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Class assembly, despite being a didactic resource that allows the development of social, civic and linguistic competences of the students in all educational stages, is usually limited to its practice in Early Childhood Education. This is why it is paradoxical that the assembly is little exploited in Primary Education, taking into account its use for the development of oral competence in the English language. After explaining the meaning of the use of the assembly for the development of language skills (with special attention to foreign language skills), this article shows that it is an effective teaching resource for the improvement of oral production and reception, both for pupils in bilingual and non-bilingual programmes. The aim of this work, therefore, is to compare the development of oral skills in English before and after a didactic intervention by means of an assembly in two schools, a bilingual school and a non-bilingual school, in the province of Córdoba (Spain), and to analyse whether there are significant differences in the progression of bilingual pupils in comparison with non-bilingual ones. The results derived from the implementation show that the assembly is a tool that allows to improve the oral linguistic competence in English of all the participants, resulting in a greater impact among the bilingual students. [ABSTRACT FROM AUTHOR]

The purpose of this study was to privilege the views of both pupils and staff in one school's adoption of the Daily Mile Challenge (DMC). Listening seriously to the views of pupils, who are often the unheard subjects in whole school exercise interventions, the aim was to understand the meanings derived from the requirement to practice the DMC. Data are drawn from non-participant observations, 4 individual teacher interviews and 4 pupil focus groups with a total of 12 students. In order to understand the function of the DMC to its participants, a socio-cultural position was adopted using Dewey's ends-in-view to analyse the data. This process revealed that complete adaptation of the DMC in name and form created an indeterminate space both for the teachers and pupils; an in-between space of not-classroom, not-break-time, not-running and not-a-mile. This allowed the DMC to be completed when teachers could fit it into their teaching, which was not on a daily or a regular basis. This in-between negotiated space formed the overarching landscape of the DMC. For the teachers, promoting purpose through moving in an orderly fashion was characterised by looking-like the DMC. Within this end-in-view, the pupils had to find an acceptable way to take a moving break. Rather than address unfounded concerns about fitness and risks of obesity, the adoption of the DMC in this school has inadvertently highlighted an important need; for pupils to have an outside break from pressurised classroom performances and to have more opportunities for quality social interactions. [ABSTRACT FROM AUTHOR]

Current research on physical education teacher education (PETE) has shown that pre-service teachers' beliefs concerning the scope of physical education (PE) remain highly influential during their studies. However, undergraduate programmes seem to have a limited effect on pre-service teachers' teaching priorities, and this situation is left unchallenged. Therefore, the aim of the present study was to examine the impact of two PE teaching methods modules, which included school placement experiences, over one academic year, on pre-service PE teachers' belief systems towards four important curricular outcomes. A total of 373 undergraduate pre-service teachers (238 males, 135 females; mean = 21.02, standard deviation = 2.33 years) from three major Greek faculties of PE and sport science twice completed a previously validated four-factor instrument. The results indicated that pre-service teachers shared some similar beliefs about the outcome goals of PE, as they all classified physical activity and fitness as the most important one. The teaching methods modules had a positive impact on their beliefs, which were reinforced; however, their classification did not change over time. Both teaching- and coaching-oriented pre-service teachers classified the curricular outcomes in an identical way. Data suggested that PETE recruits prioritized the fitness learning outcomes, and this was in alignment with utilitarian approaches proposed recently in PE, which forward measurable PE learning outcomes. Also, participants preferred to hold and reinforce their personal belief structures and were not willing to change them, complying with faculty staff dispositions. Implications of these findings and recommendations for more effective school placement experiences are discussed. [ABSTRACT FROM AUTHOR]

The purpose of this study was to examine the impact of a physical education teacher's disability on elementary school pupils' learning and perceptions of the teacher's competence. Participants (N = 113) were randomly assigned to view one of two virtually identical videotaped swimming lessons. In the first lesson, the teacher was able-bodied (ABL) while in the second, she taught from a wheelchair (WCL). Following the viewing of their assigned lesson, pupils completed an examination over lesson content and a perception questionnaire regarding the teacher. Results showed that pupils who viewed the WCL scored significantly higher on the technique portion of the examination than pupils who watched the ABL. There were no significant differences between the perceptions of either group. [ABSTRACT FROM AUTHOR]

The article examines the representation of gender in a Post-Edwardian British girls' school exercise book, bringing two neglected fields of research, the writing of ordinary people and the materiality of schooling. Topics discussed include significance of using a working-class exercise book to study ordinary writing, and first major attempt to compile a volume on the benefits of using school exercise books to understand education in the 19th and 20th centuries.

