scholarly journals Characterization of the physical education environment and practice in public schools

2021 ◽  
Vol 26 ◽  
pp. 1-7
Author(s):  
Ricardo Hugo Gonzalez ◽  
Marcela de Castro Ferracioli-Gama ◽  
Luzia Vanessa Alves de Lima ◽  
Ítalo Nunes Braga ◽  
Thereza Maria Magalhães Moreira ◽  
...  
Keyword(s):  
Public Schools ◽  
Physical Education ◽  
Extracurricular Activities ◽  
School Environment ◽  
Descriptive Analysis ◽  
Cross Sectional ◽  
Education Environment ◽  
Lifestyle Choices ◽  
Elementary Public Schools

This cross-sectional, stratified, random sample study aimed to identify the school environment for teaching and engaging in physical education in elementary public schools. An inventory assessment was made and interviews were held with school managers in 12 teaching units in Fortaleza, Ceará, Brazil. The data obtained were categorized as follows: lesson availability and frequency, recess, extracurricular activities, facilities, and installations in place. The descriptive analysis used absolute and relative frequencies values. The results showed that all schools involved in the study provide two weekly physical education classes. None of the schools engaged in the development of recreational activities during recess. Data showed that 75% of schools participating in the study provide free extracurricular activities, among which futsal was the most popular (58.3%). Also, 75% of schools had indoor sports facilities, whereas some schools did not have adequate space to hold classes. In the group of schools with facilities, 90% had crossbars and 70% had at least one type of floor markings for sports such as futsal, basketball, and volleyball. Only one school had a recreational room, patio, and a green area. We concluded that the results point to a favorable direction for teaching and engaging in physical education in schools. We discussed how an adequate environment in schools helps students make better lifestyle choices and provides teachers with the opportunity to fully develop their classes and promote student’s health.

scholarly journals Reasons for high school students dropping out of physical education classes (Razones por las que los estudiantes de secundaria abandonan las clases de educación física)

Retos ◽  
2020 ◽  
pp. 705-712
Author(s):  
Willer Soares Maffei ◽  
Mayra Grava Moraes ◽  
Silvia Regina Cassan Bonome Vanzelli ◽  
Debora Navarro Kato ◽  
Talita Fabiana Roque Silva ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Public Schools ◽  
Physical Education ◽  
Descriptive Analysis ◽  
Sao Paulo ◽  
Drop Out ◽  
São Paulo ◽  
School Students ◽  
Cross Sectional

Abstract. This research sought to analyze the dynamics of physical education classes in the 3rd year of high school and to recognize the profile of the classes and the involvement of students, understanding the reasons that lead them to drop out. This is a descriptive and cross-sectional study. A questionnaire was used to gather data on the participation of 517 high school students in physical education classes in the 3rd year of high school in state public schools in the interior of São Paulo. For the analysis of the information, a descriptive analysis and content analysis were used. The initial results showed that 44 % of the sample had some barrier that prevents them from taking classes. Of this percentage, 74.6 % were girls, who were the majority, and who answered open questions about non-participation. It is concluded that approximately half of the participating students, mainly girls, participate little, or do not participate in physical education classes, this result being related to the methodology and the selection of content developed by the teacher. The role of physical education classes is to serve all students, respecting their differences, stimulating their potential to contribute so that they are proactive, critical, and autonomous in relation to their health and quality of life.  Resumen. Esta investigación buscó analizar la dinámica de las clases de Educación Física en el tercer año de la escuela secundaria y reconocer el perfil de las clases y la participación de los estudiantes, entendiendo las razones que los llevaron a abandonar la escuela. Se trata de un estudio descriptivo y transversal. Se utilizó un cuestionario para recopilar datos sobre la participación de 517 estudiantes de secundaria en las clases de educación física en el tercer año de secundaria en las escuelas públicas estatales del interior de São Paulo. Para el análisis de la información se utilizó un análisis descriptivo y un análisis de contenido. Los resultados iniciales mostraron que el 44% de la muestra tiene alguna barrera que les impide tomar clases. De este porcentaje, el 74,6% son niñas, que fueron la mayoría que respondieron preguntas abiertas sobre la no participación. Se concluye que aproximadamente la mitad de los estudiantes participantes, principalmente niñas, participan poco o no participan en las clases de Educación Física, este resultado está relacionado con la metodología y la selección de contenido desarrollado por el maestro. Por lo tanto, el papel de las clases de educación física es servir a todos los estudiantes, respetando sus diferencias, estimulando su potencial de contribuir para que sean proactivos, críticos y autónomos en relación con su salud y calidad de vida.

