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The provision of sports opportunities for youths in schools has expanded beyond traditional competitive offerings, with activities such as skateboarding and surfing now considered important avenues for youth development. This trend follows the recent expansion of action or 'lifestyle' sports provision into various community and educational contexts. This paper concomitantly explores how surfing, in particular, is now being formally utilised by schools as a viable sporting opportunity for both boys and girls. Research is lacking in terms of understanding how activities such as surfing may promote specific gender relations. This line of research is critical given that surfing in its unstructured format typically privileges masculine ideals and codes of practice, with women being considered secondary participants. In this paper, then, we highlight data findings about gender relations based on a study of boys' and girls' surfing programmes located in coastal regions of California and France. Through our interrogation of semi-structured interview and field observation data, we illustrate how school-based programmes that incorporate surfing served to reproduce gendered hierarchies and power relationships during training sessions and competitions. [ABSTRACT FROM AUTHOR]

Background: Physical activity (PA) behaviours of adolescents were impacted by the stringent measures designed to prevent the spread of COVID-19, but little is known about the long-term impact of the pandemic on PA. Purpose: This study examines the perceived impact of COVID-19 on PA, the factors associated with these perceptions, and association with current PA behaviour. Methods: National representative sample from the island of Ireland completed the Children Sport Participation and Physical Activity (CSPPA) study in spring 2022. Questions included the 'perceived impact of COVID-19 restrictions' dimensions of PA and PA participation. Rasch analyses were used to determine item validity. Logistic regressions were used to determine risk and protective factors in the perceived positive impact and associations between the impact of COVID-19 and PA. Results: The scale was deemed reliable (α = 0.86, p <.001) among the final sample of 12–20 year olds (weighted n = 2888). Perceived positive impact was lowest in school sport as PA levels increased and impact on fitness were highest among adolescents who were daily active (OR = 3.8, CI 2.7–5.3). Discussion: The pandemic had long lasting effects on adolescents' PA and health. Ways to overcome the lack of school sport during the pandemic is needed at post-primary school level. Making changes to school sport may be protective over low PA levels when considering the return from the pandemic. [ABSTRACT FROM AUTHOR]

Copyright of Intercontinental Journal of Sport Management / Revista Intercontinental de Gestão Desportiva is the property of Revista Intercontinental de Gestao Desportiva and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

PurposeMethodsResultsConclusionsDecreased involvement in physical education (PE) among children with disabilities can result from negative attitudes toward peers with impairment. School-based paralympic sports programs may improve students’ views about people with disabilities. The present study aimed to determine whether a model-based paralympic sports project in PE would have a favourable impact on primary school students’ attitudes, self-efficacy, and intentions toward including peers with physical disabilities in PE, ultimately improving their prosocial behaviour, while considering their previous experience with disability, according to the theory of planned behaviour.Participants included 105 fifth-grade pupils of a primary school (mean age 11.0 ± 0.2 yrs) who were randomly assigned to a control (33 boys, 29 girls) or an experimental (25 boys, 18 girls) group. The intervention consisted of 8 PE lessons developed during 8 consecutive weeks: it incorporated sport-based youth development principles and affective learning into PE according to the Teaching Personal and Social Responsibility model (TPSR). The educational intervention focused on paralympic boccia and sitting volley (adapted to pupils’ skill level), comprised information, multimedia material, and the simulation of physical impairments, and used active learning strategies. Pre and post intervention, participants responded to a questionnaire investigating sociodemographic information, their attitudes, self-efficacy, and intention toward inclusion of peers with physical disability in PE, and their prosocial behaviour. A RM-MANOVA was conducted to investigate group × time, and group × familiarity × time interaction effects, on all the variables. A path analysis was conducted to test antecedents of intention and of prosocial behaviour.Results revealed a group × time effect (p < .001) with intervention group reporting significant improvements in all the measures. The intervention efficacy was enhanced by a significant effect of familiarity with disability (group × familiarity × time), with experimental group pupils familiar with interacting with a peer with disability reporting greater improvements in all the investigated variables (p < .001).The integration of the TPSR model within a Paralympic sports program in PE showed positive effects on pupils’ psychological dimensions, contributing to the field of inclusive education. These findings could support primary school PE teachers in implementing TPSR-based paralympic sports projects in PE. Further, paralympic sports could assist in educating students to develop and perform appropriate behaviours towards their peers with disability, to facilitate their mutual development and learning. [ABSTRACT FROM AUTHOR]

