scholarly journals rapid review of recommendations for mitigating COVID-19 transmission in community sport and recreation facilities

2021 ◽  
Author(s):  
Kevin Wilson ◽  
Zachary Evans ◽  
Joseph Miller ◽  
Denver Brown
Keyword(s):  
Rapid Review ◽  
Community Sport ◽  
Recreation Facilities ◽  
Sport And Recreation

scholarly journals Physical Activity of Polish and Norwegian Local Communities in the Context of Self-Government Authorities’ Projects

2019 ◽  
Vol 16 (10) ◽  
pp. 1710
Author(s):  
Anna Maria Urbaniak-Brekke ◽  
Beata Pluta ◽  
Magdalena Krzykała ◽  
Marcin Andrzejewski
Keyword(s):  
Physical Activity ◽  
Local Governments ◽  
Local Authorities ◽  
Physically Active ◽  
Time Pattern ◽  
Outdoor Sports ◽  
Action Model ◽  
Recreation Facilities ◽  
Sport And Recreation ◽  
The Impact

The aim of this paper is to evaluate the relationship between the physical activity (PA) undertaken by two groups of residents living in Poland and Norway, and projects run by their respective local authorities. A secondary goal is to determine PA levels in the studied social groups. Two representative groups (one from each country) were examined using a diagnostic survey, supported by questionnaires and interviews. The Polish cohort consisted of 382 respondents who were residents of 11 municipalities in the Kalisz district of the Greater Poland voivodship. The Norwegian cohort was made up of 378 residents of 8 Indre Sogn municipalities from the Sogn og Fjordane region. Norwegians are twice as physically active as Poles and assess their municipal sport and recreation facilities to be much better. There is no statistically significant relationship between Polish and Norwegian PA levels in the two studied groups and their positive views on the impact of their local governments’ projects to promote PA. Statistically significant correlations occurred between the frequency of PA undertaken, the time pattern of class unit, MET level (metabolic equivalent) and the declared use of the sport and recreation facilities of the two communities. Both groups are more willing to be active outdoors than indoors and thus municipal authorities should take particular care about the state of outdoor sports and recreation infrastructure. An innovative and original action model is presented to assist local authorities in their attempts to raise PA levels in their communities.

Every Body Active: A Sports Council National Demonstration Project in England

1989 ◽  
Vol 6 (2) ◽  
pp. 100-108 ◽  
Author(s):  
Ian Stafford
Keyword(s):  
Physical Education ◽  
Implementation Phase ◽  
Community Sport ◽  
Research Findings ◽  
Education Act ◽  
Two Phases ◽  
Set Up ◽  
Sport And Recreation ◽  
Mass Participation ◽  
External Community

The 1981 Education Act implies that, in England, provided certain conditions are satisfied, schoolchildren with special needs should be taught in an integrated setting (Advisory Centre for Education, 1981). In 1982 the English Sports Council set up national demonstration projects to promote mass participation in sport throughout all sections of the community. Every Body Active (E.B.A.) is such a project, based at Sunderland Polytechnic, and it focuses on the participation and integration of young people (11–24 years) with physical or sensory disabilities in community sport and recreation and school physical education. The project is divided into two phases. The research phase, initiated in January 1987, ran for a period of 15 months during which data were collected in order to establish needs. Subsequently several schemes were established to be undertaken in the implementation phase, initiated in April 1988. The focus of this paper is the physical education scheme and the research findings that preceded its formation. On the basis of the research phase, a physical education scheme has been implemented that focuses on a special school for pupils with physical disabilities, its physical education program, and links with mainstream schools and external community sport and recreation agencies.

scholarly journals Linking secondary school physical education with community sport and recreation for girls: a process evaluation

2014 ◽  
Vol 14 (1) ◽  
Author(s):  
Meghan M Casey ◽  
Amanda Telford ◽  
Amanda Mooney ◽  
Jack T Harvey ◽  
Rochelle M Eime ◽  
...  
Keyword(s):  
Physical Education ◽  
Secondary School ◽  
Process Evaluation ◽  
Community Sport ◽  
Sport And Recreation

scholarly journals Linking Physical Education With Community Sport and Recreation

2012 ◽  
Vol 14 (5) ◽  
pp. 721-731 ◽  
Author(s):  
Meghan Casey ◽  
Amanda Mooney ◽  
Rochelle Eime ◽  
Jack Harvey ◽  
John Smyth ◽  
...  
Keyword(s):  
Physical Education ◽  
Community Sport ◽  
Sport And Recreation

The moral obligation to preserve heritage through sport and recreation facilities

2013 ◽  
Vol 16 (3) ◽  
pp. 378-387 ◽  
Author(s):  
Adam G. Pfleegor ◽  
Chad S. Seifried ◽  
Brian P. Soebbing
Keyword(s):  
Moral Obligation ◽  
Recreation Facilities ◽  
Sport And Recreation

Transition of Students with Disabilities into Community Recreation: The Role of the Adapted Physical Educator

1992 ◽  
Vol 9 (4) ◽  
pp. 305-315 ◽  
Author(s):  
Patricia L. Krebs ◽  
Martin E. Block
Keyword(s):  
Physical Education ◽  
Students With Disabilities ◽  
Life Skills ◽  
Skills Training ◽  
Adapted Physical Education ◽  
Developmental Approach ◽  
Community Sport ◽  
Physical Educator ◽  
Sport And Recreation

The mission of education is to prepare all students with and without disabilities for adult life in the community. Recent amendments to Public Law 94-142 now require transition services, which promote movement from school to postschool activities, for all students with disabilities to begin as early as age 14 and to be included in the student’s IEP. Most special education programs provide vocational, domestic, and community independent living skills training. However, the same cannot be said for lifelong sport and fitness training. A life-skills model for teaching sport and fitness skills that are chronologically age appropriate, functional, and community based is preferred to the traditional developmental approach for teaching adapted physical education. The life-skills model for teaching adapted physical education changes the setting–from school sport facilities to community sport and recreation facilities–in which adapted physical education classes are conducted. It also expands the role of the adapted physical educator from direct service provider to include transition team member, consultant to regular physical education and community sport and recreation agencies, trainer of support personnel, and environmental analyst.

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