scholarly journals Description of the school environment related to physical education classes, recess, extracurricular activities and physical spaces in the city of Pelotas, RS, Brazil

2015 ◽  
Vol 20 (5) ◽  
pp. 524
Author(s):  
Alan Knuth ◽  
Inácio Silva ◽  
Pedro Hallal
Keyword(s):  
Public Schools ◽  
Physical Education ◽  
Extracurricular Activities ◽  
Private Schools ◽  
School Environment ◽  
Primary Schools ◽  
Public And Private ◽  
Physical Spaces ◽  
The City

The aim of the present study was to describe the school environment of public and private primary schools from the city of Pelotas, RS, Southern Brazil, according to the availability of Physical Education (PE) classes, breaks, extracurricular activities and physical spaces. A cross-sectional study was conducted, including both public and private schools. In each school, the principal or a PE teacher was interviewed to assess PE classes, recess and extracurricular activities, while a checklist was carried out to evaluate the quality and availability of physical spaces.  A total of 71.9% of the 99 schools had PE classes for grades 1 to 4. Extracurricular projects were available in 59.6% of the schools and 71.2% offered free activities to students. The most common activities are dancing and “futsal”. There was a gym in 10.1% of schools (40.0% of private and 4.8% of public schools). Higher availability and quality of outdoor courts, indoor rooms, multimedia rooms and green areas were more consistently found among private schools than public schools. Our findings indicated a low coverage of PE classes in grades 1 to 4, and insufficient availability and quality of physical structures in the public schools, compared to private ones. Many environmental features should be used in order to improve students’ health and well-being.

scholarly journals Prevalence of physical inactivity and associated factors among adolescents from public schools in Uruguaiana, Rio Grande do Sul State, Brazil

2013 ◽  
Vol 29 (11) ◽  
pp. 2217-2229 ◽  
Author(s):  
Gabriel Gustavo Bergmann ◽  
Mauren Lúcia de Araújo Bergmann ◽  
Alexandre Carriconde Marques ◽  
Pedro Curi Hallal
Keyword(s):  
Physical Activity ◽  
Public Schools ◽  
Physical Education ◽  
Physical Inactivity ◽  
Associated Factors ◽  
Female Gender ◽  
Older Children ◽  
Cross Sectional ◽  
Behavioral Variables ◽  
Cross Sectional Design

This study aimed to identify the prevalence of physical inactivity and associated factors in adolescents, using a cross-sectional design with a sample of 1,455 adolescents (741 females). Data were collected using a questionnaire consisting of socio-demographic, perceptual, and behavioral variables. Physical activity was estimated with the Physical Activity Questionnaire for Older Children and Adolescents. Prevalence of physical inactivity was 68% (95%CI: 65.6%-70.4%). The following variables remained associated with physical inactivity in the adjusted analysis (p < 0.05): living in an apartment, female gender, older adolescents, lower self-rated physical activity compared to peers, low perception of maternal physical activity, passive commuting to school, non-participation in physical education at school, non-enjoyment of physical education classes, and limited involvement in other types of physical exercise besides physical education at school. There were a high proportion of inactive adolescents. Strategies to prevent physical inactivity in adolescents should be elaborated with a central role for the school and family.

Tingkat Kebisingan di Sekolah Sekitar Perlintasan Kereta Api

2017 ◽  
Vol 2 ◽  
pp. 62
Author(s):  
Faradiba Faradiba
Keyword(s):  
School Environment ◽  
Noise Level ◽  
Negative Impact ◽  
Descriptive Analysis ◽  
Data Retrieval ◽  
Sound Level ◽  
Sound Level Meter ◽  
Measurement Point ◽  
Cross Sectional ◽  
Level Meter