The goal of this article is to reveal how through school theatre activities under authoritarian rule, changes took place in pupil knowledge, skills, attitudes, and behaviour regarding culture, namely, how the process of cultural learning occurs. I use a historical case study, specifically the case of the Valmiera School Theatre, which was the leading theatre group, not only in Soviet Latvia, but also in the entire Soviet Union. My primary sources are eight unstructured interviews, 20 published memoirs, articles in the press, theatre programmes, and photographs. One part of Soviet pedagogy was aesthetic upbringing, which was implemented through state-funded collectives, including school theatre groups. By participating in theatre activities, students gained knowledge of cultural heritage (literature, theatre, art, etc.), the ability to perform and acquire skills in other practical fields, and developed an appreciation of culture as a value. I argue that cultural learning through theatre was demonstrated by the fact that the students transferred their knowledge, skills, and attitudes to a new context, namely, their places of work and public cultural activities (e.g. amateur theatres). This case study also reveals the specific role of school theatre in the process of cultural learning, as well as some sensitive issues in the relationship between knowledge-orientated or formal educational environments, and the informal creativity of school theatre. [ABSTRACT FROM PUBLISHER]

Background: Unhealthy lifestyles in early childhood are a major global health challenge. These lifestyles often persist from generation to generation and contribute to a vicious cycle of health-related and social problems. This design article presents a study evaluating the effects of two novel healthy school interventions. The main outcome measure will be changes in children's body mass index (BMI). In addition, lifestyle behaviours, academic achievement, child well-being, socio-economic differences, and societal costs will be examined.Methods: In close collaboration with various stakeholders, a quasi-experimental study was developed, for which children of four intervention schools (n = 1200) in the southern part of the Netherlands are compared with children of four control schools (n = 1200) in the same region. The interventions started in November 2015. In two of the four intervention schools, a whole-school approach named 'The Healthy Primary School of the Future', is implemented with the aim of improving physical activity and dietary behaviour. For this intervention, pupils are offered an extended curriculum, including a healthy lunch, more physical exercises, and social and educational activities, next to the regular school curriculum. In the two other intervention schools, a physical-activity school approach called 'The Physical Activity School', is implemented, which is essentially similar to the other intervention, except that no lunch is provided. The interventions proceed during a period of 4 years. Apart from the effectiveness of both interventions, the process, the cost-effectiveness, and the expected legal implications are studied. Data collection is conducted within the school system. The baseline measurements started in September 2015 and yearly follow-up measurements are taking place until 2019.Discussion: A whole-school approach is a new concept in the Netherlands. Due to its innovative, multifaceted nature and sound scientific foundation, these integrated programmes have the potential to form a template for primary schools worldwide. The effects of this approach may extend further than the outcomes associated with well-being and academic achievement, potentially impacting legal and cultural aspects in our society.Trial Registration: The study protocol was registered in the database ClinicalTrials.gov on 14-06-2016 with the reference number NCT02800616 . [ABSTRACT FROM AUTHOR]

Considering the essential role that socio-motivational relationships at school play with respect to achievement motivation, this study examined the differences between students with a low school self-concept and students with a high school self-concept in a large sample of 7th and 8th grade students (N= 1088; MAge= 13.7) in secondary schools in Brandenburg, Germany. Multi-group structural equation modelling was used to estimate the associations between the variables of socio-motivational support and achievement motivation. The results showed that students with a high school self-concept report higher levels of socio-motivational support than students with a low school self-concept, whereas a teacher plays a more important role in motivating low self-concept students. Furthermore, the results underline the importance of adjusting the teacher's support to the level of the student's school self-concept as one of the possible prevention and intervention strategies aimed at boosting adolescents' achievement motivation after the transition to secondary school. [ABSTRACT FROM AUTHOR]

The article describes and compares regulatory practices of the school assembly in 2 schools in the Western Cape Province of South Africa that draw students from very different socioeconomic contexts. It examines how the practice of school assemblies functions to normalize behavior and to mould students as specific sorts of subjects. The 2 schools that were referred to in the study are Glen Ridge High and Ubuntu High, chosen for their differences in demographic profile and academic performance.

The article focuses on the benefits of using a realistic role-playing exercise in a business law course and the learning objectives of this exercise. It mentions the feedback of students on the effectiveness of the exercise as a first-day activity; and introduction of students to the study of business law through a realistic role-playing exercise.

Within education, determining whether a student is progressing appropriately occurs through assessment. However, opinions regarding how physical education students should be assessed vary greatly. As a consequence, some physical education professionals encourage skills-driven measures of competency, and others believe that attributes such as attitude, effort, and participation are equally or even more important. Therefore, the purpose of this article was to provide an overview of the current literature surrounding effort and participation as a component of grading in physical education. In addition, discourse on the impact that varying methods for assessment have on the physical education profession is provided, followed by a best practice method for including effort and participation in assessment. [ABSTRACT FROM AUTHOR]