There is a dearth of research with LGBTQI+ youth in PE and school sport, with particularly deep silences in relation to trans youth. Drawing from a qualitative study with trans and gender diverse youth in second-level schools in Ireland, this paper explores how trans and gender diverse young people are negotiating PE and school sport. A total of nineteen trans and gender diverse young people participated in this study; thirteen young people participated in semi-structured interviews while twelve young people took part in three arts-based workshops. In this paper, we home in on the modalities of inclusion experienced by trans and gender diverse young people as they navigated gendered classification and ordering practices in PE and school sport. Leaning on theoretical insights into the politics of inclusion for LGBTQI+ people, we demonstrate the limited effects of supporting trans and gender diverse young people via individualising methods of inclusion when PE and school-based sport are predicated so fundamentally on an intensely policed cis-heteronormative gender binary. Ultimately, the accounts of the young people in this study steer us towards the necessity to move beyond individualist modalities of inclusion and reimagine the architecture of gender at work in PE and school sport. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Sport & Health Research is the property of Journal of Sport & Health Research and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Using collaborative autoethnography, critical incidents, and artefacts, one teacher/coach (T/C) role conflict is contextualized in the Canadian physical education & school sport (PESS) setting. The purpose of the project was to use CAE in conjunction with a systematic analysis to promote personal narratives as both an approach to practitioner reflection and as a form of research inquiry to forward the field of PESS and occupational socialization. Data analysis sought to answer the singular question: Was the experience educative? An educative experience required alignment with the Meaningful PE democratic principles of autonomy and inclusivity. Critical accounts of T/C role conflicts resulted in the undesired continuity of T/C role socialization. By sharing these stories to learn by educators are encouraged to reflect on, question, and consider T/C roles in their educational settings. [ABSTRACT FROM AUTHOR]

Previous research indicates that lesbian, gay, bisexual, transgender, queer plus (LGBTQ+) students feel marginalised and discriminated against in physical education (PE) and that teachers play a crucial role in establishing openness towards sexual and gender diversity in schools. Despite these findings, there is a lack of research that focuses on the topic of sexual and gender diversity in PE from the perspective of PE teachers. The paper addresses this academic void. Based on semi-structured interviews with 13 PE teachers from Germany, we explore the question of how PE teachers perceive sexual and gender diversity in PE and how they reflect on classmates' interactions with LGBTQ + students. The analysis of the interview data is framed by the concept of school climate with regard to sexuality and gender diversity. Our data show that the interviewed teachers have different, partly divergent experiences with sexual and gender diversity in the context of PE. On the one hand, teachers notice that the socially propagated tolerance and openness towards sexual and gender diversity are manifested in the students' interactions with each other, while on the other hand they observe a non-acceptance of certain LGBTQ + students and related problems in PE. The examination of the PE teachers' experiences reveals central, partly overlapping patterns of argumentation with regard to the perception of (non-)acceptance of LGBTQ + students. Overall, it becomes apparent that the conditions of perceived (non-)acceptance of LGBTQ + students are determined situationally and subject-related. At the end of the paper, we discuss our findings in the light of current empirical knowledge. [ABSTRACT FROM AUTHOR]

