WorldWideScience

Sample records for school based physical

  1. Physical Therapists' Perceptions of School-Based Practices.

    Science.gov (United States)

    Holt, Sheryl L; Kuperstein, Janice; Effgen, Susan K

    2015-01-01

    Surveys have reported that most school-based physical therapists perceive ideal practices are not commonly implemented in their settings. Our aim was to obtain a more in-depth understanding of these perceptions through open-ended inquiry. Qualitative data were derived from voluntary open-ended responses provided upon completion of a survey regarding school-based physical therapy practice. Of the survey's 561 participants, 250 provided open-ended commentaries that were analyzed using interpretive phenomenology. Six qualitative themes emerged from the open-ended responses, including: In quest: Meeting students' school-based needs via physical therapy; Seeking relatedness: Finding working teams in the school system; Building understanding: Developing a voice/identity in the school context; Stretched beyond limits: Managing workloads; Networking: Coordinating services outside school to meet student needs; Defying definition: What does working in an educational model mean? School-based physical therapists seek to meet educationally relevant physical therapy needs of students, ages 3 to 21 years. Successes appear woven of a multitude of factors such as therapist expertise, team dynamics, and district supports.

  2. Comprehensive School-Based Physical Activity Promotion: A Review

    Science.gov (United States)

    Erwin, Heather; Beighle, Aaron; Carson, Russell L.; Castelli, Darla M.

    2013-01-01

    Physical activity (PA) participation levels among youth remain well below national recommendations. Thus, a variety of strategies to promote youth PA have been advocated, including multifaceted, school-based approaches. One identified as having great potential is a comprehensive school physical activity program (CSPAP). The goal of a CSPAP is to…

  3. A provincial study of opportunities for school-based physical activity in secondary schools.

    Science.gov (United States)

    Dwyer, John J M; Allison, Kenneth R; LeMoine, Karen N; Adlaf, Edward M; Goodman, Jack; Faulkner, Guy E J; Lysy, Daria C

    2006-07-01

    Adolescents spend considerable time at school and thus it is important to understand their opportunities for school-based physical activity. This study surveyed Ontario secondary schools to identify the range of structured opportunities and their engagement by students. A questionnaire was mailed to key informants in 600 randomly selected secondary schools in Ontario, for which 474 respondents (79%) returned completed questionnaires. Curriculum-based physical education (PE) classes in grade nine were reported to be offered in all schools and these classes in grades 10, 11 and 12 were offered in almost all schools. Student enrollment in PE decreased from grades 9 to 12 (97.9%, 49.6%, 43.3% and 35.9%, respectively). Respondents reported that funding, timetable, facilities and resources made it somewhat difficult to implement the health and physical education curriculum in their schools. About two-thirds (65.5%) of the schools had an intramural program and 15.0% of students participated in it, whereas 97.2% of the schools had an inter-school sports program and 25.0% of students participated in it. Supervision issues made it difficult to provide intramural programs and funding made it difficult to provide inter-school sports programs. Although provision of physical activity opportunities in Ontario appears satisfactory, actual engagement by students is low. The results suggest that strategies to increase student participation in PE, intramural programs, and inter-school sports programs need further consideration.

  4. School-based physical therapy services and student functional performance at school.

    Science.gov (United States)

    Mccoy, Sarah Westcott; Effgen, Susan K; Chiarello, Lisa A; Jeffries, Lynn M; Villasante Tezanos, Alejandro G

    2018-03-30

    We explored relationships of school-based physical therapy to standardized outcomes of students receiving physical therapy. Using a practice-based evidence research design, School Function Assessment (SFA) outcomes of 296 students with disabilities (mean age 7y 4mo [standard deviation 2y]; 166 males, 130 females), served by 109 physical therapists, were explored. After training, therapists completed 10 SFA scales on students at the beginning and end of the school year. Therapists collected detailed weekly data on services (activities, interventions, types, student participation) using the School-Physical Therapy Interventions for Pediatrics (S-PTIP) system. Stepwise linear regressions were used to investigate S-PTIP predictors of SFA outcomes. Predictors of SFA section outcomes varied in strength, with the coefficient of determination (R 2 ) for each outcome ranging from 0.107 to 0.326. Services that correlated positively with the SFA outcomes included mobility, sensory, motor learning, aerobic/conditioning, functional strengthening, playground access interventions, and higher student participation during therapy (standardized β=0.11-0.26). Services that correlated negatively with the SFA outcomes included providing services within student groups, within school activity, with students not in special education, during recreation activities, and with positioning, hands-on facilitation, sensory integration, orthoses, and equipment interventions (standardized β=-0.14 to -0.22). Consideration of outcomes is prudent to focus services. Overall results suggest we should emphasize active mobility practice by using motor learning interventions and engaging students within therapy sessions. No specific interventions predicted positively on all School Function Assessment (SFA) outcomes. Active movement practice seems related to overall better SFA outcomes. Active mobility practice improved SFA participation, mobility, recreation, and activities of daily living. Engaging

  5. EFFECTIVENESS IN USING INQUIRY-BASED TEXTBOOK OF PHYSICS FOR PHYSICS LEARNING IN VOCATIONAL HIGH SCHOOL.

    OpenAIRE

    Faiz Nour Rohmah; Indrawati; I Ketut Mahardika; Sutarto; Joko Waluyo; Nuriman.

    2018-01-01

    This research aimed to describe the effectiveness in using inquiry-based textbook of Physics for Physics Learning in Vocational High School. The effectiveness was reflected by student learning outcomes and responses after the implementation of inquiry-based textbook of Physics. The research method was quasi-experimental research with design of One Group Pre-test Post-test. The subjects of the research were students of X Multimedia odd semester, Vocational High School Al-Qodiri Jember. Data co...

  6. Effectiveness of a school-based physical activity injury prevention program

    NARCIS (Netherlands)

    Collard, D.C.M.; Verhagen, E.A.L.M.; Chin A Paw, M.J.M.; Knol, D.L.; van Mechelen, W.

    2010-01-01

    Objective: To study the effects of a school-based injury prevention program on physical activity injury incidence and severity. Design: Cluster randomized controlled trial performed from January 1, 2006, through July 31, 2007. Setting: Forty Dutch primary schools. Participants: Atotal of 2210

  7. Association of School-Based Physical Activity Opportunities, Socioeconomic Status, and Third-Grade Reading

    Science.gov (United States)

    Kern, Ben D.; Graber, Kim C.; Shen, Sa; Hillman, Charles H.; McLoughlin, Gabriella

    2018-01-01

    Background: Socioeconomic status (SES) is the most accurate predictor of academic performance in US schools. Third-grade reading is highly predictive of high school graduation. Chronic physical activity (PA) is shown to improve cognition and academic performance. We hypothesized that school-based PA opportunities (recess and physical education)…

  8. Implementation of school based physical activity interventions: a systematic review.

    Science.gov (United States)

    Naylor, Patti-Jean; Nettlefold, Lindsay; Race, Douglas; Hoy, Christa; Ashe, Maureen C; Wharf Higgins, Joan; McKay, Heather A

    2015-03-01

    Implementation science is an emerging area in physical activity (PA) research. We sought to establish the current state of the evidence related to implementation of school-based PA models to explore 1) the relationship between implementation and health outcomes, and 2) factors that influence implementation. We searched 7 electronic databases (1995-2014) and included controlled studies of school-based PA programmes for healthy youth (6-18 y) measuring at least one physical health-related outcome. For objective 1, studies linked implementation level to student-level health outcome(s). For objective 2, studies reported factors associated with implementation. There was substantial variability in how health outcomes and implementation were assessed. Few studies linked implementation and health outcomes (n=15 interventions). Most (11/15) reported a positive relationship between implementation and at least one health outcome. Implementation factors were reported in 29 interventions. Of 22 unique categories, time was the most prevalent influencing factor followed by resource availability/quality and supportive school climate. Implementation evaluation supports scale-up of effective school-based PA interventions and thus population-level change. Our review serves as a call to action to 1) address the link between implementation and outcome within the school-based PA literature and 2) improve and standardize definitions and measurement of implementation. Copyright © 2015 Elsevier Inc. All rights reserved.

  9. A quasi-experimental examination of how school-based physical activity changes impact secondary school student moderate- to vigorous- intensity physical activity over time in the COMPASS study

    OpenAIRE

    Hunter, Stephen; Leatherdale, Scott T.; Storey, Kate; Carson, Valerie

    2016-01-01

    Background Adolescence is characterized by low moderate- to vigorous- intensity physical activity (MVPA) levels. Targeting the school setting can increase MVPA among a large proportion of adolescents. However, school-based physical activity interventions for adolescents remain largely ineffective. Therefore, the purpose of this study was to examine how naturally-occurring changes to school physical activity policy, recreational programming, public health resources, and the physical environmen...

  10. Physical education, school physical activity, school sports and academic performance

    Directory of Open Access Journals (Sweden)

    Shephard Roy J

    2008-02-01

    Full Text Available Abstract 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.

  11. Improving children's physical self-perception through a school-based physical activity intervention

    DEFF Research Database (Denmark)

    Christiansen, Lars B.; Lund-Cramer, Pernille; Brondeel, Ruben

    2018-01-01

    Purpose Physical activity at school can improve the mental health of all children – especially if it targets children's developmental needs and is carried out in a positive social climate. The purpose of the present study was to examine the effect of a 9-month school intervention focusing......) PE lessons, 2) in-class activity outside PE, and 3) physical activity during break-time. It used a cluster-randomized design to select 24 Danish schools either for intervention or for control. Survey data on self-perception variables, socio-demographics and physical activity was collected prior...... on physical self-worth, self-perceived sport competence, body attractiveness, social competences and global self-worth in children aged 10–13 years. Methods Taking self-determination theory as its starting point, the intervention was developed and pilot-tested in close co-operation with schools. It targeted 1...

  12. Factors associated with physical inactivity among school-going adolescents: data from the Malaysian School-Based Nutrition Survey 2012.

    Science.gov (United States)

    Baharudin, Azli; Zainuddin, Ahmad Ali; Manickam, Mala A; Ambak, Rashidah; Ahmad, Mohamad Hasnan; Naidu, Balkish Mahadir; Cheong, Siew Man; Ying, Chan Ying; Saad, Hazizi Abu; Ahmad, Noor Ani

    2014-09-01

    The importance of physical activity to health is well recognized. Good health habits should begin from a young age. This article aims to explore physical activity among Malaysian school adolescents and factors associated with it. Data from the Malaysian School-Based Nutrition Survey (MSNS), comprising a nationally representative sample of school-going children aged 10 to 17 years, were used. The overall prevalence of physically inactive adolescents was 57.3%. Age in years (adjusted odds ratio = 1.2; 95% confidence interval = 1.16-1.23), gender - females (adjusted odds ratio = 2.9; 95% confidence interval = 2.66-3.10), afternoon school session, breakfast consumption (no breakfast and irregular breakfast), body mass index status (obese and underweight), and body weight perception (underweight perceivers) were significant factors associated with physical inactivity among Malaysian adolescents. Thus, there is evidence that programs to promote physical activity in this group should consider the combination of the aforementioned factors at the household, school, and community levels. © 2014 APJPH.

  13. School-based health promotion and physical activity during and after school hours.

    Science.gov (United States)

    Vander Ploeg, Kerry A; McGavock, Jonathan; Maximova, Katerina; Veugelers, Paul J

    2014-02-01

    Comprehensive school health (CSH) is a multifaceted approach to health promotion. A key objective of CSH is to foster positive health behaviors outside of school. This study examined the 2-year change in physical activity during and after school among students participating in a CSH intervention in Edmonton, Alberta, Canada. This was a quasi-experimental, pre-post trial with a parallel, nonequivalent control group. Intervention schools had to be located in socioeconomically disadvantaged neighborhoods. In the spring of 2009 and 2011, pedometer recordings (7 full days) and demographic data were collected from cross-sectional samples of fifth grade students from 10 intervention schools and 20 comparison schools. A total of 1157 students participated in the study. Analyses were adjusted for potential confounders and the clustered design. Relative to 2009, children in 2011 were more active on schools days (1172 steps per day; P affect children's physical activity during and outside of school. Results of this study justify broader implementation of effective CSH interventions for physical activity promotion and obesity prevention in the long term.

  14. Bridging Public Health and Education: Results of a School-Based Physical Activity Program to Increase Student Fitness.

    Science.gov (United States)

    Barrett-Williams, Shannon L; Franks, Padra; Kay, Christi; Meyer, Adria; Cornett, Kelly; Mosier, Brian

    Power Up for 30 (PU30) is a schoolwide intervention that encourages schools to provide an additional 30 minutes of physical activity during the school day, beyond physical education. The objective of this study was to evaluate the impact of PU30 on Georgia public elementary schools and their students. A total of 719 of 1320 public elementary schools in Georgia that were sent a baseline survey about school physical activity during October 2013 to September 2014 completed the survey, 160 of which were asked to complete a second survey. In the interim (March to June 2015), half (80) of these schools implemented the PU30 program. The interim surveys, which were completed during March to June 2015, assessed opportunities for student physical activity and staff member professional development focused on student physical activity. Compared with schools that had not implemented the program, more schools using the PU30 program reported offering before- and after-school physical activity programs. Forty-four of 78 (57%) PU30 schools compared with 20 of 53 (38%) non-PU30 schools offered before-school physical activity programs. Likewise, more PU30 schools than non-PU30 schools offered after-school physical activity programs (35% vs 16%), and a greater proportion of students at PU30 schools compared with non-PU30 schools met fitness benchmarks: recess 5 days per week (91% [288 of 323] vs 80% [273 of 341]), offering ≥11 minutes per day of classroom-based physical activity (39% [53 of 136] vs 25% [47 of 189] for kindergarten through second grade; 20% [37 of 187] vs 6% [9 of 152] for grades 3 through 5), and receiving physical activity-related professional development time (42% [136 of 323] vs 14% [48 of 341]). The surveys provided a statewide picture of the physical activity opportunities offered to students and staff members in Georgia elementary schools and demonstrated the effective use of a comprehensive, multicomponent program to offer more school-based physical activity

  15. Effects of a 2-year school-based daily physical activity intervention on cardiorespiratory fitness: the Sogndal school-intervention study

    DEFF Research Database (Denmark)

    Resaland, G K; Andersen, Lars Bo; Mamen, A

    2011-01-01

    The aim of this study was to describe changes in children's cardiorespiratory fitness (CRF) following a school-based physical activity (PA) intervention. In total, 259 children (age 9.3+/-0.3 years) were invited to participate, of whom 256 participated. The children from the intervention school (63...... boys, 62 girls) carried out 60-min PA over 2 school years. The children from the control school (62 boys, 69 girls) had the regular curriculum-defined amount of physical education in school, i.e. 45 min twice weekly. One hundred and eighty-eight children (73.4%) successfully completed both the baseline...

  16. Evaluation of a school-based physical activity intervention in ...

    African Journals Online (AJOL)

    Objectives. Non-communicable diseases and limited participation in school physical education have become increasing concerns in South Africa. In response to these concerns, a schoolbased physical activity intervention, Healthnutz, was implemented in three primary schools in Alexandra Township, Johannesburg.

  17. Can a school physical activity intervention improve physical self-perception and enjoyment?

    DEFF Research Database (Denmark)

    Lund-Cramer, Pernille; Christiansen, Lars Breum Skov; Smedegaard, Søren

    Purpose Physical activity at school can improve mental health of all children – especially if it is targeted to children’s needs and executed in a positive social climate. The purpose of the present study was to examine the effect of a multicomponent school-based physical activity intervention...... activity in recess. Using a cluster-randomized design, 24 Danish schools were randomized to either intervention or control. Study population included 3.136 children aged 10-13 years at baseline. Survey data (socio-demographics, physical activity, self-efficacy, physical enjoyment, physical self...... on physical self-perception and enjoyment of physical activity among children aged 10-13 years. Methods An intervention based on Self-Determination Theory was developed and pilot tested in close co-operation with schools and targeted 1) physical education lessons, 2) in-class activity, and 3) physical...

  18. Effects of a School-Based Sports Program on Physical Fitness, Physical Activity, and Cardiometabolic Health in Youth With Physical Disabilities: Data From the Sport-2-Stay-Fit Study.

    Science.gov (United States)

    Zwinkels, Maremka; Verschuren, Olaf; Balemans, Astrid; Lankhorst, Kristel; Te Velde, Saskia; van Gaalen, Leendert; de Groot, Janke; Visser-Meily, Anne; Takken, Tim

    2018-01-01

    To investigate the effects of a school-based once-a-week sports program on physical fitness, physical activity, and cardiometabolic health in children and adolescents with a physical disability. This controlled clinical trial included 71 children and adolescents from four schools for special education [mean age 13.7 (2.9) years, range 8-19, 55% boys]. Participants had various chronic health conditions including cerebral palsy (37%), other neuromuscular (44%), metabolic (8%), musculoskeletal (7%), and cardiovascular (4%) disorders. Before recruitment and based on the presence of school-based sports, schools were assigned as sport or control group. School-based sports were initiated and provided by motivated experienced physical educators. The sport group ( n  = 31) participated in a once-a-week school-based sports program for 6 months, which included team sports. The control group ( n  = 40) followed the regular curriculum. Anaerobic performance was assessed by the Muscle Power Sprint Test. Secondary outcome measures included aerobic performance, VO 2 peak, strength, physical activity, blood pressure, arterial stiffness, body composition, and the metabolic profile. A significant improvement of 16% in favor of the sport group was found for anaerobic performance ( p  = 0.003). In addition, the sport group lost 2.8% more fat mass compared to the control group ( p  = 0.007). No changes were found for aerobic performance, VO 2 peak, physical activity, blood pressure, arterial stiffness, and the metabolic profile. Anaerobic performance and fat mass improved following a school-based sports program. These effects are promising for long-term fitness and health promotion, because sports sessions at school eliminate certain barriers for sports participation and adding a once-a-week sports session showed already positive effects for 6 months. This trial was registered with the Dutch Trial Registry (NTR4698).

  19. Effects of a School-Based Sports Program on Physical Fitness, Physical Activity, and Cardiometabolic Health in Youth With Physical Disabilities: Data From the Sport-2-Stay-Fit Study

    Directory of Open Access Journals (Sweden)

    Maremka Zwinkels

    2018-03-01

    Full Text Available ObjectiveTo investigate the effects of a school-based once-a-week sports program on physical fitness, physical activity, and cardiometabolic health in children and adolescents with a physical disability.MethodsThis controlled clinical trial included 71 children and adolescents from four schools for special education [mean age 13.7 (2.9 years, range 8–19, 55% boys]. Participants had various chronic health conditions including cerebral palsy (37%, other neuromuscular (44%, metabolic (8%, musculoskeletal (7%, and cardiovascular (4% disorders. Before recruitment and based on the presence of school-based sports, schools were assigned as sport or control group. School-based sports were initiated and provided by motivated experienced physical educators. The sport group (n = 31 participated in a once-a-week school-based sports program for 6 months, which included team sports. The control group (n = 40 followed the regular curriculum. Anaerobic performance was assessed by the Muscle Power Sprint Test. Secondary outcome measures included aerobic performance, VO2 peak, strength, physical activity, blood pressure, arterial stiffness, body composition, and the metabolic profile.ResultsA significant improvement of 16% in favor of the sport group was found for anaerobic performance (p = 0.003. In addition, the sport group lost 2.8% more fat mass compared to the control group (p = 0.007. No changes were found for aerobic performance, VO2 peak, physical activity, blood pressure, arterial stiffness, and the metabolic profile.ConclusionAnaerobic performance and fat mass improved following a school-based sports program. These effects are promising for long-term fitness and health promotion, because sports sessions at school eliminate certain barriers for sports participation and adding a once-a-week sports session showed already positive effects for 6 months.Clinical Trial RegistrationThis trial was registered with the Dutch Trial Registry (NTR

  20. A school-based physical activity promotion intervention in children: rationale and study protocol for the PREVIENE Project.

    Science.gov (United States)

    Tercedor, Pablo; Villa-González, Emilio; Ávila-García, Manuel; Díaz-Piedra, Carolina; Martínez-Baena, Alejandro; Soriano-Maldonado, Alberto; Pérez-López, Isaac José; García-Rodríguez, Inmaculada; Mandic, Sandra; Palomares-Cuadros, Juan; Segura-Jiménez, Víctor; Huertas-Delgado, Francisco Javier

    2017-09-26

    The lack of physical activity and increasing time spent in sedentary behaviours during childhood place importance on developing low cost, easy-toimplement school-based interventions to increase physical activity among children. The PREVIENE Project will evaluate the effectiveness of five innovative, simple, and feasible interventions (active commuting to/from school, active Physical Education lessons, active school recess, sleep health promotion, and an integrated program incorporating all 4 interventions) to improve physical activity, fitness, anthropometry, sleep health, academic achievement, and health-related quality of life in primary school children. A total of 300 children (grade 3; 8-9 years of age) from six schools in Granada (Spain) will be enrolled in one of the 8-week interventions (one intervention per school; 50 children per school) or a control group (no intervention school; 50 children). Outcomes will include physical activity (measured by accelerometry), physical fitness (assessed using the ALPHA fitness battery), and anthropometry (height, weight and waist circumference). Furthermore, they will include sleep health (measured by accelerometers, a sleep diary, and sleep health questionnaires), academic achievement (grades from the official school's records), and health-related quality of life (child and parental questionnaires). To assess the effectiveness of the different interventions on objectively measured PA and the other outcomes, the generalized linear model will be used. The PREVIENE Project will provide the information about the effectiveness and implementation of different school-based interventions for physical activity promotion in primary school children.

  1. Promoting physical activity among children and adolescents: the strengths and limitations of school-based approaches.

    Science.gov (United States)

    Booth, Michael; Okely, Anthony

    2005-04-01

    Paediatric overweight and obesity is recognised as one of Australia's most significant health problems and effective approaches to increasing physical activity and reducing energy consumption are being sought urgently. Every potential approach and setting should be subjected to critical review in an attempt to maximise the impact of policy and program initiatives. This paper identifies the strengths and limitations of schools as a setting for promoting physical activity. The strengths are: most children and adolescents attend school; most young people are likely to see teachers as credible sources of information; schools provide access to the facilities, infrastructure and support required for physical activity; and schools are the workplace of skilled educators. Potential limitations are: those students who like school the least are the most likely to engage in health-compromising behaviours and the least likely to be influenced by school-based programs; there are about 20 more hours per week available for physical activity outside schools hours than during school hours; enormous demands are already being made on schools; many primary school teachers have low levels of perceived competence in teaching physical education and fundamental movement skills; and opportunities for being active at school may not be consistent with how and when students prefer to be active.

  2. Effects of a School-Based Sports Program on Physical Fitness, Physical Activity, and Cardiometabolic Health in Youth With Physical Disabilities : Data From the Sport-2-Stay-Fit Study

    NARCIS (Netherlands)

    Zwinkels, Maremka; Verschuren, Olaf; Balemans, Astrid; Lankhorst, Kristel; Te Velde, Saskia; van Gaalen, Leendert; de Groot, Janke; Meilij, JMA; Takken, Tim

    2018-01-01

    Objective: To investigate the effects of a school-based once-a-week sports program on physical fitness, physical activity, and cardiometabolic health in children and adolescents with a physical disability. Methods: This controlled clinical trial included 71 children and adolescents from four schools

  3. Engaging Middle School Students in Physical Education and Physical Activity Programs

    Science.gov (United States)

    Doolittle, Sarah

    2016-01-01

    With school-based physical activity emerging as a public health issue, it is more important than ever to understand what keeps children and adolescents interested and participating in physical education and physical activity. As the research on physical activity patterns indicates, the middle school years may be a watershed moment in the lives of…

  4. A school-based physical activity promotion intervention in children: rationale and study protocol for the PREVIENE Project

    Directory of Open Access Journals (Sweden)

    Pablo Tercedor

    2017-09-01

    Full Text Available Abstract Background The lack of physical activity and increasing time spent in sedentary behaviours during childhood place importance on developing low cost, easy-toimplement school-based interventions to increase physical activity among children. The PREVIENE Project will evaluate the effectiveness of five innovative, simple, and feasible interventions (active commuting to/from school, active Physical Education lessons, active school recess, sleep health promotion, and an integrated program incorporating all 4 interventions to improve physical activity, fitness, anthropometry, sleep health, academic achievement, and health-related quality of life in primary school children. Methods A total of 300 children (grade 3; 8-9 years of age from six schools in Granada (Spain will be enrolled in one of the 8-week interventions (one intervention per school; 50 children per school or a control group (no intervention school; 50 children. Outcomes will include physical activity (measured by accelerometry, physical fitness (assessed using the ALPHA fitness battery, and anthropometry (height, weight and waist circumference. Furthermore, they will include sleep health (measured by accelerometers, a sleep diary, and sleep health questionnaires, academic achievement (grades from the official school’s records, and health-related quality of life (child and parental questionnaires. To assess the effectiveness of the different interventions on objectively measured PA and the other outcomes, the generalized linear model will be used. Discussion The PREVIENE Project will provide the information about the effectiveness and implementation of different school-based interventions for physical activity promotion in primary school children.

  5. Effects of extra school-based physical education on overall physical fitness development--the CHAMPS study DK.

    Science.gov (United States)

    Rexen, C T; Ersbøll, A K; Møller, N C; Klakk, H; Wedderkopp, N; Andersen, L B

    2015-10-01

    First, this study aimed to investigate if four extra physical education (PE) lessons per week improved children's development in physical fitness. Second, to investigate if the extra PE lessons improved development in physical fitness for children with lower levels of fitness at baseline. This study was a longitudinal controlled school-based study. The study population consisted of 10 Danish public schools with children in preschool to fourth grade (cohorts 0-4) with 2.5-year follow-up. Six schools had extra PE and four schools had normal PE. In total 1247 children were included (normal PE = 536, extra PE = 711). Development in fitness was analyzed using a composite z-score from six fitness tests. Multilevel mixed-effects linear regression was used to examine the association between school type and development in fitness. Extra PE increased the total development of composite z-score units among children enrolled in cohort 4 and borderline in cohort 3 with 1.06 (95% confidence interval 0.48-1.65) and 0.52 z-score units (-0.06 to 1.09), respectively. Children in the lower 50 percentiles increased their development with 0.47 (0.08-0.85) z-score units. Extra PE in schools improved development in fitness for cohort 4 and borderline for cohort 3 among all children. Extra PE improved fitness development across all cohorts among children with low fitness levels. © 2014 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

  6. ASSESMENT OF PHYSICAL ACTIVITY ON ACADEMIC PERFORMANCE OF SCHOOL CHILDREN

    OpenAIRE

    Himanshu Tripathi

    2017-01-01

    There is a need to find out the association between school-based physical activity, including physical education and academic performance among school-aged youth. To better understand these connections, this research paper first finds out the independent variables upon which academic performance depends. Study is from a range of physical activity contexts, including school-based physical education, recess, classroom-based physical activity and extracurricular physical activity. In his attempt...

  7. School on Laser Physics & Technology

    CERN Document Server

    Khare, Rajeev

    2015-01-01

    The book, ‘Laser Physics and Technology’, addresses fundamentals of laser physics, representative laser systems and techniques, and some important applications of lasers. The present volume is a collection of articles based on some of the lectures delivered at the School on ‘Laser Physics and Technology’ organized at Raja Ramanna Centre for Advanced Technology during March, 12-30, 2012. The objective of the School was to provide an in-depth knowledge of the important aspects of laser physics and technology to doctoral students and young researchers and motivate them for further work in this area. In keeping with this objective, the fourteen chapters, written by leading Indian experts, based on the lectures delivered by them at the School, provide along with class room type coverage of the fundamentals of the field, a brief review of the current status of the field. The book will be useful for doctoral students and young scientists who are embarking on a research in this area as well as to professional...

  8. Effects of a 2-year school-based daily physical activity intervention on cardiovascular disease risk factors: the Sogndal school-intervention study

    DEFF Research Database (Denmark)

    Resaland, G K; Anderssen, S A; Holme, I M

    2011-01-01

    at the I-school carried out 60 min of PA daily. The PA lessons were planned, organized and led by expert physical education (PE) teachers. In the C-school, children were offered the normal 45 min of PE twice weekly. The intervention resulted in a greater beneficial development in systolic (P=0......The aim of this study was to investigate the effect of a 2-year school-based physical activity (PA) intervention in 9-year-old children on cardiovascular disease (CVD) risk factors. One intervention school (I-school) (n=125) and one control school (C-school) (n=131) were included. The children...

  9. High School Physics Courses & Enrollments: Results from the 2012-13 Nationwide Survey of High School Physics Teachers. Focus On

    Science.gov (United States)

    White, Susan; Tesfaye, Casey Langer

    2014-01-01

    This report examines enrollments in high school physics during the 2012-13 school year. Based on data from the most recent survey (which includes both public and private high schools in the U.S.), it is estimated that 39% of the class of 2013 took high school physics before graduating. During the 2012-13 school year, 1.38 million students were…

  10. Physical activity school intervention: context matters.

    Science.gov (United States)

    Guldager, J D; Andersen, P T; von Seelen, J; Leppin, A

    2018-06-01

    School-based interventions for increasing physical activity among children are widespread, however there is still a lack of knowledge about how school context factors are linked to implementation quality and effectiveness of programmes. The aim of this paper is to examine teacher-perceived effectiveness of a Danish national classroom-based health programme 'Active Around Denmark' and in particular, to investigate whether perceptions vary as a function of school social context factors. After completion of the programme all teachers (N = 5.892) received an electronic questionnaire. 2.097 completed the questionnaire (response rate 36%) and 1.781 datasets could be used for analysis. The teachers were asked about their perceptions of changes in children's attitudes towards and levels of physical activity after the competition. Our results indicated that certain contextual factors, such as schools' prioritization of health promotion, teachers' support by their school principal in implementation as well as teacher's satisfaction with the school' physical environment made a significant difference in teacher-perceived effectiveness. To conclude, teacher-perceived effectiveness of the health programme does vary as a function of school social context factors.

  11. Disseminating Evidence-Based Physical Education Practices in Rural Schools: The San Luis Valley Physical Education Academy.

    Science.gov (United States)

    Belansky, Elaine S; Cutforth, Nick; Kern, Ben; Scarbro, Sharon

    2016-09-01

    To address childhood obesity, strategies are needed to maximize physical activity during the school day. The San Luis Valley Physical Education Academy was a public health intervention designed to increase the quality of physical education and quantity of moderate to vigorous physical activity (MVPA) during physical education class. Elementary school physical education teachers from 17 schools participated in the intervention. They received SPARK curriculum and equipment, workshops, and site coordinator support for 2 years. A pre/post/post within physical education teacher design was used to measure intervention effectiveness. System for Observing Fitness Instruction Time (SOFIT) and a physical education teacher survey were collected 3 times. MVPA increased from 51.1% to 67.3% over the 2-year intervention resulting in approximately 14.6 additional hours of physical activity over a school year and 4662 kcal or 1.33 lbs. of weight gain prevention. More time was spent on skill drills and less time on classroom management and free play. The San Luis Valley Physical Education Academy succeeded in increasing rural, low-income students' physical activity. The multicomponent intervention contributed to the program's success. However, cost-effective approaches are needed to disseminate and implement evidencebased practices aimed at increasing students' physical activity during the school day.

  12. The health Oriented pedagogical project (HOPP) - a controlled longitudinal school-based physical activity intervention program.

    Science.gov (United States)

    Fredriksen, Per Morten; Hjelle, Ole Petter; Mamen, Asgeir; Meza, Trine J; Westerberg, Ane C

    2017-04-28

    The prevalence of non-communicable diseases (NCDs) is increasing worldwide, also among children. Information about primary prevention of NCD's is increasing; however, convincing strategies among children is needed. The present paper describes the design and methods in the Health Oriented Pedagogical Project (HOPP) study. The main objective is to evaluate the effects of a school-based physical activity intervention program on cardio-metabolic risk factors. Secondary objectives include assessment of physical, psychological and academic performance variables. The HOPP study is a 7 years longitudinal large-scale controlled intervention in seven elementary schools (n = 1545) with two control schools (n = 752); all aged 6-11 years at baseline. The school-based physical activity intervention program includes an increase in physical activity (PA) of 225 min/week as an integrated part of theoretical learning, in addition to the curriculum based 90 min/week of ordinary PA. Primary outcomes include cardio-metabolic risk factors measured as PA level, BMI status, waist circumference, muscle mass, percent fat, endurance test performance, total serum cholesterol, high-density lipoprotein (HDL), non-HDL, micro C-reactive protein (mCRP) and long-term blood sugar (HbA1c). In addition, secondary outcomes include anthropometric growth measures, physical fitness, quality of life (QoL), mental health, executive functions, diet and academic performance. HOPP will provide evidence of effects on cardio-metabolic risk factors after a long-term PA intervention program in elementary schoolchildren. School-based PA intervention programs may be an effective arena for health promotion and disease prevention. The study is registered in Clinical trials (ClinicalTrials.gov Identifier: NCT02495714 ) as of June 20 th - 2015, retrospectively registered. The collection of baseline values was initiated in mid-January 2015.

  13. The health Oriented pedagogical project (HOPP - a controlled longitudinal school-based physical activity intervention program

    Directory of Open Access Journals (Sweden)

    Per Morten Fredriksen

    2017-04-01

    Full Text Available Abstract Background The prevalence of non-communicable diseases (NCDs is increasing worldwide, also among children. Information about primary prevention of NCD’s is increasing; however, convincing strategies among children is needed. The present paper describes the design and methods in the Health Oriented Pedagogical Project (HOPP study. The main objective is to evaluate the effects of a school-based physical activity intervention program on cardio-metabolic risk factors. Secondary objectives include assessment of physical, psychological and academic performance variables. Methods The HOPP study is a 7 years longitudinal large-scale controlled intervention in seven elementary schools (n = 1545 with two control schools (n = 752; all aged 6–11 years at baseline. The school-based physical activity intervention program includes an increase in physical activity (PA of 225 min/week as an integrated part of theoretical learning, in addition to the curriculum based 90 min/week of ordinary PA. Primary outcomes include cardio-metabolic risk factors measured as PA level, BMI status, waist circumference, muscle mass, percent fat, endurance test performance, total serum cholesterol, high-density lipoprotein (HDL, non-HDL, micro C-reactive protein (mCRP and long-term blood sugar (HbA1c. In addition, secondary outcomes include anthropometric growth measures, physical fitness, quality of life (QoL, mental health, executive functions, diet and academic performance. Discussion HOPP will provide evidence of effects on cardio-metabolic risk factors after a long-term PA intervention program in elementary schoolchildren. School-based PA intervention programs may be an effective arena for health promotion and disease prevention. Trial registration The study is registered in Clinical trials (ClinicalTrials.gov Identifier: NCT02495714 as of June 20th – 2015, retrospectively registered. The collection of baseline values was initiated in mid-January 2015.

  14. Comparative Effectiveness of After-School Programs to Increase Physical Activity

    Directory of Open Access Journals (Sweden)

    Sabina B. Gesell

    2013-01-01

    Full Text Available Background. We conducted a comparative effectiveness analysis to evaluate the difference in the amount of physical activity children engaged in when enrolled in a physical activity-enhanced after-school program based in a community recreation center versus a standard school-based after-school program. Methods. The study was a natural experiment with 54 elementary school children attending the community ASP and 37 attending the school-based ASP. Accelerometry was used to measure physical activity. Data were collected at baseline, 6 weeks, and 12 weeks, with 91% retention. Results. At baseline, 43% of the multiethnic sample was overweight/obese, and the mean age was 7.9 years (SD = 1.7. Linear latent growth models suggested that the average difference between the two groups of children at Week 12 was 14.7 percentage points in moderate-vigorous physical activity (P<.001. Cost analysis suggested that children attending traditional school-based ASPs—at an average cost of $17.67 per day—would need an additional daily investment of $1.59 per child for 12 weeks to increase their moderate-vigorous physical activity by a model-implied 14.7 percentage points. Conclusions. A low-cost, alternative after-school program featuring adult-led physical activities in a community recreation center was associated with increased physical activity compared to standard-of-care school-based after-school program.

  15. Barriers to Providing Physical Education and Physical Activity in Victorian State Secondary Schools

    Science.gov (United States)

    Jenkinson, Kate A.; Benson, Amanda C.

    2010-01-01

    An on-line questionnaire was completed by 115 physical education teachers to establish the barriers to their implementation of physical education in Victorian state secondary schools. In addition, the barriers perceived by teachers to impact on students' participation in school-based physical education and physical activity were examined. The…

  16. Physical Activity Design Guidelines for School Architecture.

    Science.gov (United States)

    Brittin, Jeri; Sorensen, Dina; Trowbridge, Matthew; Lee, Karen K; Breithecker, Dieter; Frerichs, Leah; Huang, Terry

    2015-01-01

    Increasing children's physical activity at school is a national focus in the U.S. to address childhood obesity. While research has demonstrated associations between aspects of school environments and students' physical activity, the literature currently lacks a synthesis of evidence to serve as a practical, spatially-organized resource for school designers and decision-makers, as well as to point to pertinent research opportunities. This paper describes the development of a new practical tool: Physical Activity Design Guidelines for School Architecture. Its aims are to provide architects and designers, as well as school planners, educators, and public health professionals, with strategies for making K-12 school environments conducive to healthy physical activity, and to engage scientists in transdisciplinary perspectives toward improved knowledge of the school environment's impact. We used a qualitative review process to develop evidence-based and theory-driven school design guidelines that promote increased physical activity among students. The design guidelines include specific strategies in 10 school design domains. Implementation of the guidelines is expected to enable students to adopt healthier physical activity behaviors. The tool bridges a translational gap between research and environmental design practice, and may contribute to setting new industry and education standards.

  17. School-Based Health Promotion Initiative Increases Children's Physical Activity

    Science.gov (United States)

    Cluss, Patricia; Lorigan, Devin; Kinsky, Suzanne; Nikolajski, Cara; McDermott, Anne; Bhat, Kiran B.