This article is a part of the research I am carrying out for my doctoral dissertation. It examines the creation of circuits of differenciated schools that links regular and special educacion. This particular paper reflects on the establishment of "Recoveryschools" (Escuelas de Recuperación), in Buenos Aires, at the end of the Sixties. I use the ethnographic approach, but at the same time by capturing the political and historical context of their creation and the debates on mental health and social sciences of those days, we will be able to historizice the recovery schools' present. Furthermore, we try to have a deeper comprehension of the meanings ussually attributed to these schools. Our work highlights practices that were commonly carried out in those first "recovery-schools". These practices were similar to those of the therapeutical communities or community assemblies that took place in some hospices for mentally ill in the Sixties. Nilda Intrieri, the creator of the "recovery schools", knew those practices, and one of the characteristics that she gave to the first school was the school assembly, which included devices elaborated for the community assemblies. [ABSTRACT FROM AUTHOR]

School assemblies are unique and important events in the lives of schools. They are an opportunity for a head teacher to shape and celebrate the ethos and priorities of a school. However, the discussion of assemblies has stagnated because it is mired in the debate about legal compliance to the 1988 Education Reform Act and its interpretation in circular 1/94. This article reports on a research project which investigated the ethical ideas communicated in primary school assemblies. It is found that almost all assemblies sought to communicate a form of virtue ethics. We observed the promotion of courage, kindness, loyalty and responsibility. Further, different virtues were emphasised in different schools depending on their social location. For example, perseverance and resilience were often stressed in a school from a low socio-economic area. The article concludes with an examination of the implications of our findings for the discussion of legal compliance to the 1988 Act. [ABSTRACT FROM AUTHOR]

This article examines school and school district-level efforts to reopen schools after significant damage from hurricanes. Through an empirical, qualitative research design, four themes emerged as critical to the hurricane recovery process: the importance of communication, resolving tension, coordinating with other services and learning from the past. School administrators must proactively plan for catastrophic events and balance the need for open communication within and outside the school district; to resolve tensions; and to coordinate with other public and private efforts to restore the community. Finally, they should use each experience as a learning opportunity. [ABSTRACT FROM AUTHOR]

The three volumes of the French Method of Physical Education were published by the military school of Joinville-Le-Pont between 1925 and 1927 and became one of the most successful reference materials in France for sport and physical education among school, military and civilian institutions. Several authors studied these manuals, but they focused mainly on their pedagogic eclecticism and philosophical background. They also stressed that the Army accepted to reduce its military goal in order to fulfil the hygienic aims that the country considered crucial in the post-war context. Only recently, however, have new perspectives begun exploring more systematically the French Method in its social, political, gender and international aspects. The aim of this paper is to propose a first synthesis of these works and, together with some new insights, to free the French Method from the purely pedagogic history in which it has long remained within the historiography of education. [ABSTRACT FROM AUTHOR]

The article examines how schools, universities, and communities can use partnerships to promote health and physical education. According to the authors, partnerships can allow for nonteaching activities in P-12 schools and the creation of joint educational lessons and for building community and university trust. The authors explain the benefits of a P-12 university partnership and mention specific examples of projects and assignments that serve as advocacy resources for the P-12 program.

The article discusses family and community involvement in the Comprehensive School Physical Activity Program. According to the authors, daily family routines establish norms, influence behavioral patterns, and determine the typical lifestyle for children. The author notes that observing the behavior and lifestyle of people in the community, children begin to familiarize themselves with and adapt to norms that exist outside of the home.

The article discusses how the Director of Physical Activity (DPA) needs to involve the school staff to make the Comprehensive School Physical Program successful. According to the author, the DPA needs to train school staff to develop and integrate physical activity throughout the school day, encourage them to participate in before- and after-school activities, and generate opportunities for faculty and staff to be involves in the activities themselves.

The effective learning at school is related, among other factors, to the students' quality of life inside and/or outside school. The school's physical spaces present a great importance for the students since this is the place where they study, discuss, debate, reflect, interact and relax. In this scenario, it is necessary to characterize the aspects related to the physical structure in order to identify the interventions that can possible improve the life quality at school. The aim of this work was to investigate the aspects related to the physical structure of a public school located in São Gabriel, RS and using this diagnose as indicator of life quality at school. A questionnaire was applied to the preschool to eighth grades with questions related to the quality of the school's physical space. The results demonstrated that the preschool, first and third grades presented different needs than the fourth to eighth grades. However, a clear necessity of recreational spaces was detected in all grades. Those spaces should respect the most important characteristic of a kid: it's extremely high mobility. [ABSTRACT FROM AUTHOR]

