect size = 1.15; 95%CI: –1.03 to 3.33); both meta-analyses demonstrated low precision, considerable inconsistency, and high heterogeneity.ConclusionThe findings have important implications for future intervention research in terms of intervention design, implementation, and evaluation.  相似文献   

4.
In this study, we used the trans-contextual model of motivation (TCM) to examine the effect of Sport Education (SE) on students' participation in a voluntary lunch recess sport club. A total of 192 participants (ages 9-14 years) completed measures of the TCM constructs before and after a 12-week SE intervention period. Participants had the opportunity to participate in weekly, voluntary lunch recess sport club sessions during the intervention period. SE elicited a moderate increase in autonomous motives in physical education. The TCM accounted for a significant proportion of the explained variance in lunch recess sport club intention and participation. Autonomy-supportive curricular models, such as SE, may have the potential to facilitate transfer of motivation and participation in physical activity from a physical education to an extracurricular context.  相似文献   

5.
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 of PA practices with school resources (PE staffing, training, and facilities). Method: Surveys were obtained from respondents in nationally representative samples of elementary schools from 2009–2010 to 2011–2012 (1,831 schools). Results: 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). Conclusion: 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.  相似文献   

6.
The aim was to assess the relationship between school rhythm and physical activity (PA) in adolescents. The study included 2024 adolescents (12.5–17.4 years). Participants wore an accelerometer for 7 days. A short school rhythm was defined as a short time at school with short recesses and less time in teaching per day (Group 1). A long school rhythm was defined as a longer time at school with more time in teaching and recess (Group 2). Adolescents in Group 1 performed less moderate to vigorous PA (MVPA) than those in Group 2 per week (P < .0001), especially during school days (recess: 3.9 ± 4.0 vs. 9.8 ± 7.9 min · day?1; P < .0001; teaching hours: 14.5 ± 9.8 vs. 19.1 ± 12.0 min · day?1; P < .0001). Adolescents in Group 1 were less likely to meet the PA recommendations than were adolescents in Group 2: 30.7% vs. 34.1% (P < .0001). During school days, the percentage of adolescents who spent more than 2 h · day?1 in sedentary activities was greater in the Group 1 (P < .001). Our results suggest that leisure-time out-of-school hours is used mainly for sedentary activities, and that school time provides a good opportunity for promoting PA.  相似文献   

7.
《Sport Management Review》2015,18(2):207-217
In order to inform strategies to increase levels of physical activity (PA) for a healthier society, it is important to understand participation trends in leisure-time physical activity (LTPA). Little is known about the context of LTPA participation, particularly from the perspective of “sport and recreation” (S&R) categories such as organised and club-based activities. The primary aim of this study is to contribute to the sport management literature by specifically examining PA participation levels and trends in Australia over a decade, for those aged 15 years and older, through the lens of S&R. This paper also discusses the potential synergy between the public health and sport management domains with regard to LTPA/S&R. The Australian Sports Commission provided data from the Exercise, Recreation and Sport Survey (ERASS), a population survey conducted quarterly from 2001 to 2010 by computer-assisted telephone interview. Participation in LTPA was analysed by year, gender and age, in three hierarchically related categories: (1) any LTPA participation, (2) participation in an organised context, and (3) organised participation in a club. Participation rates in any LTPA increased significantly over the decade. However, this was not matched by increases in organised and/or club participation, which largely remained steady over the 10-year period. Much of the organised participation was within a club setting, and participation in this context is more likely among males than females. There is some evidence that the overall level of LTPA is increasing, which is positive for health, but there was generally no increase in club-based participation, resulting in sport contributing relatively less to overall population LTPA. However, the depth of information available from population surveys regarding club-based LTPA is insufficient to draw definitive conclusions, or make important strategic decisions about sport and health policy. There is a critical need for more comprehensive sport participation data to provide the evidence for improved programme and policy development. An avenue for this to occur may be through the integration of participation data from peak sport organisations.  相似文献   

8.
运用文献资料、个案访谈、问卷调查、回归分析等研究方法,讨论普通高校体育课与课外体育活动的关系,得出课外体育活动对体育课教学有促进作用,体育课分数也对课外体育活动产生了积极影响的结论。  相似文献   