<p class="AbstractEnglish"><strong>Abstract:</strong>. Noise is a sound that can cause discomfort. One of them is rail activity. Noise generated enough to bring negative impacts to the surrounding environment, especially in the school environment.. This research uses descriptive analysis method with cross sectional approach. The location of this research is the school that is right next to the railway crossing i.e. SMA Negeri 37 Jakarta. Noise level data retrieval is performed using a sound level meter applications android-based. The data measured by the instantaneous sound pressure level for 5 minutes, or Leq (5 minutes) for each measurement point. There are 5 point measurements. From the results of measurements at SMA Negeri 37 Jakarta gained an average noise level for 5 measurement point is 70.50 dB. The figure exceeds the threshold if refers to the Kep-48 MNLH/11/1996 to 55,00 dB maximum school environment. Necessary noise control efforts at that school to minimise the negative impact caused. Because of the higher the intensity of noise, the more negative impact, especially for students in the school.<strong></strong></p><p class="KeywordsEngish"> </p><p class="AbstrakIndonesia"><strong>Abstrak:</strong> Bising merpukan sebuah bunyi yang dapat menimbulkan ketidaknyamanan. Salah satu yang mengakibatkan timbulnya suara bising yang cukup tinggi adalah aktivitas kereta api. Kebisingan yang dihasilkan cukup membawa dampak negatif bagi lingkungan disekitarnya, khususnya di lingkungan sekolah. penelitian ini menggunakan metode analisis deskriptif dengan pendekatan <em>cross sectional. </em>Lokasi penelitian ini adalah sekolah yang berada tepat di samping perlintasan rel kereta api yaitu SMA Negeri 37 Jakarta.<em> </em>Pengambilan data tingkat kebisingan dilakukan dengan menggunakan aplikasi <em>sound level meter</em><em> </em>berbasis android. Data diukur dengan tingkat tekanan bunyi sesaat selama 5 menit, atau Leq (5 menit) untuk setiap titik pengukuran. Terdapat 5 titik pengukuran. Dari hasil pengukuran pada SMA Negeri 37 Jakarta diperoleh rata-rata tingkat kebisingan untuk 5 titik pengukuran adalah 70,50 dB. Angka tersebut melebihi ambang batas jika merujuk pada Kep-48 MNLH/11/1996 untuk lingkungan sekolah maksimum 55 dB. Diperlukan upaya-upaya pengendalian kebisingan pada sekolah tersebut untuk meminimalisir dampak negatif yang ditimbulkan. Karena semakin tinggi instensitas kebisingan semakin memberikan dampak negatif khususnya bagi siswa di sekolah  tersebut.</p>

scholarly journals Consumption of energy drinks among physical education students

2008 ◽  
Vol 16 (spe) ◽  
pp. 558-564 ◽  
Author(s):  
Martha Carmen Ballistreri ◽  
Clarissa Mendonça Corradi-Webster
Keyword(s):  
Physical Education ◽  
Demographic Data ◽  
Energy Drinks ◽  
Cross Sectional Study ◽  
Consumption Pattern ◽  
Education Students ◽  
Cross Sectional ◽  
Physical Education Students ◽  
Alcoholic Drinks

This descriptive and cross-sectional study aimed to characterize the pattern of energy drinks consumption in a sample of physical education students through a self-applied questionnaire (socio-demographic data and characterization of consumption). Variables associated with consumption: gender, marital status, attending gym classes, athletic swim practice, and study in the morning. Consumption pattern (n=137): 2.2% once in their lives, 9.5% at least once in the last 12 months, 38% at least once in the last month, 39.4% six times or more in the last month, 10.9% 20 times or more in the last month. Justification for consumption: 54% to improve the taste of alcoholic drinks, 27.7% to extend their evening leisure periods, 13.9% to improve sports performance, 9.5% for stimulation, 8.8% enjoy the taste, 6.6% for curiosity and 4.4% to study. Of those who consumed energy drinks, 87.6% mixed it with alcohol, and 25.9% of the students reported they consume more alcohol when it is mixed with energy drinks. CONCLUSIONS: the consumption of energy drinks is associated to sports and drinking alcohol.

scholarly journals Bullying in school environment: the educators’ understanding

2020 ◽  
Vol 30 (1) ◽  
pp. 58-64
Author(s):  
Felipe Soares Salgado ◽  
Wanderlei Abadio de Oliveira ◽  
Jorge Luiz Da Silva ◽  
Beatriz Oliveira Pereira ◽  
Marta Angélica Iossi Silva ◽  
...  
Keyword(s):  
Public Schools ◽  
School Environment ◽  
Formal Education ◽  
School Context ◽  
School Bullying ◽  
Structured Interviews ◽  
Cross Sectional ◽  
Data Set ◽  
Education Professionals ◽  
The Family