Prior research has shown that homophobia and transphobia are widespread in schools, some studies even indicate that the prevalence of harassment towards LGBTQ+ (lesbian, gay, bisexual, transgender, queer etc.) individuals in schools is higher than in other social contexts. Recently, several qualitative studies have been published in which, the physical education (PE) experiences of LGBTQ+ students have been examined. Firstly, our study aims to identify qualitative studies published on PE from an LGBTQ+ students' perspective through systemic literature search. Secondly, it aims to systematically review the identified studies and present superordinate or recurring findings on the basis of the individual studies. Thereby, we analyze and compare the previous findings of the included studies to uncover how heteronormative structures and conditions influence LGBTQ+ students' experiences of PE. Thirdly, it aims to identify research gaps and provide direction for future investigations. Our study was conceived as a systematic literature review. Relevant social and sports sciences databases were selected and searched for previously published (between 2010 and 2020) qualitative studies on the PE experiences of LGBTQ+ students. The analysis of the data extracted from the studies was based on content analysis. A total of ten studies were identified that met our inclusion criteria. The total sample of our review comprises 227 persons from six different countries. Our analysis shows that PE is partly structured in a heteronormative fashion in all countries where studies were conducted and thus, the subject proves to be a negatively shaped space of experience for many LGBTQ+ students. The comparative analysis of the studies reveals that the partly heteronormative organization of PE and the built environment turn out to be neuralgic points, that particularly cause subjective problems and challenges for trans and intersex students. Furthermore, our analysis demonstrates that language and interactions between classmates are the main drivers of discrimination. Thereby, gay male and trans students within the LGBTQ+ group seem to be in particular exposed to verbal and physical harassment by fellow students, which can be understood as acts of homophobia and heterosexism. Overall, the studies barely mention any negative PE experiences of lesbian students and positive experiences of LGBTQ+ students in PE are only reported in few investigations. The review reveals a few conspicuous features with regard to the research situation on 'LGBTQ+ in PE': Overall, the research to date has focused very strongly on trans and male gay students. The sampling strategy of some studies is particularly problematic, as some of the researchers interview people up to 60 years old about their experiences of decades ago. Against the background of social changes, it must be questioned to what extent such findings can claim current validity. This bias must therefore be taken into account when interpreting results and drawing conclusions. [ABSTRACT FROM AUTHOR]

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of German Journal of Exercise & Sport Research is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Problem Statement and Approach. Physical education is a compulsory subject in Austria’s educational system and it makes a major contribution to the general educational process at primary and secondary schools in this country. The main goal of physical education is to support the psychophysical development of school students as well as to introduce them to physical activity in adult life. The aim of the article is to examine the attitudes of Austrian high school students towards selected aspects of physical education at school, such as: the importance of the physical education as a subject, declarations regarding marks obtained in this subject, as well as students' opinions regarding the current number of PE hours and the intention to practice recreational sport after graduation. Material and Methods. In the study, gender and the size of the surveyed students’ place of residence was considered. The study involved 391 high-school students living in a large city and small town in Austria. In the first part of the study, the significance of physical education was examined compared to other subjects using a “scale of values”. In the second part of the study, the aim of which was to examine selected attitudes of students towards physical education, the Attitudes and Behaviours Questionnaire Towards Sports Activity was applied. Results. The results of the author’s research show the great interest of students from both environments, especially boys, in the subject of physical education. The surveyed boys, more often than girls, received very good marks in physical education and would like the number of hours devoted to this subject to be increased. Additionally, the vast majority of respondents from both environments declared their intention to practice sport after completing school education. Conclusions. The research results indicate that the surveyed students have positive attitudes towards school physical education. For this reason, they should be taken into account to better organise and conduct physical education lessons by teachers. [ABSTRACT FROM AUTHOR]

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

School sport provides a structured setting for teaching life skills. Although the research has focused mainly on coaches, sport psychology consultants (SPCs) can also foster positive development in student-athletes. The objective of this study was to examine the experiences of SPCs in teaching life skills development and transfer to student-athletes in sport-study programs specific to high school settings. A basic qualitative study consistent with a constructivist paradigm was used. Semi-structured interviews were held with seven SPCs employed in a sport-study program. First, results revealed that all SPCs held a holistic philosophy and aimed for student-athletes' positive development. Second, SPCs incorporated some life skills development and transfer strategies into their interventions (e.g., workshops, group discussions). Third, SPCs encountered certain challenges in teaching life skills development and transfer, and particularly in following up on life skills transfer and working with other stakeholders (e.g., psychoeducators, social workers). Despite the SPCs' efforts to teach life skills development and transfer, the results highlight the need for better training in effective interventions. [ABSTRACT FROM AUTHOR]