9.
The aims of this study were: (1) to observe participation in moderate-to-vigorous physical activity (MVPA) during school recess periods; (2) to determine the relative importance of physical activity during recesses to overall daily physical activity; and (3) to examine differences in physical activity between the sexes during unstructured recess periods. The participants were 22 school children (10 boys, 12 girls) aged 8 - 10 years (mean = 8.9, s = 0.7) in the third and fourth grades. Daily totals for the physical activity variables were calculated by summing the values for each hour of 14 h of physical activity measurements (08:00 to 22:00 h). Recess times (minutes) were as follows: morning 10:30 to 11:00 h and afternoon 15:30 to 16:00 h. We did not differences between boys and girls in daily total accelerometer counts or the overall time spent in MVPA. However, girls were significantly (P < 0.05) more involved (38%) in MVPA during recess time than boys (31%). Participation in MVPA during recess contributes significantly more (P < 0.05) for girls (19%) than boys (15%) to the total amount of physical activity suggested by international health-related physical activity guidelines, while the percentage of time engaged in MVPA during recess time at school accounts for a small amount of the daily MVPA (6% for boys and 8% for girls). The results of this study suggest that school recess time is an important setting to promote MVPA and contributes to daily physical activity in young children, especially in girls.  相似文献   

10.
The aims of this study were: (1) to observe participation in moderate-to-vigorous physical activity (MVPA) during school recess periods; (2) to determine the relative importance of physical activity during recesses to overall daily physical activity; and (3) to examine differences in physical activity between the sexes during unstructured recess periods. The participants were 22 school children (10 boys, 12 girls) aged 8?–?10 years (mean = 8.9, s = 0.7) in the third and fourth grades. Daily totals for the physical activity variables were calculated by summing the values for each hour of 14?h of physical activity measurements (08:00 to 22:00?h). Recess times (minutes) were as follows: morning 10:30 to 11:00?h and afternoon 15:30 to 16:00?h. We did not differences between boys and girls in daily total accelerometer counts or the overall time spent in MVPA. However, girls were significantly (P <?0.05) more involved (38%) in MVPA during recess time than boys (31%). Participation in MVPA during recess contributes significantly more (P <?0.05) for girls (19%) than boys (15%) to the total amount of physical activity suggested by international health-related physical activity guidelines, while the percentage of time engaged in MVPA during recess time at school accounts for a small amount of the daily MVPA (6% for boys and 8% for girls). The results of this study suggest that school recess time is an important setting to promote MVPA and contributes to daily physical activity in young children, especially in girls.  相似文献   

11.
通过对粤北中小学体质与健康状况的调查分析，指出学生优质与健康状况不够理想，主要是受应试教育的影响，重智轻体的现象依然存在，改善对策为依法治教，更新教育观念，改“体育课”为体育与健康课，提高师资队伍整体水平，开展丰富多彩的课外体育活动等。  相似文献   

12.
BackgroundUnderstanding factors influencing adolescents’ sport/exercise participation (S/EP) is vital to developing effective interventions, but currently, evidence from less developed countries is limited. The purpose of this study was to examine correlates of S/EP across individual, interpersonal, and environmental levels in a nationally representative sample of Thai adolescents.MethodsData from 4617 Thai adolescents aged 14–17 years old were obtained from recruited schools across Thailand. Data on S/EP (outcome variable), and psychosocial, home, and community environment covariates were collected from individual adolescents using the Thailand Physical Activity Children Survey, Student Questionnaire. School environmental data were collected at the school level using a School Built Environment Audit. Hierarchical regressions taking into account school clustering effects were applied for data analysis.ResultsAt the individual level, age and body mass index were independently and strongly correlated with S/EP. Adolescents with high preference for physical activity (PA) (odd ratio (OR) = 1.71, p < 0.001) and at least a moderate level of self-efficacy (OR = 1.33, p = 0.001) were more likely to have high S/EP. At the interpersonal level, adolescents whose parents joined their sports/exercise at least 1–2 times/week (OR = 1.36, p = 0.003) received ≥3 types of parental support (OR = 1.43, p = 0.005) and who received siblings’ (OR = 1.26, p = 0.004) and friends’ (OR = 1.99, p < 0.001) support had a greater chance of high S/EP. At the environmental level, adolescents’ S/EP was greater when there were at least 3–4 pieces of home sport/exercise equipment (OR = 2.77, p = 0.003), grass areas at school (OR = 1.56, p < 0.001), and at least 1–2 PA facilities in the community (OR = 1.30, p = 0.009).ConclusionMultiple factors at different levels within an ecological framework influencing Thai adolescents’ S/EP were generally similar to those found in developed countries, despite some differences. For those interested in promoting and supporting Thai adolescents’ engagement in sports/exercise, further exploration of the influence of self-efficacy and attitude toward PA is required at the individual level; parental and peer support at the interpersonal level; and home sport equipment, school grass areas, and neighborhood PA facilities at the environment level.  相似文献   