    2016-01-01

    Background: Childhood obesity increases health risk, and modest physical activity can impact that risk. Schools have an opportunity to help children become more active. Purpose: This study implemented a program offering extra school-day activity opportunities in a rural school district where 37% of students were obese or overweight in 2005 and…

  18. Physical Activity Design Guidelines for School Architecture.

    Directory of Open Access Journals (Sweden)

    Jeri Brittin

    Full Text Available Increasing children's physical activity at school is a national focus in the U.S. to address childhood obesity. While research has demonstrated associations between aspects of school environments and students' physical activity, the literature currently lacks a synthesis of evidence to serve as a practical, spatially-organized resource for school designers and decision-makers, as well as to point to pertinent research opportunities. This paper describes the development of a new practical tool: Physical Activity Design Guidelines for School Architecture. Its aims are to provide architects and designers, as well as school planners, educators, and public health professionals, with strategies for making K-12 school environments conducive to healthy physical activity, and to engage scientists in transdisciplinary perspectives toward improved knowledge of the school environment's impact. We used a qualitative review process to develop evidence-based and theory-driven school design guidelines that promote increased physical activity among students. The design guidelines include specific strategies in 10 school design domains. Implementation of the guidelines is expected to enable students to adopt healthier physical activity behaviors. The tool bridges a translational gap between research and environmental design practice, and may contribute to setting new industry and education standards.

  19. Relations between the school physical environment and school social capital with student physical activity levels.

    Science.gov (United States)

    Button, Brenton; Trites, Stephen; Janssen, Ian

    2013-12-17

    The physical and social environments at schools are related to students' moderate-to-vigorous physical activity (MVPA) levels. The purpose of this study was to explore the interactive effects of the school physical environment and school social capital on the MVPA of students while at school. Data from 18,875 grade 6-10 students from 331 schools who participated in the 2009/10 Canadian Health Behaviour in School-Aged Children survey were analyzed using multi-level regression. Students answered questions on the amount of time they spend in MVPA at school and on their school's social capital. Administrator reports were used to create a physical activity related physical environment score. The school physical environment score was positively associated with student MVPA at school (β = 0.040, p < .005). The association between the school social capital and MVPA was also positive (β = 0.074, p < .001). The difference in physical environments equated to about 20 minutes/week of MVPA for students attending schools with the lowest number of physical environment features and about 40 minutes/week for students attending schools with the lowest school social capital scores by comparison to students attending schools with the highest scores. The findings suggest that school social capital may be a more important factor in increasing students MVPA than the school physical environment. The results of this study may help inform interventions aimed at increasing student physical activity levels.

  20. Sustainable implementation of school-based physical activity: A four-stage Delphi consensus process

    DEFF Research Database (Denmark)

    Johansen, Danielle Louise Nørager; Skovgaard, Thomas; Møller, Niels Christian

    condensed into a total amount of 63 factors, arranged into nine overall categories, and prioritized by the national expert group in the questionnaire (1.School leadership, 2.Co-workers, 3.Resources, 4.Policy level, 5.Organizational/cultural level, 6.Pupils, 7.Physical surroundings, 8.Intervention context......, and 9.External factors). Based on five expert interviews, outliers from the questionnaire was examined. Finally, at the workshop, five of the nine overall categories were rated as particularly relevant and important (School leadership, Co-workers, Policy level, Resources and Organizational/cultural...... level). Conclusions All nine overall categories are deemed as decisive for sustainable implementation of school-based PA. However, School leadership were singled out as a particular important category, since commitment at this level is deemed a pre-requisite for many of the other factors....

  1. A school-based intervention program in promoting leisure-time physical activity: trial protocol.

    Science.gov (United States)

    Kawabata, Masato; Chua, Khai Leng; Chatzisarantis, Nikos L D

    2018-04-02

    Regular participation in moderate-to-vigorous physical activity (MVPA) is important to manage obesity. Physical education (PE) is considered to play an important role in promoting lifelong participation in physical activity (PA) because it provides an existing network where cost-effective interventions can be implemented to produce sustainable change in health behavior. However, the association between compulsory school PA (e.g., PE lessons) and body composition levels has received mixed support in the literature. Therefore, the present study aimed to investigate whether a school-based intervention targeting salient PA benefits and barriers grounded on the theory of planned behavior would promote young people's participation in MVPA during leisure time and reduce body mass index (BMI) of overweight students. A total of 171 students from 3 secondary schools in Singapore underwent the control condition followed by the intervention condition. Both the conditions consisted of PE lessons twice per week over 4 weeks. In the control condition, PE teachers encouraged students to participate in PA during leisure time without providing persuasive message. While in the intervention condition, PE teachers delivered persuasive messages that targeted the salient benefits and barriers associated with PA to the students at the last 5 to 10 min of each PE lesson. PA levels over a week were measured objectively with wrist-mounted GENEActiv Original accelerometers and subjectively with self-reporting questionnaires three times (Baseline, Post 1, and Post 2) in each condition. Student's self-reported PA level was measured using the Leisure-Time Physical Activity Participation Questionnaire and the International Physical Activity Questionnaire, and their attitudes, intentions, subjective norms and perceived behavior control towards leisure-time PA were measured with a questionnaire based on the theory of planned behavior. Furthermore, students' intention, determination and

  2. Change in physical education motivation and physical activity behavior during middle school.

    Science.gov (United States)

    Cox, Anne E; Smith, Alan L; Williams, Lavon

    2008-11-01

    To test a mediational model of the relationships among motivation-related variables in middle-school physical education and leisure-time physical activity behavior. Sixth- and seventh-grade physical education students from five middle schools in the midwest United States completed a survey containing measures of study variables on two occasions, 1 year apart. Motivation-related constructs positively predicted leisure-time physical activity behavior. Enjoyment of activities in physical education and physical activity during class mediated the relationship between self-determined motivation in physical education and leisure-time physical activity. Perceived competence, autonomy, and relatedness were important antecedent variables in the model, with autonomy and relatedness showing less stability over time and positively predicting self-determined motivation. Students' leisure-time physical activity is linked to motivation-related experiences in physical education. Perceptions of competence, autonomy, and relatedness, self-determined motivation, enjoyment, and physical activity in the physical education setting directly or indirectly predict leisure-time physical activity. The associations suggest that more adaptive motivation corresponds to transfer of behavior across contexts. Also, the findings suggest that the efficacy of school-based physical activity interventions, within and outside of school, is linked to the degree of support for students' self-determined motivation.

  3. The association between school-based physical activity, including physical education, and academic performance: a systematic review of the literature.

    Science.gov (United States)

    Rasberry, Catherine N; Lee, Sarah M; Robin, Leah; Laris, B A; Russell, Lisa A; Coyle, Karin K; Nihiser, Allison J

    2011-06-01

    The purpose of this review is to synthesize the scientific literature that has examined the association between school-based physical activity (including physical education) and academic performance (including indicators of cognitive skills and attitudes, academic behaviors, and academic achievement). Relevant research was identified through a search of nine electronic databases using both physical activity and academic-related search terms. Forty-three articles (reporting a total of 50 unique studies) met the inclusion criteria and were read, abstracted, and coded for this synthesis. Findings of the 50 studies were then summarized. Across all the studies, there were a total of 251 associations between physical activity and academic performance, representing measures of academic achievement, academic behavior, and cognitive skills and attitudes. Slightly more than half (50.5%) of all associations examined were positive, 48% were not significant, and 1.5% were negative. Examination of the findings by each physical activity context provides insights regarding specific relationships. Results suggest physical activity is either positively related to academic performance or that there is not a demonstrated relationship between physical activity and academic performance. Results have important implications for both policy and schools. Copyright © 2010 Elsevier Inc. All rights reserved.

  4. Evaluation of a community-based participatory physical activity promotion project: effect on cardiovascular disease risk profiles of school employees

    Directory of Open Access Journals (Sweden)

    Kobza Cee E

    2010-06-01

    Full Text Available Abstract Background The efficacy of physical activity in improving cardiovascular disease (CVD risk profiles has been well established. However, the effectiveness of health promotion programs implemented at the community level remains controversial. This study evaluated a school-based work-site physical activity program. Methods Using a community-based participatory research model, a work-site wellness intervention was implemented in a rural public school system in Southwestern Oklahoma. During the 2005-2006 school year, 187 participants (mean age 45 years completed a pre intervention screening for CVD risk factors followed by a physical activity promotion program. Post intervention screening was conducted after a 6 month period. During both screening sessions, body composition, blood pressure, lipids, glucose and self-reported physical activity levels were assessed. The focus of the intervention was on promoting physical activity. Opportunities for in school physical activity were created by marking hallways, adding a treadmill in each school, and allowing teachers to use planning periods for physical activity. Results During the post intervention screening, compared to pre intervention levels, participants had lower total, low, and high density lipoprotein-cholesterol (t = 5.9, p Conclusions A successful participatory program was associated with improvements in several CVD risk factors among school employees. Limitations of this study such as seasonal variation in the outcome variables and lack of a control group limit our ability to draw solid conclusions about the effectiveness of the intervention.

  5. Physical Activity Based Professional Development for Teachers: The Importance of Whole School Involvement

    Science.gov (United States)

    Till, Jude; Ferkins, Lesley; Handcock, Phil

    2011-01-01

    Objective: This study sought to investigate teachers' perceptions of a physical activity-related professional development intervention. Design: Interview-based qualitative approach founded on the interpretive paradigm. Setting: Purposive selection of one high-rated independent, and one low-rated public primary school from Auckland, New Zealand.…

  6. 3rd Asia-Europe-Pacific School of High-Energy Physics

    CERN Document Server

    2016-01-01

    AEPSHEP (Asia-Europe-Pacific School of High-Energy Physics) is a series of Schools held in the Asia-Pacific region every two years, in even-numbered years. It caters to students at a similar level to the annual CERN-JINR European School of High-Energy physics, and the CERN Latin-American School of High-Energy Physics (held every two years, in odd-numbered years). AEPSHEP is built upon the experience from these Schools as well as from the successful France-Asia Particle-Physics School. The purpose of the School is to provide young physicists with an opportunity to learn about recent advances in elementary-particle physics from world-leading researchers. It also aims to encourage communications among Asian, European and Pacific-region young researchers. The School provides High-Energy Physics courses from an experimental and phenomenological perspective, with a focus on accelerator-based programmes in Asia and Europe, and other related fields such as astro-particle physics and cosmological aspects of particle ...

  7. 182th International School of Physics "Enrico Fermi" : Neutrino Physics and Astrophysics

    CERN Document Server

    Ludhova, L

    2012-01-01

    This book contains chapters based on 9 of the lectures delivered at the Enrico Fermi School of Physics "Neutrino Physics and Astrophysics", held from 25 of July to 5 August 2011. The event was organized by the Italian Physical Society (SIF) jointly with the International School of Astro-particle Physics (ISAPP), a network whose aim is to build up an astro-particle community of both astrophysicists and particle physicists. Included are chapters on Neutrino oscillation physics (B. Kayser); Double-beta decay (E. Fiorini); Light neutrinos in cosmology (S. Pastor); Neutrinos and the stars (G.G. Raffelt); High energy neutrinos and cosmic rays (G. Sigl); Methods and problems in low-energy neutrino experiments (G. Ranucci); Methods and problems in neutrino observatories (M. Ribordy); New technologies in neutrino physics (L. Oberauer); and Perspectives of underground physics (A. Bettini). These are a followed by a section on the results presented in the form of posters by the Ph.D. students attending the school. The b...

  8. Physical activity and child health: Can school-based intervention make a difference?

    Directory of Open Access Journals (Sweden)

    Annette Quinto Romani

    2014-02-01

    Full Text Available AbstractChildhood obesity and inactivity is a significant public health problem that also has economic consequences. Therefore, economists have a role to play in determining the causal impacts. The influences of childhood background on outcomes can, usefully, be broken down into the effect of family, school and peer. To combat the raising childhood obesity, schools have been advocated as a potential area. This paper analyses whether increasing physical activity in a school context can contribute to health improvement using multiple outcomes. We address the issue by using a unique longitudinal data set of, respectively, 1087 (BMI and 1047 (fitness schoolchildren attending 37 state schools in the Municipality of Aalborg, Denmark. The effect is identified by using a randomized experiment that creates an exogenous increase in physical activity. Surprisingly, we find that the intervention did not have the expected impact on schoolchildren’s health, and the scant evidence we have points towards a negative effect. A plausible explanation is that the results mask important heterogeneity. Another plausible explanation is that the results also capture any compensating behaviour that schoolchildren engage in by being less active out of school. From a public-policy perspective, increasing physical activity in a school context seems to increase the ‘gap’ in child health and ‘crowd-out’ outside-school physical activity. Consequently, a supportive cost-benefit case might exist if parental behaviour is assumed to be affected by school resources and endogenous.

  9. Impact of an After-School Physical Activity Program on Youth's Physical Activity Correlates and Behavior

    Science.gov (United States)

    Huang, Chaoqun; Gao, Zan; Hannon, James C.; Schultz, Barry; Newton, Maria; Jenson, William

    2012-01-01

    The purpose of this investigation was to examine the effect of a sports-based, after-school physical activity (PA) program on youth's physical activity PA levels and PA correlates. After the pretest, 130 youth were assigned to the intervention group (i.e., after-school PA group) or the comparison (i.e., no after-school PA group) group.…

  10. The Association Between the Physical Environment of Primary Schools and Active School Transport

    NARCIS (Netherlands)

    Kann, D.H.H. van; Kremers, S.P.J.; Gubbels, J.S.; Bartelink, N.H.M.; Vries, S.I. de; Vries, N.K. de; Jansen, M.W.J.

    2015-01-01

    This study examined the relationship between the physical environment characteristics of primary schools and active school transport among 3,438 5- to 12-year-old primary school children in the Netherlands. The environmental characteristics were categorized into four theory-based clusters (function,

  11. High School Physics Students' Personal Epistemologies and School Science Practice

    Science.gov (United States)

    Alpaslan, Muhammet Mustafa; Yalvac, Bugrahan; Loving, Cathleen

    2017-11-01

    This case study explores students' physics-related personal epistemologies in school science practices. The school science practices of nine eleventh grade students in a physics class were audio-taped over 6 weeks. The students were also interviewed to find out their ideas on the nature of scientific knowledge after each activity. Analysis of transcripts yielded several epistemological resources that students activated in their school science practice. The findings show that there is inconsistency between students' definitions of scientific theories and their epistemological judgments. Analysis revealed that students used several epistemological resources to decide on the accuracy of their data including accuracy via following the right procedure and accuracy via what the others find. Traditional, formulation-based, physics instruction might have led students to activate naive epistemological resources that prevent them to participate in the practice of science in ways that are more meaningful. Implications for future studies are presented.

  12. Are school factors and urbanization supportive for being physically active and engaging in less screen-based activities?

    NARCIS (Netherlands)

    Kopcakova, Jaroslava; Dankulincova Veselska, Zuzana; Madarasova Geckova, Andrea; Klein, Daniel; van Dijk, Jitse P; Reijneveld, Sijmen A

    The aim was to assess the association between physical activity and screen-based activities in adolescents and selected school factors and urbanization and whether these associations were modified by degree of urbanization. We obtained data regarding the fifth-ninth grade students from 130 schools

  13. Between-school variation in physical activity, aerobic fitness, and organized sports participation

    DEFF Research Database (Denmark)

    Kristensen, Peter L; Olesen, Line G; Ried-Larsen, Mathias

    2013-01-01

    Abstract A large proportion of a child's day is spent at school interacting with certain physical surroundings, teachers, and school friends. Thus, schools could have a marked impact on establishing physical activity habits. The aim of the present study was to assess between-school variation...... between-school variation in physical activity provides information about the extent to which children adjust their physical activity habits according to the social and environmental circumstances that they share, and helps to plan future school-based physical activity studies, especially in terms...... of sample size and power calculation....

  14. Asthma & Physical Activity in the School

    Science.gov (United States)

    Asthma & Physical Activity in the School MAKING A DIFFERENCE Asthma & Physical Activity in the School MAKING A DIFFERENCE Min: 5/ ... D. Chair, NAEPP School Subcommittee Working Group on Physical Activity and School American Medical Association Karen Huss, Ph. ...

  15. Physical Activity During School

    DEFF Research Database (Denmark)

    Østergaard, Lars Domino

    It is important, not only on health grounds, to exercise and to be physically active. In school, physical activities have shown to improve the students’ academic behaviour resulting in improved attention and information processing as well as enhanced coping. To stimulate and motivate students...... to be even more active during school hours further enhancing their academic behaviour, it is important to know when, why and how they are active, and their attitude towards different types of physical activities. Therefore, the aim of this study was to categorize the physical activities attended by students...... during school hours and to elucidate their attitude towards the different types of activities. The data consisted of observations of lessons followed by group interviews. Analyses of the observations revealed six categories of physical activities, varying from mandatory physical activities, activities...

  16. Outside-school physical activity participation and motivation in physical education.

    Science.gov (United States)

    Shen, Bo

    2014-03-01

    Experience in non-school contexts can shape and reshape students' motivation and mediate their learning in school. Outside-school physical activity may provide students with an extensive cognitive and affective foundation and influence their motivation in physical education. Although a trans-contextual effect of physical education has been explored, very little empirical research has examined the impact from outside-school context to physical education. Using self-determination theory and a hierarchical model of motivation, this study was designed to examine the association between participation in organized outside-school physical activity programmes and self-determination process in physical education. Participants included 545 9th graders (305 males and 240 females, age range = 14-16 years, mean age = 14.66 years) enrolled in required physical education classes in three suburban high schools in a large Midwest metropolitan area in the United States. Self-determination variables were measured using relevant instruments, and information on organized outside-school physical activity experiences was gathered in a survey. Structural equation modelling analyses were conducted. Students who participated in organized outside-school physical activity programmes displayed overall higher motivation; however, the strength of associations among the self-determination variables (i.e., pathways from perceived autonomy support to relatedness, from autonomy to competence, and from self-determined motivation to in-class physical activity engagement) was stronger for their non-participant counterparts. There are dynamic relationships between participation in organized outside-school physical activity programmes and self-determination process in physical education. Physical educators need to identify, appreciate, and instructionally address individual students' differences during teaching and learning. © 2012 The British Psychological Society.

  17. Effects of a School-Based Intervention on the Basis of Pender’s Health Promotion Model to Improve Physical Activity among High School Girls

    Directory of Open Access Journals (Sweden)

    P Teymouri

    2007-07-01

    Full Text Available Introduction & Objective: Participation in regular physical activity is associated with a variety of positive outcomes for young people. Physical activity (PA rates decline precipitously during the high school years and are consistently lower among adolescent girls than among adolescent boys. In order to stop or diverse this negative trend, there are necessary interventions based on various theories and models to promote physical activity in girls. Materials & Methods: This randomized control study evaluated the effectiveness of a 24-week exercise education program based on Pender’s Health Promotion model to improve cognitive and psychosocial factors associated with physical activity and to promote physical activity in adolescent girls (n =106. The program included educational sessions and tailored counseling. Results: There was an increase of 45 minutes for daily physical activity in the experimental group compared to their baseline. After intervention, the training group had a positive significant progression in stages along with significant improvements in self efficacy, enjoyment of physical activity, interpersonal influences, planning for physical activity, and also a decrease in perceived barriers to physical activity and competing preferences (p ≤ .0001-0.04. Conclusion: Findings of this study showed the positive effect of program on stage of change and potential determinants of the behavior of physical activity. The high proportion of the people in action and maintenance in experimental group compared to the baseline and the attainment of recommend criteria for physical activity are promising findings of school-based intervention based on Pender’s health promotion model.

  18. Association of School Environment and After-School Physical Activity with Health-Related Physical Fitness among Junior High School Students in Taiwan

    Directory of Open Access Journals (Sweden)

    Kai-Yang Lo

    2017-01-01

    Full Text Available The relationship between students’ school environment and exercise habits is complex, and is affected by numerous factors. However, the few studies that have been conducted on this relationship have reported inconsistent results, especially regarding Taiwanese students. We conducted this cross-sectional study to investigate the association of school environment and after-school physical activity with health-related physical fitness in Taiwanese adolescents. Data were drawn from a national survey conducted by the Ministry of Education in Taiwan in 2008 of health-related physical fitness measurements among junior high school students (649,442 total in grades seven to nine.School environment (level of urbanization, school size, presence of sports field or gymnasium and after-school physical activity were assessed for their association with adolescents’ physical fitness measurements (body mass index (BMI, bent-leg sit-ups, 800-/1600-m run, sit-and-reach, standing long jump. Urban boys and girls perform significantly better in muscle strength and endurance, cardiorespiratory endurance, flexibility, and explosive power; girls from rural areas exhibited significantly worse scores in body composition. Boys from large-size schools performed the worst in cardiorespiratory endurance, flexibility, and explosive power; whereas girls from large-size schools performed the worst in muscle strength, muscle endurance, and explosive power, but had the best score for body composition. However, the differences in body composition of boys from large-, medium-, and small- size schools did not reach a statistically significant level. Adolescents of both genders in schools with a sports field or gymnasium exhibited significantly better in muscle strength and endurance, cardiorespiratory endurance, and explosive power. Boys in schools with a sports field or gymnasium had significantly better body composition; girls in schools with sports field or gymnasium differed

  19. Association of School Environment and After-School Physical Activity with Health-Related Physical Fitness among Junior High School Students in Taiwan

    Science.gov (United States)

    Lo, Kai-Yang; Wu, Min-Chen; Tung, Shu-Chin; Hsieh, City C.; Yao, Hsueh-Hua; Ho, Chien-Chang

    2017-01-01

    The relationship between students’ school environment and exercise habits is complex, and is affected by numerous factors. However, the few studies that have been conducted on this relationship have reported inconsistent results, especially regarding Taiwanese students. We conducted this cross-sectional study to investigate the association of school environment and after-school physical activity with health-related physical fitness in Taiwanese adolescents. Data were drawn from a national survey conducted by the Ministry of Education in Taiwan in 2008 of health-related physical fitness measurements among junior high school students (649,442 total) in grades seven to nine. School environment (level of urbanization, school size, presence of sports field or gymnasium) and after-school physical activity were assessed for their association with adolescents’ physical fitness measurements (body mass index (BMI), bent-leg sit-ups, 800-/1600-m run, sit-and-reach, standing long jump). Urban boys and girls perform significantly better in muscle strength and endurance, cardiorespiratory endurance, flexibility, and explosive power; girls from rural areas exhibited significantly worse scores in body composition. Boys from large-size schools performed the worst in cardiorespiratory endurance, flexibility, and explosive power; whereas girls from large-size schools performed the worst in muscle strength, muscle endurance, and explosive power, but had the best score for body composition. However, the differences in body composition of boys from large-, medium-, and small- size schools did not reach a statistically significant level. Adolescents of both genders in schools with a sports field or gymnasium exhibited significantly better in muscle strength and endurance, cardiorespiratory endurance, and explosive power. Boys in schools with a sports field or gymnasium had significantly better body composition; girls in schools with sports field or gymnasium differed significantly in

  20. Prediction of enjoyment in school physical education.

    Science.gov (United States)

    Gråstén, Arto; Jaakkola, Timo; Liukkonen, Jarmo; Watt, Anthony; Yli-Piipari, Sami

    2012-01-01

    enjoyment via perceived physical competence and intrinsic motivation at Grade 9 for both girls and boys.Ego-involving climate did not fit either the data for the girls or boys, as PE lessons based on ego-involving motivational climate did not significantly influence on the level of PE enjoyment.The results of the current study and previous practical findings support task-involving teaching methods to promote adolescent's PE enjoyment through secondary school years. School PE could be most effective if based on task-involving motivational climate, in which the main objective is increasing students' perceived physical competence, intrinsic motivation, and enjoyment.

  1. Characteristics of Teacher Training in School-Based Physical Education Interventions to Improve Fundamental Movement Skills and/or Physical Activity: A Systematic Review.

    Science.gov (United States)

    Lander, Natalie; Eather, Narelle; Morgan, Philip J; Salmon, Jo; Barnett, Lisa M

    2017-01-01

    Fundamental movement skill (FMS) competence is positively associated with physical activity (PA). However, levels of both FMS and PA are lower than expected. Current reviews of interventions to improve FMS and PA have shown that many school-based programs have achieved positive outcomes, yet the maintenance of these interventions is variable. Teachers play a central role in the success and longevity of school-based interventions. Despite the importance of teacher engagement, research into the nature and quality of teacher training in school-based PA and FMS interventions has received little attention. The aim of this systematic review was to investigate the type and quantity of teacher training in school-based physical education PA and/or FMS interventions, and to identify what role teacher training had on the intervention outcome. A systematic search of eight electronic databases was conducted. Publication date restrictions were not implemented in any database, and the last search was performed on 1 March 2015. School physical education-based interventions facilitated by a school teacher, and that included a quantitative assessment of FMS competence and/or PA levels were included in the review. The search identified 39 articles. Eleven of the studies measured FMS, 25 studies measured PA and three measured both FMS and PA. Nine of the studies did not report on any aspect of the teacher training conducted. Of the 30 studies that reported on teacher training, 25 reported statistically significant intervention results for FMS and/or PA. It appears that teacher training programs: are ≥ 1 day; provide comprehensive subject and pedagogy content; are framed by a theory or model; provide follow-up or ongoing support; and measure teacher satisfaction of the training, are more effective at improving student outcomes in FMS and/or PA. However, the provision of information regarding the characteristics of the teacher training was largely inadequate. Therefore, it was

  2. [BEO'S - physical activity and healthy eating at schools in Oberfranken, Bavaria concept and first results of a resource-oriented, systemic approach in school-based health promotion].

    Science.gov (United States)

    Eichhorn, C; Bodner, L; Liebl, S; Scholz, U; Wozniak, D; Möstl, M; Ungerer-Röhrich, U; Nagel, E; Loss, J

    2012-02-01

    The high prevalence of overweight among children and adolescents has led to an increase in school-based prevention programmes. The aim of the present paper is to present the concept of an initiative called "BEO'S" as well as the experience made with the implementation und acceptance of this programme in the participating schools. Different from the majority of school-based projects for healthy eating and physical activity, BEO'S pursues a systemic approach that includes the whole school and is tailored to the school's respective resources. Characteristics are (1) the participation of teachers, students, parents, and caretakers, (2) the motivation and empowerment of schools to plan and implement activities by themselves, (3) the focus on environmental approaches, and (4) addressing and considering the individual school's needs and resources. The university project team supports the schools by individual counselling as well as providing information materials, trainings and workshops for teachers, an internet page, newsletters, and financial support. In the school years 2007/08 and 2008/09, BEO'S was conducted at 14 primary and secondary schools in the district of Oberfranken, Bavaria. It was extended to other schools in 2009/10. The short- and mid-term goals are the improvement of the school's environments as well as the eating behaviour and physical activity of the students. In the long run, it is intended to prevent obesity and improve the students' health and school performance. The implementation processes showed that the teachers for physical education and domestic science as well as the headmasters were especially committed. The participation of the teaching staff, the students and the parents proved to be difficult, however. The schools implemented many activities for healthy eating and physical activity, but the planning process was not very systematic: needs assessment, status quo analysis, identification of successful strategies and definition of aims was

  3. Improving the well-being of children and youths: a randomized multicomponent, school-based, physical activity intervention

    Directory of Open Access Journals (Sweden)

    Søren Smedegaard

    2016-10-01

    Full Text Available Abstract Background The benefits of physical activity for the mental health and well-being of children and young people are well-established. Increased physical activity during school hours is associated with better physical, psychological and social health and well‐being. Unfortunately many children and young people exercise insufficiently to benefit from positive factors like well-being. The main aim of this study is to develop, implement and evaluate a multi-component, school-based, physical activity intervention to improve psychosocial well-being among school-aged children and youths from the 4th to the 6th grade (10–13 years. Methods A four-phased intervention – design, pilot, RCT, evaluation - is carried out for the development, implementation and evaluation of the intervention which are guided by The Medical Research Council framework for the development of complex interventions. 24 schools have been randomized and the total study population consists of 3124 children (baseline, who are followed over a period of 9 months. Outcome measure data at the pupil level are collected using an online questionnaire at baseline and at follow-up, 9 months later with instruments for measuring primary (general physical self-worth and secondary outcomes (self-perceived sport competences, body attractiveness, scholastic competences, social competences and global self-worth; enjoyment of PA; self-efficacy; and general well-being that are both valid and manageable in setting-based research. The RE-AIM framework is applied as an overall instrument to guide the evaluation. Discussion The intervention focuses on the mental benefits of physical activity at school, which has been a rather neglected theme in health promotion research during recent decades. This is unfortunate as mental health has been proclaimed as one of the most important health concerns of the 21st century. Applying a cluster RCT study design, evaluating the real-world effectiveness of

  4. Improving the well-being of children and youths: a randomized multicomponent, school-based, physical activity intervention.

    Science.gov (United States)

    Smedegaard, Søren; Christiansen, Lars Breum; Lund-Cramer, Pernille; Bredahl, Thomas; Skovgaard, Thomas

    2016-10-28

    The benefits of physical activity for the mental health and well-being of children and young people are well-established. Increased physical activity during school hours is associated with better physical, psychological and social health and well-being. Unfortunately many children and young people exercise insufficiently to benefit from positive factors like well-being. The main aim of this study is to develop, implement and evaluate a multi-component, school-based, physical activity intervention to improve psychosocial well-being among school-aged children and youths from the 4 th to the 6 th grade (10-13 years). A four-phased intervention - design, pilot, RCT, evaluation - is carried out for the development, implementation and evaluation of the intervention which are guided by The Medical Research Council framework for the development of complex interventions. 24 schools have been randomized and the total study population consists of 3124 children (baseline), who are followed over a period of 9 months. Outcome measure data at the pupil level are collected using an online questionnaire at baseline and at follow-up, 9 months later with instruments for measuring primary (general physical self-worth) and secondary outcomes (self-perceived sport competences, body attractiveness, scholastic competences, social competences and global self-worth; enjoyment of PA; self-efficacy; and general well-being) that are both valid and manageable in setting-based research. The RE-AIM framework is applied as an overall instrument to guide the evaluation. The intervention focuses on the mental benefits of physical activity at school, which has been a rather neglected theme in health promotion research during recent decades. This is unfortunate as mental health has been proclaimed as one of the most important health concerns of the 21 st century. Applying a cluster RCT study design, evaluating the real-world effectiveness of the intervention, this study is one of the largest

  5. Physical environmental characteristics and individual interests as correlates of physical activity in Norwegian secondary schools: The health behaviour in school-aged children study

    Directory of Open Access Journals (Sweden)

    Samdal Oddrun

    2008-09-01

    Full Text Available Abstract Background The school has been identified as a key arena for physical activity promotion for young people. Effective change of physical activity behaviour requires identification of consistent and modifiable correlates. The study explores students' interests in school physical activity and facilities in the school environment and examines their associations with students' participation in physical activity during recess and their cross-level interaction effect. Methods This cross-sectional study was based on a national representative sample of Norwegian secondary schools and grade 8 students who participated in the Health Behaviour in School-aged Children (HBSC 2005/06 study. The final sample comprised 68 schools and 1347 students. Physical environment characteristics were assessed through questionnaires completed by the principals, and students' physical activity and interests in physical activity were assessed through student self-completion questionnaires. Results Most students were interested in more opportunities for physical activity in school. Multilevel logistic regression models demonstrated that students attending schools with many facilities had 4.49 times (95% Confidence Interval (CI = 1.93–10.44 higher odds of being physically active compared to students in schools with fewer facilities when adjusting for socio-economic status, sex and interests in school physical activity. Also open fields (Odds Ratio (OR = 4.31, 95% CI = 1.65–11.28, outdoor obstacle course (OR = 1.78, 95% CI = 1.32–2.40, playground equipment (OR = 1.73, 95% CI = 1.24–2.42 and room with cardio and weightlifting equipment (OR = 1.58, 95%CI = 1.18–2.10 were associated with increased participation in physical activity. Both students' overall interests and the physical facilitation of the school environment significantly contributed to the prediction of recess physical activity. The interaction term demonstrated that students' interests might

  6. Effect of school-based interventions on physical activity and fitness in children and adolescents: a review of reviews and systematic update

    DEFF Research Database (Denmark)

    Kriemler, S; Meyer, U; Martin, E

    2011-01-01

    School-based interventions are thought to be the most universally applicable and effective way to counteract low physical activity (PA) and fitness although there is controversy about the optimal strategy to intervene.......School-based interventions are thought to be the most universally applicable and effective way to counteract low physical activity (PA) and fitness although there is controversy about the optimal strategy to intervene....

  7. Outside-School Physical Activity Participation and Motivation in Physical Education

    Science.gov (United States)

    Shen, Bo

    2014-01-01

    Background: Experience in non-school contexts can shape and reshape students' motivation and mediate their learning in school. Outside-school physical activity may provide students with an extensive cognitive and affective foundation and influence their motivation in physical education. Although a trans-contextual effect of physical education has…

  8. Experience, gender, and performance: Connecting high school physics experience and gender differences to introductory college physics performance

    Science.gov (United States)

    Tai, Robert H.

    Current science educational practice is coming under heavy criticism based on the dismaying results of the Third International Mathematics and Science Study of 1998, the latest in a series of large scale surveys; and from research showing the appallingly low representation of females in science-related fields. These critical evaluations serve to draw attention to science literacy in general and lack of persistence among females in particular, two issues that relate closely to the "preparation for future study" goal held by many high school science teachers. In other words, these teachers often seek to promote future success and to prevent future failure in their students' academic careers. This thesis studies the connection between the teaching practices recommended by reformers and researchers for high school teachers, and their students' subsequent college physics performance. The teaching practices studied were: laboratory experiences, class discussion experiences, content coverage, and reliance on textbooks. This study analyzed a survey of 1500 students from 16 different lecture-format college physics courses at 14 different universities. Using hierarchical linear modeling, this study accounted for course-level variables (Calculus-based/Non-calculus course type, professor's gender, and university selectivity). This study controlled for the student's parents education, high school science/mathematics achievement, high school calculus background, and racial background. In addition, the interactions between gender and both pedagogical/curricular and course-level variables were analyzed. The results indicated that teaching fewer topics in greater depth in high school physics appeared to be helpful to college physics students. An interaction between college course type and content coverage showed that students in Calculus-based physics reaped even greater benefits from a depth-oriented curriculum. Also students with fewer labs per month in high school physics

  9. A school-based randomized controlled trial to improve physical activity among Iranian high school girls

    Directory of Open Access Journals (Sweden)

    Ghofranipour Fazloalha

    2008-04-01

    Full Text Available Abstract 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

  10. The effect of a school physical activity intervention on physical self-perception and enjoyment

    DEFF Research Database (Denmark)

    Christiansen, Lars Breum Skov; Lund-Cramer, Pernille; Smedegaard, Søren

    Background Physical activity at school can improve mental health of all children – especially if it is tailored to children’s needs and conducted in a positive social climate. The purpose of the present study was to examine the effect of a multicomponent school-based physical activity intervention......) physical activity in recess. Using a cluster-randomized design, 24 Danish schools were randomized to either intervention or control. Study population included 3.136 children aged 10-13 years at baseline. Student survey was carried out prior to intervention and after 9 months. Physical self...... in May 2016 and the study examines the difference at follow-up controlled for baseline values. Discussion There is compelling evidence that physical activity can have a positive effect on emotional well‐being, but unfortunately many children and young people engage insufficiently to reap such positive...

  11. Teaching and Learning Physics in a 1:1 Laptop School

    Science.gov (United States)

    Zucker, Andrew A.; Hug, Sarah T.

    2008-12-01

    1:1 laptop programs, in which every student is provided with a personal computer to use during the school year, permit increased and routine use of powerful, user-friendly computer-based tools. Growing numbers of 1:1 programs are reshaping the roles of teachers and learners in science classrooms. At the Denver School of Science and Technology, a public charter high school where a large percentage of students come from low-income families, 1:1 laptops are used often by teachers and students. This article describes the school's use of laptops, the Internet, and related digital tools, especially for teaching and learning physics. The data are from teacher and student surveys, interviews, classroom observations, and document analyses. Physics students and teachers use an interactive digital textbook; Internet-based simulations (some developed by a Nobel Prize winner); word processors; digital drop boxes; email; formative electronic assessments; computer-based and stand-alone graphing calculators; probes and associated software; and digital video cameras to explore hypotheses, collaborate, engage in scientific inquiry, and to identify strengths and weaknesses of students' understanding of physics. Technology provides students at DSST with high-quality tools to explore scientific concepts and the experiences of teachers and students illustrate effective uses of digital technology for high school physics.

  12. Revealing School Counselors' Perspectives on Using Physical Activity and Consulting with Coaches

    Science.gov (United States)

    Hayden, Laura; Silva, Meghan Ray; Gould, Kaitlin

    2018-01-01

    This study reveals school counselors' perspectives on using physical activity and a consultative process with coaches to provide school-based support for youth. Emerging from this exploration are ways that school-based physical activity might be used to help students develop life skills and to remove barriers to systemic integration of…

  13. The rainbow school of physics

    CERN Document Server

    CERN Bulletin

    2010-01-01

    Students from 17 African countries took part in the first African School of Fundamental Physics and its Applications (ASP2010), which took place this month in South Africa. The school, organized by several physics laboratories including CERN, not only met but in some cases far exceeded the students’ expectations. Their enthusiasm made the organizers’ efforts worthwhile.   The participants to the first African School of Fundamental Physics and its Applications photographed with some of the school's organizers. The first ASP received a great deal of interest in the African community and the organizers had a hard time selecting between the very motivated applicants. “The participating students were selected to come from various backgrounds and education levels”, says the head organizer, Christine Darve. “At the school the students, lecturers and organizers shared the same dynamism and this allowed everybody to build durable networks in a physics worl...

  14. Increasing Children's Voluntary Physical Activity Outside of School Hours Through Targeting Social Cognitive Theory Variables.

    Science.gov (United States)

    Annesi, James J; Walsh, Stephanie M; Greenwood, Brittney L

    2016-10-01

    Volume of moderate-to-vigorous physical activity completed during the elementary school day is insufficient, and associated with health risks. Improvements in theory-based psychosocial factors might facilitate increased out-of-school physical activity. A behaviorally based after-school care protocol, Youth Fit 4 Life, was tested for its association with increased voluntary, out-of-school physical activity and improvements in its theory-based psychosocial predictors in 9- to 12-year-olds. Increases over 12 weeks in out-of-school physical activity, and improvements in self-regulation for physical activity, exercise self-efficacy, and mood, were significantly greater in the Youth Fit 4 Life group (n = 88) when contrasted with a typical care control group (n = 57). Changes in the 3 psychosocial variables significantly mediated the group-physical activity change relationship (R(2) = .31, P theory-based psychosocial changes within a structured after-school care physical activity program was associated with increases in children's overall time being physically active. After replication, large scale application will be warranted. © The Author(s) 2016.