Young people's sources of satisfaction in sport are an important indicator of their long-term sport participation. Contextual factors and an individual's internal dispositions act synergistically to determine a positive experience. We studied sources of sport satisfaction and perceived self-efficacy of 1,151 male and female youth athletes (M age = 14.72, SD = 1.56 years) in Brazil who were engaged in school state level competition. The participants responded to questionnaires on their sport satisfaction and perceived self-efficacy. We considered sex, training time, and last game results as independent variables in accessing participant differences in perceived satisfaction. We observed an increasing trend toward more significant satisfaction as sport experience increased. Perceived self-efficacy was a moderator for young participants' self-reported positive experience in sports. Thus, in our offer of evidence on sources of satisfaction in sport and perceived self-efficacy among youth in competition, we found the extent of the sport experience and self-efficacy to be important factors in the developmental pathway. [ABSTRACT FROM AUTHOR]

Discrimination based on ethnicity, gender, or sexual orientation remains a pressing challenge throughout Europe, including within Ireland. Despite this, anti-discrimination education is lacking and uneven within school settings. Responding to this gap and seeking to capitalise on the perceived social potential of sport, one Irish NGO has begun delivering sport-based anti-discrimination workshops to students in primary and secondary schools nationwide. This paper presents an evaluation of these workshops, putting a specific focus on the learning outcomes generated. Data were obtained from standardised, open-ended student feedback forms and qualitatively analysed using a Framework Analysis. The results illustrate fairly consistent learning outcomes, but these outcomes generally focus on individual behaviours and attitudes. This contrasts strongly with literature on anti-discrimination education, which recognises a need to reflect on privilege and social structures while also developing clear strategies to address discrimination. To conclude, we propose recommendations and ways forward to help address both individual and structural realities within such sport-based workshops. [ABSTRACT FROM AUTHOR]

Financial barriers often restrict sport participation among children from low-income families. Schools are thought to offer equitable access to programming, including school sport participation. However, pay-to-play school sport models can inhibit participation among students from low-income households. Recognizing the potential benefits of school sport and realizing the financial barriers to participation, the purpose of this study was to understand the extent to which school sport promotes educational experiences and holistic well-being of Canadian youth from low-income families. A case study was conducted with stakeholders who were supported by funding from a non-profit organization to help cover the costs of school sport registration fees. Data were collected from in-depth interviews with low-income students and their parents, teacher-coaches and school administrators. Three overarching themes were representative of the experiences of school sport participation among low-income students: (1) healthy student-athletes, (2) developing student-athletes in school, for life, and (3) supporting student-athletes as a community. The participants perceived that school sport participation offered holistic health benefits, and developed skills and behaviours that support positive educational experiences and foster life skills. Further, our results highlighted the importance of the school community in supporting low-income students to participate in school sport teams and the need to reframe school sport to better support low-income families. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Sports Creativity is the property of Journal of Sports Creativity and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of German Journal of Exercise & Sport Research is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Objective: Current evidence shows the master of physical education has attracted attention since its opening. The study aims to quantify recent trends in the public interest and related online search behavior for master of physical education, and “nowcast” future scenarios with respect to the master of physical education. Methods: Baidu Index, a database of search engines with massive information, was employed. By searching for the keyword master of physical education, and using content analysis to understand the data information related to master of physical education. It extracted the search trend data regarding Chinese interest in the master of physical education from November 21, 2016, to November 21, 2022. Finally, it compares the search trend of search interests in the master of physical education with related terms. Results: It found that the search trend of master of physical education was on the rise overall. Specifically, the peak value appeared in September 2019, the valley value appeared around the Spring Festival each year, and the search trend in other periods was stable. Conclusion: The raise in public interest in a master of physical education will likely result in an increase in the number of candidates who are going to attend the National Graduate Entrance Exam to pursue a master of physical education. In the coming months or more, the competition for the employment of sports professionals in China will become more intense. Affected by the COVID-19, more people are interested in health and physical exercise, and then pay attention to the Master of Physical Education. The Sports Law of the People's Republic of China has been revised recently, which has led to more people interested in the master of physical education.