Objective To determine the effect of a twice-weekly, school-based, 10-min jumping regime on muscle and fat tissue in healthy adolescent boys and girls. Methods We replaced regular warm-up activities with jumping in physical education ( PE) classes of early high school students for 8 months to observe the effect on muscle and fat tissue. A total of 99 adolescents (46 boys, 53 girls; 13.8 ± 0.4 years) volunteered to participate. Intervention group subjects performed 10 min of varied jumping activity, while control subjects performed a regular PE warm-up. Biometrics, Tanner staging, age of peak height velocity ( PHV), vertical jump, whole body lean tissue and fat mass (dual-energy X-ray absorptiometry-derived) were measured at baseline and follow-up. Physical activity was determined by questionnaire. Results There were no differences in any measured variable between control and intervention groups at baseline. Boys had a significantly older age of PHV than girls ( p = 0.02). No group differences were detected for 8-month change in height, weight or maturity measures for the combined sample; however, at 8 months, jumpers had accrued greater lean tissue mass than controls ( p = 0.002). Sex-specific analysis revealed that intervention group boys had gained more lean tissue mass than controls ( p = 0.016) and experienced significant fat loss ( p = 0.010) than controls, an effect that was not observed in the girls. Conclusion Regular, short-duration, jumping activity during adolescence increased lean tissue mass and boys additionally lost fat mass. Sex-specific and/or maturation-specific factors may explain the disparity in effect. [ABSTRACT FROM AUTHOR]

This article describes a developmental series of coordinated stages that can enhance youth development through the integration of recreation and education activities. [ABSTRACT FROM AUTHOR]

In the current climate of health surveillance, governmental measurement and control as well as a focus on individual responsibility for risk are prevalent in school contexts. Physical education is a crucial site for the production and reproduction of health messages and thus is an important location through which health and healthy bodies are constructed and surveilled. Within a broader project with 16 participants in an urban city in the USA, it was found that the work of physical education teachers involved the management of a range of risky bodies - both their own bodies and the bodies of others. Risky bodies were unhealthy bodies, bodies read as overweight, ageing bodies and injured bodies. The physical education teachers' identities were embedded in their desire to embody health but not in simplistic, unified ways. In a climate of health surveillance, the teachers took personal responsibility for managing risk and were both the embodiment of bio-citizens and part of the mechanisms of (re)producing bio-citizens. [ABSTRACT FROM AUTHOR]

Background: Ability is a foundational concept in education. For example, one's perspective of the nature of ability influences how one conceives of the educability and achievement potential of students. However, ability has generally been under-theorised in physical education (PE), particularly in relation to gender. Moreover, default assumptions about ability have tended to draw on traditional conceptions in which ability is viewed as an inherited capacity fulfilled to a lesser or greater extent depending on the opportunities for expression. Purpose: This paper draws on a conception of ability proposed by Evans to challenge traditional conceptions and explain how the discursive conditions of PE 'fields' contributed to the construction of gendered abilities in Queensland Senior PE at two demographically distinct schools. Research design: Data are from semi-structured interviews with, and participant observations of, teachers and students at two secondary school sites: one, a low socioeconomic, government school and the other an 'elite', co-educational private school. One teacher and six year 11 students from each school, identified in three ability categories by their teachers, were interviewed at five junctures and observed weekly across 20 weeks of the school year. Data analysis: Interview and observation data were systematically coded and analysed within a post-structuralist paradigm to focus on the discursive resources that particular individuals drew on to understand others, and the social and cultural consequences, in terms of power and positioning, of this constitution for students' abilities in PE. Findings: Teachers' and students' values, beliefs and expectations operating in the PE fields of both schools established discursive conditions that gave meaning to the embodied dispositions of students in terms of gendered abilities. The teachers and students consistently perceived differences in the nature of male and female abilities in Senior PE which influenced both the access of students to sites for recognition of ability and the construction of their abilities in these contexts. Conclusion: While awareness of the potential marginalization of girls' engagement in PE has increased, the expectations and practices of social fields as well as the adherence to traditional and popular conceptions of ability may continue to have discriminatory effects on the learning and achievement potential of girls in PE. [ABSTRACT FROM AUTHOR]

Context: Concern over liability is a barrier to allowing community use of school property for the purpose of engaging in active sport and recreational activities. Recreational user statutes have the potential to limit liability for public schools when use occurs outside of regular school hours, reduce the fear of liability among school administrators, and increase opportunities for access to school facilities for recreation and physical activity by community members. The purpose of this study was to examine the applicability of recreational user statutes to public schools when the use of school facilities for recreational purposes would occur outside of regular school hours. Evidence acquisition: A review of recreational user statutes from all 50 states was conducted in 2007 and 2009. Characteristics of those statutes from states with laws potentially applicable to public school recreation and sport facilities were described in detail. Evidence synthesis: Forty-two states had recreational user statutes that would potentially offer protection from liability for public schools. Protected activities listed in state statutes were summer sports (n=2); winter sports (n=22); athletic competition (n=1); sporting events and activities (n=1); exercise (n=4); and any other outdoor sport, game, or recreational activity (n=2). Specific protected physical activities listed were playing on playground equipment (n=1); running/jogging (n=2); roller-skating and rollerblading (n=4); skateboarding (n=2); disc golf (n=1); and bicycling (n=16). Conclusions: This study suggests the need for further statutory liability protections for public schools, and immunity provisions that target activities conducive to physical activity, common on school grounds, and popular among community residents. It further suggests that empirical studies be conducted to examine school administrator''s perceptions relevant to liability as a potential barrier to opening school sport and recreational facilities to members of the community outside of regular school hours. [Copyright &y& Elsevier]