  15. Promoting physical activity and improving dietary quality of Singaporean adolescents: effectiveness of a school-based fitness and wellness program.

    Science.gov (United States)

    Loong, Claudine; Leo, Latasha; Goh, Danielle; Lim, Pei Sin; Loke, Wai Mun

    2018-01-13

    Limited data are available on the effectiveness of the school-based structured fitness and wellness program to influence dietary quality and physical activity levels in Singaporean adolescents. The study examined if a 20-h (over 10 weeks) school-based structured fitness and wellness module affects the diet quality indices, energy intakes, physical activity levels and the associated energy expenditures in a group of healthy, male adolescents with low diet quality and physical activity levels. Participant demography, anthropometry, dietary intake and daily physical activity were obtained at the beginning, mid-point and end of the 10-week program. Physical activity levels were assessed accelerometrically over a 1-weekday period. Dietary intake were taken using a structured 7-day food diary, and diet quality assessed using the Diet Quality Index-International (DQI-I). The 31 enrolled participants (age 19.8 ± 0.6 years) with body mass index (BMI) (19.8 ± 0.6 kg/m2) followed diets of low diet quality scores (48.3 ± 9.6 out of 100) and engaged in 3.87 ± 2.00 h of physical activity daily before the start of the intervention. Their dietary quality and physical activity levels did not change significantly throughout the intervention period. They scored poorly in the moderation and overall balance components of the diet quality assessment. The physical activity duration correlated inversely to the diet quality scores. Our results suggest that the prescribed school-based fitness and wellness module was ineffective in influencing the diet quality and physical activity levels of Singaporean male adolescents with low diet quality and physical activity levels.

  16. Analysis of foreign physical activity recommendations and guidelines for schools

    Directory of Open Access Journals (Sweden)

    Jan Pavelka

    2014-06-01

    Full Text Available Background:An adequate level of physical activity is an important part of children's lifestyle. The school environment plays a significant role in the area of interventions and strategies aiming to increase the level of physical activity in children. Objectives: The aim of this study is to analyse foreign recommendations leading to an increased level of physical activity in children and young people in Czech schools. Methods: A systematic search of studies published between 1988 and 2012 in the English language was completed in library databases Medline, Sport Discus, ProQuest, PsychInfo, ERIC, Wiley InterScience using the following keywords: physical activity, guidelines, recommendations, school and youth. The studies were then classified based on abstract and full-text analyses. Using a content analysis the expert team formulated the final recommendations to increase the level of physical activity for schools in the Czech Republic (CR. Results: Out of the total number of 91 identified foreign studies, 25 met the predetermined criteria and were used as a basis for formulating the recommendations. These foreign studies included 15 papers published in USA, two in Australia, two in Great Britain, two in Canada, one in the European Union, one in New Zealand and one international paper (an international consensus of experts from 34 countries. Based on the interpretation of the evidence, its justification and final consensus of the expert team, the basic areas for the recommendations to increase the level of physical activity in schools in the CR were identified. Conclusions: An analysis of foreign recommendations to increase the level of physical activity designed for schools and school facilities is one of the possible methods of formulating domestic recommendations. This recommendation could contribute to deeper understanding of the issue of the deteriorating lifestyle of school-aged children in the CR and reflects the efforts for improvement.

  17. DETERMINATION OF PHYSICAL ACTIVITY DURING SCHOOL RECESS COMBINING MEASUREMENTS OF PHYSICAL ACTIVITY AND CHILDREN’S PERSPECTIVE

    Directory of Open Access Journals (Sweden)

    Carlos Álvarez Bogantes

    2018-01-01

    Full Text Available The aim of this study was to determine physical activity levels of children during school recess, taking into account children’s perceptions as well as observations during recess. A mixed method was used, including the System for Observing Play and Leisure Activity in Youth (SOPLAY and focus groups. Participants included students from 3 public schools with regular and alternating schedules, who were observed during their school breaks. In addition, focus groups were held and descriptive statistics were used.  A factorial variance test (2x2 was also used to determine if there were differences between levels of moderate-vigorous physical activity among school types. Results of focus groups were organized into categories. Students exhibited 47.98 sedentary activity and 52.02 moderate-vigorous physical activity during school recess, with girls being more sedentary than boys. Students with an alternating schedule are more active than those with a regular schedule. Participants perceived reduced space to play and little support from teachers as barriers to do physical activity. In conclusion, this study showed that a little over 50% of students perform physical activity during school recess, with children in alternating schedules being more active than those with a regular schedule. Participants perceive that school environment does not favor physical activity, due to environmental barriers. Based on the results of this study, physical activity should be promoted during school recess, taking into consideration barriers in natural, social, physical, and organizational environments.

  18. Physical activity level of school children of age 10-13 years

    OpenAIRE

    Ronghe, Dr. Rashmi N; Gotmare, Dr. Neha A; Kawishwar, Dr. Shraddha

    2016-01-01

    Aim: To assess physical activity level of school children of age 10-13 years.Objectives: To assess and grade physical activity level in children of age 10-13 years using Physical Activity Questionnaire for Children (PAQ-C) classified into: Light Physical activity; Moderate Physical activity; Moderate to vigorous Physical activity and High Physical activity.Methodology: This is Questionnaire based survey study which was conducted on 100 school going children of 10-13 years who were present on ...

  19. Promoting youth physical activity and healthy weight through schools.

    Science.gov (United States)

    Rye, James A; O'Hara Tompkins, Nancy; Eck, Ronald; Neal, William A

    2008-01-01

    The prevalence of overweight in youth has increased three- to four-fold in the United States since the 1960s. The school environment can play prominently in the mitigation of this epidemic by increasing physical activity opportunities/ levels, decreasing the availability of food/ beverage with added sugar, and enhancing students' scientific understandings about energy balance. The potential to increase energy expenditure goes beyond the school day to include safe routes for walking and biking to school (active transport) as well as the availability of school facilities as a community resource for physical activity outside of school hours. However, school consolidation and siting decisions have profound effects on active transport as well as the school as a community resource. Teachers and adolescents should not be overlooked as important partners in conceiving and carrying out programming that seeks to increase physical activity levels in youth and the broader community. As leaders and health care providers in their communities, physicians are postured to be effective advocates of, and to leverage in their own practice, school-based policies and practices towards promoting healthy weight in youth.

  20. Project FIT: Rationale, design and baseline characteristics of a school- and community-based intervention to address physical activity and healthy eating among low-income elementary school children

    Directory of Open Access Journals (Sweden)

    Oh Hyun J

    2011-07-01

    Full Text Available Abstract Background This paper describes Project FIT, a collaboration between the public school system, local health systems, physicians, neighborhood associations, businesses, faith-based leaders, community agencies and university researchers to develop a multi-faceted approach to promote physical activity and healthy eating toward the general goal of preventing and reducing childhood obesity among children in Grand Rapids, MI, USA. Methods/design There are four overall components to Project FIT: school, community, social marketing, and school staff wellness - all that focus on: 1 increasing access to safe and affordable physical activity and nutrition education opportunities in the schools and surrounding neighborhoods; 2 improving the affordability and availability of nutritious food in the neighborhoods surrounding the schools; 3 improving the knowledge, self-efficacy, attitudes and behaviors regarding nutrition and physical activity among school staff, parents and students; 4 impacting the 'culture' of the schools and neighborhoods to incorporate healthful values; and 5 encouraging dialogue among all community partners to leverage existing programs and introduce new ones. Discussion At baseline, there was generally low physical activity (70% do not meet recommendation of 60 minutes per day, excessive screen time (75% do not meet recommendation of rd-5th grade children (n = 403. Trial registration ClinicalTrials.gov NCT01385046

  1. Comprehensive School Physical Activity Programs: Recommendations for Physical Education Teacher Education

    Science.gov (United States)

    Zhang, Xiaoxia; Gu, Xiangli; Zhang, Tao; Keller, Jean; Chen, Senlin

    2018-01-01

    Comprehensive school physical activity programs (CSPAPs) aim to promote physical activity and healthy lifestyles among school-age children and adolescents. Physical educators are highly qualified individuals taking on the role of certified physical activity leaders. Physical education teacher education (PETE) programs should consider preparing…

  2. Cross-sectional and longitudinal associations of screen time and physical activity with school performance at different types of secondary school.

    Science.gov (United States)

    Poulain, Tanja; Peschel, Thomas; Vogel, Mandy; Jurkutat, Anne; Kiess, Wieland

    2018-04-27

    Previous studies have already reported associations of media consumption and/or physical activity with school achievement. However, longitudinal studies investigating independent effects of physical activity and media consumption on school performance are sparse. The present study fills this research gap and, furthermore, assesses relationships of the type of secondary school with media consumption and physical activity. The consumption of screen-based media (TV/video, game console, PC/internet, and mobile phone) and leisure physical activity (organized and non-organized) of 10 - to 17-year old adolescents participating in the LIFE Child study in Germany were related to their school grades in two major school subjects (Mathematics and German) and in Physical Education. In addition to a cross-sectional analysis at baseline (N = 850), a longitudinal analysis (N = 512) investigated the independent effects of these activities on the school grades achieved 12 months later. All associations were adjusted for age, gender, socio-economic status, year of data assessment, body-mass-index, and school grades at baseline. A further analysis investigated differences in the consumption of screen-based media and physical activity as a function of the type of secondary school (highest vs. lower secondary school). Adolescents of lower secondary schools reported a significantly higher consumption of TV/video and game consoles than adolescents attending the highest secondary school. Independently of the type of school, a better school performance in Mathematics was predicted by a lower consumption of computers/internet, and a better performance in Physical Education was predicted by a lower consumption of TV/video and a higher frequency of non-organized physical activity. However, the association between non-organized physical activity and subsequent grades in Physical Education was significant in girls only. The present results suggest that media consumption has a negative effect on

  3. Impact of trained champions of comprehensive school physical activity programs on school physical activity offerings, youth physical activity and sedentary behaviors.

    Science.gov (United States)

    Carson, Russell L; Castelli, Darla M; Pulling Kuhn, Ann C; Moore, Justin B; Beets, Michael W; Beighle, Aaron; Aija, Rahma; Calvert, Hannah G; Glowacki, Elizabeth M

    2014-12-01

    A quasi-experimental cluster-controlled design was used to test the impact of comprehensive school physical activity program (CSPAP) professional development on changes in school physical activity (PA) offerings, moderate-to-vigorous physical activity (MVPA) and sedentary behaviors of 9-14 year-old children during school. Two groups of Louisiana elementary and middle school physical education teachers (N=129) attended a CSPAP summer workshop (95 in 2012=intervention, 34 in 2013=control) and were assessed on school PA offerings (teacher-reported; pre, mid, and post). During the 2012-2013 school year, intervention teachers received CSPAP support while implementing new school PA programs. MVPA and sedentary behaviors were assessed (accelerometry; baseline and post) on a sample of 231 intervention, 120 control students from 16 different schools. Multivariate analysis of covariance indicated that intervention teachers reported significantly more PA offerings during school (3.35 vs. 2.37) and that involve staff (1.43 vs. 0.90). Three-level, mixed model regressions (stratified by sex) indicated that students overall spent less time in MVPA and more time being sedentary during school, but the effects were significantly blunted among intervention students, especially boys. This study provides preliminary evidence for CSPAP professional development programs to influence school-level PA offerings and offset student-level declines in MVPA and increases in sedentary behavior. Published by Elsevier Inc.

  4. Summer School on Particle Physics

    CERN Document Server

    2015-01-01

    The goal of the school is to give a detailed overview of particle physics and cover the most important areas where significant progress has been achieved recently. This year the school will cover both the energy and the intensity frontiers, with lectures covering the physics relevant for the next LHC run, future hadron colliders, direct and indirect probes of dark sectors and early universe physics.

  5. A systematic review of school-based interventions targeting physical activity and sedentary behaviour among older adolescents

    NARCIS (Netherlands)

    Hynynen, S-T; van Stralen, M M; Sniehotta, F F; Araújo-Soares, V; Hardeman, W; Chinapaw, Mai J M; Vasankari, T.; Hankonen, N.

    2016-01-01

    Lack of physical activity (PA) and high levels of sedentary behaviour (SB) have been associated with health problems. This systematic review evaluates the effectiveness of school-based interventions to increase PA and decrease SB among 15-19-year-old adolescents, and examines whether intervention

  6. Nurse-Led School-Based Child Obesity Prevention

    Science.gov (United States)

    Tucker, Sharon; Lanningham-Foster, Lorraine M.

    2015-01-01

    School-based childhood obesity prevention programs have grown in response to reductions in child physical activity (PA), increased sedentariness, poor diet, and soaring child obesity rates. Multiple systematic reviews indicate school-based obesity prevention/treatment interventions are effective, yet few studies have examined the school nurse role…

  7. Hungarian Dimensions of Physical Activity Based on Studies at School Ages

    Directory of Open Access Journals (Sweden)

    Cselik Bence

    2015-05-01

    Full Text Available It is an old pursuit to find the balance between nature and society (within the individual and the sum of people. In order to talk about a healthy society, it is necessarry to have the people making up the society healthy too. The health condition of the individuals affects the society, creating a close connection amoing individuals and society. Health, mental and physical well-beings of members of society affects the economy, since a healthy workforce leads to developing economy, which hence can provide the requirements and conditions that ensure a mentally and physically healthy way of living for the society. Sport, everyday exercise, therefore regular training can also play an important social role, and can greatly contribute to social well-being. Decreased physical activity, sitting lifestyle are both specific traits of economically developed countres, and turns into a more and more threatening public health problem world-wide, which contribute to the development or aggravation of such chronic diseases and health damages, like morbid obesity, heart diseases, diabetes, hypertension, locomotor diseases, malignant tumors, depression. The topic of our research is related to mainly the subject of primary school healthcare programs. The measurements have been taken in 12 different educational institutions, which included primary, secondary, vocational schools, and a 6-grade school. The actuality of the topic is proven by the increased obesity appearing at more younger ages, and we intend to shed some light on the fact, that with a good healhcare strategy and short-term goals we can achieve positive results shortly on the fields of school healthcare.

  8. Evidence-based intervention in physical activity

    DEFF Research Database (Denmark)

    Heath, Gregory W; Parra, Diana C; Sarmiento, Olga L

    2012-01-01

    Promotion of physical activity is a priority for health agencies. We searched for reviews of physical activity interventions, published between 2000 and 2011, and identified effective, promising, or emerging interventions from around the world. The informational approaches of community......-wide and mass media campaigns, and short physical activity messages targeting key community sites are recommended. Behavioural and social approaches are effective, introducing social support for physical activity within communities and worksites, and school-based strategies that encompass physical education......, classroom activities, after-school sports, and active transport. Recommended environmental and policy approaches include creation and improvement of access to places for physical activity with informational outreach activities, community-scale and street-scale urban design and land use, active transport...

  9. Preparing prospective physics teachers to teach integrated science in junior high school

    Science.gov (United States)

    Wiyanto; Hartono; Nugroho, S. E.

    2018-03-01

    The physics education study program especially prepares its students to teach physics in senior high school, however in reality many its graduates have become science teachers in junior high school. Therefore introducing integrated science to prospective physics teachers is important, because based on the curriculum, science in the junior high school should be taught integratedly. This study analyzed integrated science teaching materials that developed by prospective physics teachers. Results from this study showed that majority of the integration materials that developed by the prospective physics teachers focused on topic with an overlapping concept or theme as connecting between two or three subjects.

  10. CERN School of Physics travels to Romania

    CERN Multimedia

    Katarina Anthony

    2011-01-01

    From 7-20 September, students at the European School of High-Energy Physics brought their enthusiasm for physics to Cheile Gradistei, Romania. This was the school’s first time in Romania, which is set to become a CERN Member State in 2015.   Students from the 2011 CERN School of High-Energy Physics. Every year, the School of High-Energy Physics hosts students from around the world to learn from the best in the HEP field. The Schools began in the 1960s as a CERN initiative and, since 1971, schools have been jointly organised by CERN and the Joint Institute for Nuclear Research (JINR) in Russia. “This year, we hosted almost 100 participants from 31 countries,” says Nick Ellis, director of the CERN Schools of Physics. “The Schools have always been a fantastic opportunity for the next generation of particle physicists to learn and to network with their future colleagues.” Students attended a comprehensive programme of lectures and discussion ses...

  11. A School-Based Motivational Intervention to Promote Physical Activity from a Self-Determination Theory Perspective

    Science.gov (United States)

    González-Cutre, David; Sierra, Ana C.; Beltrán-Carrillo, Vicente J.; Peláez-Pérez, Manuel; Cervelló, Eduardo

    2018-01-01

    The authors analyzed the effects of a multidimensional intervention to promote physical activity (PA) in school, based on self-determination theory. The study involved 88 students, between 14 and 17 years old, who were divided into a control group (n = 59) and an experimental group (n = 29). In the experimental group, a 6-month intervention was…

  12. Dialogic learning and physical education: School sport and physical education promoting health, school success and social cohesion

    Directory of Open Access Journals (Sweden)

    Marcos Castro Sandúa

    2015-09-01

    Full Text Available Purpose: the notion of dialogic learning is on the basis of educational practices (Successful Educational Actions and projects (Schools as Learning Communities that are currently improving coexistence and promoting school success in more and more schools around the world. Physical Education has to find its place within this context and to define how to contribute to these aims from its specificity, as it is a subject in which the body and the movement have leading roles for learning and it is increasingly emphasizing the promotion of healthy habits. Due to all that, this article pretends to offer orientations to professionals and schools for building a more dialogic Physical Education. Design/methodology: a review of scientific literature on Physical Education and dialogic learning has been done starting from the results of the Juega Dialoga y Resuelve [Play, Dialogue and Solve] project (Spanish RTD National Plan and from the results obtained in the search for the topics “dialogic learning” and ”successful educational actions” in the ISI Web of Science. Findings: the results of the literature review show that the principles of dialogic learning and their practical development can be transferred to Physical Education and school sport in order to contribute to school success and to improve students’ and their communities’ health. Practical implications: orientations for professionals and schools to organize the practice of Physical Education and school sport in accordance with the principles of dialogic learning derive from the analysis. Social implications: the orientations promote school success for students and social cohesion and health for them and their communities. Originality/value: the article presents innovative elements for the organization of Physical Education and school sport that can be useful for teachers and other professionals.

  13. Effective Practices for Training and Inspiring High School Physics Teachers

    Science.gov (United States)

    Magee-Sauer, Karen

    It is well-documented that there is a nationwide shortage of highly qualified high school physics teachers. Not surprising, institutions of higher education report that the most common number of physics teacher graduates is zero with the majority of institutions graduating less than two physics teachers per year. With these statistics in mind, it is critical that institutions take a careful look at how they recruit, train, and contribute to the retention of high school physics teachers. PhysTEC is a partnership between the APS and AAPT that is dedicated to improving and promoting the education of high school physics teachers. Primarily funded by the NSF and its partnering organizations, PhysTEC has identified key components that are common to successful physics teacher preparation programs. While creating a successful training program in physics, it is also important that students have the opportunity for a ``do-able'' path to certification that does not add further financial debt. This talk will present an overview of ``what works'' in creating a path for physics majors to a high school physics teaching career, actions and activities that help train and inspire pre-service physics teachers, and frameworks that provide the support for in-service teachers. Obstacles to certification and the importance of a strong partnership with colleges of education will be discussed. Several examples of successful physics high school teacher preparation programs will be presented. This material is part of the Physics Teacher Education Coalition project, which is based upon work supported by the National Science Foundation under Grant Nos. 0808790, 0108787, and 0833210.

  14. A Project-Based Learning Approach to Teaching Physics for Pre-Service Elementary School Teacher Education Students

    Science.gov (United States)

    Goldstein, Olzan

    2016-01-01

    This paper describes the impact of the project-based learning (PBL) approach on learning and teaching physics from the perspective of pre-service elementary school teacher education students and an instructor. This approach promoted meaningful learning (mainly in the scope of projects), higher motivation, and active involvement of students in…

  15. Improved cognitive performance in preadolescent Danish children after the school-based physical activity programme "FIFA 11 for Health" for Europe - A cluster-randomised controlled trial.

    Science.gov (United States)

    Lind, Rune Rasmussen; Geertsen, Svend Sparre; Ørntoft, Christina; Madsen, Mads; Larsen, Malte Nejst; Dvorak, Jiri; Ritz, Christian; Krustrup, Peter

    2018-02-01

    Recent studies have shown promising effects of physical activity on cognitive function, but there is a need to investigate this link in real-life settings such as schools. Hence, the objective of the present pilot study was to investigate whether the school-based physical activity programme "FIFA 11 for Health" for Europe could improve cognitive performance in preadolescent Danish children. The pilot study used an 11-week cluster-randomised intervention study design. School classes were randomly assigned to either a control group (CG) (n = 93 children, age = 11.8, s = 0.2 years), which performed the obligatory daily school-based physical activity (5 × 45 minutes per week); or an intervention group (IG) (n = 838 children, age = 11.9, s = 0.4 years), which substituted 2 × 45 minutes per week of the daily school physical activity with the "FIFA 11 for Health" for Europe programme. The programme combines small-sided football games, drills and health education. Cognitive performance was evaluated at baseline and follow-up. The IG improved their cognitive performance compared to the CG for psychomotor function (56, s x -  = 22 ms, p school-based physical activity programme "FIFA 11 for Health" for Europe can improve cognitive performance in preadolescent Danish schoolchildren. Future studies should attempt to disentangle the effects of "FIFA 11 for Health" for Europe on cognitive performance by investigating the characteristics of the programme's physical activity.

  16. Partners in Physics with Colorado School of Mines' Society of Physics Students

    Science.gov (United States)

    Moore, Shirley; Stilwell, Matthew; Boerner, Zach

    2011-04-01

    The Colorado School of Mines (CSM) Society of Physics Students (SPS) revitalized in 2008 and has since blown up with outreach activity, incorporating all age levels into our programs. In Spring 2010, CSM SPS launched a new program called Partners in Physics. Students from Golden High School came to CSM where they had a college-level lesson on standing waves and their applications. These students then joined volunteers from CSM in teaching local elementary school students about standing waves beginning with a science show. The CSM and high school students then helped the children to build make-and-take demonstrations incorporating waves. This year, rockets are the theme for Partners in Physics and we began with demonstrations with local middle school students. In Spring 2011, CSM SPS will be teaching elementary school students about projectile motion and model rockets along with these middle school students. Colorado School of Mines Department of Physics

  17. Is a school-based physical activity intervention effective for increasing tibial bone strength in boys and girls?

    Science.gov (United States)

    Macdonald, Heather M; Kontulainen, Saija A; Khan, Karim M; McKay, Heather A

    2007-03-01

    This 16-month randomized, controlled school-based study compared change in tibial bone strength between 281 boys and girls participating in a daily program of physical activity (Action Schools! BC) and 129 same-sex controls. The simple, pragmatic intervention increased distal tibia bone strength in prepubertal boys; it had no effect in early pubertal boys or pre or early pubertal girls. Numerous school-based exercise interventions have proven effective for enhancing BMC, but none have used pQCT to evaluate the effects of increased loading on bone strength during growth. Thus, our aim was to determine whether a daily program of physical activity, Action Schools! BC (AS! BC) would improve tibial bone strength in boys and girls who were pre- (Tanner stage 1) or early pubertal (Tanner stage 2 or 3) at baseline. Ten schools were randomized to intervention (INT, 7 schools) or control (CON, 3 schools). The bone-loading component of AS! BC included a daily jumping program (Bounce at the Bell) plus 15 minutes/day of classroom physical activity in addition to regular physical education. We used pQCT to compare 16-month change in bone strength index (BSI, mg2/mm4) at the distal tibia (8% site) and polar strength strain index (SSIp, mm3) at the tibial midshaft (50% site) in 281 boys and girls participating in AS! BC and 129 same-sex controls. We used a linear mixed effects model to analyze our data. Children were 10.2+/-0.6 years at baseline. Intervention boys tended to have a greater increase in BSI (+774.6 mg2/mm4; 95% CI: 672.7, 876.4) than CON boys (+650.9 mg2/mm4; 95% CI: 496.4, 805.4), but the difference was only significant in prepubertal boys (p=0.03 for group x maturity interaction). Intervention boys also tended to have a greater increase in SSIp (+198.6 mm3; 95% CI: 182.9, 214.3) than CON boys (+177.1 mm3; 95% CI: 153.5, 200.7). Change in BSI and SSIp was similar between CON and INT girls. Our findings suggest that a simple, pragmatic program of daily activity

  18. Exploring teachers' perspectives on the impact of out-of-school science-based programs for secondary level physics classrooms in Nebraska

    Science.gov (United States)

    Baquerizo-Birth, Marisol

    This exploratory phenomenological study investigates the lived experiences of six high school physics teachers in Nebraska regarding their perceptions on the impact of participating in a science-based out-of-school program. By exploring the research question, we discover how this experience relates to these teachers' self-concept and professional growth. Open-ended, semi-structured, one-on-one interviews are used as the data collection method to explore teachers' perceptions. Responses reveal that teachers participating in the Cosmic Ray Observatory Project (CROP) as a means of exploring advanced, extracurricular physics projects perceive their participation as an opportunity for enrichment, collaboration, helping their students, and empowerment. Intertwined in the presented narratives, teachers refer to their schools' limited administrative support as a source of struggle tied to the challenge of balancing school and teaching responsibilities with CROP participants' responsibilities. This study proposes teachers must feel confident with their specific subject area to achieve a progressive view of self, and that supplemental professional development opportunities are crucial to physics teaching.

  19. USING INTERNET-RESOURCES FOR SCHOOL PHYSICS EXPERIMENTS

    Directory of Open Access Journals (Sweden)

    Nina P. Dementievska

    2012-06-01

    Full Text Available Using virtual computer simulation of physics processes and phenomena is becoming increasingly popular among teachers of science around the world. Such simulation for school experiment has several advantages, but teaching needs improvement of methodology for using in modern school. In order to computer simulations were successful in education it requires compliance with a number of conditions. Educators around the world collaborate on the web site Phet (http://phet.colorado.edu/, which provides science-based and effective computer simulations for studying the natural sciences in different languages, as well as the methodology for use in secondary school.

  20. A cross-sectional study of the individual, social, and built environmental correlates of pedometer-based physical activity among elementary school children

    Directory of Open Access Journals (Sweden)

    Wood Georgina

    2011-04-01

    Full Text Available Abstract Background Children who participate in regular physical activity obtain health benefits. Preliminary pedometer-based cut-points representing sufficient levels of physical activity among youth have been established; however limited evidence regarding correlates of achieving these cut-points exists. The purpose of this study was to identify correlates of pedometer-based cut-points among elementary school-aged children. Method A cross-section of children in grades 5-7 (10-12 years of age were randomly selected from the most (n = 13 and least (n = 12 'walkable' public elementary schools (Perth, Western Australia, stratified by socioeconomic status. Children (n = 1480; response rate = 56.6% and parents (n = 1332; response rate = 88.8% completed a survey, and steps were collected from children using pedometers. Pedometer data were categorized to reflect the sex-specific pedometer-based cut-points of ≥15000 steps/day for boys and ≥12000 steps/day for girls. Associations between socio-demographic characteristics, sedentary and active leisure-time behavior, independent mobility, active transportation and built environmental variables - collected from the child and parent surveys - and meeting pedometer-based cut-points were estimated (odds ratios: OR using generalized estimating equations. Results Overall 927 children participated in all components of the study and provided complete data. On average, children took 11407 ± 3136 steps/day (boys: 12270 ± 3350 vs. girls: 10681 ± 2745 steps/day; p After adjusting for all other variables and school clustering, meeting the pedometer-based cut-points was negatively associated (p Conclusions Comprehensive multi-level interventions that reduce screen-time, encourage active travel to/from school and foster a physically active classroom culture might encourage more physical activity among children.

  1. The physical activity climate in Minnesota middle and high schools.

    Science.gov (United States)

    Samuelson, Anne; Lytle, Leslie; Pasch, Keryn; Farbakhsh, Kian; Moe, Stacey; Sirard, John Ronald

    2010-11-01

    This article describes policies, practices, and facilities that form the physical activity climate in Minneapolis/St. Paul, Minnesota metro area middle and high schools and examines how the physical activity climate varies by school characteristics, including public/private, school location and grade level. Surveys examining school physical activity practices, policies and environment were administered to principals and physical education department heads from 115 middle and high schools participating in the Transdisciplinary Research on Energetics and Cancer-Identifying Determinants of Eating and Activity (TREC-IDEA) study. While some supportive practices were highly prevalent in the schools studied (such as prohibiting substitution of other classes for physical education); other practices were less common (such as providing opportunity for intramural (noncompetitive) sports). Public schools vs. private schools and schools with a larger school enrollment were more likely to have a school climate supportive of physical activity. Although schools reported elements of positive physical activity climates, discrepancies exist by school characteristics. Of note, public schools were more than twice as likely as private schools to have supportive physical activity environments. Establishing more consistent physical activity expectations and funding at the state and national level is necessary to increase regular school physical activity.

  2. Effectiveness of School-Initiated Physical Activity Program on Secondary School Students' Physical Activity Participation

    Science.gov (United States)

    Gråstén, Arto; Yli-Piipari, Sami; Watt, Anthony; Jaakkola, Timo; Liukkonen, Jarmo

    2015-01-01

    Background: The promotion of physical activity and health has become a universal challenge. The Sotkamo Physical Activity as Civil Skill Program was implemented to increase students' physical activity by promoting supportive psychological and physical school environment. The aim of this study was to evaluate the effectiveness of the…

  3. ``But you're just a physics booster!'' -- Why political advocacy for high school physics is crucial

    Science.gov (United States)

    Cottle, Paul

    2010-10-01

    There is no shortage of research-based arguments supporting the importance of high school physics. A study from the University of South Florida demonstrates the importance of high school physics for the preparation of future STEM professionals [1]. A white paper from the National Academy of Education [2] states that the usual biology-chemistry-physics sequence in high school is ``out of order'' and points out that students in 9th grade biology classes are taught concepts that make no sense to them because they ``know little about atoms and next to nothing about the chemistry and physics that can help them make sense of these structures and their functions.'' Nevertheless, in Florida the high school physics-taking rate has been declining for several years and a large fraction of the International Baccalaureate programs do not even offer IB Physics. I will argue that physicists must collectively advocate in the political arena for the expansion and improvement of high school physics. I will also provide a few examples of collective actions by scientists that may have influenced the formulation of the new high school graduation requirements in Florida. Finally, I will argue that we must lobby our colleagues in the Colleges of Education to devote their scarce resources to recruiting and training teachers in the physical sciences. [4pt] [1] W. Tyson, R. Lee, K.M. Borman, and M.A. Hanson, {Journal of Education for Students Placed at Risk} 12, 243 (2007). [0pt] [2] National Academy of Education White Paper ``Science and Mathematics Education,'' (http://www.naeducation.org/Science/and/Mathematics/Education/White/Paper.pdf).

  4. Relationship between motivation and learning in physical education and after-school physical activity.

    Science.gov (United States)

    Chen, Senlin; Sun, Haichun; Zhu, Xihe; Chen, Ang

    2014-12-01

    A primary goal of physical education is to develop physically literate individuals with the knowledge, skills, and confidence necessary for a physically active lifestyle. Guided by the expectancy-value and interest motivation theories, the purpose of this study was to identify the relationship between students' motivation and health-related fitness knowledge developed in physical education and their after-school physical activity participation. Third-, 4th-, and 5th-grade students (N = 293) from 6 elementary schools in a large metropolitan school district in the United States provided data on expectancy beliefs and perceived task values, situational interest, health-related fitness knowledge, and after-school physical activity. Data were analyzed using descriptive statistics and a simultaneous multiple regression model. It was found that expectancy beliefs (β = .20, t = 2.16, p = .03) and perceived exploration demand (β = .25, t = 2.58, p = .01), a source for situational interest, were positively related to after-school physical activity. The 2 variables, however, accounted for only 11.2% of the variances for children's after-school physical activity participation. This study demonstrates that students' active exploration and expectancy beliefs for success in physical education have limited influence on leisure-time physical activity participation.

  5. Promoting physical activity among youth through community-based prevention marketing.

    Science.gov (United States)

    Bryant, Carol A; Courtney, Anita H; McDermott, Robert J; Alfonso, Moya L; Baldwin, Julie A; Nickelson, Jen; McCormack Brown, Kelli R; Debate, Rita D; Phillips, Leah M; Thompson, Zachary; Zhu, Yiliang

    2010-05-01

    Community-based prevention marketing (CBPM) is a program planning framework that blends community-organizing principles with a social marketing mind-set to design, implement, and evaluate public health interventions. A community coalition used CBPM to create a physical activity promotion program for tweens (youth 9-13 years of age) called VERB Summer Scorecard. Based on the national VERB media campaign, the program offered opportunities for tweens to try new types of physical activity during the summer months. The VERB Summer Scorecard was implemented and monitored between 2004 and 2007 using the 9-step CBPM framework. Program performance was assessed through in-depth interviews and a school-based survey of youth. The CBPM process and principles used by school and community personnel to promote physical activity among tweens are presented. Observed declines may become less steep if school officials adopt a marketing mind-set to encourage youth physical activity: deemphasizing health benefits but promoting activity as something fun that fosters spending time with friends while trying and mastering new skills. Community-based programs can augment and provide continuity to school-based prevention programs to increase physical activity among tweens.

  6. CERN-Fermilab Hadron Collider Physics Summer School

    CERN Multimedia

    2007-01-01

    Applications are now open for the 2nd CERN-Fermilab Hadron Collider Physics Summer School, which will take place at CERN from 6 to 15 June 2007. The school web site is http://cern.ch/hcpss with links to the academic program and application procedure. The application deadline is 9 March 2007. The results of the selection process will be announced shortly thereafter. The goal of the CERN-Fermilab Hadron Collider Physics Summer Schools is to offer students and young researchers in high energy physics a concentrated syllabus on the theory and experimental challenges of hadron collider physics. The first school in the series, held last summer at Fermilab, covered extensively the physics at the Tevatron collider experiments. The second school to be held at CERN, will focus on the technology and physics of the LHC experiments. Emphasis will be given on the first years of data-taking at the LHC and on the discovery potential of the programme. The series of lectures will be  supported by in-depth discussion sess...

  7. Project FIT: rationale, design and baseline characteristics of a school- and community-based intervention to address physical activity and healthy eating among low-income elementary school children.

    Science.gov (United States)

    Eisenmann, Joey C; Alaimo, Katherine; Pfeiffer, Karin; Paek, Hye-Jin; Carlson, Joseph J; Hayes, Heather; Thompson, Tracy; Kelleher, Deanne; Oh, Hyun J; Orth, Julie; Randall, Sue; Mayfield, Kellie; Holmes, Denise

    2011-07-29

    This paper describes Project FIT, a collaboration between the public school system, local health systems, physicians, neighborhood associations, businesses, faith-based leaders, community agencies and university researchers to develop a multi-faceted approach to promote physical activity and healthy eating toward the general goal of preventing and reducing childhood obesity among children in Grand Rapids, MI, USA. There are four overall components to Project FIT: school, community, social marketing, and school staff wellness - all that focus on: 1) increasing access to safe and affordable physical activity and nutrition education opportunities in the schools and surrounding neighborhoods; 2) improving the affordability and availability of nutritious food in the neighborhoods surrounding the schools; 3) improving the knowledge, self-efficacy, attitudes and behaviors regarding nutrition and physical activity among school staff, parents and students; 4) impacting the 'culture' of the schools and neighborhoods to incorporate healthful values; and 5) encouraging dialogue among all community partners to leverage existing programs and introduce new ones. At baseline, there was generally low physical activity (70% do not meet recommendation of 60 minutes per day), excessive screen time (75% do not meet recommendation of < 2 hours per day), and low intake of vegetables and whole grains and high intake of sugar-sweetened beverages, French fries and chips and desserts as well as a high prevalence of overweight and obesity (48.5% including 6% with severe obesity) among low income, primarily Hispanic and African American 3rd-5th grade children (n = 403). ClinicalTrials.gov NCT01385046.

  8. Physical activity patterns of college students with and without high school physical education.

    Science.gov (United States)

    Everhart, Brett; Kernodle, Michael; Ballard, Kesley; McKey, Cathy; Eason, Billy; Weeks, Megan

    2005-06-01

    The purpose of this study was to examine differences in physical activity patterns of high school graduates in Texas who completed physical education class credit during high school and those who did not but who were varsity athletes. A questionnaire was designed and tested for reliability prior to being administered to 201 college students. Analysis indicated that participants who completed high school physical education class credit do not currently participate in regular physical activity as much as those who were not required to complete such credit. Conversely, athletes who did not participate in physical education reported currently engaging in more cardiovascular exercise and team sports than the physical education students during high school.

  9. Gender differences in introductory university physics performance: The influence of high school physics preparation and affect

    Science.gov (United States)

    Hazari, Zahra Sana

    The attrition of females studying physics after high school is a concern to the science education community. Most undergraduate science programs require introductory physics coursework. Thus, success in introductory physics is necessary for students to progress to higher levels of science study. Success also influences attitudes; if females are well-prepared, feel confident, and do well in introductory physics, they may be inclined to study physics further. This quantitative study using multilevel modeling focused on determining factors from high school physics preparation (content, pedagogy, and assessment) and the affective domain that influenced female and male performance in introductory university physics. The study controlled for some university/course level characteristics as well as student demographic and academic background characteristics. The data consisted of 1973 surveys from 54 introductory physics courses within 35 universities across the US. The results highlight high school physics and affective experiences that differentially influenced female and male performance. These experiences include: learning requirements, computer graphing/analysis, long written problems, everyday world examples, community projects, cumulative tests/quizzes, father's encouragement, family's belief that science leads to a better career, and the length of time students believed that high school physics would help in university physics. There were also experiences that had a similar influence on female and male performance. Positively related to performance were: covering fewer topics for longer periods of time, the history of physics as a recurring topic, physics-related videos, and test/quiz questions that involved calculations and/or were drawn from standardized tests. Negatively related to performance were: student-designed projects, reading/discussing labs the day before performing them, microcomputer based laboratories, discussion after demonstrations, and family

  10. School-Based Experiential Outdoor Education: A Neglected Necessity

    Science.gov (United States)

    James, Joan K.; Williams, Theresa

    2017-01-01

    In this research study, we hear the voices of middle school students, preservice teachers, and practicing middle school teachers in support of school-based experiential outdoor education. The benefits of engaging youth in memorably relevant learning, immersing them in physically active, field-based education, and providing them with authentic,…

  11. The golden 45 minutes – School Reforms and Physical Activity in Denmark

    DEFF Research Database (Denmark)

    Johansen, Danielle Louise Nørager; Skovgaard, Thomas; Runge Larsen, Lisbeth

    Introduction: In August 2014 the biggest reshaping of primary schools in forty years was implemented in Denmark. From the very early stages of the reform process, there was broad agreement among key stakeholders that children and young people should be more physically active during the school day....... Therefore, it is part of the reform program that physical activity (PA) form part of the syllabus for all year groups at primary schools corresponding on average to 45 minutes per day. Methods: The reform states, that the 45 minutes of daily, school-based PA must serve a pedagogical purpose – e.g. including...... to implement PA as part of the school day: How to include brain breaks in formal teaching sessions, making recess more active and using the physical school environment to promote PA are some of the initiatives currently in play in Denmark. Results: Available data indicates that Danish schools have acted...