Copyright of Revista Brasileira de Ciência e Movimento: RBCM is the property of Revista Brasileira de Ciencia e Movimento and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The aim of this study is to analyze and increase the understanding of how young equestrians, in a sport school context, perceive, construct, negotiate and manage identities on social media. This article presents how a specific group of young athletes (equestrians) use social network sites (SNS), such as Facebook and Instagram, in relation to their everyday lives as students attending upper secondary schools with an equestrian sports profile. Social media is increasingly important for young people's perceptions, constructions, and managing of identities. Using a multifaceted theoretical framework, including Erving Goffman's dramaturgical perspective, we will explore how young equestrians perceive the content on SNS and analyze how they act and create content in relation to existing norms and cultures. Equestrianism is one of the largest sports in Sweden and several upper secondary schools in Sweden offer programs with an equestrian profile. Studies on sport schools evince a focus on elite sport and competition, which affects norms and ideologies at these schools. Through focus group interviews with 25 students, we show that the situation is complex and contradictory. The results indicate that young riders have identified an online stable culture where high performance equestrianism is the norm. Our study shows that the educational environment is not the only factor affecting the students, but that social media is also a part of the young athletes' constructions of identity. The image of the employable 'super equestrian' who is attractive, wears the 'right clothes', is successful, and acts 'professionally' is the most desirable representation online. The young equestrians are critical of what is communicated on SNS in relation to horses and riding, and they are uncertain of how to position themselves in relation to this communication. [ABSTRACT FROM AUTHOR]

Copyright of PODIUM- Revista de Ciencia y Tecnologia en la Cultura Física is the property of Universidad de Pinar del Rio and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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En 1970 se daban en Santander un cúmulo de circunstancias que hicieron que un deporte como el rugby se empezara a practicar. La primera y fundamental fue la inauguración en octubre de 1969 del Complejo Deportivo Municipal. Las otras, fueron la coincidencia de personas vinculadas a la ciudad y a la región con cargos políticos de importancia que decidieron impulsar el deporte en la juventud del lugar, que empezaba a tener un ambiente universitario dependiente de Valladolid, más el incipiente deporte escolar en forma de Juegos Escolares, que eran posibles gracias a la voluntad del profesorado con inquietud en escuelas, colegios e institutos

In the frame of the European Physical Activity Label for Schools (Eu-PALS, 2020a) project diverse indicators of physical activity, physical education and sport in different European schools have been analysed. As a starting point, this paper is presenting the chosen indicators and comparing them to an already existing physical activity label for schools in Luxembourg. The choice of the quality criteria in the Eu-PALS project, which may lead to the awarding of the label, are further discussed by demonstrating the results of a pilot study at four schools in Luxembourg. This national pilot study shows not only to the participating schools in which areas they might need to improve their activities, but allows also more generally to evaluate the indicators and possibly to improve the choice. Finally, with regard to the topic of the CEREPS Conference 2019 in Prague – “Quality criteria and outcome standards for Physical Education and School Sport” – in the frame of which this study has been presented, it is also discussed whether the project contributes to make criteria and outcome standards of physical education and school sport in Europe visible and comparable.

Discrimination based on ethnicity, gender, or sexual orientation remains a pressing challenge throughout Europe, including within Ireland. Despite this, anti-discrimination education is lacking and uneven within school settings. Responding to this gap and seeking to capitalise on the perceived social potential of sport, one Irish NGO has begun delivering sport-based anti-discrimination workshops to students in primary and secondary schools nationwide. This paper presents an evaluation of these workshops, putting a specific focus on the learning outcomes generated. Data were obtained from standardised, open-ended student feedback forms and qualitatively analysed using a Framework Analysis. The results illustrate fairly consistent learning outcomes, but these outcomes generally focus on individual behaviours and attitudes. This contrasts strongly with literature on anti-discrimination education, which recognises a need to reflect on privilege and social structures while also developing clear strategies to address discrimination. To conclude, we propose recommendations and ways forward to help address both individual and structural realities within such sport-based workshops.

