scholarly journals Does Additional Physical Education Improve Exam Performance at the End of Compulsory Education? A Secondary Analysis from a Natural Experiment: The CHAMPS-Study DK

Children ◽  
2021 ◽  
Vol 8 (1) ◽  
pp. 57
Author(s):  
Jakob Tarp ◽  
Anne Kær Gejl ◽  
Charles H. Hillman ◽  
Niels Wedderkopp ◽  
Anna Bugge
Keyword(s):  
Academic Performance ◽  
Physical Education ◽  
Natural Experiment ◽  
Secondary Analysis ◽  
Compulsory Education ◽  
School Level ◽  
National Standard ◽  
Exam Performance ◽  
Normal Schools ◽  
9Th Grade

It remains unclear whether the provision of additional physical activity in school improves academic outcomes. We conducted a secondary analysis of the Childhood Health, Activity, and Motor Performance School Study Denmark (CHAMPS-study DK), a natural experiment based on a trebling of curricular physical education, to investigate whether children receiving additional physical education performed better on their academic exams at the conclusion of compulsory education (i.e., 9th grade). Children from six intervention schools received 3–7 years of exposure to 270 weekly minutes of physical education (sports schools), while children from four control schools received the 90-min national standard (normal schools). Academic performance was based on the standard Danish 7-point scale (ranging from −03 to 12) and retrieved from national registries. The primary outcome was calculated as the average exam grade. Comparisons of participants at sports and normal schools were adjusted for individual socioeconomic factors and school-level academic environment. There were no differences in the pooled exam performance among 691 sports- and 510 normal-school participants (0.20 (95% confidence interval: −0.12 to 0.52)). Results for subject-specific exams indicated similar results. This analysis from a non-randomized natural experiment did not provide evidence that simply adding additional physical education is sufficient to affect academic performance relative to the national standard.

scholarly journals Teachers' Perceptions of Applying Contemporary Skill Acquisition Approaches in High School Physical Education

2021 ◽  
Vol 3 ◽  
Author(s):  
Sarah-Kate Millar ◽  
Jia Yi Chow ◽  
Mo Gleeson ◽  
Michelle Cleaver
Keyword(s):  
High School ◽  
Physical Education ◽  
Skill Acquisition ◽  
Skill Learning ◽  
School Level ◽  
National Standard ◽  
Learning Theories ◽  
Pedagogical Practice ◽  
Exploratory Learning ◽  
High School Level

Using contemporary skill acquisition approaches to skill learning appears to be a worthwhile pedagogical option for teachers and coaches in sports and Physical Education (PE). However, PE at the High School level in New Zealand has assessment components that are still underpinned by traditional and outdated skill learning theories. In response to this challenge, two motivated Heads of Department in PE undertook a department-wide professional development initiative to teach the national standard assessment via the use of a contemporary skill acquisition approach, which is student-centred, with an emphasis on enhancing exploratory learning and encouraging autonomy. Each department worked together over a 10-week period with a Higher Education specialist in skill acquisition to design and teach using contemporary skill acquisition approaches. Qualitative data was collected via semi-structured focus group interviews. Insightful data on the influence of teaching using contemporary skill acquisition approaches was acquired from the teachers in the two PE departments. It was found that substantial pedagogical practice changes were achieved by the teachers (e.g., less focus on ideal technique and more on varying the context). They also enjoyed the learning experience that the contemporary skill acquisition approach offered as compared to their previous experience of more traditional teaching approaches, which have a focus on knowledge acquirement with little opportunities for exploratory learning. In addition, from a practical perspective, teachers were observed to demonstrate greater engagement in professional conversations around learning and could see greater relevance in the transfer of learning in the use of contemporary skill acquisition approaches to other teaching contexts.

scholarly journals The Relationship between Physical Education Teachers’ Perceptions of Principals’ Transformational Leadership and Creative Teaching Behavior at Junior and Senior High Schools: A Cross-Level Moderating Effect on Innovative School Climates