  12. 2nd Machine Learning School for High Energy Physics

    CERN Document Server

    2016-01-01

    The Second Machine Learning summer school organized by Yandex School of Data Analysis and Laboratory of Methods for Big Data Analysis of National Research University Higher School of Economics will be held in Lund, Sweden from 20 to 26 June 2016. It is hosted by Lund University. The school is intended to cover the relatively young area of data analysis and computational research that has started to emerge in High Energy Physics (HEP). It is known by several names including “Multivariate Analysis”, “Neural Networks”, “Classification/Clusterization techniques”. In more generic terms, these techniques belong to the field of “Machine Learning”, which is an area that is based on research performed in Statistics and has received a lot of attention from the Data Science community. There are plenty of essential problems in High energy Physics that can be solved using Machine Learning methods. These vary from online data filtering and reconstruction to offline data analysis. Students of the school w...

  13. The role of travel mode in engagement with a Radio Frequency ID chip based school physical activity intervention

    Directory of Open Access Journals (Sweden)

    Emma Coombes

    2015-10-01

    Full Text Available Background: The prevalence of active travel to school in children is low and declining. For example, the 2014 National Travel Survey showed that just 46% of primary school children walk to school. This is despite the fact that children who actively travel have been shown to be more physically active overall as well as perform better in class. Beat the Street is a community based intervention which uses RFID (Radio Frequency ID chip readers attached to locations around the neighbourhood. The aim of the intervention is to encourage walking and cycling by gamifying these travel behaviours; individuals taking part gain points by touching a smartcard on the readers and these points become part of a competition. One of the aims of Beat the Street is to encourage children who already walk and cycle to and from school to do so more, as well as achieve modal shift from motorised transport to active travel as a means of commuting. However, habitual travel mode is ‘sticky’ and, despite the potential health benefits being greater, it may be more difficult to change mode than it is to encourage more activity in those who already walk or cycle. Set in a neighbourhood in the city of Norwich, England, this analysis examines how travel mode prior to the initiation of Beat the Street is associated with subsequent engagement with the intervention and what the association of this engagement is with physical activity change. Aim: This pilot study evaluates how prior travel mode to school is associated with engagement in the Beat the Street intervention in schoolchildren in the city of Norwich, England. Methods: The Beat the Street intervention was conducted within a Norwich neighbourhood for 9 weeks during May-July 2014. Children were recruited to the evaluation via two schools; one in the intervention neighbourhood, and a control located on the opposite side of the city. All year 4 and 5 children (aged 8-10 years were invited at both schools. Recruited children

  14. Status of Instructional Physical Education Programs in Ohio Senior High Schools.

    Science.gov (United States)

    Schraibman, Carl

    High school level instructional physical education programs in the state of Ohio are examined to determine the quality of their organizational structure and curricula offerings. Data collected from a 74.3 percent questionnaire response from 70 Ohio school systems describes the functional arrangement of the school programs based on the sex of the…

  15. A cross-sectional study of the individual, social, and built environmental correlates of pedometer-based physical activity among elementary school children.

    Science.gov (United States)

    McCormack, Gavin R; Giles-Corti, Billie; Timperio, Anna; Wood, Georgina; Villanueva, Karen

    2011-04-12

    Children who participate in regular physical activity obtain health benefits. Preliminary pedometer-based cut-points representing sufficient levels of physical activity among youth have been established; however limited evidence regarding correlates of achieving these cut-points exists. The purpose of this study was to identify correlates of pedometer-based cut-points among elementary school-aged children. A cross-section of children in grades 5-7 (10-12 years of age) were randomly selected from the most (n = 13) and least (n = 12) 'walkable' public elementary schools (Perth, Western Australia), stratified by socioeconomic status. Children (n = 1480; response rate = 56.6%) and parents (n = 1332; response rate = 88.8%) completed a survey, and steps were collected from children using pedometers. Pedometer data were categorized to reflect the sex-specific pedometer-based cut-points of ≥15000 steps/day for boys and ≥12000 steps/day for girls. Associations between socio-demographic characteristics, sedentary and active leisure-time behavior, independent mobility, active transportation and built environmental variables - collected from the child and parent surveys - and meeting pedometer-based cut-points were estimated (odds ratios: OR) using generalized estimating equations. Overall 927 children participated in all components of the study and provided complete data. On average, children took 11407 ± 3136 steps/day (boys: 12270 ± 3350 vs. girls: 10681 ± 2745 steps/day; p travel to/from school and foster a physically active classroom culture might encourage more physical activity among children.

  16. Who's Teaching What in High School Physics?

    Science.gov (United States)

    White, Susan; Tyler, John

    2015-01-01

    During the 2012-13 school year, approximately 27,000 teachers taught at least one physics course in a U.S. high school. About one-third of those teachers have earned a degree in physics or physics education; the vast majority of the others have earned degrees in a variety of other science fields. About 53,000 physics classes were taught, ranging…

  17. Recommendations for Policy and Practice of Physical Education in Culturally and Linguistically Diverse Australian Secondary Schools Based on a Two-Year Prospective Cohort Study

    Science.gov (United States)

    Dudley, Dean A.; Pearson, Phil; Okely, Anthony D.; Cotton, Wayne G.

    2015-01-01

    Physical activity affords a host of physical and cognitive benefits for children. Physical education classes are one such venue where children can reap recommended amounts of physical activity. However, little research has explored evidence-based physical education instruction, particularly in culturally and linguistically diverse schools. No…

  18. Lessons learned from Action Schools! BC--an 'active school' model to promote physical activity in elementary schools.

    Science.gov (United States)

    Naylor, Patti-Jean; Macdonald, Heather M; Zebedee, Janelle A; Reed, Katherine E; McKay, Heather A

    2006-10-01

    The 'active school' model offers promise for promoting school-based physical activity (PA); however, few intervention trials have evaluated its effectiveness. Thus, our purpose was to: (1) describe Action Schools! BC (AS! BC) and its implementation (fidelity and feasibility) and (2) evaluate the impact of AS! BC on school provision of PA. Ten elementary schools were randomly assigned to one of the three conditions: Usual Practice (UP, three schools), Liaison (LS, four schools) or Champion (CS, three schools). Teachers in LS and CS schools received AS! BC training and resources but differed on the level of facilitation provided. UP schools continued with regular PA. Delivery of PA during the 11-month intervention was assessed with weekly Activity Logs and intervention fidelity and feasibility were assessed using Action Plans, workshop evaluations, teacher surveys and focus groups with administrators, teachers, parents and students. Physical activity delivered was significantly greater in LS (+67.4 min/week; 95% CI: 18.7-116.1) and CS (+55.2 min/week; 95% CI: 26.4-83.9) schools than UP schools. Analysis of Action Plans and Activity Logs showed fidelity to the model and moderate levels of compliance (75%). Teachers were highly satisfied with training and support. Benefits of AS! BC included positive changes in the children and school climate, including provision of resources, improved communication and program flexibility. These results support the use of the 'active school' model to positively alter the school environment. The AS! BC model was effective, providing more opportunities for "more children to be more active more often" and as such has the potential to provide health benefits to elementary school children.

  19. Correlates of state enactment of elementary school physical education laws.

    Science.gov (United States)

    Monnat, Shannon M; Lounsbery, Monica A F; Smith, Nicole J

    2014-12-01

    To describe variation in U.S. state elementary school physical education (PE) policies and to assess associations between state PE policy enactment and education funding, academic achievement, sociodemographic disadvantage, and political characteristics. U.S. state laws regarding school PE time, staffing, curriculum, fitness assessment, and moderate-to-vigorous physical activity (MVPA) in 2012 were classified as strong/specific, weak/nonspecific, or none based on codified law ratings within the Classification of Laws Associated with School Students (C.L.A.S.S.). Laws were merged with state-level data from multiple sources. Logistic regression was used to determine associations between state characteristics and PE laws (N=51). Laws with specific PE and MVPA time requirements and evidence-based curriculum standards were more likely in states with low academic performance and in states with sociodemographically disadvantaged populations. School day length was positively associated with enacting a PE curriculum that referenced evidence-based standards. School funding and political characteristics were not associated with PE laws. Limited time and high-stake testing requirements force schools to prioritize academic programs, posing barriers to state passage of specific PE laws. To facilitate PE policy enactment, it may be necessary to provide evidence on how PE policies can be implemented within existing time and staffing structures. Copyright © 2014 Elsevier Inc. All rights reserved.

  20. Associations within school-based same-sex friendship networks of children’s physical activity and sedentary behaviours: a cross-sectional social network analysis

    OpenAIRE

    Salway, Ruth E.; Sebire, Simon J.; Solomon-Moore, Emma; Thompson, Janice L.; Jago, Russell

    2018-01-01

    Background Physical activity in children is associated with better physical and mental health but many children do not meet physical activity guidelines. Friendship groups are potentially an important influence on children’s physical activity and sedentary time. This paper examines the association between children of physical activity and sedentary time in school-based same-sex friendship networks, for both moderate-to-vigorous intensity physical activity (MVPA) and sedentary time. Moreover, ...

  1. 4. Mexican School of Nuclear Physics

    International Nuclear Information System (INIS)

    Aguilera, E.F.; Hernandez, E.; Hirsch, J.G. -mail: svp@nuclear.inin.mx

    2005-01-01

    The IV Mexican School of Nuclear Physics, organized by the Nuclear Physics Division of the Mexican Physics Society, taken place from June 27 to July 8, 2005 in the Institute of Nuclear Sciences and the Institute of Physics of the UNAM and in the National Institute of Nuclear Research (ININ). This school, as the previous ones, it was guided to the students of the last semesters of the career of Physics, of the Post grade of the same specialty, and of other adjacent careers. To give the students a current vision of some of the topics more important of the nuclear physics and their relationship with other near areas of the physics it was the objective of this School. The School covered a wide range of theoretical and experimental courses, imparted in its majority by Mexican expert professor-investigators in the subject to whom we thank them the one effort and the quality of their presentations, reflected in the content of this document. The answer of the students to the convocation was excellent, 31 students presented application for admission coming from the following institutions: Meritorious Autonomous University of Puebla, National Institute of Nuclear Research, Technological Institute of Orizaba, National Polytechnic Institute, The University of Texas at Brownsville, Autonomous University of the State de Mexico, Autonomous University of the State of Morelos, Autonomous University of Baja California, Autonomous University of San Luis Potosi, University of Guadalajara, University of Guanajuato, National Autonomous University of Mexico, University of Texas, at El Paso and University Veracruzana. They were admitted to those 22 students with the higher averages qualifications of the list of applicants. The organizers of this school thank the financial support granted by the following sponsor institutions: Institute of Nuclear Sciences, UNAM, Institute of Physics, UNAM, Coordination of the Scientific Research, UNAM, National Institute of Nuclear Research, Nuclear

  2. Differences in Physical Activity during School Recess

    Science.gov (United States)

    Ridgers, Nicola D.; Saint-Maurice, Pedro F.; Welk, Gregory J.; Siahpush, Mohammad; Huberty, Jennifer

    2011-01-01

    Background: School recess provides a daily opportunity for physical activity engagement. The purpose of this study was to examine physical activity levels during recess by gender, ethnicity, and grade, and establish the contribution of recess to daily school physical activity levels. Methods: Two hundred and ten children (45% boys) from grades 3…

  3. Objectively Measured Physical Activity Levels among Ethnic Minority Children Attending School-Based Afterschool Programs in a High-Poverty Neighborhood

    Directory of Open Access Journals (Sweden)

    Youngdeok Kim, Marc Lochbaum

    2017-09-01

    Full Text Available Ethnic minority children living in high poverty neighborhoods are at high risk of having insufficient physical activity (PA during school days and, thus, the importance of school as a place to facilitate PA in these underserved children has been largely emphasized. This study examined the levels and patterns of PA in minority children, with particular focus on the relative contributions of regular physical education (PE and school-based afterschool PA program in promoting moderate- and vigorous-intensity PA (MVPA during school days. PA data were repeatedly measured using a Polar Active accelerometer across multiple school days (M = 5.3 days per child, from seventy-five ethnic minority children attending a Title I public elementary school in a high-poverty neighborhood in the US. The minutes and percentage of MVPA accumulated during school, PE, and afterschool PA program were compared to the current recommendations (≥30-min of MVPA during school hours; and ≥50% of MVPA during PE or afterschool PA program as well as by the demographic characteristics including sex, grade, ethnicity, and weight status using a general linear mixed model that accounts for repeated observations. On average, children spent 41.6 mins (SE = 1.8 of MVPA during school hours and of those, 14.1 mins (SE = 0.6 were contributed during PE. The average proportion of time spent in MVPA during PE was 31.3% (SE = 1.3, which was significantly lower than the recommendation (≥50% of MVPA, whereas 54.2% (SE = 1.2 of time in afterschool PA program were spent in MVPA. The percentage of monitoring days meeting current recommendations were 69.5% (SE = 0.03, 20.8% (SE = 0.02, and 59.6% (SE = 0.03 for during school, PE, and afterschool PA program, respectively. Our findings highlighted that school-based afterschool PA, in addition to regular PE classes, could be of great benefit to promote PA in minority children during school days. Further research and practice are still needed to

  4. Investigating Elementary School Children's Daily Physical Activity and Sedentary Behaviors during Weekdays

    Science.gov (United States)

    Gao, Zan; Chen, Senlin; Huang, Chaoqun; Stodden, David F.; Xiang, Ping

    2017-01-01

    Purpose The purpose of the study was to quantify the contributions of physical education, exergaming (active video games that also are a type of exercise), recess, lunch break and after-school time segments to children's daily physical activity and sedentary behaviors. Methods Participants were 138 second and third graders (71 girls) who attended 20-minute recess and 75-minute lunch time daily, 25-minute regular physical education or exergaming-based classes being alternated daily. The after-school period was defined as 3:20-10:00pm. Physical activity was assessed via accelerometry and the dependent variables were children's time spent in moderate-to-vigorous physical activity (MVPA), light physical activity, and sedentary behavior. Results Children's percentages of time spent in MVPA (p < .001; except for the difference between exergaming and lunch break: p = .63), light physical activity (p < .001), and sedentary behavior (p < .001) differed significantly across the time segments (i.e., physical education/exergaming, recess, lunch break, and after-school). Additionally, children accumulated significantly more MVPA (t = 10.22, p < .001) but less light physical activity (t = -3.17, p = .002) and sedentary behavior (t = -3.91, p < .001) in physical education than in exergaming. Conclusions Overall, physical education was more effective in generating MVPA than other segments over the school day. The after-school segment holds potential as an avenue for promoting children's MVPA, as this long period could be better utilized to organize structured physical activity. PMID:26950823

  5. A school-based intervention to promote physical activity among adolescent girls: Rationale, design, and baseline data from the Girls in Sport group randomised controlled trial

    Directory of Open Access Journals (Sweden)

    Puglisi Lauren

    2011-08-01

    Full Text Available Abstract Background Physical activity levels decline markedly among girls during adolescence. School-based interventions that are multi-component in nature, simultaneously targeting curricular, school environment and policy, and community links, are a promising approach for promoting physical activity. This report describes the rationale, design and baseline data from the Girls in Sport group randomised trial, which aims to prevent the decline in moderate-to-vigorous intensity physical activity (MVPA among adolescent girls. Methods/Design A community-based participatory research approach and action learning framework are used with measurements at baseline and 18-month follow-up. Within each intervention school, a committee develops an action plan aimed at meeting the primary objective (preventing the decline in accelerometer-derived MVPA. Academic partners and the State Department of Education and Training act as critical friends. Control schools continue with their usual school programming. 24 schools were matched then randomized into intervention (n = 12 and control (n = 12 groups. A total of 1518 girls (771 intervention and 747 control completed baseline assessments (86% response rate. Useable accelerometer data (≥10 hrs/day on at least 3 days were obtained from 79% of this sample (n = 1199. Randomisation resulted in no differences between intervention and control groups on any of the outcomes. The mean age (SE of the sample was 13.6 (± 0.02 years and they spent less than 5% of their waking hours in MVPA (4.85 ± 0.06. Discussion Girls in Sport will test the effectiveness of schools working towards the same goal, but developing individual, targeted interventions that bring about changes in curriculum, school environment and policy, and community links. By using community-based participatory research and an action learning framework in a secondary school setting, it aims to add to the body of literature on effective school-based

  6. Physical Activity and School Performance: Evidence from a Danish Randomised School-Intervention Study

    Science.gov (United States)

    Quinto Romani, A.; Klausen, T. B.

    2017-01-01

    It has been claimed that physical activity has a positive effect on not only health but also on school performance. Using data from a randomised school-intervention study, this paper investigates whether different interventions promoting physical activity affect school performance in primary school children. The results indicate that on average,…

  7. Cultural Components of Physically Active Schools

    Science.gov (United States)

    Rickwood, Greg

    2015-01-01

    It is well known that a large majority of school-age children and adolescents are not active enough to gain the physical and psychological benefits associated with regular moderate-to-vigorous physical activity. Schools can play a pivotal role in reversing this trend due to the time students spend in this setting. The purpose of this article is to…

  8. School based assessment module for invasion games category in ...

    African Journals Online (AJOL)

    School based assessment module for invasion games category in physical education. ... This study identify the level of basic skills of invasion games category when using School Based Assessment Module. ... AJOL African Journals Online.

  9. Physics Teachers Programme or how to bring modern physics to school

    CERN Multimedia

    2002-01-01

    A new programme for teachers took place last weekend at CERN. Fifty high school teachers sacrificed their weekend and plunged into CERN physics to find new inspirations for exciting physics lessons.   The fifty participants in the Physics Teachers programme in the Microcosm garden. High school students are often convinced that physics is a boring and useless subject, and physics teachers have a hard time presenting interesting lessons. To help them, CERN has inaugurated the Physics Teachers Programme, whose goal is to present CERN and its activities, so that teachers can get an idea of what kind of physics research is going on at the frontier of science. 'Our philosophy is to show them today what they will read in textbooks of the future', says Antonella Del Rosso, responsible for this course, 'so that they can inspire their pupils'. This programme can be considered the younger brother of the High School Teachers Programme, since it has a similar aim, but instead of being three-weeks long, it las...

  10. Rationale and study protocol of the EASY Minds (Encouraging Activity to Stimulate Young Minds) program: cluster randomized controlled trial of a primary school-based physical activity integration program for mathematics

    OpenAIRE

    Riley, Nicholas; Lubans, David R; Holmes, Kathryn; Morgan, Philip J

    2014-01-01

    Background Novel strategies are required to increase school-based physical activity levels of children. Integrating physical activity in mathematics lessons may lead to improvements in students’ physical activity levels as well as enjoyment, engagement and learning. The primary aim of this study is to evaluate the impact of a curriculum-based physical activity integration program known as EASY Minds (Encouraging Activity to Stimulate Young Minds) on children’s daily school time physical activ...

  11. The Adopt-a-School Service-Learning Program: Igniting Comprehensive School Physical Activity Programs through School and University Partnerships

    Science.gov (United States)

    Linker, Jenny M.; Ford, Kristen M.; Knutson, Julie M.; Goplen, Hailey A.

    2018-01-01

    Physical educators have been identified as ideal school champions to lead comprehensive school physical activity program (CSPAP) efforts within their schools. As such, they should be adequately prepared to take on this role. Faculty from three physical and health education teacher education programs have collaboratively developed the…

  12. 12th CERN-Fermilab Hadron Collider Physics Summer School

    CERN Document Server

    2017-01-01

    CERN and Fermilab are jointly offering a series of "Hadron Collider Physics Summer Schools", to prepare young researchers for these exciting times. The school has alternated between CERN and Fermilab, and will return to CERN for the twelfth edition, from 28th August to 6th September 2017. The CERN-Fermilab Hadron Collider Physics Summer School is an advanced school targeted particularly at young postdocs and senior PhD students working towards the completion of their thesis project, in both Experimental High Energy Physics (HEP) and phenomenology. Other schools, such as the CERN European School of High Energy Physics, may provide more appropriate training for students in experimental HEP who are still working towards their PhDs. Mark your calendar for 28 August - 6 September 2017, when CERN will welcome students to the twelfth CERN-Fermilab Hadron Collider Physics Summer School. The School will include nine days of lectures and discussions, and one free day in the middle of the period. Limited scholarship ...

  13. Prevalence and Correlates of Physical Fitness Testing in U.S. Schools--2000

    Science.gov (United States)

    Morrow, James R., Jr.; Fulton, Janet E.; Brener, Nancy D.; Kohl, Harold W., III

    2008-01-01

    Because of the perceived lack of youth physical fitness and/or concerns for increased obesity, physical education teachers are interested in youth fitness and physical activity levels. Statewide mandates are being developed that require school-based teachers to complete physical fitness testing. Data from the nationally representative School…

  14. Study protocol: the Fueling Learning through Exercise (FLEX) study - a randomized controlled trial of the impact of school-based physical activity programs on children's physical activity, cognitive function, and academic achievement.

    Science.gov (United States)

    Wright, Catherine M; Duquesnay, Paula J; Anzman-Frasca, Stephanie; Chomitz, Virginia R; Chui, Kenneth; Economos, Christina D; Langevin, Elizabeth G; Nelson, Miriam E; Sacheck, Jennifer M

    2016-10-13

    Physical activity (PA) is critical to preventing childhood obesity and contributes to children's overall physical and cognitive health, yet fewer than half of all children achieve the recommended 60 min per day of moderate-to-vigorous physical activity (MVPA). Schools are an ideal setting to meeting PA guidelines, but competing demands and limited resources have impacted PA opportunities. The Fueling Learning through Exercise (FLEX) Study is a randomized controlled trial that will evaluate the impact of two innovative school-based PA programs on children's MVPA, cognitive function, and academic outcomes. Twenty-four public elementary schools from low-income, ethnically diverse communities around Massachusetts were recruited and randomized to receive either 100 Mile Club® (walking/running program) or Just Move™ (classroom-based PA program) intervention, or control. Schoolchildren (grades 3-4, approximately 50 per school) were recruited to participate in evaluation. Primary outcome measures include PA via 7-day accelerometry (Actigraph GT3X+ and wGT3X-BT), cognitive assessments, and academic achievement via state standardized test scores. Additional measures include height and weight, surveys assessing psycho-social factors related to PA, and dietary intake. School-level surveys assess PA infrastructure and resources and intervention implementation. Data are collected at baseline, mid-point (5-6 months post-baseline), and post-intervention (approximately 1.5 years post-baseline). Demographic data were collected by parents/caregivers at baseline. Mixed-effect models will test the short- and long-term effects of both programs on minutes spent in MVPA, as well as secondary outcomes including cognitive and academic outcomes. The FLEX study will evaluate strategies for increasing children's MVPA through two innovative, low-cost, school-based PA programs as well as their impact on children's cognitive functioning and academic success. Demonstration of a relationship

  15. Impact of Post-Professional Doctor of Physical Therapy Education on the Role of a School Based Physical Therapist: A Case Report

    Science.gov (United States)

    Moriarty, Susan; Brown, Suzanne Robben

    2010-01-01

    This case report describes the impact of the post-professional doctor of physical therapy curriculum on the role of one physical therapist employed as a special education related service provider. Physical therapists working in the public school setting play an important role in promoting success for students with physical disabilities as…

  16. PREFACE: XVIII International School on Nuclear Physics, Neutron Physics and Applications

    Science.gov (United States)

    Stoyanov, Chavdar; Janeva, Natalia

    2010-11-01

    This volume contains the lectures and short talks given at the XVIII International School on Nuclear Physics, Neutron Physics and Applications. The School was held from 21 to 27 September 2009 in Hotel 'Lilia' located on 'Golden Sands' (Zlatni Pyasaci) Resort Complex on the Black Sea coast, near Varna, Bulgaria. The School was organized by Institute for Nuclear Research and Nuclear Energy of Bulgarian Academy of Sciences. Co-organizer of the School was Bulgarian Nuclear Regulatory Agency. The event was sponsored by National Science Fund of Bulgaria. According to the long-standing tradition the School has taken place every second year since 1973. The School content has been restructured according to our new enlarged international links and today it is more similar to an international conference than to a classical nuclear physics school. This new image attracts a lot of young scientists and students from many countries. This year - 2009, we had the pleasure to welcome more than 50 distinguished scientists as lecturers. Additionally, 14 young colleagues received the opportunity to present a short contribution. The program ranges from recent achievements in nuclear structure and reactions to the hot problems of the application of nuclear methods, reactor physics and nuclear safety. The 94 participants enjoyed the scientific presentations and discussions as well as the relaxing atmosphere at the beach and the pleasant evenings. The main topics were the following: Nuclear excitations at various energies. Nuclei at high angular moments and temperature. Structure and reactions far from stability Symmetries and collective phenomena Methods for lifetime measurements Astrophysical aspects of nuclear structure Neutron nuclear physics Nuclear data Advanced methods in nuclear waste treatment Nuclear methods for applications Several colleagues contributed to the organization of the School. We would like to thank to them and especially to the Scientific Secretary of the School Dr

  17. Investigating elementary school children's daily physical activity and sedentary behaviours during weekdays.

    Science.gov (United States)

    Gao, Zan; Chen, Senlin; Huang, Charles C; Stodden, David F; Xiang, Ping

    2017-01-01

    The purpose of the study was to quantify the contributions of physical education, exergaming (active video games that also are a type of exercise), recess, lunch break and after-school time segments to children's daily physical activity and sedentary behaviours. Participants were 138 second and third graders (71 girls) who attended 20-min recess and 75-min lunch time daily, 25-min regular physical education or exergaming-based classes being alternated daily. The after-school period was defined as 3:20-10:00pm. Physical activity was assessed via accelerometry and the dependent variables were children's time spent in moderate-to-vigorous physical activity (MVPA), light physical activity and sedentary behaviour. Children's percentages of time spent in MVPA (P < .001; except for the difference between exergaming and lunch break: P = .63), light physical activity (P < .001) and sedentary behaviour (P < .001) differed significantly across the time segments (i.e., physical education/exergaming, recess, lunch break and after-school). Additionally, children accumulated significantly more MVPA (t = 10.22, P < .001) but less light physical activity (t = -3.17, P = .002) and sedentary behaviour (t = -3.91, P < .001) in physical education than in exergaming. Overall, physical education was more effective in generating MVPA than other segments over the school day. The after-school segment holds potential as an avenue for promoting children's MVPA, as this long period could be better utilised to organise structured physical activity.

  18. Second Mexican School of Nuclear Physics: Notes

    International Nuclear Information System (INIS)

    Aguilera, E.F.; Chavez L, E.R.; Hess, P.O.

    2001-01-01

    The II Mexican School of Nuclear Physics which is directed to those last semesters students of the Physics career or post-graduate was organized by the Nuclear Physics Division of the Mexican Physics Society, carrying out at April 16-27, 2001 in the installations of the Institute of Physics and the Institute of Nuclear Sciences, both in the UNAM, and the National Institute of Nuclear Research (ININ). A first school of a similar level in Nuclear Physics, was carried out in Mexico at 1977 as Latin american School of Physics. This book treats about the following themes: Interactions of radiation with matter, Evaluation of uncertainty in experimental data, Particle accelerators, Notions of radiological protection and dosimetry, Cosmic rays, Basis radiation (environmental), Measurement of excitation functions with thick targets and inverse kinematics, Gamma ray technique for to measure the nuclear fusion, Neutron detection with Bonner spectrometer, Energy losses of alpha particles in nickel. It was held the practice Radiation detectors. (Author)

  19. Supporting public health priorities: recommendations for physical education and physical activity promotion in schools.

    Science.gov (United States)

    Hills, Andrew P; Dengel, Donald R; Lubans, David R

    2015-01-01

    Physical activity (PA) provides numerous physiological and psychosocial benefits. However, lifestyle changes, including reduced PA opportunities in multiple settings, have resulted in an escalation of overweight and obesity and related health problems. Poor physical and mental health, including metabolic and cardiovascular problems is seen in progressively younger ages, and the systematic decline in school PA has contributed to this trend. Of note, the crowded school curriculum with an intense focus on academic achievement, lack of school leadership support, funding and resources, plus poor quality teaching are barriers to PA promotion in schools. The school setting and physical educators in particular, must embrace their role in public health by adopting a comprehensive school PA program. We provide an overview of key issues and challenges in the area plus best bets and recommendations for physical education and PA promotion in the school system moving forward. Copyright © 2014. Published by Elsevier Inc.

  20. Social Cognitive Theory and Physical Activity Among Korean Male High-School Students.

    Science.gov (United States)

    Lee, Chung Gun; Park, Seiyeong; Lee, Seung Hwan; Kim, Hyunwoo; Park, Ji-Won

    2018-02-01

    The most critical step in developing and implementing effective physical activity interventions is to understand the determinants and correlates of physical activity, and it is strongly suggested that such effort should be based on theories. The purpose of this study is to test the direct, indirect, and total effect of social cognitive theory constructs on physical activity among Korean male high-school students. Three-hundred and forty-one 10th-grade male students were recruited from a private single-sex high school located in Seoul, South Korea. Structural equation modeling was used to test the expected relationships among the latent variables. The proposed model accounted for 42% of the variance in physical activity. Self-efficacy had the strongest total effect on physical activity. Self-efficacy for being physically active was positively associated with physical activity ( p social cognitive theory is a useful framework to understand physical activity among Korean male adolescents. Physical activity interventions targeting Korean male high-school students should focus on the major sources of efficacy.

  1. The effects of modeling instruction on high school physics academic achievement

    Science.gov (United States)

    Wright, Tiffanie L.

    The purpose of this study was to explore whether Modeling Instruction, compared to traditional lecturing, is an effective instructional method to promote academic achievement in selected high school physics classes at a rural middle Tennessee high school. This study used an ex post facto , quasi-experimental research methodology. The independent variables in this study were the instructional methods of teaching. The treatment variable was Modeling Instruction and the control variable was traditional lecture instruction. The Treatment Group consisted of participants in Physical World Concepts who received Modeling Instruction. The Control Group consisted of participants in Physical Science who received traditional lecture instruction. The dependent variable was gains scores on the Force Concepts Inventory (FCI). The participants for this study were 133 students each in both the Treatment and Control Groups (n = 266), who attended a public, high school in rural middle Tennessee. The participants were administered the Force Concepts Inventory (FCI) prior to being taught the mechanics of physics. The FCI data were entered into the computer-based Statistical Package for the Social Science (SPSS). Two independent samples t-tests were conducted to answer the research questions. There was a statistically significant difference between the treatment and control groups concerning the instructional method. Modeling Instructional methods were found to be effective in increasing the academic achievement of students in high school physics. There was no statistically significant difference between FCI gains scores for gender. Gender was found to have no effect on the academic achievement of students in high school physics classes. However, even though there was not a statistically significant difference, female students' gains scores were higher than male students' gains scores when Modeling Instructional methods of teaching were used. Based on these findings, it is recommended

  2. School education, physical performance in late midlife and allostatic load

    DEFF Research Database (Denmark)

    Hansen, Åse M.; Andersen, Lars L.; Mendes de Leon, Carlos F.

    2016-01-01

    , sagittal flexibility) and muscle strength (jump height, trunk extension and flexion, and handgrip strength). RESULTS: Among women, higher school education was associated with better performance in all physical performance tests. Among men, higher school education was associated with better performance only......, and to determine to what extent cumulative physiological stress mediated these associations. METHODS: The study is based on data from the Copenhagen Aging and Midlife Biobank (CAMB; n=5467 participants, aged 48-62 years, 31.5% women). School education was measured as highest examination passed in primary...... in chair rise and jump height. AL partially mediated the association between school education and physical performance, and accounted only for 2-30% of the total effect among women. Similar results were observed among men for chair rise and jump height. CONCLUSIONS: These results might indicate that AL...

  3. SCHOOL AND OUT-OF-SCHOOL PHYSICAL ACTIVITY OF CHILDREN IN RURAL AREAS

    Directory of Open Access Journals (Sweden)

    Robert Podstawski

    2014-08-01

    Full Text Available Purpose : The aim of the study was to assess the level of school and out-of-school physical activity of children living in rural area at the early stage of their education. Material : The research was conducted in 2009 at primary school in Świętajno (a village. The study group consisted of 42 girls and 44 boys from the 1 st, 2 nd and 3 rd grade of primary school, aged 7-10. The children were chosen by means of a purposeful selection and surveyed by a questionnaire consisting of five open-ended and five closed-ended questions. Results : The research showed that the children living in the rural area at the early stage of their education eagerly participated in the classes of physical education held at school. The most popular physical activities among the children included: games and plays with the ball and other equipment, running, gymnastics (among girls and matches and competitions (among boys. The outdoor physical activities in which the children were involved outside of school were spontaneous and unorganized including mainly cycling, roller-skating, skating or skiing. Conclusions : A marginal percentage of children participated in out-of-school sports trainings or other physical education-oriented classes (e.g. swimming lessons. A relatively high percentage of children devoted a great deal of their free time to watching television, DVDs or playing on the computer.

  4. An Analysis of Metaphors Used by High School Students to Describe Physics, Physics Lesson and Physics Teacher

    Science.gov (United States)

    Çetin, Ali

    2016-01-01

    The purpose of this study was to describe high school students' "physics", physics lesson" and "physics teacher" conceptions by using metaphors. 313 students participated in the study from different high school types in Siirt, Turkey. A metaphorical perception form constructed by researcher was individually conducted,…

  5. The first African School of Physics

    CERN Multimedia

    Carolyn Lee

    2010-01-01

    The first African School of Physics (ASP2010), a new physics school that will combine scientific learning and technology transfer, is to be organized in South Africa with the support of various institutes and laboratories from Europe and the US. Christine Darve, the head organizer and an accelerator engineer from Fermilab currently working in CERN's Technology Department, provides some insight into the programme's mission.   Christine Darve was previously the secretary of a ‘Physics Without Borders’ meeting in Sarajevo, an experience that fuelled her passion to help the less fortunate to benefit from developments in science. After meeting Steve Muanza, a physicist of Congolese descent who visited Fermilab in 2004, she initiated steps to organize a physics school that would bring scientific learning and technology transfer from European and American institutes to Africa. A physicist at IN2P3, the Centre de Physique des Particules in Marseilles, Muanza is the director of this fi...

  6. Split School of High Energy Physics 2015

    CERN Document Server

    2015-01-01

    Split School of High Energy Physics 2015 (SSHEP 2015) was held at the Faculty of Electrical Engineering, Mechanical Engineering and Naval Architecture (FESB), University of Split, from September 14 to September 18, 2015. SSHEP 2015 aimed at master and PhD students who were interested in topics pertaining to High Energy Physics. SSHEP 2015 is the sixth edition of the High Energy Physics School. Previous five editions were held at the Department of Physics, University of Sarajevo, Bosnia and Herzegovina.

  7. PREDICTION OF ENJOYMENT IN SCHOOL PHYSICAL EDUCATION

    Directory of Open Access Journals (Sweden)

    Arto Gråstén

    2012-06-01

    Full Text Available The specific aim of this study was to examine whether motivational climate, perceived physical competence, and exercise motivation predict enjoyment in school physical education within the same sample of adolescents across three years of secondary school. A sample of 639 students (girls = 296, boys = 343 aged between 13- to 15-years at the commencement of the study completed the Intrinsic Motivation Climate in Physical Education Questionnaire, Physical Self-Perception Profile, Physical Education Motivation Scale, and Physical Education Enjoyment Scale. Results derived from path analyses indicated that task-involving motivational climate predicted enjoyment in physical education via perceived physical competence and intrinsic motivation in both girls and boys. In particular, these results supported previous findings of Vallerand et. al (1997 with the self-determination theory and the achievement goal theory. Ego-involving climate was not a significant predictor either in girls or boys. The current results provide continuing support for the investigation of Vallerand's model in the physical education setting, and highlight that motivational climate is an area that requires further evaluation as a contributing factor in the improvement of physical education teaching. A better understanding of the role of motivational climate may assist efforts to promote children's and adolescents' perceived physical competence, intrinsic motivation, and enjoyment in the school physical education setting

  8. Student public commitment in a school-based diabetes prevention project: impact on physical health and health behavior

    Directory of Open Access Journals (Sweden)

    Solomon Sara

    2011-09-01

    Full Text Available Abstract Background As concern about youth obesity continues to mount, there is increasing consideration of widespread policy changes to support improved nutritional and enhanced physical activity offerings in schools. A critical element in the success of such programs may be to involve students as spokespeople for the program. Making such a public commitment to healthy lifestyle program targets (improved nutrition and enhanced physical activity may potentiate healthy behavior changes among such students and provide a model for their peers. This paper examines whether student's "public commitment"--voluntary participation as a peer communicator or in student-generated media opportunities--in a school-based intervention to prevent diabetes and reduce obesity predicted improved study outcomes including reduced obesity and improved health behaviors. Methods Secondary analysis of data from a 3-year randomized controlled trial conducted in 42 middle schools examining the impact of a multi-component school-based program on body mass index (BMI and student health behaviors. A total of 4603 students were assessed at the beginning of sixth grade and the end of eighth grade. Process evaluation data were collected throughout the course of the intervention. All analyses were adjusted for students' baseline values. For this paper, the students in the schools randomized to receive the intervention were further divided into two groups: those who participated in public commitment activities and those who did not. Students from comparable schools randomized to the assessment condition constituted the control group. Results We found a lower percentage of obesity (greater than or equal to the 95th percentile for BMI at the end of the study among the group participating in public commitment activities compared to the control group (21.5% vs. 26.6%, p = 0.02. The difference in obesity rates at the end of the study was even greater among the subgroup of students who

  9. School Culture and Physical Activity: A Systematic Review

    Science.gov (United States)

    Rickwood, Greg

    2013-01-01

    This review examines literature on aspects of school culture and students' physical activity participation. The following questions were addressed: (1) what aspects of school culture have been examined in relation to physical activity, (2) what is the weight of evidence concerning the relationships between school culture factors and physical…

  10. Are school-level factors associated with primary school students' experience of physical violence from school staff in Uganda?