13.
ABSTRACT

Background: School-based physical education has been associated with a multitude of potential learning outcomes. Representatives of a public health perspective suggest that promoting physical activity in and outside the context of school is an important endeavour. While the importance of behavioural skill training to improve (motor) learning is well documented in both general and physical education, the promotion of behavioural skills to foster physically active lifestyles constitutes a rather neglected area in physical education research.

Purpose: To examine whether a standardized physical education-based behavioural skill training program has the potential to positively impact on adolescents’ self-reported exercise and sport participation, as well as cognitive antecedents involved in the regulation of exercise and sport behaviour.

Research design: Cluster-randomized controlled trial.

Methods: A sample of 143 secondary school students (50% girls, aged 14–18 years) attending academic high schools in German-speaking Switzerland were assigned class-wise to the intervention (behavioural skill training) and control condition (conventional physical education lessons). Data were assessed prior and after completion of the 7-week intervention program, which was composed of four 20-min lessons and two reflection phases. Exercise and sport behaviour and cognitive antecedents (exercise/sport intention, motivation, implementation intentions, coping planning, self-efficacy) were assessed via self-reports. A multilevel mixed effects linear regression procedure was used to test the main hypotheses. The regression analyses were adjusted for clustering of school classes, and controlled for baseline levels of the outcome measure and potential confounders.

Results: Compared to a control condition, the intervention program resulted in significant improvements with regard to introjected motivation (p?<?.05), coping planning (p?<?.001) and self-efficacy (p?<?.01). The intervention also had a positive impact on adolescents’ self-reported sport/exercise behaviour (p?<?.001). Improvements in exercise/sport intention (p?<?.05), coping planning (p?<?.01), and self-efficacy (p?<?.01) were associated with increased levels of self-reported exercise/sport participation.

Conclusion: Behavioural skill training as part of compulsory physical education has the potential to improve cognitive antecedents of exercise and sport behaviour and to foster adolescents’ exercise and sport participation. Enhancing behavioural skills might be one way in which school physical education can contribute to the creation of more physically active lifestyles among adolescents.  相似文献   

14.
Purpose: Previous research has demonstrated that television has the potential to influence youth behaviors, but little evidence exists on how television depicts physical activity (PA), an important public health priority for youth. This mixed-methods study investigated depictions of television characters' participation in PA in the top 25 favorite shows ranked by a diverse sample of 2,793 adolescents. Method: Randomly selected episodes from each show were content-analyzed for PA incidents, reasons, and context and in relation to the gender and weight status of participating characters. Results: A total of 374 incidents of PA were coded across 75 episodes, with an average of 5.0 incidents per episode. Although male and female characters were equally likely to engage in at least 1 incident of PA, male characters were involved in a statistically significantly larger proportion of PA incidents than were female characters, and they were more likely to engage in PA for competitive sport. There was no statistically significant difference in engagement in PA or the proportion of PA incidents for characters coded as overweight compared with nonoverweight characters. Conclusions: Although female characters tended to be underrepresented in PA, this study reveals positive messages for how gender and weight are portrayed in relation to PA on TV.  相似文献   

15.
通过文献资料、问卷调查等研究法,探讨影响学生自觉锻炼因素的内因、外因,结果显示,学生体育意识较强,但体育行为与体育意识相比较有待提高和加强。对于有的放矢地开展体育教学和课外体育工作,以及培养学生终身体育意识具有指导意义和现实意义。学校体育、校园体育文化的氛围和家庭环境对学生自觉锻炼的良性影响需进一步加强。  相似文献   