Introduction: Bullying is a type of violence between peers characterized by intentionality, repetition and imbalance of power between victims and aggressors. The occurrence of bullying in the school context impairs students' learning and healthy development. Objective: To analyze the educators' understanding of bullying in the school environment. Methods: Cross-sectional and qualitative study carried out with 16 educators (principals, deputy principals, pedagogical coordinators and teachers) from two public schools in a city in the interior of the state of Minas Gerais, Brazil. Semi-structured interviews that followed a script produced from indications in the specialized literature were conducted. The content of the interviews was recorded and transcribed in full. The interpretation of the data followed the assumptions of content analysis, in its thematic modality, considering the following steps: pre-analysis, exploration of the material, treatment of results and interpretation. Results: Three thematic categories were identified: 1) The centrality of families in the problems of schools in relation to the conception of educators; 2) Beliefs that establish explanatory links for bullying; and 3) Intervention actions developed in relation to bullying. The results show that educators' beliefs hold families exclusively responsible for school problems and bullying. These conceptions stem from situations experienced in everyday life or from speeches of other education professionals who reiterate the absence of families and the little parental involvement in the issues of formal education of children as the major problem. Narratives of this nature denote the absence of an expanded understanding of bullying and its complexity. In addition to the family, the educators pointed out the influences of personality, the media and social standards as factors that can explain the involvement of students in bullying situations. For the participants, the most effective responses to minimize or respond adequately to school bullying require the participation of the family and some did not believe that the school could do something effective alone. In the data set, it was noticed that the educators' beliefs and understandings about the problem of bullying prevent measures aimed at school aspects, which are more proximal to the occurrence of bullying, from being implemented. Conclusion: It is concluded that the investigated educators need to expand their understanding of bullying, in order to develop effective actions to face this phenomenon in schools, which also include the participation of families.

scholarly journals A prática da capoeira no ambiente escolar para a formação integral do aluno: uma revisão sistemática

2021 ◽  
Vol 19 (3) ◽  
pp. 1-8
Author(s):  
Juliana Terra Ribeiro ◽  
Luis Felipe Milano Teixeira ◽  
Fabrício Teixeira Garramona
Keyword(s):  
Physical Education ◽  
Motor Development ◽  
School Environment ◽  
Descriptive Analysis ◽  
National Curriculum ◽  
Quality Analysis ◽  
Integral Education ◽  
Education Of Students ◽  
Brazilian Culture

INTRODUÇÃO: A capoeira é considerada um dos maiores símbolos da cultura brasileira que mistura a arte marcial, o esporte, a cultura popular, a música e a dança. Por sua prática globalizada, a capoeira é um conteúdo a ser trabalhado no ambiente escolar visando a educação integral dos alunos, que por sua vez, está incluída na Base Nacional Comum Curricular. OBJETIVO: Avaliar por meio de uma revisão sistemática se a prática da capoeira na escola pode contribuir para o desenvolvimento da educação integral dos alunos. MÉTODOS: Uma busca sistemática utilizados termos relacionados a “Capoeira”, “Educação Física” e “escola” foi realizada nos bancos de dados Periódico CAPES e Scielo, a fim de encontrar artigos elegíveis. Foram utilizados os seguintes critérios de inclusão: i) abordar a temática capoeira em suas diversas dimensões na escola; ii) apresentar a prática da capoeira inserida nas aulas de educação física ou como atividade extracurricular; iii) demonstrar os diferentes desenvolvimentos acerca dessa prática; iv) conciliar a capoeira com a educação integral. Após a seleção, foram extraídas informações sobre as características da amostra, intervenções utilizadas, grupos comparativos, resultados e conclusões, e uma análise descritiva dos resultados foi realizada. A escala PEDro (1999) foi utilizada para avaliar a qualidade dos estudos. RESULTADOS: Foram incluídos um total de oito artigos, no qual dois enfatizaram o desenvolvimento físico/motor e a inteligência corporal cinestésica, e os outros seis variaram apresentando aspectos físicos, sociais, culturais, cognitivos e afetivos. A análise de qualidade dos estudos demonstrou que dois artigos atingiram uma pontuação total de 3/10, enquanto os demais obtiveram uma pontuação de 2/10. CONCLUSÃO: Os resultados apontaram que a prática da capoeira se demonstra como um instrumento positivo para o desenvolvimento da formação integral dos alunos, porém, deve-se considerar a baixa qualidade metodológica dos estudos incluídos. ABSTRACT. The practice of capoeira in the school environment for student integral formation: A systematic review.BACKGROUND: Capoeira is considered one of the greatest symbols of Brazilian culture that mixes martial arts, sports, popular culture, music and dance. Due to its globalized practice, capoeira is a subject to be worked on in the school environment, aiming at the integral education of students, which in turn, is included in the Common National Curriculum Base. OBJECTIVE: To evaluate, through a systematic review, whether the practice of capoeira at school can contribute to the development of integral education for students. METHODS: A systematic search using terms related to “Capoeira”, “Physical Education” and “school” was performed in the CAPES and Scielo journal databases, in order to find eligible articles. The following inclusion criteria were used: i) addressing capoeira in its various dimensions at school; ii) present the practice of capoeira as part of physical education classes or as an extracurricular activity; iii) demonstrate the different developments regarding this practice; iv) reconciling capoeira with integral education. After selection, information about the characteristics of the sample, interventions used, comparative groups, results and conclusions were extracted, and a descriptive analysis of the results was performed. The PEDro scale (1999) was used to assess the quality of studies. RESULTS: A total of eight articles were included, in which two emphasized physical/motor development and kinesthetic body intelligence, and the other six varied with physical, social, cultural, cognitive and affective aspects. The quality analysis of the studies showed that two articles achieved a total score of 3/10, while the others obtained a score of 2/10. CONCLUSION: The results showed that the practice of capoeira is shown to be a positive instrument for the development of comprehensive training of students, however, the low methodological quality of the included studies must be considered.