    Science.gov (United States)

    Knight, Louise; Nakuti, Janet; Allen, Elizabeth; Gannett, Katherine R; Naker, Dipak; Devries, Karen M

    2016-01-01

    The nature and structure of the school environment has the potential to shape children's health and well being. Few studies have explored the importance of school-level factors in explaining a child's likelihood of experiencing violence from school staff, particularly in low-resource settings such as Uganda. To quantify to what extent a student's risk of violence is determined by school-level factors we fitted multilevel logistic regression models to investigate associations and present between-school variance partition coefficients. School structural factors, academic and supportive environment are explored. 53% of students reported physical violence from staff. Only 6% of variation in students' experience of violence was due to differences between schools and half the variation was explained by the school-level factors modelled. Schools with a higher proportion of girls are associated with increased odds of physical violence from staff. Students in schools with a high level of student perceptions of school connectedness have a 36% reduced odds of experiencing physical violence from staff, but no other school-level factor was significantly associated. Our findings suggest that physical violence by school staff is widespread across different types of schools in this setting, but interventions that improve students' school connectedness should be considered. © The Author 2015. Published by Oxford University Press on behalf of Royal Society of Tropical Medicine and Hygiene.

  11. Application of experiential learning model using simple physical kit to increase attitude toward physics student senior high school in fluid

    Science.gov (United States)

    Johari, A. H.; Muslim

    2018-05-01

    Experiential learning model using simple physics kit has been implemented to get a picture of improving attitude toward physics senior high school students on Fluid. This study aims to obtain a description of the increase attitudes toward physics senior high school students. The research method used was quasi experiment with non-equivalent pretest -posttest control group design. Two class of tenth grade were involved in this research 28, 26 students respectively experiment class and control class. Increased Attitude toward physics of senior high school students is calculated using an attitude scale consisting of 18 questions. Based on the experimental class test average of 86.5% with the criteria of almost all students there is an increase and in the control class of 53.75% with the criteria of half students. This result shows that the influence of experiential learning model using simple physics kit can improve attitude toward physics compared to experiential learning without using simple physics kit.

  12. Obstacles for physical education teachers in public schools: an unsustainable situation

    Directory of Open Access Journals (Sweden)

    Renata Osborne

    Full Text Available Abstract The study aimed to identify difficulties and aspirations of physical education teachers at public schools in Niterói, inspired by UNESCO's quality physical education goal. An action research containing quantitative and qualitative data was conducted. Thirty-five physical education teachers completed a questionnaire and seven teachers were interviewed. The results indicated that the major difficulties faced were low wages, precarious infrastructure and lack of materials. Physical education is devalued, the space allocated is inadequate, and it is treated as mere recreation. Teachers criticized the lack of commitment of some colleagues who work without planning. They also complained about undisciplined students and lack of interest from their families. They aspire to self-improvement, infrastructure improvements, and more support from school and families. Teachers who do not educate and lack of support from school and government are an unsustainable reality. A synergy of efforts should be implemented, based on a systems view.

  13. A Study on school experiences of physics department students

    International Nuclear Information System (INIS)

    Cerit, N.

    2005-01-01

    Bringing up the young people who are seen as the guaranty of the future depends on a better education. One of the best ways of forming a high in quality education is connected to developing the quality in teacher training. Most of the developed countries have been carrying on studies in order to develop teacher training. School experience classes are the ones which are planned for the candidate teachers to observe the school in learning and teaching period and to practice in classrooms. Beginning from candidate teachers first years at school, this class should be thought to be beneficial for identifying their future school atmosphere, and it should be run effectively. For this purpose, it has been identified what difficulties the physics undergraduate and physics (with no thesis) master students, who took part in School Experience classes at the practice schools of Konya at which faculty-school cooperation is applied, had during activities, and their success at overcoming these difficulties, and their ideas about the practice school and its teachers. The research was done by making a survey to the physics undergraduate and physics(with no thesis) master students in 2003 Spring semester. The results of the research were analyzed for both girls and boys separately. After analyzed, the results showed that the most striking activity which both the undergraduate physics and physics(with no thesis) master students had difficulty was group activities. Moreover, it showed that 90 percent of the two groups had the idea that school experience activities would be beneficial for being a good physics teacher. It has been also recognized that the physics undergraduate students had a more positive view than physics(with no thesis) master students on the matter of meeting lack of interest from practice teachers, and taking the same course from the same teacher

  14. Physics-Based Scientific Learning Module to Improve Students Motivation and Results

    Directory of Open Access Journals (Sweden)

    Soni Nugroho Yuliono

    2018-02-01

    Full Text Available Teaching materials that available in the school to learn physics especially scientific-based is limited and become one of the obstacles to achieving the learning objectives on electromagnetic waves maerial. The research aims is to gain scientific Physics-based learning modules for high school grade XII students who have met the eligibility criteria, determine the effectiveness of using scientific-based learning modules Physics to improve motivation and learning outcomes from students of grade XII High School. The development of this research on Physics module using 4D development procedure which consist of the steps of define, design, development, and dissemination. Definition phase consists of the teacher and student’s needs analysis process, material analysis, as well as the formulation of the learning module. The design phase of physics learning modules according to the stage of scientific learning are integrated into the module. The development phase consists of the development process of the modules from the design results, validating the feasibility, module revision, limited testing, and the use of scientifically-based learning modules Physics in grade XII IPA 1 Batik 2 Surakarta senior high school. The deployment phase is the deployment process module to another Senior High School in Surakarta. Data Analysis for the study is quantitative descriptive analysis based on the score criteria and analysis of increasing student motivation through N-gain. Conclusion obtained are ; 1 Physics-based scientific learning modules that developed meet the eligibility criteria on aspects of content and presentation, language, the chart, and aspects of learning. The module is declared worthy of the ideals validation results with the percentage of 85.16%, 83.66% by students and teachers in the response phase of the deployment of 85.93%, which is included in the category of "very good"; 2 Physics-based scietific learning modules with material scientific

  15. Examples from Astronomy for High School Physics

    Science.gov (United States)

    Dieterich, Sergio

    2016-01-01

    A formal course in physics is increasingly becoming a standard requirement in the high school curriculum. With that dissemination comes the challenge of reaching and motivating a population that is more diverse in their academic abilities and intrinsic motivation. The abstract nature of pure physics is often made more accessible when motivated by examples from everyday life, and providing copious mathematical as well as conceptual examples has become standard practice in high school physics textbooks. Astronomy is a naturally captivating subject and astronomical examples are often successful in capturing the curiosity of high school students as well as the general population. This project seeks to diversify the range of pedagogical materials available to the high school physics instructor by compiling and publishing specific examples where an astronomical concept can be used to motivate the physics curriculum. This collection of examples will consist of both short problems suitable for daily homework assignments as well as longer project style activities. Collaborations are encouraged and inquiries should be directed to sdieterich at carnegiescience dot edu.This work is funded by the NSF Astronomy and Astrophysics Postdoctoral Fellowship Program through NSF grant AST-1400680.

  16. High School Physics, Two-Year Colleges, and Physics Majors

    Science.gov (United States)

    White, Susan C.

    2013-01-01

    We have just completed the data collection for our 2012-13 Nationwide Survey of High School Physics and expect to have results to report in the spring. In the interim, we will take a look at physics in two-year colleges (TYCs). In 2007, we surveyed undergraduate seniors in degree-granting physics departments, and we asked these students if they…

  17. The Status of Physical Activity Opportunities in Idaho Schools

    Science.gov (United States)

    Berei, Catherine P.; Karp, Grace Goc; Kauffman, Katie

    2018-01-01

    Recent literature indicates that low percentages of Idaho adolescents report being physically active on a daily basis. Research examines school PA, however, little focuses on Comprehensive School Physical Activity Programs (CSPAPs) from the perspectives of physical educators. This study explored Idaho physical educators' perceptions and…

  18. 4. Mexican School of Nuclear Physics. Papers

    International Nuclear Information System (INIS)

    Aguilera, E.F.; Hernandez, E.; Hirsch, J.

    2005-01-01

    The IV Mexican School of Nuclear Physics, organized by the Nuclear Physics Division of the Mexican Physics Society, takes place from June 27 to July 8, 2005 in the Nuclear Sciences and of Physics Institutes of the UNAM and in the National Institute of Nuclear Research (ININ). This school, as the previous ones, it was guided the students of the last semesters of the career of Physics, of the Post grade of the same specialty, and of other adjacent careers. To give the students a current vision of some of the topics more important of the nuclear physics and their relationship with other near areas of the physics it was the objective of this School. The School covered a wide range of theoretical and experimental courses, imparted in its majority by Mexican expert professor-investigators in the matter to who we thank them the one effort and the quality of their presentations, reflected in the content of this document. The answer of the students to the convocation was excellent, 31 students presented application for admission coming from the following institutions: Meritorious Autonomous University de Puebla, National Institute of Nuclear Research, Technological Institute of Orizaba, National Polytechnic Institute, The University of Texas at Brownsville, Autonomous University of the State de Mexico, Autonomous University of the State of Morelos, Autonomous University of Baja California, Autonomous University of San Luis Potosi, University of Guadalajara, University of Guanajuato, National Autonomous University of Mexico, University of Texas, at El Paso and University Veracruzana. They were admitted to the 22 students with the higher averages qualifications of the list of applicants. The organizers of this school thank the financial support granted by the following sponsor institutions: Nuclear Sciences Institute, UNAM, Physics Institute of UNAM, Coordination of the Scientific Research UNAM, National Institute of Nuclear Research, Nuclear Physics Division of the Mexican

  19. Effects of School Gardening Lessons on Elementary School Children's Physical Activity and Sedentary Time.

    Science.gov (United States)

    Rees-Punia, Erika; Holloway, Alicia; Knauft, David; Schmidt, Michael D

    2017-12-01

    Recess and physical education time continue to diminish, creating a need for additional physical activity opportunities within the school environment. The use of school gardens as a teaching tool in elementary science and math classes has the potential to increase the proportion of time spent active throughout the school day. Teachers from 4 elementary schools agreed to teach 1 math or science lesson per week in the school garden. Student physical activity time was measured with ActiGraph GT3X accelerometers on 3 garden days and 3 no-garden days at each school. Direct observation was used to quantify the specific garden-related tasks during class. The proportion of time spent active and sedentary was compared on garden and no-garden days. Seventy-four children wore accelerometers, and 75 were observed (86% participation). Children spent a significantly larger proportion of time active on garden days than no-garden days at 3 of the 4 schools. The proportion of time spent sedentary and active differed significantly across the 4 schools. Teaching lessons in the school garden may increase children's physical activity and decrease sedentary time throughout the school day and may be a strategy to promote both health and learning.

  20. Effectiveness of a School-Based Physical Activity Intervention on Cognitive Performance in Danish Adolescents: LCoMotion-Learning, Cognition and Motion - A Cluster Randomized Controlled Trial.

    Directory of Open Access Journals (Sweden)

    Jakob Tarp

    Full Text Available Physical activity is associated not only with health-related parameters, but also with cognitive and academic performance. However, no large scale school-based physical activity interventions have investigated effects on cognitive performance in adolescents. The aim of this study was to describe the effectiveness of a school-based physical activity intervention in enhancing cognitive performance in 12-14 years old adolescents.A 20 week cluster randomized controlled trial was conducted including seven intervention and seven control schools. A total of 632 students (mean (SD age: 12.9 (0.6 years completed the trial with baseline and follow-up data on primary or secondary outcomes (74% of randomized subjects. The intervention targeted physical activity during academic subjects, recess, school transportation and leisure-time. Cognitive performance was assessed using an executive functions test of inhibition (flanker task with the primary outcomes being accuracy and reaction time on congruent and incongruent trials. Secondary outcomes included mathematics performance, physical activity levels, body-mass index, waist-circumference and cardiorespiratory fitness.No significant difference in change, comparing the intervention group to the control group, was observed on the primary outcomes (p's>0.05 or mathematics skills (p>0.05. An intervention effect was found for cardiorespiratory fitness in girls (21 meters (95% CI: 4.4-38.6 and body-mass index in boys (-0.22 kg/m2 (95% CI: -0.39-0.05. Contrary to our predictions, a significantly larger change in interference control for reaction time was found in favor of the control group (5.0 milliseconds (95% CI: 0-9. Baseline to mid-intervention changes in physical activity levels did not differ significantly between groups (all p's>0.05.No evidence was found for effectiveness of a 20-week multi-faceted school-based physical activity intervention for enhancing executive functioning or mathematics skills compared

  1. Effectiveness of a School-Based Physical Activity Intervention on Cognitive Performance in Danish Adolescents: LCoMotion-Learning, Cognition and Motion - A Cluster Randomized Controlled Trial.

    Science.gov (United States)

    Tarp, Jakob; Domazet, Sidsel Louise; Froberg, Karsten; Hillman, Charles H; Andersen, Lars Bo; Bugge, Anna

    2016-01-01

    Physical activity is associated not only with health-related parameters, but also with cognitive and academic performance. However, no large scale school-based physical activity interventions have investigated effects on cognitive performance in adolescents. The aim of this study was to describe the effectiveness of a school-based physical activity intervention in enhancing cognitive performance in 12-14 years old adolescents. A 20 week cluster randomized controlled trial was conducted including seven intervention and seven control schools. A total of 632 students (mean (SD) age: 12.9 (0.6) years) completed the trial with baseline and follow-up data on primary or secondary outcomes (74% of randomized subjects). The intervention targeted physical activity during academic subjects, recess, school transportation and leisure-time. Cognitive performance was assessed using an executive functions test of inhibition (flanker task) with the primary outcomes being accuracy and reaction time on congruent and incongruent trials. Secondary outcomes included mathematics performance, physical activity levels, body-mass index, waist-circumference and cardiorespiratory fitness. No significant difference in change, comparing the intervention group to the control group, was observed on the primary outcomes (p's>0.05) or mathematics skills (p>0.05). An intervention effect was found for cardiorespiratory fitness in girls (21 meters (95% CI: 4.4-38.6) and body-mass index in boys (-0.22 kg/m2 (95% CI: -0.39-0.05). Contrary to our predictions, a significantly larger change in interference control for reaction time was found in favor of the control group (5.0 milliseconds (95% CI: 0-9). Baseline to mid-intervention changes in physical activity levels did not differ significantly between groups (all p's>0.05). No evidence was found for effectiveness of a 20-week multi-faceted school-based physical activity intervention for enhancing executive functioning or mathematics skills compared to a

  2. XIII Modave Summer School in Mathematical Physics

    Science.gov (United States)

    2017-09-01

    The Modave Summer School on Mathematical Physics is a yearly summer school in topics of theoretical physics. Various topics ranging from quantum gravity and cosmology to theoretical particle physics and string theory. The school takes place in Modave, a charming village in the Belgian Ardennes close to Huy. Modave School is organised by PhD students for PhD students, and this makes it rather unique. The courses are taught by Post-Docs or late PhD students, and they are all made of pedagogical, basic blackboard lectures about recent topics in theoretical physics. Participants and lecturers eat and sleep in the same place where the lectures are given. The absence of senior members, and the fact of spending day and night together in an isolated, peaceful place contribute to creating an informal atmosphere and facilitating interactions. Lectures of the thirteenth edition are centered around the following subjects: bulk reconstruction in AdS/CFT, twistor theory, AdS_2/CFT_1 and SYK, geometry and topology, and asymptotic charges.

  3. 3rd Joint Dutch-Brazil School on Theoretical Physics

    CERN Document Server

    2015-01-01

    The Joint Dutch-Brazil School on Theoretical Physics is now in its third edition with previous schools in 2007 and 2011. This edition of the school will feature minicourses by Nima Arkani-Hamed (IAS Princeton), Jan de Boer (University of Amsterdam) and Cumrun Vafa (Harvard University), as well as student presentations. The school is jointly organized with the Dutch Research School of Theoretical Physics (DRSTP) and is intended for graduate students and researchers in the field of high-energy theoretical physics. There is no registration fee and limited funds are available for local and travel support of participants. This school in São Paulo will be preceded by the XVIII J. A. Swieca School in Campos de Jordão.

  4. Summer School on Particle Physics

    CERN Document Server

    2013-01-01

    The goal of the school is to give a detailed overview of particle physics and cover the most important and perspective areas where significant progress has been achieved recently. In 2013, the main focus will be on the LHC results, their interpretation and implications for Physics Beyond the Standard model. Lectures will also cover progress in neutrino physics, dark matter searches and the study of cosmic radiation.

  5. 1990 CERN School of Physics

    International Nuclear Information System (INIS)

    1992-01-01

    The CERN School of Physics is intended to give young experimental physicists an introduction to the theoretical aspects of recent advances in elementary particle physics. These Proceedings contain reports of lectures on the following topics: Field theory, electroweak theory, physics beyond the Standard Model, QCD, heavy flavours and CP violation, results from LEP experiments, particle accelerator technology, tau charm factories, and the Large Hadron Collider project. (orig.)

  6. 1986 CERN school of physics

    International Nuclear Information System (INIS)

    1987-01-01

    The CERN school of physics is intended to give young experimental physicists an introduction to the theoretical aspects of recent advances in elementary particle physics. These proceedings contain reports of lecture series on the following topics: introduction to symmetries and gauge theories, quark dynamics, experimental tests of gauge theories, proton antiproton collider results and detectors, physics at LEP, superphysics, and quantum black holes. (orig.)

  7. 2015 European School of High-Energy Physics

    CERN Multimedia

    2015-01-01

    Dear colleagues, I would like to draw your attention to the 2015 European School of High-Energy Physics. Details can be found at: http://physicschool.web.cern.ch/PhysicSchool/ESHEP/ESHEP2015/default.html The School will be held in Bulgaria from 2-15 September 2015. PLEASE NOTE THAT THE DEADLINE FOR APPLICATIONS IS 8 May 2015. The lectures will cover a broad range of HEP topics at a level suitable for students working towards a PhD in experimental particle physics. Note that, as indicated on the website, one or two students from developing countries may be considered for the award of financial support. Nick Ellis (On behalf of the Organising Committee)

  8. Averting Uncertainty: A Practical Guide to Physical Activity Research in Australian Schools

    Science.gov (United States)

    Rachele, Jerome N.; Cuddihy, Thomas F.; Washington, Tracy L.; McPhail, Steven M.

    2013-01-01

    Preventative health has become central to contemporary health care, identifying youth physical activity as a key factor in determining health and functioning. Schools offer a unique research setting due to distinctive methodological circumstances. However, school-based researchers face several obstacles in their endeavour to complete successful…

  9. Associations within school-based same-sex friendship networks of children's physical activity and sedentary behaviours: a cross-sectional social network analysis.

    Science.gov (United States)

    Salway, Ruth E; Sebire, Simon J; Solomon-Moore, Emma; Thompson, Janice L; Jago, Russell

    2018-02-21

    Physical activity in children is associated with better physical and mental health but many children do not meet physical activity guidelines. Friendship groups are potentially an important influence on children's physical activity and sedentary time. This paper examines the association between children of physical activity and sedentary time in school-based same-sex friendship networks, for both moderate-to-vigorous intensity physical activity (MVPA) and sedentary time. Moreover, considering the methodological challenges of conducting and interpreting these analyses, we provide examples of how to analyse these data and interpret results to encourage further work in the area. Accelerometer data for 1223 children, aged 8-9 years, were collected in 2015-2016 and analysed in 2017. Mean accelerometer minutes of MVPA and sedentary time were calculated. Children named up to four school friends and same-sex school-based friendship networks were constructed. Network models, which include correlation between friends, were fitted by sex. Both MVPA and sedentary time were found to be associated via the friendship networks, for both boys and girls. The network autocorrelation was 0.21 (95% CI: 0.15 to 0.26) for boys' MVPA, and 0.14 (95% CI: 0.07 to 0.21) for sedentary time. Network autocorrelation between girls was weaker, with 0.13 (95% CI: 0.06 to 0.19) for MVPA and 0.11 (95% CI: 0.05 to 0.17) for sedentary time. Physical activity and sedentary time of boys and girls are associated with the physical activity and sedentary time respectively of others within same-sex friendship networks, and these associations are comparable to other known factors. In this study, the correlation between friends was stronger for boys than girls, and stronger for MVPA than for sedentary time. These findings suggest that friendship networks play a part in understanding children's physical activity and sedentary time and could play a valuable role in developing effective interventions.

  10. Using Novel Technology within a School-Based Setting to Increase Physical Activity: A Pilot Study in School-Age Children from a Low-Income, Urban Community

    Directory of Open Access Journals (Sweden)

    E. Whitney Evans

    2017-01-01

    Full Text Available Background. Less than half of American children meet national physical activity (PA recommendations. This study tested the feasibility, acceptability, and preliminary effectiveness of using wearable PA monitors to increase PA in school-age children. Methods. In Phase 1 of this study, conducted in 2014, 32 fifth-grade students enrolled in a low-resource middle school were given a waist-worn Fitbit Zip monitor for 4 weeks to test its feasibility (adherence and acceptability. Adherence, wear time of ≥8 hours per day, was examined. Feedback was solicited from parents through structured interviews. In Phase 2, conducted in 2015, 42 sixth-grade students were assigned, by classroom, to one of three conditions (Fitbit + goal and incentive-based intervention, Fitbit only, or control to test the feasibility of the wrist-worn Fitbit Charge and its preliminary effectiveness in increasing PA over 6 weeks. Results. In Phase 1, average adherence was 64.1%. In Phase 2, it was 73.4% and 80.2% for participants in the Fitbit + intervention and Fitbit only groups, respectively (p=.07. After controlling for baseline values, weight status, and sex, there were no significant group differences in changes in MVPA or steps from baseline to follow-up. Conclusions. While moderately acceptable, wearable PA monitors did not increase PA levels in this sample. They may be more effective within a coordinated school-based physical activity program.

  11. Prevalence and correlates of insufficient physical activity in school adolescents in Peru.

    Science.gov (United States)

    Sharma, Bimala; Chavez, Rosemary Cosme; Nam, Eun Woo

    2018-01-01

    OBJECTIVE To assess the prevalence and correlates of insufficient physical activity in adolescents in Peru. METHODS We used a self-administered questionnaire developed from Global school-based Student Health Survey to collect information from secondary school students in North Lima and Callao in 2015. We carried out Poisson regression with robust variance using generalized linear models to estimate the crude and adjusted prevalence ratios (APR) with 95% confidence intervals (95%CI) of insufficient physical activity for its correlates. RESULTS We have found that 78% of the adolescents did not meet the global recommendation of the World Health Organization on physical activity in the last week before the survey. Female respondents (APR = 1.13, 95%CI 1.04-1.21), respondents who perceived themselves as overweight (APR = 1.10, 95%CI 1.03-1.18), and respondents who consumed insufficient vegetables and fruits [no vegetables (APR = 1.30, 95%CI 1.06-1.59), no fruits (APR = 1.15, 95%CI 1.00-1.31) as compared to those who consumed ≥ 2 servings every day in the last seven days] were more likely to report insufficient physical activity. Adolescents who worked after school (APR = 0.92, 95%CI 0.84-0.99), had physical education classes five times per week (APR = 0.94, 95%CI 0.88-0.99), and had parental supervision (APR = 0.92, 95%CI 0.87-0.98) were less likely to report insufficient physical activity. CONCLUSIONS Sex, work after school, perceived body weight, physical education class, parental support, and healthy dietary behaviors were associated with insufficient physical activity. Attempts to improve physical activity should look for ways to enhance leisure-time physical activity, parental support, physical education classes, healthy dietary behaviors, and normal body weight maintenance in adolescents with integrated efforts from the family and school.

  12. Physics Instruction Utilizing Culture-Based Pedagogy

    Directory of Open Access Journals (Sweden)

    Nerrie E. Malaluan

    2015-11-01

    Full Text Available This research assessed topics in physics where culture-based pedagogy may be utilized and the applicability of Batangueño culture to these topics. It also determined the visual presentations which canbe prepared by teachers to incorporate Batangueñoculture in physics instruction. The end purpose of the study was to develop a teaching guide using culture-based pedagogy to reinforce the student’s learning, and help them achieve high academic performance. Descriptive method was adopted with questionnaire as tool in gathering data. Interviews and focus group discussions were also conducted. Thirty physics teachers in public secondary schools of the Division of Batangas City served as respondents. Purposive sampling was applied in determining the respondents. Frequency, percentage, ranking and weighted mean were statistical tools applied. Findings revealed that the culture-based pedagogy that could be utilized in teaching physics was on topics: Constant and Uniformly Acceleration; Work, Power and Energy; Laws of Motion; Projectile Motion; Heat and Light. Batangueño culture was found applicable in teaching physics. The visual presentations which could be used were pictures, powerpoint and video clips. Moreover, the proposed teaching guide utilizing culture-based pedagogy may be used by teachersto heighten students’ interest and motivation and to attain active participation and high achievement. It may be a reference of employing Batangueño culture in teaching the topics. It was recommended that the output be presented to the school heads and supervisors for their comments and suggestions for enrichment of content and application of culture-based pedagogy not only in science but in other learning areas.

  13. Gender Differences in Introductory University Physics Performance: The Influence of High School Physics Preparation and Affect

    Science.gov (United States)

    Hazari, Zahra

    2006-12-01

    The attrition of females studying physics after high school has been a continuing concern for the physics education community. If females are well prepared, feel confident, and do well in introductory college physics, they may be inclined to study physics further. This quantitative study uses HLM to identify factors from high school physics preparation (content, pedagogy, and assessment) and the affective domain that predict female and male performance in introductory college physics. The study includes controls for student demographic and academic background characteristics, and the final dataset consists of 1973 surveys from 54 introductory college physics classes. The results highlight high school physics and affective experiences that differentially predict female and male performance. These experiences include: learning requirements, computer graphing/analysis, long written problems, everyday world examples, community projects cumulative tests/quizzes, father's encouragement, family's belief that science leads to a better career, and the length of time students believe that high school physics would help in university physics. There were also experiences that similarly predict female and male performance. The results paint a dynamic picture of the factors from high school physics and the affective domain that influence the future physics performance of females and males. The implication is that there are many aspects to the teaching of physics in high school that, although widely used and thought to be effective, need reform in their implementation in order to be fully beneficial to females and/or males in college.

  14. 3rd CERN-Fermilab Hadron Collider Physics Summer School

    CERN Multimedia

    2008-01-01

    August 12-22, 2008, Fermilab The school web site is http://cern.ch/hcpss with links to the academic programme and the application procedure. The APPLICATION DEADLINE IS 29 FEBRUARY 2008. The goal of the CERN-Fermilab Hadron Collider Physics Summer Schools is to offer students and young researchers in high-energy physics a concentrated syllabus on the theory and experimental challenges of hadron collider physics. The third session of the summer school will focus on exposing young post-docs and advanced graduate students to broader theories and real data beyond what they’ve learned at their home institutions. Experts from across the globe will lecture on the theoretical and experimental foundations of hadron collider physics, host parallel discussion sessions and answer students’ questions. This year’s school will also have a greater focus on physics beyond the Standard Model, as well as more time for questions at the end of each lecture. The 2008 School will be held at ...

  15. 3rd CERN-Fermilab HadronCollider Physics Summer School

    CERN Multimedia

    EP Department

    2008-01-01

    August 12-22, 2008, Fermilab The school web site is http://cern.ch/hcpss with links to the academic programme and the application procedure. The APPLICATION DEADLINE IS 29 FEBRUARY 2008. The goal of the CERN-Fermilab Hadron Collider Physics Summer Schools is to offer students and young researchers in high-energy physics a concentrated syllabus on the theory and experimental challenges of hadron collider physics. The third session of the summer school will focus on exposing young post-docs and advanced graduate students to broader theories and real data beyond what they’ve learned at their home institutions. Experts from across the globe will lecture on the theoretical and experimental foundations of hadron collider physics, host parallel discussion sessions and answer students’ questions. This year’s school will also have a greater focus on physics beyond the Standard Model, as well as more time for questions at the end of each lecture. The 2008 School will be held at Fermilab. Further enquiries should ...

  16. The school environment and adolescent physical activity and sedentary behaviour: a mixed-studies systematic review.

    Science.gov (United States)

    Morton, K L; Atkin, A J; Corder, K; Suhrcke, M; van Sluijs, E M F

    2016-02-01

    There is increasing academic and policy interest in interventions aiming to promote young people's health by ensuring that the school environment supports healthy behaviours. The purpose of this review was to summarize the current evidence on school-based policy, physical and social-environmental influences on adolescent physical activity and sedentary behaviour. Electronic databases were searched to identify studies that (1) involved healthy adolescents (11-18 years old), (2) investigated school-environmental influences and (3) reported a physical activity and/or sedentary behaviour outcome or theme. Findings were synthesized using a non-quantitative synthesis and thematic analysis. Ninety-three papers of mixed methodological quality were included. A range of school-based policy (e.g. break time length), physical (e.g. facilities) and social-environmental (e.g. teacher behaviours) factors were associated with adolescent physical activity, with limited research on sedentary behaviour. The mixed-studies synthesis revealed the importance of specific activity settings (type and location) and intramural sport opportunities for all students. Important physical education-related factors were a mastery-oriented motivational climate and autonomy supportive teaching behaviours. Qualitative evidence highlighted the influence of the wider school climate and shed light on complexities of the associations observed in the quantitative literature. This review identifies future research needs and discusses potential intervention approaches to be considered. © 2015 World Obesity.

  17. 2015 European School of High-Energy Physics

    CERN Multimedia

    2015-01-01

    Dear colleagues, I would like to draw your attention to the 2015 European School of High-Energy Physics. Details can be found at:    http://physicschool.web.cern.ch/PhysicSchool/ESHEP/ESHEP2015/default.html   The School will be held in Bulgaria from 2-15 September 2015. PLEASE NOTE THAT THE DEADLINE FOR APPLICATIONS IS 8 May 2015 The lectures will cover a broad range of HEP topics at a level suitable for students working towards a PhD in experimental particle physics.  Note that, as indicated on the website, one or two students from developing countries may be considered for the award of financial support.   Nick Ellis (On behalf of the Organising Committee)

  18. Physical education in schools, sport activity and total physical activity in adolescents

    Directory of Open Access Journals (Sweden)

    Priscila Missaki Nakamura

    2013-07-01

    Full Text Available Less than half of adolescents reach the recommended300 minutes per week of physical activity (PA. Physical educationclasses and sports participation provideopportunities for adolescents to accumulate moretime for PA practice; however, littleis known about the influence of these variables onthe level of total physical activity ofadolescents. The aim of this study was toinvestigate the association between the practiceof physical education (PE in schools and sportsactivities (SA with the practice oftotal PA of adolescents. The study wascross-sectional and involved 467 adolescents ofhigh school (15.8 ± 0.9 years-old from the city ofRio Claro, in the State of São Paulo. Participants completed the Physical ActivityQuestionnaire to Older Children (PAQ-Cand questions related to the practice of PE and SAin schools. We performed a logisticregression with p<0.05 using SPSS. Girls hadlower prevalence of PA than boys, 9.4% and26.8%, respectively. Boys who did not participateof PE classes (OR=0.25, CI95%=0.09-0.66 and SA in schools (OR=0.34, CI95%=0.12-0.95were less likely to be active in PAthan boys who practiced these activities. Theparticipation in PE classes or engagementin some SA were positively associated with thepractice of total PA in boys.

  19. Children with Physical Disabilities at School and Home: Physical Activity and Contextual Characteristics

    Directory of Open Access Journals (Sweden)

    Ru Li

    2017-06-01

    Full Text Available The purpose of this study was to assess the physical activity (PA of children with physical disabilities (PD in school and home settings and to simultaneously examine selected contextual characteristics in relation to PA in those settings. Children with PD (N = 35; Mean age = 15.67 ± 4.30 years; 26 boys were systematically observed using BEACHES (Behaviors of Eating and Activity for Children’s Health: Evaluation System at school (before school, recess, lunch break, after class and at home (before dinner during four normal school days. The children spent most of their time in all five settings being physically inactive, but had slightly more PA during recess and lunch break periods. Hierarchical multiple regression revealed that selected contextual characteristics explained 18.9–56.0% (p < 0.01 of the variance predicting moderate-to-vigorous physical activity (MVPA after controlling for demographic variables. Prompts to be active were positively associated with MVPA at school and the presence of fathers and fathers being motivators at home. This study highlights how little PA that children with PD receive and identifies the importance of the provision of prompts for PA at both school and home with this special population.

  20. Change at the top for the CERN physics schools

    CERN Multimedia

    2009-01-01

    After directing the CERN physics schools since 1993, Egil Lillestøl has handed over to Nick Ellis. At the same time, Hélène Haller has taken over from Danielle Métral as the schools’ administrator. From left to right: Nick Ellis, Hélène Haller, Danielle Métral and Egil Lillestøl.The CERN physics schools for young experimentalists date back to the 1960s and as early as 1971 collaboration with the Joint Institute for Nuclear Research (JINR) in Dubna led to the Joint CERN-JINR schools, which reached beyond CERN’s Member States every two years. Then, in 1993, CERN and JINR agreed to organize the schools jointly every year, as the European School for High-Energy Physics. Egil Lillestøl, has not only run this school very successfully since then, but also created the CERN Latin American School of High-Energy Physics, beginning in 2001. Danielle Métral has been responsible for the schools’ administration since 2001, both for t...

  1. The Impact of Brain Breaks Classroom-Based Physical Activities on Attitudes toward Physical Activity in Polish School Children in Third to Fifth Grade

    Directory of Open Access Journals (Sweden)

    Agata Glapa

    2018-02-01

    Full Text Available The purpose of this study was to examine the effectiveness of the Brain Breaks® Physical Activity Solutions in changing attitudes toward physical activity of school children in a community in Poland. In 2015, a sample of 326 pupils aged 9–11 years old from 19 classes at three selected primary schools were randomly assigned to control and experimental groups within the study. During the classes, children in the experimental group performed physical activities two times per day in three to five minutes using Brain Breaks® videos for four months, while the control group did not use the videos during the test period. Students’ attitudes toward physical activities were assessed before and after the intervention using the “Attitudes toward Physical Activity Scale”. Repeated measures of ANOVA were used to examine the change from pre- to post-intervention. Overall, a repeated measures ANOVA indicated time-by-group interaction effects in ‘Self-efficacy on learning with video exercises’, F(1.32 = 75.28, p = 0.00, η2 = 0.19. Although the changes are minor, there were benefits of the intervention. It may be concluded that HOPSports Brain Breaks® Physical Activity Program contributes to better self-efficacy on learning while using video exercise of primary school children.

  2. The Impact of Brain Breaks Classroom-Based Physical Activities on Attitudes toward Physical Activity in Polish School Children in Third to Fifth Grade.

    Science.gov (United States)

    Glapa, Agata; Grzesiak, Joanna; Laudanska-Krzeminska, Ida; Chin, Ming-Kai; Edginton, Christopher R; Mok, Magdalena Mo Ching; Bronikowski, Michal

    2018-02-21

    The purpose of this study was to examine the effectiveness of the Brain Breaks® Physical Activity Solutions in changing attitudes toward physical activity of school children in a community in Poland. In 2015, a sample of 326 pupils aged 9-11 years old from 19 classes at three selected primary schools were randomly assigned to control and experimental groups within the study. During the classes, children in the experimental group performed physical activities two times per day in three to five minutes using Brain Breaks® videos for four months, while the control group did not use the videos during the test period. Students' attitudes toward physical activities were assessed before and after the intervention using the "Attitudes toward Physical Activity Scale". Repeated measures of ANOVA were used to examine the change from pre- to post-intervention. Overall, a repeated measures ANOVA indicated time-by-group interaction effects in 'Self-efficacy on learning with video exercises', F(1.32) = 75.28, p = 0.00, η2 = 0.19. Although the changes are minor, there were benefits of the intervention. It may be concluded that HOPSports Brain Breaks® Physical Activity Program contributes to better self-efficacy on learning while using video exercise of primary school children.

  3. Summer School on Particle Physics

    CERN Document Server

    2017-01-01

    The goal of the school is to give a detailed overview of particle physics from the basics of Standard Model phenomenology to the most important areas where significant progress has been achieved recently. This year the school will cover both the energy and the intensity frontiers, including lectures on experimental techniques for small scale experiments and on formal developments in quantum field theory.

  4. FEATURES OF METHODS OF FUTURE PHYSICAL CULTURE TEACHERS’ TRAINING FOR PHYSICAL EDUCATION OF HIGH SCHOOL STUDENTS

    Directory of Open Access Journals (Sweden)

    Петро Джуринський

    2014-12-01

    Full Text Available The paper presents the methodical approaches and recommendations on implementation of methods of future Physical Culture teachers to physical education of high school students into study process at a higher educational institution. The role of the approbated study discipline “Theory and methods of physical education at high school” has been determined in this research. It has also been defined, that future Physical Culture teacher’s training for physical education of high school students is a system of organizational and educational measures, ensuring the formation of future teacher’s professional knowledge and skills. The article presents the defined tasks, criteria, tools, forms, pedagogical conditions and stages of students’ training for teaching classes of Physical Education to high school students. Approbation of methodical approaches to future Physical Culture teachers’ training for physical education of high school students demonstrated their efficacy

  5. Enjoyment Fosters Engagement: The Key to Involving Middle School Students in Physical Education and Physical Activity

    Science.gov (United States)

    Pharez, Emily S.

    2016-01-01

    This article describes the challenges faced by a middle school teacher who inherited a recreation-based physical education program in which students had been accustomed to choosing what they wanted to do. Stressing the importance of implementing a standards-based program in which students of all skill levels and activity preferences were able to…

  6. Physics teaching in the medical schools of Taiwan.

    Science.gov (United States)

    Hsu, Jiann-wien; Hsu, Roy

    2012-02-01

    We describe and analyze the statistics of general physics and laboratory courses in the medical schools of Taiwan. We explore the development of the general physics curriculum for medical students of Taiwan. Also, an approach to designing a general physics course in combination with its application to medical sciences is proposed. We hope this preliminary study can provide a useful reference for physics colleagues in the medical schools of Taiwan to revolutionize the dynamics of teaching physics to the medical students of Taiwan. Copyright © 2011. Published by Elsevier B.V.