Discussions stimulated by the Heath Promotion movement have incited reflections about the need of the Physical Education to reviewing its theoretical bases, to promote most effective actions in health field, since the Physical Education traditionally orients its interventions starting from the health concept of the biomedical paradigm. This way, the aim of this research was to discuss the role of the Physical Education in the strategies of the Health Promotion, through the analyses of the historical of the area, of the review of the concept and guidelines suggested by Health Promotion. Through the analysis of the mentioned points, it was possible to point out that the Physical Education is an eminently educational field and it can propose, therefore, actions in Health Education, and can go besides to the recursive exercise practices to disease prevention. [ABSTRACT FROM AUTHOR]

The purpose of this study was to gather validity evidence for the University Mattering Scale. Theoretically based factor structures were tested, resulting in the four-factor conceptualization of mattering being championed. As predicted, university mattering related positively to academic motivational and relatedness constructs and negatively to maladaptive help seeking and social adequacy concern. [ABSTRACT FROM AUTHOR]

The article offers information on educational gymnastics. It states that educational gymnastics help students improve overall body management by gaining body control. It also notes the reasons of teaching physical gymnastics in physical education program, its contents and safety issues and the planning and implementing of gymnastics unit.

The article discusses the sport education tactical model (SETM) which encourages students to become enthusiastic sportpersons in the U.S. It mentions that SETM is a combination of the sport education model (SEM) and tactical games model (TGM) that promote student learning exciting and authentic and motivates students to participate in physical activity. Several charts are presented depicting the SETM guidelines.

The article discusses how the Christian Wrestling Federation (CWF) and You Can Run But You Cannot Hide (YCR), which are both evangelical groups, use school assemblies to teach children about virtues and proper behavior. The role of religious school assemblies in public schools is discussed as are the efforts by some groups to allow for Christianity to become a feature of public schools. The history of revivalism is considered in order to put groups like the CWF and the YCR in a historical context. "Jesus Freak" Rob Vaughn of the CWF and Bradlee Dean of the Christian rock group Junkyard Prophet.

Summary-To investigate the relations among leisure time physical activity and in sport clubs, lifestyle activities, and the locomotor, balance manipulative skills of Grade 7 students participating in Finnish physical education at a secondary school in central Finland completed self-report questionnaires on their physical activity patterns at leisure time and during sport club participation, and time spent watching television and using the computer and other electronic media. Locomotor skills were analyzed by the leaping test, balance skills by the flamingo standing test, and manipulative skills by the accuracy throwing test. Analysis indicated physical activity in sport clubs positively explained scores on balance and locomotor tests but not on accuracy of throwing. Leisure time physical activity and lifestyle activities were not statistically significant predictors of performance on any movement skill tests. Girls scored higher on the static balance skill and boys higher on the throwing task. Overall, physical activity in sport clubs was more strongly associated with performance on the fundamental movement tasks than was physical activity during leisure. [ABSTRACT FROM AUTHOR]

A major aim of the current study was to determine what classroom teachers perceived to be the greatest barriers affecting their capacity to deliver successful physical education (PE) programs. An additional aim was to examine the impact of these barriers on the type and quality of PE programs delivered. This study applied a mixed-mode design involving data source triangulation using semistructured interviews with classroom teachers (n = 31) and teacher-completed questionnaires (n = 189) from a random sample of 38 schools. Results identified the key factors inhibiting PE teachers, which were categorized as teacher-related or institutional. Interestingly, the five greatest barriers were defined as institutional or out of the teacher's control. The major adverse effects of these barriers were evident in reduced time spent teaching PE and delivering PE lessons of questionable quality. [ABSTRACT FROM AUTHOR]

Se describe la evolución de la red educativa local, desde sus orígenes hasta la actualidad, con todos los logros conseguidos. De entre ellos el dispositivo TET (Transición Escuela Trabajo) es uno de los elementos principales que, además, ha desempeñado una función motivadora y promotora de la experiencia de coordinación en red por parte de los distintos agentes locales. El artículo valora la experiencia, analizando los aspectos positivos y las dificultades aparecidas en el proceso, reflexionando taimen sobre las perspectivas de futuro con el seguimiento de la red y los nuevos proyectos relacionados con ella, como son los proyectos de Plans d'Entorn o de mejora del Éxito Escolar.The evolution of the local educational network is described, from its origins to the present, together with all the achievements it has attained. Among them the School-Work Transition scheme is one of the main elements, which has also fulfilled the function of motivating and promoting the network coordination experience on behalf of the different local agents. The paper evaluates the experience, analysing the positive aspects and difficulties that emerged during the process, reflecting also on future perspectives with a follow-up of the network and the new projects in which it is involved, such as Plans d'Entorn or improving School Achievement. [ABSTRACT FROM AUTHOR]

The article reports on a study that determines barriers to active commuting to and from school, as well as the results of the Walking School Bus program at elementary schools in Nebraska. It mentions that barriers for active commuting to and from school include distance from school, traffic-related dangers, weather, time and convenience. It also develops the Walking School Bus program wherein college students escorted neighborhood children to and from school in the morning and afternoon. It also finds out from parents that their children enjoyed participating in the Walking School Bus program and that the program increased child physical activity levels.