scholarly journals Opinions of Physical Education Teachers on the Concept of Sportsmanship

2017 ◽  
Vol 7 (1) ◽  
pp. 71
Author(s):  
Yakup Koc ◽  
Oguz Kaan Esenturk
Keyword(s):  
Public Schools ◽  
Physical Education ◽  
Critical Incident ◽  
Descriptive Analysis ◽  
Structured Interview ◽  
Theory And Practice ◽  
University Education ◽  
Physical Education Teachers ◽  
Sufficient Information

The purpose of this study is to evaluate the opinions of physical education teachers on the concept of sportsmanship. This study, which has been based on the qualitative research paradigm, involves opinions of 13 physical education teachers (9 males and 4 females) which serve in public schools of Turkey and which have been specified through a critical incident sampling. A “semi-structured interview form” which has been developed using a literature review and expert opinions has been used to collect data. The descriptive analysis technique was used in analyzing the obtained data. Results of the study showed that physical education teachers have different views on the sportsmanship concept. Although physical education teachers stated their opinions on requirement of activities towards enhancing the awareness with regard to the sportsmanship concept in schools they work in, it was determined that they performed few activities pertaining to sportsmanship. However, it was seen that the current physical education course programs do not provide teachers with sufficient information regarding the sportsmanship education and that teachers desire to have education on the sportsmanship concept during in-service training activities. Furthermore, the involved teachers think that quality of the current university education in terms of the sportsmanship concept should be improved. In conclusion, in order to enhance the quality of physical education teachers with regard to the sportsmanship concept, particularly faculties of education are recommended to include compulsory courses containing both the theory and practice on sportsmanship and researchers are recommended to develop sample activities and practice guiding physical education teachers.

scholarly journals Examining teachers’ opinions regarding the organizational forgiveness in reference to several variablesÖğretmenlerin örgütsel affediciliğe ilişkin görüşlerinin çeşitli değişkenlere göre incelenmesi

2016 ◽  
Vol 13 (3) ◽  
pp. 4168
Author(s):  
K. Funda Nayır ◽  
Yasemin Karaman Kepenekçi
Keyword(s):  
Public Schools ◽  
Interpersonal Relationships ◽  
School Environment ◽  
Descriptive Analysis ◽  
School Type ◽  
Length Of Service ◽  
Subject Field ◽  
Several Variables ◽  
Teacher Views ◽  
Qualitative Part