2021 ◽  
Vol 13 (15) ◽  
pp. 8184
Author(s):  
Chia-Ming Chang ◽  
Huey-Hong Hsieh ◽  
Yu-Hui Chou ◽  
Hsiu-Chin Huang
Keyword(s):  
Transformational Leadership ◽  
High Schools ◽  
School Climate ◽  
Physical Education ◽  
Positive Impact ◽  
School Level ◽  
Physical Education Teachers ◽  
Teaching Behaviors ◽  
Creative Teaching ◽  
The Relationship

The purpose of this study was to examine the relationship between a principal’s transformational leadership and creative teaching behavior of physical education teachers at junior and senior high schools in Taiwan (at the individual level) and the cross-level effect on creative teaching behaviors of physical education teachers in an innovative school climate (at the school level) and the moderator effect of an innovative school climate on the relationship between a principal’s transformational leadership and creative teaching behaviors of physical education teachers. A total of 800 questionnaires were distributed to physical education teachers at 59 junior and senior high schools and 477 valid surveys were collected for data analysis. Using hierarchical linear modeling, we found that at the individual level, a principal’s transformational leadership has a positive impact on creative teaching behaviors of physical education teachers, and at the school level, an innovative school climate has a positive impact on creative teaching behaviors (at the person level) of physical education teachers. An innovative school climate at the school level has no moderating effects on the relationship between a principal’s transformational leadership and creative teaching behaviors of physical education teachers. This study provides implications and applications for cross-level studies, and builds the foundation for future multilevel research.

Explaining the Variability in School Nurse Workload and Educational Outcomes

2021 ◽  
pp. 019394592110179
Author(s):  
Claire McKinley Yoder ◽  
Mary Ann Cantrell ◽  
Janice L. Hinkle
Keyword(s):  
High School ◽  
Educational Outcomes ◽  
Structural Equation ◽  
Secondary Analysis ◽  
School Nurse ◽  
Equation Model ◽  
Individual Student ◽  
Student Records ◽  
9Th Grade ◽  
Nurse Workload

This secondary analysis examined the variability in the effects of school nurse workload on individual student outcomes of 9th grade attendance, being on track to graduate, and high school graduation. A principal axis factor analysis of the variables underlying school nurse workload and a structural equation model of the latent construct school nurse workload in 5th grade and the three outcome variables was tested using data from student records ( N = 3,782). Two factors explained 82% of the variability in school nurse workload: acuity and volume factor and social determinants of health factor. The model had acceptable fit indices and school nurse workload explained between 35% and 52% of the variability in the outcomes with a moderate effect size (.6–.72). Creating school nurse workload assignments that maximize student educational outcomes may improve graduation from high school, which in turn increases the resources available for lifelong health.

A Systematic Review of Multi-Component Comprehensive School Physical Activity Program (CSPAP) Interventions

2021 ◽  
pp. 089011712110132
Author(s):  
Ann Pulling Kuhn ◽  
Peter Stoepker ◽  
Brian Dauenhauer ◽  
Russell L. Carson
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Health Outcomes ◽  
Academic Outcomes ◽  
English Language ◽  
Comprehensive School ◽  
Physical Activity Program ◽  
School Level ◽  
Future Research ◽  
Activity Program

Objective: To identify, review, and describe multicomponent physical activity (PA) interventions in terms of: (a) number and combination of Comprehensive School Physical Activity Program (CSPAP) components, (b) study characteristics, and (c) primary outcomes. Data Source: Five electronic databases (i.e., PubMed, PsychInfo, Physical Education Index, Sport Discus, and ERIC). Study Inclusion and Exclusion Criteria: Included articles were peer-reviewed, written in English language, published since 1987, and included multicomponent school-based interventions. Data Extraction: Data items extracted were: school level, setting, CSPAP component description, health outcomes, academic outcomes, main conclusion, and reference. Data Synthesis: Included articles were synthesized by: (1) CSPAP components utilized, and (2) research outcome measured (i.e., health or academic). Results: Across 32 studies, 11 included physical education plus 1 additional CSPAP component (PE + 1); 10 included PE + 2 additional CSPAP components; 8 included PE + 3 additional CSPAP components; and 1 included all 5 CSPAP components. Two other studies included 2 or 3 CSPAP components without PE. Most interventions targeted health outcomes (94%) rather than academic outcomes (6%). Conclusions: Multicomponent approaches aligned with CSPAPs are effective in promoting PA and other positive outcomes for youth in schools. Future research should seek to understand effects of CSPAP components on a variety of outcomes and settings.