Background Rising levels of childhood obesity have led to an increasing number of Government sponsored initiatives attempting to stem the problem. Much of the focus to date has been on physical activity and out-of-school activity in particular. There is an assumption that children from low-income families suffer most where there is a lack of structured physical education in school. Accordingly, provision of additional facilities for sport and other forms of active recreation tend to target areas of socio-economic deprivation. Aim We have assessed the relationship between parental income, the use of out-of-school sports facilities and the overall physical activity of young children across a wide socio-economic range. Methods Total weekly physical activity was measured, objectively, over 7 days both at 7 years and 8 years in a healthy cohort of 121 boys and 93 girls using actigraph accelerometers. Questionnaires were used to establish parental income and parents reported the child's weekly use of out-of-school facilities for structured physical activity. Results Children from low-income families attended significantly fewer sessions of structured out-of-school activities than those from wealthier families (r = 0.39), with a clear dose-response relationship across income groups. Nevertheless, total physical activity, measured objectively over seven continuous days, showed no relationship between parental income and the mean activity level of the children (r = −0.08). Nor did we find a relationship between parental income and time spent in higher intensity activity (r = −0.04). Conclusion Social inequality appears to have little impact on physical activity in young children. Those from poorer families make less use of facilities for structured activity out-of-school but they nevertheless record the same overall level of activity as others. What they lack in opportunity they appear to make up in the form of unstructured exercise. Improving provision for sport may not lead to the expected rise in activity levels in young children. [ABSTRACT FROM AUTHOR]

The purpose of this study was to determine if requiring multiple credits of high school physical education for graduation has an impact on promoting physical activity in young adults. Participants in this study (N=361) were surveyed concerning their high school physical education experiences and current performance of physical activity. Results indicated that graduates of states with greater credit requirements reported significantly higher levels of cardio respiratory endurance activity, indicating that mandating multiple credits may have a positive impact on increasing physical activity levels of young adults. [ABSTRACT FROM AUTHOR]

Background: At the heart of this polemic1 lies the view that contemporary research in PE and Health (PEH) has largely overlooked one of the key determinants of social behaviour, social class and its expression in and outside schools; an omission that has quite serious consequences for how we (researchers and teachers) think about and conceptualise the purposes of PE in schools and what it can, and can not, achieve. Purpose: Class matters we argue, and unless it is returned to centre stage in research and professionals debate in PEH we are unlikely to achieve either balanced or complex understandings of what PEH is for, what achievements and 'abilities' are to be valued and what we as researchers and teachers can reasonably be expected to achieve. [ABSTRACT FROM AUTHOR]

Background: In most studies in the classroom context, the student is generally only one variable in the analysis of the effects of the teacher's work. Our research was based on the postulate that the student's activity is basically autonomous, i.e. irreducible with the influence that the teacher has. This is why we propose to analyse the dynamics of students' activity in the PE lesson by adopting their point of view, i.e. starting from their meanings which emerge in the situation. We adopted a French socio-cognitive model: the 'course of action'. Purpose: This qualitative study was interested in the activity of two students (their typical concerns and their relations with mobilized knowledge) when they play face-to-face in table tennis. The first objective was to provide detailed information about students' typical concerns in PE in relation to their mobilized knowledge. The second objective was to contribute to a reflection on the intervention in PE, and in particular in racket sports. Participants and setting: Four 11th graders (two girls and two boys) from the same class in a rural secondary school in France meeting weekly for two hours of PE over the year. Intervention: A study of the activity of two out of four students (i.e. a dyad) in one of the 10 lessons of a cycle in table tennis, then a study of the other dyad in the following lesson. Voluntarily, the researchers did not take part in the design of the lessons of the cycle. They also limited the study to the specific periods when the two students played face-to-face. The first lesson privileged cooperative tasks whereas the second was focused on competitive tasks. Data collection: Three kinds of materials were collected during each lesson: (a) a video and audio recording of the students' activity during the lesson; (b) a self-confrontation interview with the students after the lesson; and (c) complementary ethnographic notes. Data analysis: It consisted of cutting the flow of activity into Elementary Units of Meaning (EUMs) that the students used to think and act. The data were analysed in three stages: (a) the construction of a two-level protocol, confronting the observation and interview data; (b) the identification of the EUMs; and (c) the identification of the series and archetypal series (larger units which gather the EUMs of which the concerns are the same). Findings: Separate results were presented in the analysis of both dyads. They showed: (a) components that were shared by the students of the same dyad in both case studies; (b) but no common components between both students' dyads. Discussion: The results were discussed on two levels: the first part concerned common features and differences in students' activity within and between the two dyads. It shows that it is important to understand that the students share certain concerns in similar tasks (in particular when they play face-to-face). In addition, it is important also to note that there are no common concerns between students who played in tasks of opposition and students who played in tasks of cooperation. The second level drew instructional implications from this research. We proposed to include systematically three dimensions in each task: tactical project, learning and pleasure. [ABSTRACT FROM AUTHOR]