The aim of this study is to reveal the teacher views on forgiveness behavior in their interpersonal relationships with other teachers at school and analyze their views in reference to several variables (gender, subject field, seniority, school type, length of service at school and number of students at school). In the study, “Convergent parallel design”, a mixed research method was used. The participants in the quantitative part of the study were comprised of 252 teachers working at public schools in Ankara central district during the 2014-2015 Academic Year. The participants in the qualitative part of the study were comprised of eight teachers that are working in different schools and volunteered to participate in the study. Arithmetic mean, standard deviation, t-test and ANOVA were used to analyze the quantitative data. Descriptive analysis method was used for the qualitative part of the study. As a conclusion, while teachers see being forgiving as a virtue and a necessary behavior to both ensure efficiency within the organization and prevent a negative school environment, they believe that forgiveness depends on some certain conditions. However, the teacher views vary based on school type and subject field only in the dimension of justification of forgiveness and do not vary significantly based on any variable in other dimensions. ÖzetBu çalışmanın amacı öğretmenlerin çalıştıkları okulda diğer öğretmenlerle (kişilerarası) ilişkilerinde affedicilik davranışına ilişkin görüşlerini ortaya koymak ve bu görüşlerini çeşitli değişkenlere (cinsiyet, branş, kıdem, okul türü, okulda çalışma süresi ve okuldaki öğrenci sayısı) göre değerlendirmektir. Araştırmada karma yöntem araştırmalarından “yakınsayan paralel desen” kullanılmıştır. Araştırmanın nicel kısmının katılımcılarını 2014-2015 Eğitim-Öğretim yılında Ankara il merkezindeki kamu okullarında görevli 252 öğretmen, nitel kısmının katılımcılarını farklı okullarda görev yapan ve araştırmaya katılmaya gönüllü sekiz öğretmen oluşturmuştur. Nicel verilerin analizinde aritmetik ortalama, standart sapma ve t-testi ve ANOVA nitel verilerin analizinde betimsel analiz yöntemi kullanılmıştır. Sonuç olarak öğretmenler affedici olmayı hem bir erdem hem de örgüt içinde verimliliği sağlamak ve olumsuz okul ortamını engellemek için gerekli bir davranış olarak görürken; affetmenin bir takım şartlara bağlı olarak gerçekleşebileceğini düşünmektedirler. Bununla birlikte, öğretmenlerin görüşleri sadece affediciliği gerekçelendirme boyutunda okul türü ve öğretmenin branşına göre anlamlı farklılık göstermekte; diğer boyutlarda hiçbir değişkene göre anlamlı farklılık göstermemektedir.

Diet Quality Is Lower for Those Who Skip Lunch Among a Sample of Predominantly Black Adolescents

2020 ◽  
pp. 089011712098137
Author(s):  
Lori Andersen Spruance ◽  
Spencer Clason ◽  
Jordyn Hansen Burton ◽  
Leann Myers ◽  
Keelia O’Malley ◽  
...  
Keyword(s):  
Public Schools ◽  
Diet Quality ◽  
School Environment ◽  
Assessment Tool ◽  
Dietary Assessment ◽  
School Setting ◽  
Healthy Eating Index ◽  
School Level ◽  
Dietary Quality ◽  
Cross Sectional

Purpose: To compare the dietary quality among adolescents who skip lunch and those who do not and explore associations between school-level variables, demographic variables and lunch skipping. Design: Cross-sectional Setting: Public schools in New Orleans, Louisiana (n = 21) Participants: 718 adolescents Methods: Adolescents participated in a 24-hour dietary recall using the Automated Self-Administered 24-Hour (ASA24) Dietary Assessment Tool early in 2013. Data were converted into Healthy Eating Index (HEI-2010) scores. Mean scores were compared between students who skipped lunch and those who did not. A multilevel analysis was conducted to assess relationships between school environment, demographics, and lunch skipping. Results: Of the 718 respondents, 88.3% were Black and 15.3% skipped lunch. Students who ate lunch had a mean HEI score of 46.6 compared to a mean score of 41.7 for students who skipped lunch (p < .001). Students who skipped lunch also had significantly lower intake of total vegetables (p = .02), whole fruits (p < .001), total dairy (p = .003), total protein (p < .001). Conclusions: Skipping lunch was associated with lower quality diet, though diet quality was low among all students. Considering over 15% of the sample did not eat lunch in a closed-campus school setting, further research should consider how to encourage students to participate in the National School Lunch Program, which has the ability to increase diet quality in adolescents.

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