  7. Non-Overweight and Overweight Children's Physical Activity during School Recess

    Science.gov (United States)

    Ridgers, Nicola D.; Saint-Maurice, Pedro F.; Welk, Gregory J.; Siahpush, Mohammad; Huberty, Jennifer L.

    2014-01-01

    Objective: Little research has investigated children's physical activity levels during school recess and the contribution of recess to school day physical activity levels by weight status. The aims of this study were to examine non-overweight and overweight children's physical activity levels during school recess, and examine the contribution of…

  8. The Origins of Physical Education in State Schools.

    Science.gov (United States)

    Thomson, Ian

    1978-01-01

    A large number of potential army recruits were rejected during the Boer War as physically unfit. The health of school children became a matter of wide public concern, and out of this debate a new role emerged for physical education in State schools. (Author/SJL)

  9. Promoting healthy computer use among middle school students: a pilot school-based health promotion program.

    Science.gov (United States)

    Ciccarelli, Marina; Portsmouth, Linda; Harris, Courtenay; Jacobs, Karen

    2012-01-01

    Introduction of notebook computers in many schools has become integral to learning. This has increased students' screen-based exposure and the potential risks to physical and visual health. Unhealthy computing behaviours include frequent and long durations of exposure; awkward postures due to inappropriate furniture and workstation layout, and ignoring computer-related discomfort. Describe the framework for a planned school-based health promotion program to encourage healthy computing behaviours among middle school students. This planned program uses a community- based participatory research approach. Students in Year 7 in 2011 at a co-educational middle school, their parents, and teachers have been recruited. Baseline data was collected on students' knowledge of computer ergonomics, current notebook exposure, and attitudes towards healthy computing behaviours; and teachers' and self-perceived competence to promote healthy notebook use among students, and what education they wanted. The health promotion program is being developed by an inter-professional team in collaboration with students, teachers and parents to embed concepts of ergonomics education in relevant school activities and school culture. End of year changes in reported and observed student computing behaviours will be used to determine the effectiveness of the program. Building a body of evidence regarding physical health benefits to students from this school-based ergonomics program can guide policy development on the healthy use of computers within children's educational environments.

  10. Contextualizing physical literacy in the school environment: The challenges

    Directory of Open Access Journals (Sweden)

    Darla M. Castelli

    2015-06-01

    Full Text Available The intent of this paper is to conceptualize physical literacy in the school environment within the United States educational system. Evolution of physical literacy from both a general education and disciplinary focus is overviewed. The challenges of transitioning from a physically educated to a physically literate person as the primary learning outcome of physical education may inhibit progress. Five prioritized recommendations are made to assist teachers in overcoming such barriers: (a whole of school approach, (b effective, differentiated pedagogy, (c integration of technology for individualized tracking of progress, (d supportive school climate, and (e alignment of local efforts with national initiatives.

  11. High School Physics Availability: Results from the 2012-13 Nationwide Survey of High School Physics Teachers. Focus On

    Science.gov (United States)

    White, Susan; Tesfaye, Casey Langer

    2014-01-01

    In this report, the authors share their analysis of the data from over 3,500 high schools in the U.S. beginning with an examination of the availability of physics in U.S. high schools. The schools in their sample are a nationally-representative random sample of the almost 25,000 high schools in forty-nine of the fifty states. Table 1 shows the…

  12. Effectiveness of a School-Based Physical Activity Intervention on Cognitive Performance in Danish Adolescents: LCoMotion—Learning, Cognition and Motion – A Cluster Randomized Controlled Trial

    Science.gov (United States)

    Domazet, Sidsel Louise; Froberg, Karsten; Hillman, Charles H.; Andersen, Lars Bo; Bugge, Anna

    2016-01-01

    Background Physical activity is associated not only with health-related parameters, but also with cognitive and academic performance. However, no large scale school-based physical activity interventions have investigated effects on cognitive performance in adolescents. The aim of this study was to describe the effectiveness of a school-based physical activity intervention in enhancing cognitive performance in 12–14 years old adolescents. Methods A 20 week cluster randomized controlled trial was conducted including seven intervention and seven control schools. A total of 632 students (mean (SD) age: 12.9 (0.6) years) completed the trial with baseline and follow-up data on primary or secondary outcomes (74% of randomized subjects). The intervention targeted physical activity during academic subjects, recess, school transportation and leisure-time. Cognitive performance was assessed using an executive functions test of inhibition (flanker task) with the primary outcomes being accuracy and reaction time on congruent and incongruent trials. Secondary outcomes included mathematics performance, physical activity levels, body-mass index, waist-circumference and cardiorespiratory fitness. Results No significant difference in change, comparing the intervention group to the control group, was observed on the primary outcomes (p’s>0.05) or mathematics skills (p>0.05). An intervention effect was found for cardiorespiratory fitness in girls (21 meters (95% CI: 4.4–38.6) and body-mass index in boys (-0.22 kg/m2 (95% CI: -0.39–0.05). Contrary to our predictions, a significantly larger change in interference control for reaction time was found in favor of the control group (5.0 milliseconds (95% CI: 0–9). Baseline to mid-intervention changes in physical activity levels did not differ significantly between groups (all p’s>0.05). Conclusions No evidence was found for effectiveness of a 20-week multi-faceted school-based physical activity intervention for enhancing

  13. Impact of a Pedometer-Based Goal-Setting Intervention on Children's Motivation, Motor Competence, and Physical Activity in Physical Education

    Science.gov (United States)

    Gu, Xiangli; Chen, Yu-Lin; Jackson, Allen W.; Zhang, Tao

    2018-01-01

    Background: School physical education (PE) programs provide a prime environment for interventions that attempt to develop school-aged children's motor competence and overall physical fitness, while also stimulating competence motivation to engage in physical activity during childhood. It is generally recognized that a pedometer-based intervention…

  14. Extracurricular school-based sports as a motivating vehicle for sports participation in youth: a cross-sectional study

    Science.gov (United States)

    2014-01-01

    Background Extracurricular school-based sports are considered to be an ideal means of reaching children who are not active in community sports. The purposes of this study were to examine the extent to which pupils not engaging in community sports do participate in extracurricular school-based sports, and to assess whether extracurricular school-based sports participants are more physically active and/or more autonomously motivated towards sports in daily life than children who do not participate in extracurricular school-based sports. Methods One thousand forty-nine children (53.7% boys; M age = 11.02 years, SD = 0.02) out of 60 classes from 30 Flemish elementary schools, with an extracurricular school-based sports offer, completed validated questionnaires to assess physical activity (Flemish Physical Activity Questionnaire) and motivation (Behavioral Regulations in Physical Education Questionnaire). Multilevel regression analyses were conducted to examine the data generated from these questionnaires. Results More than three quarters of the children (76%) reported participating in extracurricular school-based sports during the current school year and 73% reported engaging in organized community sports. Almost two third of the children (65%) not participating in community sports stated that they did participate in extracurricular school-based sports. Extracurricular school-based sports participants were significantly more physically active than children not participating in extracurricular school-based sports (β = 157.62, p sports participation × community sports participation) were found for autonomous motivation, with boys engaging in extracurricular school-based sports but not in community sports being significantly more autonomously motivated towards sports than boys not engaging in community or extracurricular school-based sports (β = 0.58, p = 0.003). Such differences were not noted among girls. Conclusions If extracurricular school-based sports are offered

  15. Children with Physical Disabilities at School and Home: Physical Activity and Contextual Characteristics.

    Science.gov (United States)

    Li, Ru; Sit, Cindy Hui-Ping; Yu, Jane Jie; Sum, Raymond Kim-Wai; Wong, Stephen Heung-Sang; Cheng, Kenneth Chik-Chi; McKenzie, Thomas L

    2017-06-25

    The purpose of this study was to assess the physical activity (PA) of children with physical disabilities (PD) in school and home settings and to simultaneously examine selected contextual characteristics in relation to PA in those settings. Children with PD (N = 35; Mean age = 15.67 ± 4.30 years; 26 boys) were systematically observed using BEACHES (Behaviors of Eating and Activity for Children's Health: Evaluation System) at school (before school, recess, lunch break, after class) and at home (before dinner) during four normal school days. The children spent most of their time in all five settings being physically inactive, but had slightly more PA during recess and lunch break periods. Hierarchical multiple regression revealed that selected contextual characteristics explained 18.9-56.0% ( p motivators at home. This study highlights how little PA that children with PD receive and identifies the importance of the provision of prompts for PA at both school and home with this special population.

  16. A lecture on nuclear physics in primary school

    International Nuclear Information System (INIS)

    Arh, S.

    2004-01-01

    I am going to propose the contents of a lecture on nuclear physics and radioactivity in primary school. Contemporary technology, medicine and science exploit intensively the discovered knowledge about processes in atoms and in a nucleus. Mankind has gained huge profit from peaceful applications of nuclear reactions and ionizing radiation. We use the products of nuclear industry every day. But about half of the school population never hears a professional explanation about what is going on in nuclear power plants. Only on some secondary schools students learn about nuclear physics. The lack of knowledge about nuclear processes is the main reason why people show great fear when hearing the words: radiation, radioactivity, nuclear, etc. At last it is now time to give some fundamental lessons on nuclear physics and radioactivity also to pupils in primary school. From my four-year teaching experience in primary school I am suggesting a programme of lectures on nuclear physics and radioactivity. At the end of the lessons we would visit the Krsko Nuclear Power Plant or the Nuclear Training Centre Milan Copic. This could be included in the so called natural science day. Pupils come from the eight class (14 years old) of primary school and have no problems following the explanation. (author)

  17. 2nd CERN-Fermilab Hadron Collider Physics Summer School

    CERN Document Server

    2007-01-01

    June 6-15, 2007, CERN The school web site is http://cern.ch/hcpss with links to the academic programme and the application procedure. The APPLICATION DEADLINE IS 9 MARCH 2007 The results of the selection process will be announced shortly thereafter. The goal of the CERN-Fermilab Hadron Collider Physics Summer Schools is to offer students and young researchers in high energy physics a concentrated syllabus on the theory and experimental challenges of hadron collider physics. The first school in the series, held last summer at Fermilab, extensively covered the physics at the Tevatron collider experiments. The second school, to be held at CERN, will focus on the technology and physics of the LHC experiments. Emphasis will be placed on the first years of data-taking at the LHC and on the discovery potential of the programme. The series of lectures will be supported by in-depth discussion sessions and will include the theory and phenomenology of hadron collisions, discovery physics topics, detector and analysis t...

  18. 2012 European School of High-Energy Physics

    CERN Document Server

    Mulders, M; ESHEP 2012

    2014-01-01

    The European School of High-Energy Physics is intended to give young physicists an introduction to the theoretical aspects of recent advances in elementary particle physics. These proceedings contain lecture notes on the Standard Model of electroweak interactions, quantum chromodynamics, flavour physics, physics beyond the Standard Model, neutrino physics, and cosmology.

  19. PREFACE: XIX International School on Nuclear Physics, Neutron Physics and Applications (VARNA 2011)

    Science.gov (United States)

    Stoyanov, Chavdar; Dimitrova, Sevdalina; Voronov, Victor

    2012-05-01

    This volume contains the lectures and short talks given at the XIX International School on Nuclear Physics, Neutron Physics and Applications. The School was held from 19-25 September 2011 in 'Club Hotel Bolero' located in the 'Golden Sands' (Zlatni Pyasaci) Resort Complex on the Black Sea coast, near Varna, Bulgaria. The School was organized by the Institute for Nuclear Research and Nuclear Energy of the Bulgarian Academy of Sciences. The co-organizer of the School was the Bulgarian Nuclear Regulatory Agency and the Bogoliubov Laboratory of Theoretical Physics of the Joint Institute for Nuclear Research - Dubna. According to long-standing tradition the School has been held every second year since 1973. The School's program has been restructured according to our enlarged new international links and today it is more similar to an international conference than to a classical nuclear physics school. This new image attracts many young scientists and students from around the world. This year - 2011, we had the pleasure of welcoming more than 50 distinguished scientists as lecturers. Additionally, 14 young colleagues received the opportunity to each present a short contribution. The program ranged from recent achievements in areas such as nuclear structure and reactions to the hot topics of the application of nuclear methods, reactor physics and nuclear safety. The 94 participants enjoyed the scientific presentations and discussions as well as the relaxing atmosphere at the beach and during the pleasant evenings. The main topics were as follows: Nuclear excitations at various energies Nuclei at high angular moments and temperature Structure and reactions far from stability Symmetries and collective phenomena Methods for lifetime measurements Astrophysical aspects of nuclear structure Neutron nuclear physics Nuclear data Advanced methods in nuclear waste treatment Nuclear methods for applications Several colleagues helped with the organization of the School. We would like

  20. Are Korean secondary school girls physically active during leisure time?

    Science.gov (United States)

    Cho, Minhaeng; Kwon, Wook-Dong; Jeon, Yong-Bae

    2010-03-01

    Our aims in this study were to identify the types of physical activity during leisure time and to determine if Korean secondary school girls participate in enough physical activity during leisure time to promote health. Of the 1,088 girls randomly selected by a multistaged cluster sampling technique, 705 girls completed questionnaires. Seventy-five percent of Korean secondary school girls spent time on individualized or noncompetitive activities, and 88.3% of them were classified into underactive and inactive levels with no gained health benefits during leisure time. No significant differences were observed in the physical activity levels between middle school girls and high school girls. The results of this study may be explained by the lack of perceived appropriateness for secondary school girls' participation in physical activity, which traditionally did not favor them participating in dynamic physical activities and sufficient physical activity level to gain health benefits.

  1. Research Methods Identifying Correlation Between Physical Environment of Schools and Educational Paradigms

    Directory of Open Access Journals (Sweden)

    Grėtė Brukštutė

    2016-04-01

    Full Text Available The article is analysing the research that was already carried out in order to determine correlation between a physical environment of schools and educational paradigms. While selecting materials for the analysis, the attention was focused on studies conducted in the USA and European countries. Based on these studies the methodological attitudes towards coherence of the education and spatial structures were tried to identify. Homogeneity and conformity of an educational character and a physical learning environment became especially important during changes of educational conceptions. The issue how educational paradigms affect the architecture of school buildings is not yet analysed in Lithuania, therefore the results of this research could actualize a theme on correlation between educational paradigms and the architecture of school buildings and form initial guidelines for the development of the modern physical learning environment.

  2. Executive Function, Behavioral Self-Regulation, and School Related Well-Being Did Not Mediate the Effect of School-Based Physical Activity on Academic Performance in Numeracy in 10-Year-Old Children. The Active Smarter Kids (ASK) Study.

    Science.gov (United States)

    Aadland, Katrine N; Aadland, Eivind; Andersen, John R; Lervåg, Arne; Moe, Vegard F; Resaland, Geir K; Ommundsen, Yngvar

    2018-01-01

    Inconsistent findings exist for the effect of school-based physical activity interventions on academic performance. The Active Smarter Kids (ASK) study revealed a favorable intervention effect of school-based physical activity on academic performance in numeracy in a subsample of 10-year-old elementary schoolchildren performing poorer at baseline in numeracy. Aiming to explain this finding, we investigated the mediating effects of executive function, behavioral self-regulation, and school related well-being in the relation between the physical activity intervention and child's performance in numeracy. An ANCOVA model with latent variable structural equation modeling was estimated using data from 360 children (the lower third in academic performance in numeracy at baseline). The model consisted of the three latent factors as mediators; executive function, behavioral self-regulation, and school related well-being. We found no mediating effects of executive function, behavioral self-regulation or school related well-being in the relationship between the ASK intervention and academic performance in numeracy ( p ≥ 0.256). Our results suggest that the effect of the intervention on performance in numeracy in the present sample is not explained by change in executive function, behavioral self-regulation, or school related well-being. We suggest this finding mainly could be explained by the lack of effect of the intervention on the mediators, which might be due to an insufficient dose of physical activity. Trial registration: Clinicaltrials.gov registry, trial registration number: NCT02132494.

  3. Executive Function, Behavioral Self-Regulation, and School Related Well-Being Did Not Mediate the Effect of School-Based Physical Activity on Academic Performance in Numeracy in 10-Year-Old Children. The Active Smarter Kids (ASK Study

    Directory of Open Access Journals (Sweden)

    Katrine N. Aadland

    2018-02-01

    Full Text Available Inconsistent findings exist for the effect of school-based physical activity interventions on academic performance. The Active Smarter Kids (ASK study revealed a favorable intervention effect of school-based physical activity on academic performance in numeracy in a subsample of 10-year-old elementary schoolchildren performing poorer at baseline in numeracy. Aiming to explain this finding, we investigated the mediating effects of executive function, behavioral self-regulation, and school related well-being in the relation between the physical activity intervention and child’s performance in numeracy. An ANCOVA model with latent variable structural equation modeling was estimated using data from 360 children (the lower third in academic performance in numeracy at baseline. The model consisted of the three latent factors as mediators; executive function, behavioral self-regulation, and school related well-being. We found no mediating effects of executive function, behavioral self-regulation or school related well-being in the relationship between the ASK intervention and academic performance in numeracy (p ≥ 0.256. Our results suggest that the effect of the intervention on performance in numeracy in the present sample is not explained by change in executive function, behavioral self-regulation, or school related well-being. We suggest this finding mainly could be explained by the lack of effect of the intervention on the mediators, which might be due to an insufficient dose of physical activity.Trial registration: Clinicaltrials.gov registry, trial registration number: NCT02132494.

  4. 2001 Summer school on particle physics

    International Nuclear Information System (INIS)

    Masiero, A.; Senjanovic, G.; Smirnov, A.Yu.; Thompson, G.

    2002-01-01

    The aim of this school was to give a panoramic view on the field of particle physics with its achievements and problems, successes and failures. The standard model of the electroweak and strong interactions is in perfect shape. Physics of the standard model and its precision tests have been extensively discussed during the school. What is next? Do we have a 'standard model' of physics beyond the standard model? In this connection the status of low scale supersymmetry, supersymmetric Grand Unification and various flavor symmetries has been presented. Discovery of neutrino masses and mixing is probably the first experimental manifestation of new physics. Do we have a viable alternative of the (TeV scale) SUSY and GUT? Models with large, or infinite, or wrapped extra dimensions, the bulk-brane scenarios (widely discussed in series of lectures) may give some answers to this question. Is non-commutative field theory relevant for particle physics? Are the tools we have at hand enough to solve problems of particle physics? Is something fundamentally important missed in our approaches? These, and many other questions, were among the hot topics of the school. In this volume we publish four courses of lectures given by leading experts in the fields which represent two main areas of the research mentioned above: Physics of the standard model and Physics beyond the standard model. Both basic and advanced topics are presented in the lectures on nonperturbative QCD and quark-gluon plasma. First results from heavy ion collider RHIC are discussed. Important recent progress in particle physics is related to operation of the B-factories. This subject is covered in lectures on B-physics and CP-violation. Physics beyond the standard model is represented by lectures on Grand Unification with emphasis on explanation of fermion masses, in particular neutrino masses and mixing, and on predictions for proton decay. Another course is devoted to the fascinating subject: physics of non

  5. 2001 Summer school on particle physics

    Energy Technology Data Exchange (ETDEWEB)

    Masiero, A [SISSA, International School for Advanced Studies, Trieste (Italy); Senjanovic, G; Smirnov, A Yu; Thompson, G [Abdus Salam ICTP, Trieste (Italy)

    2002-09-15

    The aim of this school was to give a panoramic view on the field of particle physics with its achievements and problems, successes and failures. The standard model of the electroweak and strong interactions is in perfect shape. Physics of the standard model and its precision tests have been extensively discussed during the school. What is next? Do we have a 'standard model' of physics beyond the standard model? In this connection the status of low scale supersymmetry, supersymmetric Grand Unification and various flavor symmetries has been presented. Discovery of neutrino masses and mixing is probably the first experimental manifestation of new physics. Do we have a viable alternative of the (TeV scale) SUSY and GUT? Models with large, or infinite, or wrapped extra dimensions, the bulk-brane scenarios (widely discussed in series of lectures) may give some answers to this question. Is non-commutative field theory relevant for particle physics? Are the tools we have at hand enough to solve problems of particle physics? Is something fundamentally important missed in our approaches? These, and many other questions, were among the hot topics of the school. In this volume we publish four courses of lectures given by leading experts in the fields which represent two main areas of the research mentioned above: Physics of the standard model and Physics beyond the standard model. Both basic and advanced topics are presented in the lectures on nonperturbative QCD and quark-gluon plasma. First results from heavy ion collider RHIC are discussed. Important recent progress in particle physics is related to operation of the B-factories. This subject is covered in lectures on B-physics and CP-violation. Physics beyond the standard model is represented by lectures on Grand Unification with emphasis on explanation of fermion masses, in particular neutrino masses and mixing, and on predictions for proton decay. Another course is devoted to the fascinating subject: physics of non

  6. Associations between participation in organised physical activity in the school or community outside school hours and neighbourhood play with child physical activity and sedentary time: a cross-sectional analysis of primary school-aged children from the UK.

    Science.gov (United States)

    Jago, Russell; Macdonald-Wallis, Corrie; Solomon-Moore, Emma; Thompson, Janice L; Lawlor, Debbie A; Sebire, Simon J

    2017-09-14

    To assess the extent to which participation in organised physical activity in the school or community outside school hours and neighbourhood play was associated with children's physical activity and sedentary time. Cross-sectional study. Children were recruited from 47 state-funded primary schools in South West England. 1223 children aged 8-9 years old. Accelerometer-assessed moderate-to-vigorous-intensity physical activity (MVPA) and sedentary time. Children wore an accelerometer, and the mean minutes of MVPA and sedentary time per day were derived. Children reported their attendance at organised physical activity in the school or community outside school hours and neighbourhood play using a piloted questionnaire. Cross-sectional linear and logistic regression were used to examine if attendance frequency at each setting (and all settings combined) was associated with MVPA and sedentary time. Multiple imputation methods were used to account for missing data and increase sample size. Children who attended clubs at school 3-4 days per week obtained an average of 7.58 (95% CI 2.7 to 12.4) more minutes of MVPA per day than children who never attended. Participation in the three other non-school-based activities was similarly associated with MVPA. Evidence for associations with sedentary time was generally weaker. Associations were similar in girls and boys. When the four different contexts were combined, each additional one to two activities participated in per week increased participants' odds (OR: 1.18, 95% CI 1.12 to 1.25) of meeting the government recommendations for 60 min of MVPA per day. Participating in organised physical activity at school and in the community is associated with greater physical activity and reduced sedentary time among both boys and girls. All four types of activity contribute to overall physical activity, which provides parents with a range of settings in which to help their child be active. © Article author(s) (or their employer

  7. Interactive Online Physics Labs Increase High School Students' Interest

    Science.gov (United States)

    Gryczka, Patrick; Klementowicz, Edward; Sharrock, Chappel; Montclare, Jin Kim

    2016-01-01

    Here we describe the incorporation of a web-based application focusing on circuits for the physics high school classroom as part of an outreach program. The program involves college mentors creating and implementing science lessons in collaboration with the classroom teacher. Focusing on the challenge of understanding circuit design, a technology…

  8. School-based intervention to enable school children to act as change agents on weight, physical activity and diet of their mothers: a cluster randomized controlled trial.

    Science.gov (United States)

    Gunawardena, Nalika; Kurotani, Kayo; Indrawansa, Susantha; Nonaka, Daisuke; Mizoue, Tetsuya; Samarasinghe, Diyanath

    2016-04-06

    School health promotion has been shown to improve the lifestyle of students, but it remains unclear whether school-based programs can influence family health. We developed an innovative program that enables school children to act as change agents in promoting healthy lifestyles of their mothers. The objective of this study was to examine the effect of the child-initiated intervention on weight, physical activity and dietary habit of their mothers. A 12-month cluster randomized trial was conducted, with school as a cluster. Participants were mothers with grade 8 students, aged around 13 years, of 20 schools in Homagama, Sri Lanka. Students of the intervention group were trained by facilitators to acquire the ability to assess noncommunicable disease risk factors in their homes and take action to address them, whereas those of the comparison group received no intervention. Body weight, step count and lifestyle of their mothers were assessed at baseline and post-intervention. Multi-level multivariable linear regression and logistic regression were used to assess the effects of intervention on continuous and binary outcomes, respectively. Of 308 study participants, 261 completed the final assessment at 12 month. There was a significantly greater decrease of weight and increase of physical activity in the intervention group. The mean (95% confidence interval) difference comparing the intervention group with the control group was -2.49 (-3.38 to -1.60) kg for weight and -0.99 (-1.40 to -0.58) kg/m(2) for body mass index. The intervention group had a 3.25 (95% confidence interval 1.87-5.62) times higher odds of engaging in adequate physical activity than the control group, and the former showed a greater number of steps than the latter after intervention. The intervention group showed a greater reduction of household purchase of biscuits and ice cream. A program to motivate students to act as change agents of family's lifestyle was effective in decreasing weight and

  9. 1984 CERN school of physics

    International Nuclear Information System (INIS)

    1985-01-01

    The CERN School of Physics is intended to give young experimental physicists an introduction to the theoretical aspects of recent advances in elementary particle physics. These Proceedings contain reports of lecture series on the following topics: proton antiproton physics, experimental tests of gauge theories, QCD, phenomenology of Higgs particles, the electroweak model, unification and supersymmetry. In addition, there is a report of a special lecture on elementary supersymmetry. See hints under the relevant topics. (orig./HSI)

  10. Physical education in schools, sport activity and total physical activity in adolescents

    Directory of Open Access Journals (Sweden)

    Priscila Missaki Nakamura

    2013-06-01

    Full Text Available DOI: http://dx.doi.org/10.5007/1980-0037.2013v15n5p517 Less than half of adolescents reach the recommended300 minutes per week of physical activity (PA. Physical educationclasses and sports participation provideopportunities for adolescents to accumulate moretime for PA practice; however, littleis known about the influence of these variables onthe level of total physical activity ofadolescents. The aim of this study was toinvestigate the association between the practiceof physical education (PE in schools and sportsactivities (SA with the practice oftotal PA of adolescents. The study wascross-sectional and involved 467 adolescents ofhigh school (15.8 ± 0.9 years-old from the city ofRio Claro, in the State of São Paulo. Participants completed the Physical ActivityQuestionnaire to Older Children (PAQ-Cand questions related to the practice of PE and SAin schools. We performed a logisticregression with p<0.05 using SPSS. Girls hadlower prevalence of PA than boys, 9.4% and26.8%, respectively. Boys who did not participateof PE classes (OR=0.25, CI95%=0.09-0.66 and SA in schools (OR=0.34, CI95%=0.12-0.95were less likely to be active in PAthan boys who practiced these activities. Theparticipation in PE classes or engagementin some SA were positively associated with thepractice of total PA in boys.

  11. School gardens and physical activity: a randomized controlled trial of low-income elementary schools.

    Science.gov (United States)

    Wells, Nancy M; Myers, Beth M; Henderson, Charles R

    2014-12-01

    This study examines effects of a school garden intervention on elementary school children's physical activity (PA). Twelve schools in New York were randomly assigned to receive the school garden intervention (n=6) or to the waitlist control group that later received gardens (n=6). PA was measured by self-report survey (Girls Health Enrichment Multi-site Study Activity Questionnaire) (N=227) and accelerometry (N=124, 8 schools) at baseline (Fall 2011) and follow-up (Spring 2012, Fall 2012, Spring 2013). Direct observation (N=117, 4 schools) was employed to compare indoor (classroom) and outdoor (garden) PA. Analysis was by general linear mixed models. Survey data indicate garden intervention children's reports of usual sedentary activity decreased from pre-garden baseline to post-garden more than the control group children's (Δ=-.19, p=.001). Accelerometry data reveal that during the school day, children in the garden intervention showed a greater increase in percent of time spent in moderate and moderate-to-vigorous PA from baseline to follow-up than the control group children (Δ=+.58, p=.010; Δ=+1.0, p=.044). Direct observation within-group comparison of children at schools with gardens revealed that children move more and sit less during an outdoor garden-based lesson than during an indoor, classroom-based lesson. School gardens show some promise to promote children's PA. clinicaltrials.gov # NCT02148315. Copyright © 2014 Elsevier Inc. All rights reserved.

  12. Physical education in schools: a renewal proposal

    Directory of Open Access Journals (Sweden)

    Liana Maria Carvalho Braid

    2003-12-01

    Full Text Available The text discusses physical education as practiced in mainstream schools, analyzing its origin and its pathway throughout the history of the country. It also raises some points about the crises generated by questioned paradigms about the end of this school subject as well as the way the body used to be regarded. In all, a new approach to physical education may be returning from the ashes.

  13. Extent and modes of physics instruction in European dental schools.

    Science.gov (United States)

    Letić, Milorad; Popović, Gorjana

    2013-01-01

    Changes in dental education towards integration of sciences and convergence of curricula have affected instruction in physics. Earlier studies of undergraduate curricula make possible comparisons in physics instruction. For this study, the websites of 245 European dental schools were explored, and information about the curriculum was found on 213 sites. Physics instruction in the form of a separate course was found in 63 percent of these schools, with eighty-two hours and 5.9 European Credit Transfer and Accumulation System (ECTS) credits on average. Physics integrated with other subjects or into modules was found in 19 percent of these schools. Half of these schools had on average sixty-one hours and 6.9 ECTS credits devoted to physics. Eighteen percent of the schools had no noticeable obligatory physics instruction, but in half of them physics was found to be required or accepted on admission, included in other subjects, or appeared as an elective course. In 122 dental schools, the extent of physics instruction was found to be between forty and 120 contact hours. Physics instruction has been reduced by up to 14 percent in the last fourteen years in the group of eleven countries that were members of the European Union (EU) in 1997, but by approximately 30 percent in last five years in the group of ten Accession Countries to the EU.

  14. Language Genre Transitions in a Secondary School Physics Classroom

    Science.gov (United States)

    Bower, M. W.; Ellerton, N. F.

    2007-01-01

    The research reported in this paper addressed the nature of transitions between language genres in school physics. In this qualitative study, quasi-ethnographic methods were employed to understand the culture of one secondary school physics classroom in the USA. One teacher and his physics students were the participants. The teacher was…

  15. Intention and constraints of Hong Kong secondary school Physical ...

    African Journals Online (AJOL)

    African Journal for Physical Activity and Health Sciences ... of Hong Kong secondary school Physical Education teachers to promote Unified Sports® ... school subjects like Civic Education, Social Studies, Religious Studies or Liberal Studies.

  16. 2014 Asia-Europe-Pacific School of High-Energy Physics

    CERN Multimedia

    Nick Ellis, on behalf of the Organising Committee

    2014-01-01

    Dear Colleagues, I would like to draw your attention to the 2014 Asia-Europe-Pacific School of High-Energy Physics. Details can be found here. The second Asia-Europe-Pacific School of High-Energy Physics, AEPSHEP2014, to be held in Puri, India, from 4 to 17 November 2014, is now open for applications (deadline 11 April 2014). AEPSHEP is held every second year, hosted in countries in the Asia-Pacific region. The first School in the series was held in Fukuoka, Japan in 2012. Applications to attend the School are invited particularly from students from countries in the Asia-Pacific region and from Europe, although applications from other regions will also be considered. The programme of the school will be at a level appropriate for PhD students in experimental particle physics. It is anticipated that students working on phenomenology (if not too far from experimental particle-physics) will also be accepted. The School is open to junior post-docs (typically less than two years after completing their PhD), an...

  17. Psychosocial and Physical Benefits of Exercise Among Rural Secondary School Students

    Directory of Open Access Journals (Sweden)

    Ntwanano Alliance Kubayi

    2015-12-01

    Full Text Available The purpose of this study was to examine the benefits of physical exercise among secondary school students. Participants in the study were 251 students (120 boys and 131 girls attending three public secondary schools in the Hlanganani rural area of South Africa. A validated questionnaire was used to collect data. Results of this study indicated that students exercised to be with their friends, to be physically attractive and compete with others. The findings of this study have practical implications for promoting participation in physical activity among students in rural schools. In an effort to promote physical activity participation, schools should be provided with quality sports infrastructure and funding so that they can implement school sport programmes. Finally, the teaching of physical education should be emphasised in schools as it is the cornerstone for children’s involvement in physical activity.

  18. School on QCD and LHC Physics

    CERN Document Server

    2015-01-01

    With the start of Run II of the LHC, 2015 will be an exciting year for high-energy physics. The higher energies and larger luminosity will open new vistas for discovering physics beyond the Standard Model, through direct searches and through precision measurements of Standard-Model observables. Besides a poster session, attendants will be also invited to give short talks about their research activity. This school is aimed at preparing graduate students for theoretical research in quantum chromodynamics as applied to the future research program at the LHC. Aspects of the school will also be valuable to younger postdoctoral fellows and graduate students in experimental high-energy physics. There is no registration fee and limited funds are available for travel and local expenses

  19. Study protocol: the Fueling Learning through Exercise (FLEX study – a randomized controlled trial of the impact of school-based physical activity programs on children’s physical activity, cognitive function, and academic achievement

    Directory of Open Access Journals (Sweden)

    Catherine M. Wright

    2016-10-01

    Full Text Available Abstract Background Physical activity (PA is critical to preventing childhood obesity and contributes to children’s overall physical and cognitive health, yet fewer than half of all children achieve the recommended 60 min per day of moderate-to-vigorous physical activity (MVPA. Schools are an ideal setting to meeting PA guidelines, but competing demands and limited resources have impacted PA opportunities. The Fueling Learning through Exercise (FLEX Study is a randomized controlled trial that will evaluate the impact of two innovative school-based PA programs on children’s MVPA, cognitive function, and academic outcomes. Methods Twenty-four public elementary schools from low-income, ethnically diverse communities around Massachusetts were recruited and randomized to receive either 100 Mile Club® (walking/running program or Just Move™ (classroom-based PA program intervention, or control. Schoolchildren (grades 3–4, approximately 50 per school were recruited to participate in evaluation. Primary outcome measures include PA via 7-day accelerometry (Actigraph GT3X+ and wGT3X-BT, cognitive assessments, and academic achievement via state standardized test scores. Additional measures include height and weight, surveys assessing psycho-social factors related to PA, and dietary intake. School-level surveys assess PA infrastructure and resources and intervention implementation. Data are collected at baseline, mid-point (5–6 months post-baseline, and post-intervention (approximately 1.5 years post-baseline. Demographic data were collected by parents/caregivers at baseline. Mixed-effect models will test the short- and long-term effects of both programs on minutes spent in MVPA, as well as secondary outcomes including cognitive and academic outcomes. Discussion The FLEX study will evaluate strategies for increasing children’s MVPA through two innovative, low-cost, school-based PA programs as well as their impact on children’s cognitive

  20. How School Social and Physical Environments Relate to Autonomous Motivation in Physical Education: The Mediating Role of Need Satisfaction

    Science.gov (United States)

    Rutten, Cindy; Boen, Filip; Seghers, Jan

    2012-01-01

    Based on the self-determination theory, this study investigated the mediating role of the satisfaction of the three psychological needs (need for competence, relatedness and autonomy) in the relation between need support from the physical education (PE) teacher and autonomous motivation to engage in PE and between the physical school environment…

  1. Teacher-Led Change in Secondary School Physical Education

    Science.gov (United States)

    Cameron, Jay; Mercier, Kevin; Doolittle, Sarah

    2016-01-01

    How and why meaningful curriculum or program changes happen in physical education is important, but not well understood, especially at the secondary school level. In this longitudinal case study, we examined teacher-initiated changes in a high school physical education program. Data were collected through prolonged engagement over 5 years and…

  2. Associations of school violence with physical activity among U.S. high school students.

    Science.gov (United States)

    Demissie, Zewditu; Lowry, Richard; Eaton, Danice K; Hertz, Marci F; Lee, Sarah M

    2014-05-01

    This study investigated associations of violence-related behaviors with physical activity (PA)-related behaviors among U.S. high school students. Data from the 2009 national Youth Risk Behavior Survey, a cross-sectional survey of a nationally representative sample of 9th-12th grade students, were analyzed. Sex-stratified, adjusted odds ratios (aORs) and 95% confidence intervals (CIs) were estimated for associations between violence-related behaviors and being physically active for ≥60 minutes daily, sports participation, TV watching for ≥3 hours/day, and video game/computer use for ≥3 hours/day. Among male students, at-school bullying victimization was negatively associated with daily PA (aOR: 0.72; 95% CI: 0.58-0.87) and sports participation; skipping school because of safety concerns was positively associated with video game/computer use (1.42; 1.01-2.00); and physical fighting was positively associated with daily PA. Among female students, at-school bullying victimization and skipping school because of safety concerns were both positively associated with video game/computer use (1.46; 1.19-1.79 and 1.60; 1.09-2.34, respectively), and physical fighting at school was negatively associated with sports participation and positively associated with TV watching. Bullying victimization emerged as a potentially important risk factor for insufficient PA. Schools should consider the role of violence in initiatives designed to promote PA.

  3. 1988 CERN school of physics

    International Nuclear Information System (INIS)

    1991-01-01

    The CERN School of Physics is intended to give young experimental physicists an introduction to the theoretical aspects of recent advances in elementary particle physics. These Proceedings contain reports of lecture series on the following topics: introduction to field theory and to weak interactions, heavy ion collisions, perturbative QCD, the standard model, proton-antiproton collider results and detectors, cosmology. (orig.)

  4. Promoting physical activity with a school-based dance mat exergaming intervention: qualitative findings from a natural experiment.