Background: Many children and adolescents are physically inactive and become even less active as they age. USA high school students' rates of attendance in physical education (PE) classes sharply decline by grade with 73% of ninth graders attending PE, while only 31% of seniors attend. Non-Caucasian youth report the lowest levels of physical activity participation. Thus, helping teachers to learn how to increase their students' PA during PE is important. Purpose: The purpose of this study was to examine the influences of professional development on teachers' self-efficacy towards teaching physically active fitness and health promoting lessons. Participants and setting: Fifty elementary physical education teachers from a large urban school district in the Midwest USA participated. Thirty teachers volunteered to be in one of the two professional development groups (n = 15 each) with a control group of 20 teachers. Teachers' students were some of the heaviest in the USA with 37% regarded as overweight and 64% reporting spending less than 10 minutes being active in physical education. Intervention: All teachers (n = 30) in the two professional development groups learned how to teach a physical activity oriented curriculum titled the Exemplary Physical Education Curriculum (EPEC) during an eight-hour workshop. Group 1 teachers (n = 15) also participated in two more eight-hour workshops and received two school site visits by teachers experienced in teaching EPEC. Thus, the Group 1 professional development intervention was an extended version of the one-day workshop experienced by Group 2 teachers. Data collection: All teachers (n = 50) in all three groups completed EPEC efficacy and general educational efficacy scales at the beginning (Time 1) and end of the academic year (Time 4). In addition the two professional development groups completed all scales at the start of the first workshop (Time 2) and immediately after the workshop ended (Time 3). Data analysis: Two sets of Repeated Measures Multivariate Analyses of Variance (RM-MANOVA) were conducted. The first RM-MANOVA used scores at Times 1 and 4 for all three groups whereas the second RM-MANOVA was conducted using Group 1 and Group 2 data from Times 1, 2, 3 and 4. Findings: Both intervention groups had increases in their efficacy to teach motor skill objectives (F(1, 28)=7.26, p < 0.01, η = 0.21), physical activity and fitness knowledge objectives (F(1, 28)=8.50, p < 0.01, η = 0.23), personal and social objectives (F(1, 28)=3.29, p < 0.08, η = 0.11) and community efficacy (F(1, 28)=3.08, p < 0.09, η = 0.10). Teachers in both groups maintained disciplinary efficacy (F(2, 47)=4.29, p = 0.02, η = 0.35), whereas the control group suffered a loss of disciplinary efficacy. Associated effect sizes were moderate to large. Conclusions: In general we found support for the value of professional development training in a physical activity curriculum on teachers' self-efficacy perceptions for teaching the curriculum. [ABSTRACT FROM AUTHOR]

The article focuses on a model of tactical decision-making (TDC) that presents what TDC might appear as in upper elementary school students up to high school. Practical teaching techniques and tools that can aid students to obtain higher levels of TDC. It is mentioned that such techniques may be used to assess the TDC of students during game play. The term competency is also defined. The TDC model is said to have been developed from two sources: based on a review of literature on the development of expertise in a variety of physical activities and from a study of sixteen beginner students enrolled in a university volleyball class. The four levels of competency in the TDC model are also discussed.

This article examines the Chinese practice of body molding of children through detailed analysis of "physical education" and "physical exercise" as taught in Chinese primary schools. It shows that while some practices from the Maoist period may remain in use today, they have evolved or their meaning has been changed for adaptation to new aims and to the circumstances of China's only-child generation. Children must now embody a new set of moral values advocated by government. [ABSTRACT FROM AUTHOR]

The article discusses the importance of adding Socci sports in the physical education sport-skill curriculum and the use of tactical approach as a teaching method. It discusses the incorporation of Socci into the teaching games for understanding (TGFU) model of teaching to help educators motivate their students to engage in daily physical activities and cites the benefits it offers on the overall development of the students. An overview is also provided on the basic rules and mechanics of Socci as well as the techniques that can be used in teaching the game. The article further presents two examples of lesson plans on offensive and defensive game plan adapted from the original TGFU model developed by D. Bunker and R. Thorpe.

The article focuses on the benefits of practicing the Chinese exercise tai chi chuan to student's body and mind. According to several studies, the exercise improves the mental health, memory and relaxation of body and mind and is also used as a therapy and preventive means to reduce the risk of heart disease, hypertension and cancer. In addition, it helps students to achieve the current physical education program goal, promotes body-mind unity and offers an alternative understanding of a healthy and active lifestyle. Further, it discusses the principles involved in the exercise, which includes slowness, keeping the body rounded, and natural breathing.