The voices of young people with special educational needs and disabilities (SEND) have historically been omitted from research concerning their sporting experiences and provisions [Coates, J., & Vickerman, P. (2013). A review of methodological strategies for consulting children with special educational needs in physical education. European Journal of Special Needs Education, 28(3), 333–347. https://doi.org/10.1080/08856257.2013.797705; Wickman, K. (2015). Experiences and Perceptions of Young Adults with Physical Disabilities on Sports. Social Inclusion, 3(3), 39–50. https://doi.org/10.17645/si.v3i3.158]. Consequently, this paper, informed by innovative participatory methods for exploring the experiences of young people with SEND who engaged in UK School Games, offers insight on inclusive school sport from the perspectives of young people with SEND. Participants included young people aged 11–18 with a range of SEND (n = 18) who attended three different types of school (mainstream college, mainstream secondary with designated SEND provision and a secondary special school). The research design encompassed young people with SEND vlogging their experiences across two inclusive School Games county finals, video editing workshops replacing traditional follow-up methods before culminating in a series of young people-led showcases. Data were analysed using a reflexive thematic analysis, whereby the vlog audio was detached and transcribed verbatim before the analysis was performed consisting of a hybrid use of Nvivo10 and traditional coding techniques. Findings and discussion document the experiences of young people with SEND at the inclusive School Games competitions across three themes; Opportunities for inclusive school sport, Challenging perceptions and Meaningful School Games. The implications of these findings will be valuable to teachers and other stakeholders seeking to provide inclusive school sport and the methodology is of interest to researchers wishing to engage young people in participatory research. [ABSTRACT FROM AUTHOR]

The Western Province Senior School Sports Union had its genesis in smaller organizations that were deeply embedded in the context of the oppressed people of Cape Town. School athletics was a mirror of the social and political landscape of the broader city. Despite many constraints, both materially and in terms of human resources, the organization navigated the difficult socio-political environment, largely through the efforts of dedicated teachers and community based organizations. The final organization that emerged was able to successfully manage events and the administration and development of school athletics in difficult times. Prominent administrators of the organization were identified as well as outstanding athletes and participating schools. [ABSTRACT FROM AUTHOR]

Problem Statement and Approach. Physical education is an important element of the didactic and educational process in Germany. Its purpose, apart from school educational activities, is to prepare school students for sports and physical activity after completing school education. The aim of this paper is to examine the attitudes of German high-school students towards physical education at school, taking the sex of the respondents and the size of their place of residence (large city, small town) into account. This concerns the position of physical education among other school subjects, as well as students' declarations about their grades obtained for physical education, opinions on the number of hours devoted to this subject and the intention to practice sports after completing school education. Material and Methods. The sample comprised 387 school students. Two research tools were used in the study on students' attitudes towards physical education. The first is the Questionnaire of Attitudes and Behaviour Towards Sports Activity. The second one used in the study is a value scale aimed at determining the place and importance of physical education compared to other school subjects. Results. The results of the research show generally positive attitudes of the respondents towards physical education. It concerns great interest in the subject of physical education, especially among boys, as well as the desire to increase the number of hours devoted to physical education at school. Moreover, regardless of gender and size of place of residence, the respondents declare that they obtain good and very good grades in physical education and they intend to practice sports after completing school education. Conclusions. The results of the research indicate positive attitudes of students towards school physical education and may be useful as guidelines for optimising the process of school physical education. [ABSTRACT FROM AUTHOR]