16.
To increase young people's physical activity (PA) levels it is important to understand the correlates of PA in children and adolescents. We sought to identify factors associated with children's and adolescents’ PA by reviewing systematic quantitative reviews of non-intervention research. Systematic reviews examining associations between quantitatively measured variables and PA in young people (< 19 years) from 2000–2010 were identified using electronic and manual searches. Nine systematic reviews were identified. Demographic/biological correlates of PA were age and gender. Psychological correlates of PA were positive motivation, positive body image and the existence of barriers to PA. Behavioural correlates of PA were previous PA, sport participation, smoking, and sedentary behaviour. Social/cultural correlates of PA were parental influence and social support, and environmental correlates of PA were access to facilities, distance from home to school, time spent outside, and local crime. The evidence is suggestive of a number of different types of correlates of PA for children and adolescents. Beyond age and gender, though, most are likely to have only small or small-to-moderate effects in isolation and may work best in interaction with other influences. Psychologists must look to social, organisational and community-level correlates in addition to individual correlates.  相似文献   

17.
ABSTRACT

Research tracking sport participation from youth to adulthood is relatively rare, as is research that tracks youth sport participation with regard to adult physical activity (PA) levels, especially in the United States. Aims of this study were: 1) To investigate the degree to which sport participation tracked across youth, adolescence, and early adulthood in a sample of participants from the Michigan State University Motor Performance Study (MPS), and 2) Determine if differences existed in their levels of adult PA relative to prior sport participation. In total, 256 (60.8%) former participants from the MPS completed follow-up surveys regarding routine sport participation and PA across the previous year. Sport participation tracked consistently from youth to college. Further, regardless of the level of youth sport participation, adult leisure time PA was relatively consistent among groups. Although the study did not directly test the influence of the MPS on subsequent adult outcomes, our findings suggest that participants’ past sport participation was not a good predictor of adult PA for those who were involved in a program that emphasized fundamental motor skills in youth. Further investigation of such programs can help to better inform their influence on adult PA.  相似文献   

18.
This study evaluates how domains of physical activity (PA) in youth predict later PA and assesses factors influencing changes in sports participation. Young people from the Children’s Sport Participation and Physical Activity study (n = 873; baseline age 10–18 years; 30.4% male) completed self-report surveys in 2009 and 2014. In a multiple linear regression analysis, participation frequency in club sport (β = 0.18) and extracurricular sport (β = 0.13) significantly predicted PA 5 years later, adjusted for age, sex and urban/rural classification (P < 0.01). Overall, rates of regular (at least once per week) youth sports participation were high (males 79.3–85.5%; females 74.8–83.2%). Uptake and dropout of specific sports varied widely. Despite high levels of migration into and out of Gaelic games, they remained popular at follow-up. Weight training was the only sport that increased in both sexes (P < 0.05). Fitness, friends and enjoyment were top motivations for taking up a new sport. Other commitments, a lack of interest and time were important factors leading to sports dropout. PA promotion strategies should include youth sport, take into consideration what sports are attractive to young people and address reasons for uptake and dropout.  相似文献   

19.
ABSTRACT

Organized sport is offered at increasingly younger ages, with many programs geared towards preschoolers, toddlers, and infants. While sport is promoted as an amendable context for healthy development of school-age children, little is empirically known about potential benefits or risks associated with organized sport participation in early childhood. A scoping review of nine electronic databases identified English-language, peer-reviewed, original research articles which addressed psychological, emotional, social, cognitive, or intellectual developmental outcomes of organized sport involvement of children aged 2–5 years; included studies were appraised for quality. Findings offer preliminary evidence that early sport participation is related to primarily positive outcomes (e.g. enhanced social skills, pro-social behaviours, self-regulation), while negative and inconclusive outcomes were also identified. Results suggest limited existing research has primarily relied on parent or teacher proxy-report or assessment, and reinforces that little is known about toddler and preschooler organized sport participation as a distinct form of physical activity, despite pervasive availability of programming, and positive parental perceptions of early enrolment. Additional research with stronger methodological design and rigor is needed; recommendations to enhance the quality of future studies with young children are discussed.  相似文献   

20.
文章在贯彻《全国普通高等学校体育与健康课程教学指导纲要》中,重新审视高校课外体育活动的地位及运行机制,它是实现学校体育教育目的任务的重要途径,同时也是实现学校体育向终身体育过渡的重要桥梁。文章通过文献法及调查法,对高校体育课外活动的地位及运行机制进行研究,旨在使学生能够将体育课学到的知识、技能和锻炼身体的方法运用到课外锻炼中去,从而终身受益。  相似文献   

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