Background: Physical activity (PA) rates decline precipitously during the high school years and are consistently lower among adolescent girls than adolescent boys. Due to cultural barriers, this problem might be exacerbated in female Iranian adolescents. However, little intervention research has been conducted to try to increase PA participation rates with this population. Because PA interventions in schools have the potential to reach many children and adolescents, this study reports on PA intervention research conducted in all-female Iranian high schools. Methods: A randomized controlled trial was conducted to examine the effects of two six-month tailored interventions on potential determinants of PA and PA behavior. Students (N = 161) were randomly allocated to one of three conditions: an intervention based on Pender's Health Promotion model (HP), an intervention based on an integration of the health promotion model and selected constructs from the Transtheoretical model (THP), and a control group (CON). Measures were administered prior to the intervention, at post-intervention and at a six-month follow-up. Results: Repeated measure ANOVAs showed a significant interaction between group and time for perceived benefits, self efficacy, interpersonal norms, social support, behavioral processes, and PA behavior, indicating that both intervention groups significantly improved across the 24-week intervention, whereas the control group did not. Participants in the THP group showed greater use of counter conditioning and stimulus control at post-intervention and at follow-up. While there were no significant differences in PA between the HP and CON groups at follow-up, a significant difference was still found between the THP and the CON group. Conclusion: This study provides the first evidence of the effectiveness of a PA intervention based on Pender's HP model combined with selected aspects of the TTM on potential determinants to increase PA among Iranian high school girls. [ABSTRACT FROM AUTHOR]

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

Background: To determine whether the provision of higher levels of compulsory school physical activity is associated with higher physical activity and fitness levels and less overweight in childhood and 20 years later. Methods: As part of the 1985 Australian Schools Health and Fitness Survey, 109 schools reported how much compulsory physical education (PE) and school sport they provided and were classified as low (<110 and <150 minutes/week for primary and secondary schools, respectively), medium (110-149 and 150-189 minutes/week for primary and secondary schools, respectively) or high (≥150 and ≥190 minutes/week for primary and secondary schools, respectively) compulsory physical activity schools by tertile cutpoints. 6,412 children reported frequency and duration of school (PE and sport) and non-school (commuting and non-organised exercise) physical activity and had height and weight measured; overweight was defined using body mass index (BMI) (m/kg²) cutpoints. 9, 12 and 15 year-olds (n = 2,595) completed a cycle ergometer fitness test (physical working capacity at heart rate 170, PWC170). At follow-up in 2004-5, 2,346 participants kept a pedometer record, completed the International Physical Activity Questionnaire and/or a PWC170 fitness test; and had height and weight measured (overweight = BMI≥25 m/kg²). Results: At baseline and follow-up, median total physical activity, fitness and BMI were similar in participants who attended low, medium and high physical activity schools, and those attending high physical activity schools reported only modestly higher school physical activity. There was no difference in the prevalence of high total physical activity and fitness levels in childhood or adulthood across compulsory school physical activity categories. The prevalence of overweight in childhood and adulthood was similar across low, medium and high compulsory physical activity schools. Conclusion: The amount of compulsory physical activity reported by schools was not associated with total physical activity, fitness or overweight in childhood or in adulthood. Policies promoting amounts of compulsory school physical activity in this range may not be sufficient to increase physical activity and fitness or reduce the prevalence of obesity in children. [ABSTRACT FROM AUTHOR]

The article discusses the development of disability awareness for students using the sport education model (SEM) in the U.S. It is stated that the primary goal of the SEM is for disabled students to become competent, literate and enthusiastic sportspersons. According to the authors, disability simulation exercises in inclusive settings can promote the acceptance of students with disabilities. To ensure successful awareness program, physical education teachers need to provide an environment of acceptance that will give such students the opportunity to be physically active. Also, it is important that educators need to explain to the students without disabilities to have a positive attitude to physically and mentally-challenged students.

Dance, as an art form, has traditionally been associated with the programmes of study for physical education in British schools during the twenty-first century. This discussion examines its dual role - as a means of healthy exercise and artistic expression within the specific framework of the Liberal Reforms. It reveals the impact of a systematic and methodical dissemination of dance within the framework of 'physical exercises' to the more coherent concept of 'physical training' by critically appraising the specific content of lessons for children of varying ages. References are made to specific case studies revealing how children were both empowered and enthused to become happy, healthy dancing children. [ABSTRACT FROM AUTHOR]

The article analyzes the step and physical activity time output features of the Walk4Life LS2505 pedometer under field physical activity conditions of children. The author collected data from participants during a school-based activity program and measured through the Yamax SW701 and Walk4Life LS2505 pedometers and the System for Observing Fitness Instruction Time (SOFIT) physical activity coding mechanism. The results found out that physical activity time measure was only clinically acceptable when the activity was continuous. It was also recommended the LS2505 pedometer output of time should only be employed when the activity will be uninterrupted.