With ongoing concern about the health and fitness of Australian children, there is considerable debate in Australian education on the organisation and structure of Australian Health and Physical Education and School Sport. Much debate was generated by the implementation of the new Australian Curriculum in 2015 and a significant body of academic literature emerged. However, there was clear neglect of one of the key stakeholders - parents/carers. Scholars have mostly failed to adequately understand and document the role of parents/carers in supporting Health and Physical Education and School Sport. To redress this neglect, this study investigated the values and attitudes of parents/carers towards physical education and school sport in New South Wales primary schools. The quantitative research collected data from 626 parents/carers whose children attended 111 primary schools in NSW, Australia using a questionnaire based on the validated instrument developed by the Australian Council for Health, Physical Education and Recreation. There were four key finding. First, the primary school students of parents/carers who had participated in primary school sport themselves were more likely to participate in school sport. Third, parent/carer values towards sport have no relationship with children participating in school sport. Third, primary school students who participated in school sport were more likely to concurrently play community club sport. Fourth, parent/carer lack of time and child disinterest were the most common reasons for lack of involvement in community sport. These findings shed some light on a neglected area of Australian HPE research, parents/carers. The research also highlights an urgent need to implement policies and practices to increase sporting participation for a large percentage of youth who have very little meaningful experiences in sport. [ABSTRACT FROM AUTHOR]

School sport can be a valuable contributor to the education and wellbeing of students. However, the school sport context faces numerous challenges. The purpose of the current study was to explore school sport from the perceptions and experiences of school athletic directors and teacher-coaches to better understand context and areas for change. Open-ended questionnaires were completed by teacher-coaches (n = 82) and athletic directors (n = 38) across all 10 provinces and 2 territories in Canada. A qualitative analysis of the data revealed three key themes: (a) shifting the culture of school sport; (b) building capacity to sustain school sport; and (c) club sport placing the future of school sport at risk. This research will provide greater insights into the Canadian school sport context to help inform actions to improve the experiences of those involved in school sport and ensure the sustainability of sport within the school system. [ABSTRACT FROM AUTHOR]

The article provides a theoretical analysis of foreign experience in the development of school sports, revealed features of the content of educational programs of physical education and school sports system functioning in developed foreign countries, in the United States. China, UK, Germany, Austria, Finland, France, Italy and Japan.

The methodology used in sport teaching influences not only the students' technical and tactical learning, but also psychological and social dimensions such as enjoyment. We aimed to analyze the effects of interventions using conventional and non-conventional sport teaching methodology on students' enjoyment/fun, through a systematic review and meta-analysis. The search was carried out following the PRISMA Statement in the databases of Web of Science, PubMed, Scopus, SportDiscus, Eric and PsycInfo. A total of 1,481 documents were obtained, with the addition of 5 more which were identified in the reference lists of the articles found in the databases. Eleven articles were considered to meet the inclusion criteria. The meta-analysis yielded a moderate effect size of 0.72, and a 95% CI from 0.48 to 0.96 in favor of non-conventional teaching methods, highlighting the model of sports education. Nevertheless, the heterogeneity of the interventions was large and the quality of the evidence, according to GRADE, was very low. In conclusion, the use of non-conventional models in sport teaching with the aim of increasing the enjoyment/fun of boys and girls is advised. These suggestions could be useful for teachers and sport coaches to increase the enjoyment/fun of their trainees during sport practice.

The methodology used in sport teaching influences not only the students' technical and tactical learning, but also psychological and social dimensions such as enjoyment. We aimed to analyze the effects of interventions using conventional and non-conventional sport teaching methodology on students' enjoyment/fun, through a systematic review and meta-analysis. The search was carried out following the PRISMA Statement in the databases of Web of Science, PubMed, Scopus, SportDiscus, Eric and PsycInfo. A total of 1,481 documents were obtained, with the addition of 5 more which were identified in the reference lists of the articles found in the databases. Eleven articles were considered to meet the inclusion criteria. The meta-analysis yielded a moderate effect size of 0.72, and a 95% CI from 0.48 to 0.96 in favor of non-conventional teaching methods, highlighting the model of sports education. Nevertheless, the heterogeneity of the interventions was large and the quality of the evidence, according to GRADE, was very low. In conclusion, the use of non-conventional models in sport teaching with the aim of increasing the enjoyment/fun of boys and girls is advised. These suggestions could be useful for teachers and sport coaches to increase the enjoyment/fun of their trainees during sport practice. [ABSTRACT FROM AUTHOR]