scholarly journals Hedging in English texts written by lower secondary pupils attending Norwegian schools

2018 ◽  
Vol 6 (1) ◽  
Author(s):  
James Jacob Thomson
Keyword(s):  
Language Learners ◽  
Second Language Learners ◽  
The United States ◽  
School Level ◽  
The Novel ◽  
Factors Affecting ◽  
9Th Grade ◽  
Written Texts ◽  
Wide Range ◽  
The Uk

This study analyses the use of hedges in English texts written by year nine[1] pupils attending Norwegian lower secondary schools. Hedges are quantified in a corpus of 82 pupil texts using a taxonomy consisting of five hedging categories: Adaptors, Rounders, Plausibility Shields, Explicit Markers of Author Involvement and Verbal Fillers (Prince et al., 1980; Salager-Meyer, 1994; Holmes, 1986). As the pupils are school-level second language learners of English, each device is also deemed to be either accurately or inaccurately used based on grammar, well-formedness and appropriateness (Fetzer, 2004). The analyses are compared across topic, holistic ratings and formality. Texts in the corpus are written about two topics: sports and literary analyses of the novel Holes (Sachar, 1998). Texts about sports contain significantly more hedges than texts about Holes. Comparing accurate and inaccurate categories across holistic ratings, different results were produced when considering topic. Informally written texts about sports contain higher frequencies of accurately used devices than formally written texts about sports. The results suggest that topic and formality are the most significant factors affecting hedging use in this corpus. While hedging frequency overall does not seem to correlate with holistic ratings, overuse and inaccurate use of hedges seems to affect quality. Based on the results, it is argued that pupils may benefit from exposure to a wide range of accurately used devices. [1] “Year 9” is a term usually used in the UK, synonymous with “9th grade” used in the United States, for pupils aged 13-14.

scholarly journals Developing resistance through dynamic games, for the 2-nd grade schoolchildren

2017 ◽  
Vol 10 (19) ◽  
pp. 73-79
Author(s):  
Vicol Eduard Șuță ◽  
Tiberiu Tătaru ◽  
Lizia Ioana Șuță ◽  
Marinela Vasile
Keyword(s):  
Physical Education ◽  
Dynamic Games ◽  
School Level ◽  
Initial Assessment ◽  
Development Of Resistance ◽  
Physical Education Lesson ◽  
Motor Strength ◽  
Evaluation Stage ◽  
Bibliographic Study

Abstract The aim of the research was to develop a methodology for the development of resistance motric quality, using dynamic games, these means of education being specific to the children enrolled at primary school level in the 2nd class. In this work we intended to emphasize that if we will conduct, for 10 weeks, one weekly physical education and sports lesson with pupils aged between 8 and 10, a lesson in addition to the two activities provided in the curriculum, in which to use dynamic games that aim at increasing the effort capacity, we will achieve an improvement in motor capacity, with emphasis on motor strength. The research was carried out in several stages: a first stage in which the bibliographic study of the specialized literature was carried out, a stage in which the initial evaluation was carried out, a stage of application of the stimulus program with specific means, a final evaluation stage of the subjects and a stage of processing the collected data and formulating the conclusions. The sample of the survey was made up of 30 pupils at the level of primary education in the 2nd grade, aged between 8 and 10 years. The 30 pupils were divided into two distinct groups in terms of gender, consisting of 15 boys and 15 girls. In the research were used four resistance evaluating tests. The stimulus program consisted of a weekly physical education lesson for 10 weeks, lessons in which pupils played 20 games. Comparing the values recorded by the pupils in the initial assessment with the values recorded in the final assessment, it was concluded that all pupils had better values in the tests that concerned the motor quality of the resistance.

scholarly journals Motor skills as a predictor of academic performance | La aptitud motriz como predictor del rendimiento académico

2021 ◽  
Vol 14 (28) ◽  
pp. 57-64
Author(s):  
José Eduardo Molina Arriola ◽  
Victor Osiris Rodriguez Cervantes ◽  
Julio Cesar Lozano Flores ◽  
Luis Quintana Rivera ◽  
José Moncada Jimenez ◽  
...  
Keyword(s):  
Academic Performance ◽  
Physical Education ◽  
University Students ◽  
Motor Skills ◽  
Weighted Average ◽  
First Year ◽  
Regression Analyses ◽  
First Year Students ◽  
First Year University ◽  
Estudiantes Universitarios