    Science.gov (United States)

    Burges Watson, Duika; Adams, Jean; Azevedo, Liane B; Haighton, Catherine

    2016-07-20

    Physical activity is critical to improving health and well-being in children. Quantitative studies have found a decline in activity in the transition from primary to secondary education. Exergames (active video games) might increase physical activity in adolescents. In January 2011 exergame dance mat systems were introduced in to all secondary schools across two local authority districts in the UK. We performed a quasi-experimental evaluation of a natural experiment using a mixed methods design. The quantitative findings from this work have been previously published. The aim of this linked qualitative study was to explore the implementation of the dance mat scheme and offer insights into its uptake as a physical activity intervention. Embedded qualitative interviews at baseline and 12 month follow-up with purposively selected physical education teachers (n = 20) and 25 focus groups with a convenience sample of pupils (n = 120) from five intervention schools were conducted. Analysis was informed by sociology of translation approach. At baseline, participants (both teachers and pupils) reported different expectations about the dance mats and how they could be employed. Variation in use was seen at follow-up. In some settings they were frequently used to engage hard to reach groups of pupils. Overall, the dance mats were not used routinely to increase physical activity. However there were other unanticipated benefits to pupils such as improved reaction time, co-ordination and mathematic skills. The use of dance mats was limited in routine physical education classes because of contextual issues (school/government policy) technological failures (batteries/updates) and because of expectations about how and where they could be used. Our linked quantitative study (previously published) suggested that the dance mats were not particularly effective in increasing physical activity, but the qualitative results (reported here) show that the dance mats were not used

  5. Promoting physical activity with a school-based dance mat exergaming intervention: qualitative findings from a natural experiment

    Directory of Open Access Journals (Sweden)

    Duika Burges Watson

    2016-07-01

    Full Text Available Abstract Background Physical activity is critical to improving health and well-being in children. Quantitative studies have found a decline in activity in the transition from primary to secondary education. Exergames (active video games might increase physical activity in adolescents. In January 2011 exergame dance mat systems were introduced in to all secondary schools across two local authority districts in the UK. We performed a quasi-experimental evaluation of a natural experiment using a mixed methods design. The quantitative findings from this work have been previously published. The aim of this linked qualitative study was to explore the implementation of the dance mat scheme and offer insights into its uptake as a physical activity intervention. Methods Embedded qualitative interviews at baseline and 12 month follow-up with purposively selected physical education teachers (n = 20 and 25 focus groups with a convenience sample of pupils (n = 120 from five intervention schools were conducted. Analysis was informed by sociology of translation approach. Results At baseline, participants (both teachers and pupils reported different expectations about the dance mats and how they could be employed. Variation in use was seen at follow-up. In some settings they were frequently used to engage hard to reach groups of pupils. Overall, the dance mats were not used routinely to increase physical activity. However there were other unanticipated benefits to pupils such as improved reaction time, co-ordination and mathematic skills. The use of dance mats was limited in routine physical education classes because of contextual issues (school/government policy technological failures (batteries/updates and because of expectations about how and where they could be used. Conclusions Our linked quantitative study (previously published suggested that the dance mats were not particularly effective in increasing physical activity, but the qualitative

  6. 2016 Asia-Europe-Pacific School of High-Energy Physics

    CERN Multimedia

    2016-01-01

      Dear colleagues, I would like to draw your attention to the 2016 Asia-Europe-Pacific School of High-Energy Physics. Details can be found here.  The third Asia-Europe-Pacific School of High-Energy Physics, AEPSHEP2016, to be held near Beijing, China, 12-25 October 2016, is open for applications (deadline 1st April 2016). AEPSHEP is held every second year, hosted in countries in the Asia-Pacific region. The first two schools in the series were held in Fukuoka, Japan, in 2012 and Puri, India, in 2014.  Applications to attend the school are invited particularly from students from countries in the Asia-Pacific region and from Europe, although applications from other regions will also be considered. The programme of the school will be at a level appropriate for PhD students in experimental particle physics. It is anticipated that students working on phenomenology (if not too far from experimental particle-physics) will also be accepted. The...

  7. Rationale and study protocol of the EASY Minds (Encouraging Activity to Stimulate Young Minds) program: cluster randomized controlled trial of a primary school-based physical activity integration program for mathematics.

    Science.gov (United States)

    Riley, Nicholas; Lubans, David R; Holmes, Kathryn; Morgan, Philip J

    2014-08-08

    Novel strategies are required to increase school-based physical activity levels of children. Integrating physical activity in mathematics lessons may lead to improvements in students' physical activity levels as well as enjoyment, engagement and learning. The primary aim of this study is to evaluate the impact of a curriculum-based physical activity integration program known as EASY Minds (Encouraging Activity to Stimulate Young Minds) on children's daily school time physical activity levels. Secondary aims include exploring the impact of EASY Minds on their engagement and 'on task' behaviour in mathematics. Grade 5/6 classes from eight public schools in New South Wales, Australia will be randomly allocated to intervention (n = 4) or control (n = 4) groups. Teachers from the intervention group will receive one day of professional development, a resource pack and asked to adapt their lessons to embed movement-based learning in their daily mathematics program in at least three lessons per week over a six week period. Intervention support will be provided via a weekly email and three lesson observations. The primary outcomes will be children's physical activity levels (accelerometry) across both the school day and during mathematics lessons (moderate-to-vigorous physical activity and sedentary time). Children's 'on-task' behaviour, enjoyment of mathematics and mathematics attainment will be assessed as secondary outcomes. A detailed process evaluation will be undertaken. EASY Minds is an innovative intervention that has the potential to improve key physical and academic outcomes for primary school aged children and help guide policy and practice regarding the teaching of mathematics. Australian and New Zealand Clinical Trials Register ACTRN12613000637741 13/05/2013.

  8. 2013 European School of High-Energy Physics

    CERN Document Server

    Perez, G; ESHEP 2013

    2015-01-01

    The European School of High-Energy Physics is intended to give young physicists an introduction to the the- oretical aspects of recent advances in elementary particle physics. These proceedings contain lecture notes on the Standard Model of electroweak interactions, quantum chromodynamics, Higgs physics, physics beyond the Standard Model, flavour physics, and practical statistics for particle physicists.

  9. Physical Education and Sport at School in Europe

    Science.gov (United States)

    Kerpanova, Viera; Borodankova, Olga

    2013-01-01

    "Physical Education and Sport at School in Europe" maps the state of play of physical education and sport activities at school in 30 European countries. The report covers primary and lower secondary education and provides an insight into the following topics: national strategies and large-scale initiatives where they exist, the status of…

  10. Impacting Children’s Health and Academic Performance through Comprehensive School Physical Activity Programming

    Directory of Open Access Journals (Sweden)

    Timothy A. BRUSSEAU

    2015-06-01

    Full Text Available Physical activity is associated with numerous academic and health benefits. Furthermore, schools have been identified as an ideal location to promote physical activity as most youth attend school regularly from ages 5-18. Unfortunately, in an effort to increase academic learning time, schools have been eliminating traditional activity opportunities including physical education and recess. To combat physical inactivity in you, numerous organizations are promoting a Comprehensive School Physical Activity Program to encourage academic achievement and overall health. Comprehensive School Physical Activity Programs include five components and should be centered around 1 quality physical education, 2 physical activity before and after school, 3 physical activity during school (both recess and classroom activity, 4 staff involvement, and 5 family and community engagement.

  11. Estimation of leisure time physical activity and sedentary behaviour among school adolescents in Nepal.

    Science.gov (United States)

    Paudel, Susan; Subedi, Narayan; Bhandari, Ramjee; Bastola, Ramesh; Niroula, Rakshya; Poudyal, Amod Kumar

    2014-06-22

    Leisure-time physical activity is essential for healthy and physically active life; however, this domain of physical activity is less common in developing countries. Information on leisure time physical activity and sedentary behaviour among Nepalese population is not available. The study was carried out to assess leisure time physical activity and sedentary behaviour among high school adolescents and identify the associated factors in Nepal. A cross-sectional descriptive study was carried out in Banke district, Nepal in 2013 among higher secondary school students using self-administered questionnaire based on International Physical Activity Questionnaire. A sample of 405 students, 178 females and 227 males, of the age-group 15 to 20 years from seven schools were included in the study. Multivariate logistic regression analysis was carried out to identify factors associated with participation in leisure time physical activity and sedentary behaviour. Engagement of female in leisure time physical activity was lower but mean time spent on sitting per day was higher. Students who walked to school and have playground/parks near home, younger females (OR = 3.09, 95% CI: 1.18-8.08), females living in nuclear families (OR: 2.16, 95% CI: 1.01-4.62) and males who cycled to school (OR: 8.09, 95% CI: 2.35-27.80) and have provision of extra-curricular activities (OR: 2.49, 95% CI: 1.04-5.97) were more likely to be engaged in leisure time physical activity. On the other hand, students who did not have playground in school and lived in rural areas were more likely to sit for more than 6 hours a day. Likewise, male students of private school (OR: 6.41, 95% CI: 2.89-14.21), who used vehicle to reach school (OR: 5.90, 95% CI: 1.26-27.75) and have no provision of extra-curricular activities (OR: 2.98, 95% CI: 1.09-8.07) had longer sitting time. Difference in leisure time physical activity and sedentary behaviour was found among male and female school adolescents. Interventions

  12. The limitations of mathematical modeling in high school physics education

    Science.gov (United States)

    Forjan, Matej

    The theme of the doctoral dissertation falls within the scope of didactics of physics. Theoretical analysis of the key constraints that occur in the transmission of mathematical modeling of dynamical systems into field of physics education in secondary schools is presented. In an effort to explore the extent to which current physics education promotes understanding of models and modeling, we analyze the curriculum and the three most commonly used textbooks for high school physics. We focus primarily on the representation of the various stages of modeling in the solved tasks in textbooks and on the presentation of certain simplifications and idealizations, which are in high school physics frequently used. We show that one of the textbooks in most cases fairly and reasonably presents the simplifications, while the other two half of the analyzed simplifications do not explain. It also turns out that the vast majority of solved tasks in all the textbooks do not explicitly represent model assumptions based on what we can conclude that in high school physics the students do not develop sufficiently a sense of simplification and idealizations, which is a key part of the conceptual phase of modeling. For the introduction of modeling of dynamical systems the knowledge of students is also important, therefore we performed an empirical study on the extent to which high school students are able to understand the time evolution of some dynamical systems in the field of physics. The research results show the students have a very weak understanding of the dynamics of systems in which the feedbacks are present. This is independent of the year or final grade in physics and mathematics. When modeling dynamical systems in high school physics we also encounter the limitations which result from the lack of mathematical knowledge of students, because they don't know how analytically solve the differential equations. We show that when dealing with one-dimensional dynamical systems

  13. 1989 CERN-JINR school of physics

    International Nuclear Information System (INIS)

    1991-01-01

    The CERN School of Physics is intended to give young experimental physicists an introduction to the theoretical aspects of recent advances in elementary particle physics. These Proceedings contain reports of lecture series on the following topics: Gauge theories and applications, precision tests of the electroweak theory (in two parts), physics beyond the Standard Model, and the experimental programme at the IHEP accelerator. (orig.)

  14. Examination of physical activity in adolescents over the school year.

    Science.gov (United States)

    Bruner, Mark W; Chad, Karen E; Beattie-Flath, Jodie A; Humbert, M Louise; Verrall, Tanya C; Vu, Lan; Muhajarine, Nazeem

    2009-11-01

    This study monitored the physical activity behavior of adolescent students over a ten month school year. Physical activity was assessed at two month intervals using self-report and objective (Actical accelerometers) measures. Self-report results (n = 547) indicated a decline in physical activity throughout the school year for all grades and genders. The decline was attributed largely to a decrease in organized activity participation. Objective physical activity results (n = 40) revealed a significant decline in activity in the latter half of the school year (February to June). Declining physical activity was attributed to a decrease in vigorous activity which was consistent across grade and gender. Collectively, the results highlight the importance of promoting consistent opportunities for adolescents to be active throughout the school year.

  15. High school physics enrollments by socioeconomic status and type of class

    Science.gov (United States)

    White, Susan C.

    2016-01-01

    Since September, we have been examining the relationship between high school physics enrollments by race/ethnicity and socioeconomic status. We have seen that the number of seniors and the number of physics teachers is roughly evenly divided into each type of school: those where students are typically better off economically than their peers at other schools in the area, those where students' economic status is typical for the area, and those where students are worse off. We have seen that even though the number of seniors and the number of physics teachers is roughly equal, the number of students taking physics is not. As we see in the figure, the enrollments in various types of physics classes are not equivalent either. While the total number of students taking Physics First or conceptual physics is about the same, the number of students in advanced classes—honors, AP, or second-year physics—is heavily skewed toward the better off schools. It is hard to know the direction of any cause and effect, but it is clear the students attending better off schools are more likely to take physics and are more likely to take more advanced physics classes in high school.

  16. Increasing Physical Activity during the School Day through Physical Activity Classes: Implications for Physical Educators

    Science.gov (United States)

    Adkins, Megan; Bice, Matt; Bartee, Todd; Heelan, Kate

    2015-01-01

    Across the nation schools are adopting health and wellness policies, specifically physical activity (PA) initiatives that aid healthy long-term lifestyles. Interest has been generated about the inclusion of physical activity classes to complement existing physical education classes. Furthermore, discussion has evolved as to if additional…

  17. Development of an Attitude Scale towards High School Physics Lessons

    Science.gov (United States)

    Yavas, Pervin Ünlü; Çagan, Sultan

    2017-01-01

    The aim of this study was to develop a Likert type attitude scale for high school students with regard to high school physics lessons. The research was carried out with high school students who were studying in Ankara. First, the opinions of 105 high school students about physics lessons were obtained and then 55 scale items were determined from…

  18. The Implementation Of Character Education Values In Integrated Physical Education Subject In Elementary School

    Directory of Open Access Journals (Sweden)

    Suherman Ayi

    2018-01-01

    Full Text Available The issue of this research emphasizes on the implementation of character building values through physical education learning in elementary school. The effort in developing this character building practice is essential to be done in order to tackle moral and character crises, which already occur in both individual and collective levels reflected in educational institution from elementary school to higher education. Hence, to form culture and national character, educational program and process are inseparable from environmental factor including the values of society, culture, and humanity. Physical education subject that is based on 2013 Curriculum has significant difference compared to the previous physical education subject. This is due to the fact that integrated physical education has its own uniqueness in terms of planning, systematic implementation, and instructional medium. This research aims at producing guidance in implementing character values integrated in physical education in elementary school. The method used in this research is research and development (R&D method, which includes preliminary research, model designing, limited trial, and extensive trial, as well as validation and dissemination. The findings of the research show that character values can be implemented in physical education in elementary schools in Sumedang Regency.

  19. Proceedings of the Latin American School of Physics

    International Nuclear Information System (INIS)

    1991-01-01

    The main subjects covered by the Latin American School of Physics are nuclear physics and elementary particle physics. Some areas such as solid state physics, statistical mechanics and gravitation are also included. (M.C.K.)

  20. Preparing Historically Underserved Students for STEM Careers: The Role of an Inquiry-based High School Science Sequence Beginning with Physics

    Science.gov (United States)

    Bridges, Jon P.

    Improving the STEM readiness of students from historically underserved groups is a moral and economic imperative requiring greater attention and effort than has been shown to date. The current literature suggests a high school science sequence beginning with physics and centered on developing conceptual understanding, using inquiry labs and modeling to allow students to explore new ideas, and addressing and correcting student misconceptions can increase student interest in and preparation for STEM careers. The purpose of this study was to determine if the science college readiness of historically underserved students can be improved by implementing an inquiry-based high school science sequence comprised of coursework in physics, chemistry, and biology for every student. The study used a retrospective cohort observational design to address the primary research question: are there differences between historically underserved students completing a Physics First science sequence and their peers completing a traditional science sequence in 1) science college-readiness test scores, 2) rates of science college-and career-readiness, and 3) interest in STEM? Small positive effects were found for all three outcomes for historically underserved students in the Physics First sequence.

  1. AAPT/NSTA High School Physics Examination.

    Science.gov (United States)

    Nelson, James

    1983-01-01

    Discusses development of the American Association of Physics Teachers and National Science Teachers Association (AAPT/NSTA) high school physics examination. Includes sample examination questions and distribution of topics: mechanics (30 percent), waves/optics/sound (20 percent), heat/kinetic theory (10 percent), electricity/magnetism (25 percent),…

  2. Increasing students' physical activity during school physical education: rationale and protocol for the SELF-FIT cluster randomized controlled trial.

    Science.gov (United States)

    Ha, Amy S; Lonsdale, Chris; Lubans, David R; Ng, Johan Y Y

    2017-07-11

    The Self-determined Exercise and Learning For FITness (SELF-FIT) is a multi-component school-based intervention based on tenets of self-determination theory. SELF-FIT aims to increase students' moderate-to-vigorous physical activity (MVPA) during physical education lessons, and enhance their autonomous motivation towards fitness activities. Using a cluster randomized controlled trial, we aim to examine the effects of the intervention on students' MVPA during school physical education. Secondary 2 students (approximately aged 14 years) from 26 classes in 26 different schools will be recruited. After baseline assessments, students will be randomized into either the experimental group or wait-list control group using a matched-pair randomization. Teachers allocated to the experimental group will attend two half-day workshops and deliver the SELF-FIT intervention for 8 weeks. The main intervention components include training teachers to teach in more need supportive ways, and conducting fitness exercises using a fitness dice with interchangeable faces. Other motivational components, such as playing music during classes, are also included. The primary outcome of the trial is students' MVPA during PE lessons. Secondary outcomes include students' leisure-time MVPA, perceived need support from teachers, need satisfaction, autonomous motivation towards physical education, intention to engage in physical activity, psychological well-being, and health-related fitness (cardiorespiratory and muscular fitness). Quantitative data will be analyzed using multilevel modeling approaches. Focus group interviews will also be conducted to assess students' perceptions of the intervention. The SELF-FIT intervention has been designed to improve students' health and well-being by using high-intensity activities in classes delivered by teachers who have been trained to be autonomy needs supportive. If successful, scalable interventions based on SELF-FIT could be applied in physical

  3. European School of High-Energy Physics

    CERN Document Server

    2006-01-01

    The European School of High-Energy Physics is intended to give young experimental physicists an introduction to the theoretical aspects of recent advances in elementary particle physics. These proceedings contain lectures notes on field theory and the Standard Model, quantum chromodynamics, flavour physics and CP violation, experimental aspects of CP violation in K and B decays, relativistic heavy-ion physics, and the scientific programme of the Joint Institute for Nuclear Research. These core scientific topics are complemented by a lecture about the physics of ski jumping.

  4. PREFACE: XX International School on Nuclear Physics, Neutron Physics and Applications (Varna2013)

    Science.gov (United States)

    Stoyanov, Chavdar; Dimitrova, Sevdalina

    2014-09-01

    The present volume contains the lectures and short talks given at the XX International School on Nuclear Physics, Neutron Physics and Applications. The School was held from 16-22 September 2013 in 'Club Hotel Bolero' located in 'Golden Sands' (Zlatni Pyasaci) Resort Complex on the Black Sea coast, near Varna, Bulgaria. The School was organized by the Institute for Nuclear Research and Nuclear Energy of Bulgarian Academy of Sciences. Co-organizer of the School was the Bulgarian Nuclear Regulatory Agency and the Bogoliubov Laboratory of Theoretical Physics of Joint Institute for Nuclear Research - Dubna. Financial support was also provided by the Bulgarian Ministry of Education and Science. According to the long-standing tradition the School has been held every second year since 1973. The School's program has been restructured according to our enlarged new international links and today it is more similar to an international conference than to a classical nuclear physics school. This new image attracts many young scientists and students from around the world. This year, 2013, we had the pleasure to welcome more than sixty distinguished scientists as lecturers. Additionally, twenty young colleagues received the opportunity to present a short contribution. Ninety-four participants altogether enjoyed the scientific presentations and discussions as well as the relaxing atmosphere at the beach and during the pleasant evenings. The program of the School ranged from latest results in fundamental areas such as nuclear structure and reactions to the hot issues of application of nuclear methods, reactor physics and nuclear safety. The main topics have been the following: Nuclear excitations at various energies. Nuclei at high angular moments and temperature. Structure and reactions far from stability. Symmetries and collective phenomena. Methods for lifetime measurements. Astrophysical aspects of nuclear structure. Neutron nuclear physics. Nuclear data. Advanced methods in

  5. For Information: CERN-Fermilab2006 Hadron Collider Physics Summer School

    CERN Multimedia

    2006-01-01

    Applications are Now Open for the CERN-Fermilab2006 Hadron Collider Physics Summer School August 9-18, 2006 Please go to the school web site http://hcpss.fnal.gov/ and follow the links to the Application process. The APPLICATION DEADLINE IS APRIL 8, 2006. Successful applicants and support awards will be announced shortly thereafter. Also available on the web is the tentative academic program of the school. The main goal of the CERN-Fermilab Hadron Collider Physics Summer Schools is to offer students and young researchers a broad picture of both the theoretical and experimental aspects of hadron collider physics. The emphasis of the first school will be on the physics potential of the first years of data taking at the LHC, and on the experimental and theoretical tools needed to exploit that potential. A series of lectures and informal discussions will include an introduction to the theoretical and phenomenological framework of hadron collisions, and current theoretical models of frontier physics, as...

  6. CERN School of physics

    Energy Technology Data Exchange (ETDEWEB)

    Anon.

    1986-09-15

    This year's CERN School of Physics, the 25th, was held from 8-21 June in Sandhamn, near Stockholm. This exotic island in the Stockholm archipelago helped create a friendly atmosphere for the 80 very ambitious students (coming from 20 different countries) and their 20 or so lecturers and discussion leaders.

  7. Healthy eating and physical activity in schools in Europe

    DEFF Research Database (Denmark)

    Simovska, Venka; Dadaczynski, Kevin; Woynarowska, Barbara

    2012-01-01

    at developing and implementing an effective tool for supporting the development of national policies on healthy eating and physical activity in schools across Europe. For this purpose, a package of publications (HEPS Toolkit) was produced and disseminated within the Schools for Health in Europe (SHE) network......Purpose: In this paper we introduce the HEPS project (Healthy Eating and Physical Activity in Schools) and discuss initial steps of the project implementation within EU countries. On the basis of the Health Promoting School approach as a conceptual foundation for the project, HEPS aimed...... recommendations are suggested for optimizing the further implementation of this, and other similar projects. Originality/ value: THE HEPS toolkit is the first attempt to support all EU member states in the development and implementation of a national policy on healthy eating and physical activity in schools...

  8. Multiple Teaching Approaches, Teaching Sequence and Concept Retention in High School Physics Education

    Science.gov (United States)

    Fogarty, Ian; Geelan, David

    2013-01-01

    Students in 4 Canadian high school physics classes completed instructional sequences in two key physics topics related to motion--Straight Line Motion and Newton's First Law. Different sequences of laboratory investigation, teacher explanation (lecture) and the use of computer-based scientific visualizations (animations and simulations) were…

  9. Support for school-based obesity prevention efforts: attitudes among administrators at nationally representative samples of US elementary schools.

    Science.gov (United States)

    Turner, Lindsey; Slater, Sandy J; Chaloupka, Frank J

    2013-08-01

    With the continued threat of childhood obesity, many public health intervention efforts focus on school settings. The current study sought to document administrator attitudes regarding obesity and interest in improving relevant school practices (i.e., nutrition and physical activity) in elementary schools. Mail-back surveys were used to gather data from public and private elementary schools during the 2006-2007, 2007-2008, 2008-2009, and 2010-2011 school years. In each year, a different set of items pertaining to administrator attitudes was included. Numbers of responding schools annually ranged from 259 to 336 private schools, and from 578 to 748 public schools. The vast majority of elementary school administrators (>90%) agreed that schools can play a role in addressing childhood obesity, physical education improves a variety of academic outcomes, and they were interested in improving practices at their school. Concern about childhood obesity and perceiving that schools can play a role in addressing obesity were both associated with more interest in improving school practices. However, only one-third of administrators agreed that parents were interested in participating in improving nutrition and physical activity practices, suggesting opportunities for efforts to improve collaboration. Administrators are generally very supportive of school-based efforts to improve nutrition and physical activity practices and see the value in doing so. Given the amount of time children spend in school, schools are an essential venue for efforts to address childhood obesity.

  10. Ability Group Configuration for the High School Physics Classroom

    Science.gov (United States)

    Zitnik, Scott

    This research project looks to investigate the effectiveness of different ability grouping arrangements for the high school physics classroom. Students were first organized based on their academic aptitude in physics into three general groups of high, medium, and low achieving students. They were then divided into both groups of four and dyads that were constructed in one of four arrangements, namely: random, homogeneous, heterogeneous, or student choice. Data was collected based on their academic performance as well as survey responses regarding the group and dyad performance. Students worked in a rotation of these groups and dyads for a unit to measure student preference and introduce collaborative work formally to the classes. At this point it was evident that students preferred the student choice arrangement based on survey responses, yet the student choice survey responses also resulted in the lowest level of reliability when compared to all other grouping methods. For the next unit students were kept in either the random, homogeneous, or heterogeneous grouping arrangement for the entirety of the unit. At the conclusion of the second unit student achievement as well as survey responses were analyzed. As a result of this research there appears to be a slight student preference as well as academic benefit to homogeneous group and dyad arrangements for each of the three ability groups of students in the high school physics classroom when compared to random and heterogeneous grouping methods of academic group arrangement.

  11. Increasing physical activity in young primary school children-it's child's play: A cluster randomised controlled trial

    NARCIS (Netherlands)

    Engelen, L.; Bundy, A.C.; Naughton, G.; Simpson, J.M.; Bauman, A.; Ragen, J.; Baur, L.; Wyver, S.; Tranter, P.; Niehues, A.; Schiller, W.; Perry, G.; Jessup, G.; van der Ploeg, H.P.

    2013-01-01

    Objective: To explore the effects of an innovative school-based intervention for increasing physical activity. Methods: 226 children (5-7. years old) randomly selected from 12 Australian primary schools were recruited to a cluster randomised trial with schools randomly allocated to intervention or

  12. Using Social Cognitive Theory to Predict Physical Activity and Fitness in Underserved Middle School Children

    Science.gov (United States)

    Martin, Jeffrey J.; McCaughtry, Nate; Flory, Sara; Murphy, Anne; Wisdom, Kimberlydawn

    2011-01-01

    Few researchers have used social cognitive theory and environment-based constructs to predict physical activity (PA) and fitness in underserved middle-school children. Hence, we evaluated social cognitive variables and perceptions of the school environment to predict PA and fitness in middle school children (N = 506, ages 10-14 years). Using…

  13. CERN School of physics

    International Nuclear Information System (INIS)

    Anon.

    1986-01-01

    This year's CERN School of Physics, the 25th, was held from 8-21 June in Sandhamn, near Stockholm. This exotic island in the Stockholm archipelago helped create a friendly atmosphere for the 80 very ambitious students (coming from 20 different countries) and their 20 or so lecturers and discussion leaders

  14. Making Physics Matter in Primary Schools

    Science.gov (United States)

    Flaherty, Jackie; Cox, Wendy; Poole, Amanda; Watson, Jenny; Greygoose, Kirstin

    2016-04-01

    "Efforts to broaden students' aspirations, particularly in relation to STEM, need to begin in primary school." Kings College London "Aspires" Research Project 2013 From my outreach activity I have learnt that primary teachers could feel under pressure when faced with delivering the science curriculum. The teachers could be lacking confidence in their subject knowledge, lacking the equipment needed to deliver practical science or lacking enthusiasm for the subject. In addition, English and Mathematics were the subjects that were externally tested and reported to the authorities and so some teachers felt that time for science was being marginalised to ensure the best results in the externally assessed subjects. In my work with The Ogden Trust Primary Science team I have been involved in developing a range of strategies to address some of the issues outlined above. • CPD (Teacher Training) Programme We have provided free training to improve teachers knowledge and understanding of key physics concepts to GCSE standard and a practical workshop consisting of ten investigations, extension and challenge tasks. The teachers each receive a book of lesson plans and a resource box containing a class set of the equipment required. The four year programme covers Forces Light and Sound Electricity Earth & Space • "Phiz Labs" Funding from The Ogden Trust has allowed us to set up science laboratories within primary schools. The pupils have lab coats, goggles and access to a range of equipment that allows them to participate in more practical science activity and open-ended investigative work. My Phiz Lab is in the secondary school where I teach physics and practical workshops for primary pupils and teachers are held there on a regular basis. • Enrichment In order to enthuse and challenge the primary pupils a variety of enrichment activities take place. These include "Physics of Go-Karts" and "Particle Physics for Primary" workshops, competitions and regional Science Fairs

  15. 2011 European School of High-Energy Physics

    CERN Document Server

    Mulders, M; ESHEP2011; ESHEP 2011

    2014-01-01

    The European School of High-Energy Physics is intended to give young physicists an introduction to the theoretical aspects of recent advances in elementary particle physics. These proceedings contain lecture notes on quantum field theory and the Standard Model, quantum chromodynamics, flavour physics, neutrino physics, physics beyond the Standard Model, cosmology, heavy ion physics, statistical data analysis, as well as an account for the physics results with the data accumulated during the first run of the LHC.

  16. Assessing the Implementation Fidelity of a School-Based Teaching Personal and Social Responsibility Program in Physical Education and Other Subject Areas

    Science.gov (United States)

    Escartí, Amparo; Liops-Goig, Ramon; Wright, Paul M.

    2018-01-01

    Purpose: The Teaching Personal and Social Responsibility (TPSR) model was developed to foster responsibility and teach life skills that transfer to various settings. The purpose of this study was to assess the implementation fidelity of a school-based TPSR program in physical education and other subject areas. Method: Systematic observation was…

  17. Changes in Children's Autonomous Motivation toward Physical Education during Transition from Elementary to Secondary School: A Self-Determination Perspective

    Science.gov (United States)

    Rutten, Cindy; Boen, Filip; Vissers, Nathalie; Seghers, Jan

    2015-01-01

    Based on Self-Determination Theory (Deci & Ryan, 2000), this study tested whether changes in autonomous motivation toward physical education (AMPE) during the transition from elementary to secondary school can be predicted by changes in perceived need support from the physical education (PE) teacher and perceived physical school environment.…

  18. International School of Subnuclear Physics 50th Course

    CERN Document Server

    What we would like LHC to give us; ISSP 2012

    2014-01-01

    This book is the proceedings of the International School of Subnuclear Physics, ISSP 2012, 50th Course — ERICE, 23 June 2013 — 2 July 2012. This course was devoted to the celebrations of the 50th Anniversary of the Subnuclear Physics School which was started in 1961 by Antonino Zichichi with John Bell at CERN and formally established in 1962 by Bell, Blackett, Weisskopf, Rabi and Zichichi in Geneva (CERN). The lectures covered the latest and most significant achievements in theoretical and in experimental subnuclear physics. Readership: Directed to experts and advanced-level students in the field of Theoretical and Experimental Subnuclear Physics.

  19. National Nuclear Physics Summer School

    CERN Document Server

    2016-01-01

    The 2016 National Nuclear Physics Summer School (NNPSS) will be held from Monday July 18 through Friday July 29, 2016, at the Massachusetts Institute of Technology (MIT). The summer school is open to graduate students and postdocs within a few years of their PhD (on either side) with a strong interest in experimental and theoretical nuclear physics. The program will include the following speakers: Accelerators and Detectors - Elke-Caroline Aschenauer, Brookhaven National Laboratory Data Analysis - Michael Williams, MIT Double Beta Decay - Lindley Winslow, MIT Electron-Ion Collider - Abhay Deshpande, Stony Brook University Fundamental Symmetries - Vincenzo Cirigliano, Los Alamos National Laboratory Hadronic Spectroscopy - Matthew Shepherd, Indiana University Hadronic Structure - Jianwei Qiu, Brookhaven National Laboratory Hot Dense Nuclear Matter 1 - Jamie Nagle, Colorado University Hot Dense Nuclear Matter 2 - Wilke van der Schee, MIT Lattice QCD - Sinead Ryan, Trinity College Dublin Neutrino Theory - Cecil...

  20. "Don't crack under pressure!"--Do leisure time physical activity and self-esteem moderate the relationship between school-based stress and psychosomatic complaints?

    Science.gov (United States)

    Gerber, Markus; Pühse, Uwe

    2008-10-01

    Stressful experiences occupy a central role in most etiological models of developmental psychopathology. Stress alone, however, insufficiently explains negative health outcomes. This raises the question why some children and adolescents are more vulnerable to the development of psychopathological symptoms than others. The primary purpose of this research was to demonstrate whether leisure time physical activity and self-esteem protect against stress-induced health problems. The findings are based on a cross-sectional study of 407 Swiss boys and girls (M=14.01 years). All variables are self-reported. Analyses of covariance were applied to test for main and moderator effects. The findings suggest that school-based stress and psychosomatic complaints are important issues during adolescence. The results show that a higher level of psychosomatic complaints accompanies stress. Surprisingly, psychosomatic complaints and physical activity were unrelated. Likewise, no association was found between physical activity and stress. In contrast, students with high self-esteem reported significantly less complaints and a lower extent of perceived stress. Finally, the results do not support the stress-moderation hypothesis. Neither physical activity nor self-esteem buffered against the detrimental effects of school-based stress on psychosomatic health. The findings lend support to previous research with German-speaking samples but are in marked contrast to Anglo-Saxon studies, which generally support the role of physical activity as a moderator of the health-illness relationship. In this investigation, developmental features and methodological limitations may have accounted for the insignificant results.

  1. Compensation for Adolescents' School Mental Load by Physical Activity on Weekend Days.

    Science.gov (United States)

    Kudláček, Michal; Frömel, Karel; Jakubec, Lukáš; Groffik, Dorota

    2016-03-09

    Increasing mental load and inadequate stress management significantly affect the efficiency, success and safety of the educational/working process in adolescents. The objective of this study is to determine the extent that adolescents compensate for their school mental load by physical activity (PA) on weekend days and, thus, to contribute to the objective measurement of mental load in natural working conditions. A cross-sectional study was conducted between September 2013 and April 2014. A set of different methods was employed-self-administered questionnaire (IPAQ-long questionnaire), objective measurements-pedometers, and accelerometers (ActiTrainers). They was distributed to 548 students from 17 high schools. Participants' mental load was assessed based on the difference between PA intensity and/or physical inactivity and heart rate range. The participants with the highest mental load during school lessons do not compensate for this load by PA on weekend days. Adolescents need to be encouraged to be aware of their subjective mental load and to intentionally compensate for this load by PA on weekend days. It is necessary to support the process of adopting habits by sufficient physical literacy of students, as well as teachers, and by changes in the school program.

  2. School Accountability and Youth Obesity: Can Physical Education Mandates Make a Difference?

    Directory of Open Access Journals (Sweden)

    Helen Schneider

    2013-01-01

    Full Text Available This paper explores the effect of accountability laws under No Child Left Behind Act (NCLB on obesity rates among school-aged children in the United States. Our results show that pressures due to school closures for poor performance, rewards for good performance, and assistance to schools that lag behind lead to lower levels of vigorous physical activity. This effect is significant for high school children only. We find no significant impact of school accountability laws on children in grades 3 through 8 after state characteristics such as state obesity rate are taken into account. We also find that state physical education mandates increase physical activity for children in grades 3 through 8 and mitigate the negative effect of accountability pressures on physical activity at the high school level where accountability pressures are most effective at decreasing physical activity and increasing obesity. The study shows that physical education mandates play an important role in promoting physical activity for all grades in our sample.

  3. Proceedings of the X. international school on nuclear physics, neutron physics and nuclear energy

    International Nuclear Information System (INIS)

    Andrejtscheff, W.; Elenkov, D.

    1992-01-01

    The history of the International School on Nuclear Physics, Neutron physics and nuclear Energy ('Varna School') goes back to the year 1973. Since that time it has been carried out in the fall of every other year in the Conference Center of the Bulgarian Academy of Sciences at the Black Sea coast near Varna. This volume contains the full texts of the lectures delivered by distinguished scientists from different countries on the Tenth Varna School, 1991. 14 of them are included in INIS separately

  4. An Idiographic Analysis of Amotivation in Compulsory School Physical Education

    OpenAIRE

    Ntoumanis, Nikos; Pensgaard, Anne-Marte; Martin, Chris; Pipe, Katie

    2004-01-01

    The purpose of this study was to provide an in-depth account of amotivation in compulsory school physical education by examining its major causes, the way it is displayed, and how it can be tackled. From an initial participant pool of 390 British schoolchildren ages 14 to 15 years, 21 of them (15 girls and 6 boys) were selected to participate in semi-structured interviews. They were categorized as being amotivated based on their responses to a questionnaire measuring motivation in physical ed...

  5. New physics schools in Latin America

    CERN Multimedia

    2001-01-01

    From left to right : Professor Luis Masperi, Director of CLAF, John Ellis, Egil Lillestøl, and Professor Roger Cashmore, Director for Collider Programmes. On Monday 29 January, Professor Luis Masperi, Director of CLAF (Centro LatinoAmericano de Fisica), visited CERN to join Professor Roger Cashmore, in signing an agreement concerning a new programme of CERN-CLAF Schools in Latin America. The inaugural school will take place in Itacuruca, Brazil, in May 2001, and has been supported by Spain, Portugal, France and Italy. The signing was attended by John Ellis (the Director General's Non-Member State Advisor), Egil Lillestøl (Director of the Physics Schools), and Claire Earnshaw (School Administrator).

  6. The importance of cohesion and enjoyment for the fitness improvement of 8-10 year old children participating in a team and individual sport school-based physical activity intervention

    DEFF Research Database (Denmark)

    Elbe, Anne-Marie; Wikman, Johan Michael; Zheng, Miky

    2017-01-01

    This study investigates the enjoyment and cohesion of school children participating in a school-based high-intensity physical activity (PA) intervention. Both enjoyment and cohesion have been found to be important factors for adherence to regular physical and sport activity, an important outcome...... of PA interventions. The sample consisted of 300 pupils (mean age: 9.3 years; 52.7% female) assigned to a team sport intervention, an individual sport intervention, or a control group for 10 months. The Physical Activity Enjoyment Scale and Youth Sport Environment Questionnaire were used to measure...

  7. FORMATION OF PHYSICAL EDUCATIONAL STUDY AND PROFESIONAL SCHOOL IN SLOVENIA, NOWADAY FACULTY OF SPORT

    Directory of Open Access Journals (Sweden)

    Tomaž Pavlin

    2013-07-01

    Full Text Available Physical Education (PE as new profesion based on physical activity entered in Slovenian and south slavic millieu in the second half of 19 th century. The roots are in gymnastic societies and paralelly in school system. In austrian part of Habsburg Empire in 1869 new school's law was adopted. It proclaimed 2 obligatory hours of PE. With institunalization of PE soon arrised the problem of profesional PE staff and opened the question of profesional physical educational courses or even study for PE trainers and teachers. The problem was firstly solving or by gymnastic courses or later with establishment of special high schools for physical education. In Slovenia important steps in solving the PE profesional problem were done after the second world war by organising new PE study. Despite stereotypes of nonacademism or nonscientism PE gained political and social suport and in the fithtieth of 20. Century Institut for PE was established. Institut was the begginer of High School for Physical Culture, established in 1960. The purpose of new School was to educate and prepare profesionals of PE for the needs of school system and civil-society. On the other side, the establishmet meant also the start of new science – kinesiology. In the paper we will on the basis of sources focused on cruical steps in the process of the educational institutionalization of PE and formation of Faculty of Sport, which in 2010 celebrated its 50 th anniversary.