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Lúdica Pedagógica is the property of Universidad Pedaggica Nacional and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Objective: Sport is an important source of physical, social and emotional health and well-being among children. Sports participation at school may provide young people with the opportunity to build interpersonal skills and develop supportive social relationships with peers and adults, which may translate to positive experiences during the school day. School climate represents the relationships, values and beliefs within a school system and is associated with positive social, emotional and psychological health outcomes. This research examines the influence of social relationships developed during an after-school sports programme on indicators of school climate. Method: Students in grades 4–8 (n = 230) at a school in Phoenix (Arizona) completed an online survey to measure perceptions of peer and coach relationships in after-school sports and indicators of school climate in the form of engagement with students, teachers and the school itself and perceptions of the school environment. Associations between sports relationships and school engagement and environment were examined through structural equation modelling (SEM). Results: Feeling coaches care about players and feeling like part of a team were positively associated with reported levels of school engagement. Feeling like other students shared similar values during sports, feeling a sense of belonging and feeling that coaches cared were associated with positive perceptions of school environment. Conclusion: Participation in an after-school sports programme can provide an opportunity for young people to develop positive social relationships with peers and coaches which may contribute to positive perceptions of the learning environment and student engagement during the school day. Findings support efforts to increase opportunities and accessibility to sports during the school day. [ABSTRACT FROM AUTHOR]

(1) Background: Children with greater physical activity (PA) may show a higher physical fitness (PF) and motor competence (MC) compared to peers with less PA. The purpose of this study was to examine the relationship between moderate-to-vigorous physical activity (MVPA), PF, and MC in 8- to 9-year old children in Germany and China. MVPA was differentiated into five PA settings: family sport, club training, school sport, leisure sport, and outside play. (2) Methods: This longitudinal study comprised N = 577 children (n = 311 girls, n = 266 boys) who were studied over a one-year period. Each child's PF and MC was determined using sports motor tests. The children's PAs were measured using a questionnaire. (3) Results: The children's PA was positively associated with PF and MC. The MVPA-settings: family sport, leisure sport, outside play, school, and club sport, explained between 18 and 23 percent of the variance in selected PF and MC characteristics in a multivariate linear regression analysis. (4) Conclusions: An increase in the children's MVPA might be an appropriate aim in the school sport in Germany as well as in the club sport system in China. Furthermore, family sport should be enhanced in Germany and outside play activities in China, respectively. [ABSTRACT FROM AUTHOR]

Copyright of Neutrosophic Computing & Machine Learning is the property of Multimedia Larga and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Knowledge about Management is increasingly important in society, which is composed of organizations that are increasingly complex and constantly changing. The management style of a school is decisive for the development and use of all its potential as an organization, and the Directory Management is responsible for managing the interests and motivations of the whole community, towards the defined objectives, respecting the educational policies superiorly defined. The purpose of this dissertation is to analyze the dynamics and value of School Sport as an extracurricular component in the context of school management. Additionally, the following objectives were defined: (i) identify the school sports representativeness in the definition of school policy; (ii) analyze the school sports contribution to the dynamics of the school and Educational School Project; (iii) characterize the management activities related to the school sports sector; (iv) capture the school community opinion regarding the sports management carried out by the school's management; (v)identify factors that contribute to and hinder the school sports management development. This research is a case study focused on the dynamics of School Sport carried out at the La Salle School in Manaus. Methodologically, we used qualitative and quantitative analysis, with exploratory and descriptive objectives. The data collected came from the documents available at the school and on its website and questionnaires applied to different subjects of the educational community (school director, school coordinators, School Sports Coordinator, School Sports teachers, and students), considered strategically important for the development of activities. Basic descriptive statistics and thematic analysis were used for data analysis. Data showed that the management procedures are decisive in the School Sports activities promotion and School Sport played a very important role in the school, whose organization and internal culture is oriented towards excellence.