Este estudio tuvo como objetivo determinar la asociación entre la aptitud motriz de estudiantes universitarios de primer ingreso y su desempeño académico en los dos periodos lectivos de inicio de la carrera de Educación Física, Deporte y Recreación. Participaron 83 voluntarios (Hombres = 60, Mujeres = 23) de la Universidad Veracruzana, México. La aptitud motriz se evaluó con ocho pruebas y el rendimiento académico se midió con el promedio ponderado de dos periodos consecutivos. Los análisis de regresión múltiple mostraron que el salto sin carrera (modelo 1), y gimnasia y encestes de baloncesto (modelo 2) predicen el rendimiento académico. En conclusión, la aptitud motriz predice parcialmente el rendimiento académico en estudiantes de primer ingreso.AbstractThe purpose of this study was to determine the association between the motor skills of first-year university students and their academic performance in the two initial academic terms of the Physical Education, Sports and Recreation degree. Eighty-three volunteers participated (Men = 60, Women = 23) from the Universidad Veracruzana, Mexico. Motor skills were evaluated with eight tests and academic performance was measured with the weighted average of two consecutive terms. Multiple regression analyses showed that standing jumping (model 1), and gymnastics and effective basketball throws (model 2) predicted academic performance. In conclusion, motor skills partially predict academic performance in first-year students

scholarly journals Exploring Goal–Setting Strategies of Prospective Physical Education Teachers to Maintain Academic Performance

2021 ◽  
Vol 13 (1) ◽  
pp. 473-484
Author(s):  
Jusuf Blegur ◽  
Aniq Hudiyah Bil Haq ◽  
Muya Barida
Keyword(s):  
Academic Performance ◽  
Physical Education ◽  
Learning Strategies ◽  
Goal Setting ◽  
Academic Failure ◽  
Learning Task ◽  
Learning Performance ◽  
Traumatic Experiences ◽  
Physical Education Teachers ◽  
Learning Challenges

Some students have successfully used goal–setting to maintain academic performance throughout their studies. Behind these successes, they implemented the strategy to the fullest, making their goals more manageable. This study explores the strategies of prospective physical education teachers using goal–setting to maintain academic performance. The research team used an exploratory qualitative approach to compare students’ experiences with good and bad academic reputations in maintaining academic performance through observation, interview, and documentation techniques. There were 11 students involved, both those with good academic reputations and vice versa. Spradley’s taxonomic analysis found that students had to reconstruct their way of learning because of traumatic experiences of academic failure and the economic limitations of the family. Goal–setting ensures that students complete their work on time and are more selective in using the clarity of information in lecturer learning designs. In addition, they reduce their learning challenges by learning and acting according to the assessment rubric, commit to each learning task and responsibility, use feedback to improve learning performance, and ensure all learning task needs by developing self–learning strategies.

scholarly journals Hierarchy, Violence and Bullying Among Students of Public Middle Schools

2016 ◽  
Vol 26 (65) ◽  
pp. 307-315 ◽  
Author(s):  
José Leon Crochík
Keyword(s):  
Public Schools ◽  
Physical Education ◽  
Middle Schools ◽  
School Violence ◽  
Sao Paulo ◽  
The State ◽  
São Paulo ◽  
9Th Grade ◽  
Peer Perception

Abstract Hierarchies established in schools can lead to violence among students, particularly bullying, and this relationship is investigated in this study. A School Hierarchies Scale and a Peer Perception of Aggression Scale were applied to 274 9th grade students, both sexes, aged 14.08 years (SD = 0.81) old on average, attending four public schools in the state of São Paulo, Brazil. The students more frequently perceived to be popular, were among the best in physical education and/or among the worst in academic subjects were also more frequently perceived to be bullies, while those more frequently perceived to be unpopular and having the worst performance in physical education were also more frequently perceived to be victims. Therefore, teachers should reflect upon the issue and fight school violence that may arise from these hierarchies.

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