  8. A Randomized-Controlled Trial of School-Based Active Videogame Intervention on Chinese Children's Aerobic Fitness, Physical Activity Level, and Psychological Correlates.

    Science.gov (United States)

    Lau, Patrick Wing Chung; Wang, Jing Jing; Maddison, Ralph

    2016-12-01

    Active videogames (AVGs) that require body movements to play offer a novel opportunity to turn a traditionally sedentary behavior into a physically active one. We sought to determine the effect of a school-based AVG intervention on Chinese children's aerobic fitness, physical activity (PA) level, and PA-related psychological correlates. Eighty 8-11-year-old Chinese children (55 males) were recruited from one Hong Kong primary school and were allocated at random to either an AVG intervention or control group. Children in the intervention group played an AVG, Xbox 360, twice per week during after-school hours, each for 60 minutes over 12 weeks in duration. The control group received no intervention. Children's body-mass index (BMI), objective PA, aerobic fitness (maximum oxygen consumption [VO 2max ]), PA task efficacy, barrier efficacy, and enjoyment were assessed. Compared with the control group, significant increases were found in the intervention group in VO 2max [mean and 95% confidence interval (CI): 1.58 (0.74, 2.42) mL/(kg·min)], objective moderate-to-vigorous PA [6.73 (1.70, 11.76) min/day], and total PA [27.19 (9.33, 45.04) min/day], but not for BMI. No significant differences in PA task efficacy, barrier efficacy, and enjoyment were observed. A 12-week (60 minutes × twice per week) school-based AVG intervention can improve Chinese children's aerobic fitness and PA level. These findings indicated that AVGs could be used as an alternative means to engage Chinese children in PA in school setting. However, the treatment effects of AVGs on PA-related psychological correlates and body composition need more investigation.

  9. 1996 European school of high-energy physics. Proceedings

    Energy Technology Data Exchange (ETDEWEB)

    Ellis, N; Neubert, M [eds.

    1997-07-02

    The European School of High-Energy Physics is intended to give young experimental physicists an introduction to the theoretical aspects of recent advances in elementary particle physics. These proceedings contain lectures on Field Theory, Physics Beyond the Standard Model, Flavour Physics, Neutrino Physics, Collider Physics and Astrophysics, as well as reports on Heavy-Ion Physics, the Large Hadron Collider Project and Physics in JINR/Russia. (orig.)

  10. 1996 European school of high-energy physics. Proceedings

    International Nuclear Information System (INIS)

    Ellis, N.; Neubert, M.

    1997-01-01

    The European School of High-Energy Physics is intended to give young experimental physicists an introduction to the theoretical aspects of recent advances in elementary particle physics. These proceedings contain lectures on Field Theory, Physics Beyond the Standard Model, Flavour Physics, Neutrino Physics, Collider Physics and Astrophysics, as well as reports on Heavy-Ion Physics, the Large Hadron Collider Project and Physics in JINR/Russia. (orig.)

  11. Connecting High School Physics Experiences, Outcome Expectations, Physics Identity, and Physics Career Choice: A Gender Study

    Science.gov (United States)

    Hazari, Zahra; Sonnert, Gerhard; Sadler, Philip M.; Shanahan, Marie-Claire

    2010-01-01

    This study explores how students' physics identities are shaped by their experiences in high school physics classes and by their career outcome expectations. The theoretical framework focuses on physics identity and includes the dimensions of student performance, competence, recognition by others, and interest. Drawing data from the Persistence…

  12. Teaching School Physics. A UNESCO Source Book.

    Science.gov (United States)

    Lewis, John L., Ed.

    This UNESCO source book on teaching physics in schools provides a synthesis of views and policies prevalent throughout the world with respect to physics education. The book's contents are contributed by educators from several nations who have been able to give an international outlook in the discussion of various aspects of physics education. The…

  13. 2014 European School of High-Energy Physics

    CERN Multimedia

    Nick Ellis, on behalf of the Organising Committee

    2014-01-01

    Dear Colleagues, I would like to draw your attention to the 2014 European School of High-Energy Physics. Details can be found here. The School will be held in the Netherlands from 18 June to 1 July 2014. PLEASE NOTE THAT THE DEADLINE FOR APPLICATIONS IS 14 FEBRUARY 2014. The lectures will cover a broad range of HEP topics at a level suitable for students working towards a PhD in experimental particle physics. Note that, as indicated on the website, one or two students from developing countries could be considered for financial support.

  14. A Scoping Review of Inclusive Out-of-School Time Physical Activity Programs for Children and Youth With Physical Disabilities.

    Science.gov (United States)

    Arbour-Nicitopoulos, Kelly P; Grassmann, Viviane; Orr, Krystn; McPherson, Amy C; Faulkner, Guy E; Wright, F Virginia

    2018-01-01

    The objective of this study was to comprehensively evaluate inclusive out-of-school time physical activity programs for children/youth with physical disabilities. A search of the published literature was conducted and augmented by international expertise. A quality appraisal was conducted; only studies with quality ratings ≥60% informed our best practice recommendations. Seventeen studies were included using qualitative (n = 9), quantitative (n = 5), or mixed (n = 3) designs. Programs had a diversity of age groups, group sizes, and durations. Most programs were recreational level, involving both genders. Rehabilitation staff were the most common leaders. Outcomes focused on social skills/relationships, physical skill development, and psychological well-being, with overall positive effects shown in these areas. The best practice recommendations are consistent with an abilities-based approach emphasizing common group goals and interests; cooperative activities; mastery-oriented, individualized instruction; and developmentally appropriate, challenging activities. Results indicate that inclusive out-of-school time physical activity programs are important for positive psychosocial and physical skill development of children/youth with physical disabilities.

  15. The Desired Learning Outcomes of School-Based Nutrition/Physical Activity Health Education: A Health Literacy Constructed Delphi Survey of Finnish Experts

    Science.gov (United States)

    Ormshaw, Michael James; Kokko, Sami Petteri; Villberg, Jari; Kannas, Lasse

    2016-01-01

    Purpose: The purpose of this paper is to utilise the collective opinion of a group of Finnish experts to identify the most important learning outcomes of secondary-level school-based health education, in the specific domains of physical activity and nutrition. Design/ Methodology/ Approach: The study uses a Delphi survey technique to collect the…

  16. School Physical Education and Gender: Influences from outside the school at participation in classes

    Directory of Open Access Journals (Sweden)

    Juliana Fagundes Jaco

    2016-04-01

    Full Text Available Participation in physical education classes is a complex issue; many factors lead students to participate in classroom activities in different ways. This research examines how the way to take part in the class is influenced by experiences outside of school. In this way, seeks to analyze how the actions and family discourses influence the different interests of girls and boys, such as the participation in physical activities outside of school. Also, examines the influence of the participating inside of the school, and how expectations and understandings of bodily practices for boys and girls influence different ways to participate in classes when comparing the male and female gender. For this, held semi-structured interviews and classroom observations into four groups of the eighth year of two public schools in the city of Campinas-SP. The notes of this research indicated that the experience and knowledge of the body and body practice outside of school have the big influence on the ways of participating in classes. The cultural environment of the students gave different experiences and understandings for boys and girls in the knowledge that circulate in physical education classes and contributed in different ways to participate in class. Keywords: Physical Education, Gender, Participation

  17. The Educational Benefits Claimed for Physical Education and School Sport: An Academic Review

    Science.gov (United States)

    Bailey, Richard; Armour, Kathleen; Kirk, David; Jess, Mike; Pickup, Ian; Sandford, Rachel

    2009-01-01

    This academic review critically examines the theoretical and empirical bases of claims made for the educational benefits of physical education and school sport (PESS). An historical overview of the development of PESS points to the origins of claims made in four broad domains: physical, social, affective and cognitive. Analysis of the evidence…

  18. Sociodemographic inequalities in leisure-time physical activity and active commuting to school in Brazilian adolescents: National School Health Survey (PeNSE 2009, 2012, and 2015).

    Science.gov (United States)

    Ferreira, Rodrigo Wiltgen; Varela, Andrea Ramirez; Monteiro, Luciana Zaranza; Häfele, César Augusto; Santos, Simone José Dos; Wendt, Andrea; Silva, Inácio Crochemore Mohnsam

    2018-01-01

    The objective of this study was to identify inequalities in leisure-time physical activity and active commuting to school in Brazilian adolescents, as well as trends according to gender, type of school, maternal schooling, and geographic region, from 2009 to 2015. This was a descriptive study based on data from the Brazilian National School Health Survey (PeNSE) in 2009, 2012, and 2015. Students were defined as active in their leisure time when they practiced at least 60 minutes of physical activity a day on five or more of the seven days prior to the interview. Active commuting to school was defined as walking or biking to school on the week prior to the interview. The outcomes were stratified by gender, type of school, maternal schooling, and geographic region. Inequalities were assessed by differences and ratios between the estimates, as well as summary inequality indices. The 2009, 2012, and 2015 surveys included 61,301, 61,145, and 51,192 schoolchildren, respectively. Prevalence of leisure-time physical activity was 13.8% in 2009, 15.9% in 2012, and 14.7% in 2015; the rates for active commuting to school were 70.6%, 61.7%, and 66.7%, respectively. Boys showed 10 percentage points higher prevalence of leisure-time physical activity and 5 points higher active commuting to school than girls. Children of mothers with more schooling showed a mean of 10 percentage points higher prevalence of leisure-time physical activity than children of mothers with the lowest schooling and some 30 percentage points lower in relation to active commuting to school. The observed inequalities remained constant over the course of the period. The study identified socioeconomic and gender inequalities that remained constant throughout the period and which were specific to each domain of physical activity.

  19. Physical Education Preservice Teachers' Perceptions About Preparation for Comprehensive School Physical Activity Programs.

    Science.gov (United States)

    Kwon, Ja Youn; Kulinna, Pamela Hodges; van der Mars, Hans; Koro-Ljungberg, Mirka; Amrein-Beardsley, Audrey; Norris, Jason

    2018-06-01

    Physical educators may be the responsible people for implementing comprehensive school physical activity programs (CSPAPs) in schools. However, it is unclear whether physical education teacher education (PETE) programs provide the relevant learning opportunities to preservice teachers for CSPAP implementation. The purpose of this study was to understand preservice teachers' perspectives and experiences of CSPAP preparation in their PETE programs. Fourteen PETE students from 6 different universities participated and shared their experiences in PETE programs. Data were collected through a short survey, 1 formal interview, field images, document gathering, and an additional survey to follow up the interview. Descriptive statistics, constant comparison, and analytic induction techniques were used to analyze the data. Participants' familiarity with CSPAPs was related to positive opinions about the role of physical educators in CSPAPs. Three common themes were revealed: (a) introducing CSPAP via courses, (b) the lack of programwide hands-on experiences for CSPAP, and (c) limited preparation for social skills with stakeholders. Participants' perceptions of the role of physical educators as physical activity leaders had been expanded during their training. The participating PETE programs integrated CSPAP components in the existing courses to introduce CSPAP, while there was a lack of sufficient practical opportunities to learn how to implement (aspects of) a CSPAP. Participants felt they were insufficiently prepared to promote and implement expanded physical activity programming beyond physical education classes in schools. The majority of the PETE preservice teachers wanted more practical CSPAP experiences in their programs.

  20. Understanding the Importance of Context: A Qualitative Study of a Location-Based Exergame to Enhance School Childrens Physical Activity.

    Directory of Open Access Journals (Sweden)

    Judy Robertson

    Full Text Available Many public health interventions are less effective than expected in 'real life settings', yet little work is undertaken to understand the reasons why. The effectiveness of complex public health interventions can often be traced back to a robust programme theory (how and why an intervention brings about a change in outcome(s and assumptions that are made about the context in which it is implemented. Understanding whether effectiveness (or lack thereof is due to the intervention or the context is hugely helpful in decisions about whether to a modify the intervention; b modify the context; c stop providing the intervention. Exergames-also known as Active Video Games or AVGS-are video games which use the player's bodily movements as input and have potential to increase physical activity in children. However, the results of a recent pilot randomised controlled trial (RCT of a location-based exergame (FitQuest in a school setting were inconclusive; no significant effect was detected for any of the outcome measures. The aim of this study was to explore whether the programme theory for FitQuest was correct with respect to how and why it would change children's perceptions of physical activity (PA and exercise self-efficacy in the school setting. A further aim was to investigate the features of the school setting (context that may impact on FitQuest's implementation and effectiveness. Qualitative data (gathered during the RCT were gathered from interviews with teachers and children, and observation of sessions using FitQuest. Thematic analysis indicated that whilst children enjoyed playing the game, engaged with goal setting within the game context and undertook low to vigorous physical activity, there were significant contextual factors that prevented it from being played as often as intended. These included environmental factors (e.g. size of the playground, school factors (cancellations due to other activities, school technology policy (rules

  1. Understanding the Importance of Context: A Qualitative Study of a Location-Based Exergame to Enhance School Childrens Physical Activity.

    Science.gov (United States)

    Robertson, Judy; Jepson, Ruth; Macvean, Andrew; Gray, Stuart

    2016-01-01

    Many public health interventions are less effective than expected in 'real life settings', yet little work is undertaken to understand the reasons why. The effectiveness of complex public health interventions can often be traced back to a robust programme theory (how and why an intervention brings about a change in outcome(s)) and assumptions that are made about the context in which it is implemented. Understanding whether effectiveness (or lack thereof) is due to the intervention or the context is hugely helpful in decisions about whether to a) modify the intervention; b) modify the context; c) stop providing the intervention. Exergames-also known as Active Video Games or AVGS-are video games which use the player's bodily movements as input and have potential to increase physical activity in children. However, the results of a recent pilot randomised controlled trial (RCT) of a location-based exergame (FitQuest) in a school setting were inconclusive; no significant effect was detected for any of the outcome measures. The aim of this study was to explore whether the programme theory for FitQuest was correct with respect to how and why it would change children's perceptions of physical activity (PA) and exercise self-efficacy in the school setting. A further aim was to investigate the features of the school setting (context) that may impact on FitQuest's implementation and effectiveness. Qualitative data (gathered during the RCT) were gathered from interviews with teachers and children, and observation of sessions using FitQuest. Thematic analysis indicated that whilst children enjoyed playing the game, engaged with goal setting within the game context and undertook low to vigorous physical activity, there were significant contextual factors that prevented it from being played as often as intended. These included environmental factors (e.g. size of the playground), school factors (cancellations due to other activities), school technology policy (rules relating to

  2. Impact of a school-based intervention on nutritional education and physical activity in primary public schools in Chile (KIND programme study protocol: cluster randomised controlled trial

    Directory of Open Access Journals (Sweden)

    Nelly Bustos

    2016-12-01

    Full Text Available Abstract Background Chile has suffered a fast increase in childhood obesity in the last 10 years. As a result, several school programmes have been implemented, however the effectiveness of these needs to be evaluated to identify and prioritize strategies to curve this trend. Methods Cluster randomized controlled trial. Twelve primary public schools chosen at random over three regions of the country will take part in this study. The sample size consisted of a total of 1,655 children. For each region one school will be selected for each of the three nutritional intervention modes and one school will be selected as the control group. The intervention modes consist of the following: Healthy Kiosk and nutritional education (KSEAN; Optimized physical activity (AFSO; Healthy Kiosk and nutritional education (KSEAN + optimized physical activity (AFSO; Control group. The effectiveness of each intervention will be evaluated by determining the nutritional condition of each child by measuring percentage of body fat, BMI and the z-score of the BMI. This study will also identify the eating behaviours, nutritional knowledge and fitness of each child, along with the effective time of moderate activity during physical education classes. Discussion A protocol to evaluate the effectiveness of a school based intervention to control and/or reduce the rates of childhood obesity for children between 6 and 10 years of age was developed. The protocol was developed in line with the Declaration of Helsinski, the Nüremberg Code and the University of Chile Guidelines for ethical committees, and was approved by the INTA, Universidad de Chile ethical committee on Wednesday 12 March 2014. There is consensus among researchers and health and education personnel that schools are a favourable environment for actions to prevent and/or control childhood obesity. However a lack of evidence on the effectiveness of interventions to date has led some to question the wisdom of

  3. Impact of a school-based intervention on nutritional education and physical activity in primary public schools in Chile (KIND) programme study protocol: cluster randomised controlled trial.

    Science.gov (United States)

    Bustos, Nelly; Olivares, Sonia; Leyton, Bárbara; Cano, Marcelo; Albala, Cecilia

    2016-12-03

    Chile has suffered a fast increase in childhood obesity in the last 10 years. As a result, several school programmes have been implemented, however the effectiveness of these needs to be evaluated to identify and prioritize strategies to curve this trend. Cluster randomized controlled trial. Twelve primary public schools chosen at random over three regions of the country will take part in this study. The sample size consisted of a total of 1,655 children. For each region one school will be selected for each of the three nutritional intervention modes and one school will be selected as the control group. The intervention modes consist of the following: Healthy Kiosk and nutritional education (KSEAN); Optimized physical activity (AFSO); Healthy Kiosk and nutritional education (KSEAN) + optimized physical activity (AFSO); Control group. The effectiveness of each intervention will be evaluated by determining the nutritional condition of each child by measuring percentage of body fat, BMI and the z-score of the BMI. This study will also identify the eating behaviours, nutritional knowledge and fitness of each child, along with the effective time of moderate activity during physical education classes. A protocol to evaluate the effectiveness of a school based intervention to control and/or reduce the rates of childhood obesity for children between 6 and 10 years of age was developed. The protocol was developed in line with the Declaration of Helsinski, the Nüremberg Code and the University of Chile Guidelines for ethical committees, and was approved by the INTA, Universidad de Chile ethical committee on Wednesday 12 March 2014. There is consensus among researchers and health and education personnel that schools are a favourable environment for actions to prevent and/or control childhood obesity. However a lack of evidence on the effectiveness of interventions to date has led some to question the wisdom of allocating resources to programmes. This is the first study

  4. Psychological changes among Muslim students participating in a faith-based school physical activity program.

    Science.gov (United States)

    Nicaise, Virginie; Kahan, David

    2013-12-01

    Some religions espouse doctrines that (in)directly impact physical activity (PA) behavior. Yet limited PA interventions have been tailored to religious minorities. Thus, a formative study was conducted to examine the effect of a faith-based pedometer program (Virtual Umra) on psychological correlates of PA behavior and their contribution to school-time changes in PA among Muslim adolescents. Forty-three (27 girls, 16 boys; M(age) = 12.3 +/- 1.0 years) students at 1 Islamic middle school participated. Prebaseline and postprogram enjoyment and motivation were measured using the shortened PA Enjoyment Scale and the Situational Motivation Scale, respectively. Pedometer step counts were measured daily during a 2-week baseline and 8 weeks of Virtual Umra. The Reliable Change Index and Cohen's d were used to analyze individual- and group-level changes in enjoyment and motivation, respectively. Repeated-measures multivariate analysis of variance (RM-MANOVA) was used to analyze program and gender effects over time. Partial correlations examined the relationships between psychological correlates and PA change. One third of the sample expressed greater enjoyment postprogram (p motivation was unaffected (p > .05; range, d = - 0.02 to 0.32). RM-MANOVA revealed that boys increased their steps, whereas girls reduced their step number through the program. Enjoyment increased and extrinsic motivation and amotivation decreased. Partial correlations revealed that enjoyment and more self-determined behavioral regulations were positively associated with non-physical education (PE)-day PA change; only intrinsic motivation was positively associated with PE-day PA change. Virtual Umra was associated with increased enjoyment of PA but needs further modification to more positively impact girls' PA.

  5. (S)Partners for Heart Health: a school-based program for enhancing physical activity and nutrition to promote cardiovascular health in 5th grade students

    OpenAIRE

    Carlson, Joseph J; Eisenmann, Joey C; Pfeiffer, Karin A; Jager, Kathleen B; Sehnert, Scott T; Yee, Kimbo E; Klavinski, Rita A; Feltz, Deborah L

    2008-01-01

    Abstract Background The American Heart Association Position Statement on Cardiovascular Health Promotion in Public Schools encourages school-based interventions for the primary prevention of cardiovascular disease (CVD) through risk factor prevention or reduction in children with an emphasis on creating an environment that promotes healthy food choices and physical activity (PA). In an effort to address issues related to CVD risk factors including obesity in Michigan children, a multi-discipl...

  6. Shared use of school facilities with community organizations and afterschool physical activity program participation: a cost-benefit assessment.

    Science.gov (United States)

    Kanters, Michael A; Bocarro, Jason N; Filardo, Mary; Edwards, Michael B; McKenzie, Thomas L; Floyd, Myron F

    2014-05-01

    Partnerships between school districts and community-based organizations to share school facilities during afterschool hours can be an effective strategy for increasing physical activity. However, the perceived cost of shared use has been noted as an important reason for restricting community access to schools. This study examined shared use of middle school facilities, the amount and type of afterschool physical activity programs provided at middle schools together with the costs of operating the facilities. Afterschool programs were assessed for frequency, duration, and type of structured physical activity programs provided and the number of boys and girls in each program. School operating costs were used to calculate a cost per student and cost per building square foot measure. Data were collected at all 30 middle schools in a large school district over 12 months in 2010-2011. Policies that permitted more use of school facilities for community-sponsored programs increased participation in afterschool programs without a significant increase in operating expenses. These results suggest partnerships between schools and other community agencies to share facilities and create new opportunities for afterschool physical activity programs are a promising health promotion strategy. © 2014, American School Health Association.

  7. Contextual factors related to physical activity during daily middle school physical education.

    Science.gov (United States)

    Brusseau, Timothy A; Burns, Ryan D; Fu, You

    2016-09-01

    Given the importance of optimizing physical activity in adolescents, the purpose of this study was to examine the effect of activity mode, environment, and semester on step counts/minute and MVPA during daily middle-school physical education (PE). A prospective and observational research design. Participants included 232 students (Mean age=13.3±0.4 years) recruited from the seventh and eighth grades from one public middle-school in the U.S. Activity modes were employed across the school year including motor skills, games, and fitness activities located in indoor and outdoor environments. Step counts/minute and MVPA were monitored across 132 PE lessons during Fall and Spring semesters using NL-1000 piezoelectric pedometers. A three-way Multivariate Analysis of Covariance (MANCOVA) was employed to examine the effect of activity mode (skill games vs. fitness), environment (indoors vs. outdoors), and semester (Fall vs. Spring) on student step counts/minute and MVPA. MANCOVA was followed by separate ANCOVA tests. MANCOVA yielded a statistically significant three-way interaction (Wilks' Λ=0.98 F(2, 1153)=8.9, PDaily middle-school physical activity was the highest during outdoor fitness activities in the Fall and the lowest during indoor motor skill games in the Spring. Copyright © 2015 Sports Medicine Australia. Published by Elsevier Ltd. All rights reserved.

  8. Effectiveness Of A School-Based Multicomponent Intervention On Nutritional Status Among Primary School Children In Bangkok, Thailand.

    Science.gov (United States)

    Chawla, Nattapon; Panza, Alessio; Sirikulchayanonta, Chutima; Kumar, Ramesh; Taneepanichskul, Surasak

    2017-01-01

    Childhood obesity has become a major public health issue today. The prevalence of obesity and overweight is increasing in both adults and children. Childhood obesity in Thailand has more than doubled since the 1960s and a recent study reported that overweight and obesity in Thais is the 5th highest in Asia. The present study objective was to evaluate the effectiveness of a life-skills, multicomponent, school-based intervention on child nutritional status. A quasi-experimental design was conducted in two-groups (control and intervention schools) on 453 students attending grade levels 4-5 in Bangkok. Two schools were selected for control, and two schools for intervention groups. The interventions included education, diet, physical activity (PA), food-environment, school builtenvironment, and life-skills components. Subjects were measured at baseline and at 6 months post-treatment. The intervention group had significant differences in overall healthy practices (+1.5 mean difference, p=0.048), dietary habits, physical activity, lower total cholesterol (TC) levels (-2.43 mean, p=0.019) and higher high density lipoprotein cholesterol (HDL-C) levels (+4.06 p=0.028) as compared to the control. A higher reduction of overweight individuals among the intervention group over the intervention period was observed. Physical activity and consumption of vegetables increased while consumption of high-caloric snacks and fast foods decreased in children after the intervention. This study indicated that a multidisciplinary approach in school-based interventions is most likely to be effective in preventing children from becoming overweight in the long term. More research should be conducted on school-based interventions with longer intervention periods and higher sustainability.

  9. Determining Need for School-Based Physical Therapy Under IDEA: Commonalities Across Practice Guidelines.

    Science.gov (United States)

    Vialu, Carlo; Doyle, Maura

    2017-10-01

    The Individuals with Disabilities Education Act (IDEA) includes physical therapy (PT) as a related service that may be provided to help students with disabilities benefit from their education. However, the IDEA does not provide specific guidance for the provision of school-based PT, resulting in variations in practice across the United States. The authors examined 22 state and local education agency guidelines available online to find commonalities related to the determination of a student's need for PT. Seven commonalities found: educational benefit, team decision, need for PT expertise, establishment of Individualized Education Program (IEP) goal before determining need for PT, distinction between medical and educational PT, the student's disability adversely affects education, and the student's potential for improvement. These commonalities are discussed in relation to current PT and special education literature. This article suggests applying these commonalities as procedural requirements and questions for discussion during an IEP team meeting.

  10. International school-seminar on heavy ion physics

    International Nuclear Information System (INIS)

    Oganesyan, Yu.Ts.

    1990-01-01

    The reports of the International school-seminar on heavy ion physics are presented. Scientific program of the school-seminar covers a wide spectrum of the today trends of investigations conducted using heavy ion beams within the energy range from several MeV/nucleon up to several GeV/nucleon

  11. Correlates of physical activity participation among secondary school ...

    African Journals Online (AJOL)

    ... health benefits of physical activity, having a friend to exercise with, having parent(s) who encourage them to exercise, and taking a physical education class in school, whereas the benefits of physical activity: were to stay in shape, increase energy level, improve self-esteem and become more physically attractive to others.

  12. Increasing students’ physical activity during school physical education: rationale and protocol for the SELF-FIT cluster randomized controlled trial

    Directory of Open Access Journals (Sweden)

    Amy S. Ha

    2017-07-01

    Full Text Available Abstract Background The Self-determined Exercise and Learning For FITness (SELF-FIT is a multi-component school-based intervention based on tenets of self-determination theory. SELF-FIT aims to increase students’ moderate-to-vigorous physical activity (MVPA during physical education lessons, and enhance their autonomous motivation towards fitness activities. Using a cluster randomized controlled trial, we aim to examine the effects of the intervention on students’ MVPA during school physical education. Methods Secondary 2 students (approximately aged 14 years from 26 classes in 26 different schools will be recruited. After baseline assessments, students will be randomized into either the experimental group or wait-list control group using a matched-pair randomization. Teachers allocated to the experimental group will attend two half-day workshops and deliver the SELF-FIT intervention for 8 weeks. The main intervention components include training teachers to teach in more need supportive ways, and conducting fitness exercises using a fitness dice with interchangeable faces. Other motivational components, such as playing music during classes, are also included. The primary outcome of the trial is students’ MVPA during PE lessons. Secondary outcomes include students’ leisure-time MVPA, perceived need support from teachers, need satisfaction, autonomous motivation towards physical education, intention to engage in physical activity, psychological well-being, and health-related fitness (cardiorespiratory and muscular fitness. Quantitative data will be analyzed using multilevel modeling approaches. Focus group interviews will also be conducted to assess students’ perceptions of the intervention. Discussion The SELF-FIT intervention has been designed to improve students’ health and well-being by using high-intensity activities in classes delivered by teachers who have been trained to be autonomy needs supportive. If successful, scalable

  13. Secondary School Students' Physical Activity Participation across Physical Education Classes: The Expectancy-Value Theory Approach

    Science.gov (United States)

    Gråstén, Arto; Watt, Anthony; Hagger, Martin; Jaakkola, Timo; Liukkonen, Jarmo

    2015-01-01

    The primary purpose of this study was to analyze the link between students' expectancy beliefs, subjective task values, out-of-school activity, and moderate to vigorous physical activity (MVPA) participation across secondary school physical education (PE) classes. The sample comprised 96 students (58 girls, 38 boys; Mage = 15.03, SD = 0.94) from…

  14. Success in Introductory College Physics: The Role of High School Preparation.

    Science.gov (United States)

    Sadler, Philip M.; Tai, Robert H.

    2001-01-01

    Examines the extent to which a high school physics course prepares students for college physics success. In this study of 1,933 introductory college physics students, demographic and schooling factors account for a large fraction of the variation in college physics grades at 18 colleges and universities from around the nation. (Author/SAH)

  15. CERN-Fermilab Hadron Collider Physics Summer School 2013 open for applications

    CERN Multimedia

    2013-01-01

    Mark your calendar for 28 August - 6 September 2013, when CERN will welcome students to the eighth CERN-Fermilab Hadron Collider Physics Summer School.   Experiments at hadron colliders will continue to provide our best tools for exploring physics at the TeV scale for some time. With the completion of the 7-8 TeV runs of the LHC, and the final results from the full Tevatron data sample becoming available, a new era in particle physics is beginning, heralded by the Higgs-like particle recently discovered at 125 GeV. To realize the full potential of these developments, CERN and Fermilab are jointly offering a series of "Hadron Collider Physics Summer Schools", to prepare young researchers for these exciting times. The school has alternated between CERN and Fermilab, and will return to CERN for the eighth edition, from 28 August to 6 September 2013. The CERN-Fermilab Hadron Collider Physics Summer School is an advanced school which particularly targets young postdocs in exper...

  16. National Physical Education Standards: Level of Physical Fitness Male Student Primary School in Malaysia

    OpenAIRE

    Ahmad Hashim; Mohd. Sani Madon; Nur Haziyanti Mohd Khalid; Nelfianty binti Mohd Rashid; Sadzali bin Hassan; Yusop bin Ahmad

    2014-01-01

    This study aims to analyze the level of physical fitness in the development of the National Standards of Physical Education. The study was conducted on 279 primary school boys age 10 years (n = 79), 11 years (n = 94) and 12 years (n = 106) in five randomly selected schools in the state of Perak. FITNESSGRAM was used to test the level of physical fitness among subjects. This includes trunk lift, 90 degree push-ups, modified pull-up, back saver sit and reach and PACER. ANOVA analysis showed a s...

  17. Methodology for the development of teaching vocational guidance from physics classes in high school

    Directory of Open Access Journals (Sweden)

    Yamila García-Carrión

    2016-11-01

    Full Text Available Pre-university education has as one of its aims to achieve the polytechnic and vocational training of students, which is why it is necessary, vocational guidance thereof, to professions requiring the country, giving priority to teaching, hence this, which is a priority in the education system. The scientific research problem is expressed in the shortcomings revealed in the conception and development of the process of teaching vocational career orientation Physics, from the classes of this subject in high school. As an object the process of learning of physics in high school is required. the development of a methodology for the development of professional orientation of physics teaching career, from the classes of this subject in high school, based on an educational model that theoretically systematize the research and pre-professional approaches are proposed.

  18. Scaling-up an efficacious school-based physical activity intervention: Study protocol for the ‘Internet-based Professional Learning to help teachers support Activity in Youth’ (iPLAY cluster randomized controlled trial and scale-up implementation evaluation

    Directory of Open Access Journals (Sweden)

    Chris Lonsdale

    2016-08-01

    Full Text Available Abstract Background Despite the health benefits of regular physical activity, most children are insufficiently active. Schools are ideally placed to promote physical activity; however, many do not provide children with sufficient in-school activity or ensure they have the skills and motivation to be active beyond the school setting. The aim of this project is to modify, scale up and evaluate the effectiveness of an intervention previously shown to be efficacious in improving children’s physical activity, fundamental movement skills and cardiorespiratory fitness. The ‘Internet-based Professional Learning to help teachers support Activity in Youth’ (iPLAY study will focus largely on online delivery to enhance translational capacity. Methods/Design The intervention will be implemented at school and teacher levels, and will include six components: (i quality physical education and school sport, (ii classroom movement breaks, (iii physically active homework, (iv active playgrounds, (v community physical activity links and (vi parent/caregiver engagement. Experienced physical education teachers will deliver professional learning workshops and follow-up, individualized mentoring to primary teachers (i.e., Kindergarten – Year 6. These activities will be supported by online learning and resources. Teachers will then deliver the iPLAY intervention components in their schools. We will evaluate iPLAY in two complementary studies in primary schools across New South Wales (NSW, Australia. A cluster randomized controlled trial (RCT, involving a representative sample of 20 schools within NSW (1:1 allocation at the school level to intervention and attention control conditions, will assess effectiveness and cost-effectiveness at 12 and 24 months. Students’ cardiorespiratory fitness will be the primary outcome in this trial. Key secondary outcomes will include students’ moderate-to-vigorous physical activity (via accelerometers, fundamental movement

  19. Health-related physical fitness and physical activity in elementary school students.

    Science.gov (United States)

    Chen, Weiyun; Hammond-Bennett, Austin; Hypnar, Andrew; Mason, Steve

    2018-01-30

    This study examined associations between students' physical fitness and physical activity (PA), as well as what specific physical fitness components were more significant correlates to being physically active in different settings for boys and girls. A total of 265 fifth-grade students with an average age of 11 voluntarily participated in this study. The students' physical fitness was assessed using four FitnessGram tests, including Progressive Aerobic Cardiovascular Endurance Run (PACER), curl-up, push-up, and trunk lift tests. The students' daily PA was assessed in various settings using a daily PA log for 7 days. Data was analyzed with descriptive statistics, univariate analyses, and multiple R-squared liner regression methods. Performance on the four physical fitness tests was significantly associated with the PA minutes spent in physical education (PE) class and recess for the total sample and for girls, but not for boys. Performance on the four fitness tests was significantly linked to participation in sports/dances outside school and the total weekly PA minutes for the total sample, boys, and girls. Further, boys and girls who were the most physically fit spent significantly more time engaging in sports/dances and had greater total weekly PA than boys and girls who were not physically fit. In addition, the physically fit girls were more physically active in recess than girls who were not physically fit. Overall, students' performance on the four physical fitness tests was significantly associated with them being physically active during PE and in recess and engaging in sports/dances, as well as with their total weekly PA minutes, but not with their participation in non-organized physical play outside school. ClinicalTrials.gov ID: NCT03015337 , registered date: 1/09/2017, as "retrospectively registered".

  20. Active Living: development and quasi-experimental evaluation of a school-centered physical activity intervention for primary school children.

    Science.gov (United States)

    Van Kann, Dave H H; Jansen, M W J; de Vries, S I; de Vries, N K; Kremers, S P J

    2015-12-29

    The worldwide increase in the rates of childhood overweight and physical inactivity requires successful prevention and intervention programs for children. The aim of the Active Living project is to increase physical activity and decrease sedentary behavior of Dutch primary school children by developing and implementing tailored, multicomponent interventions at and around schools. In this project, school-centered interventions have been developed at 10 schools in the south of the Netherlands, using a combined top-down and bottom-up approach in which a research unit and a practice unit continuously interact. The interventions consist of a combination of physical and social interventions tailored to local needs of intervention schools. The process and short- and long-term effectiveness of the interventions will be evaluated using a quasi-experimental study design in which 10 intervention schools are matched with 10 control schools. Baseline and follow-up measurements (after 12 and 24 months) have been conducted in grades 6 and 7 and included accelerometry, GPS, and questionnaires. Primary outcome of the Active Living study is the change in physical activity levels, i.e. sedentary behavior (SB), light physical activity (LPA), moderate-to-vigorous physical activity (MVPA), and counts-per-minute (CPM). Multilevel regression analyses will be used to assess the effectiveness of isolated and combined physical and social interventions on children's PA levels. The current intervention study is unique in its combined approach of physical and social environmental PA interventions both at school(yard)s as well as in the local neighborhood around the schools. The strength of the study lies in the quasi-experimental design including objective measurement techniques, i.e. accelerometry and GPS, combined with more subjective techniques, i.e. questionnaires, implementation logbooks, and neighborhood observations. Current Controlled Trials ISRCTN25497687 (registration date 21

  1. 2014 European School of High-Energy Physics

    CERN Multimedia

    Nick Ellis, on behalf of the Organising Committee

    2014-01-01

    Dear Colleagues, I would like to draw your attention to the 2014 European School of High-Energy Physics. Details can be found here. The School will be held in the Netherlands from 18 June to 1 July 2014. PLEASE NOTE THAT THE DEADLINE FOR APPLICATIONS HAS BEEN EXTENDED TO 21 FEBRUARY 2014. The lectures will cover a broad range of HEP topics at a level suitable for students working towards a PhD in experimental particle physics. Note that, as indicated on the website, one or two students from developing countries could be considered for financial support.

  2. Write, draw, show, and tell: a child-centred dual methodology to explore perceptions of out-of-school physical activity

    Directory of Open Access Journals (Sweden)

    Robert J. Noonan

    2016-04-01

    Full Text Available Abstract Background Research to increase children’s physical activity and inform intervention design has, to date, largely underrepresented children’s voices. Further, research has been limited to singular qualitative methods that overlook children’s varied linguistic ability and interaction preference. The aim of this study was to use a novel combination of qualitative techniques to explore children’s current views, experiences and perceptions of out-of-school physical activity as well as offering formative opinion about future intervention design. Methods Write, draw, show and tell (WDST groups were conducted with 35 children aged 10–11 years from 7 primary schools. Data were analysed through a deductive and inductive process, firstly using the Youth Physical Activity Promotion Model as a thematic framework, and then inductively to enable emergent themes to be further explored. Pen profiles were constructed representing key emergent themes. Results The WDST combination of qualitative techniques generated complimentary interconnected data which both confirmed and uncovered new insights into factors relevant to children’s out-of-school physical activity. Physical activity was most frequently associated with organised sports. Fun, enjoyment, competence, and physical activity provision were all important predictors of children’s out-of-school physical activity. Paradoxically, parents served as both significant enablers (i.e. encouragement and barriers (i.e. restricting participation to physical activity participation. Some of these key findings would have otherwise remained hidden when compared to more traditional singular methods based approaches. Conclusions Parents are in a unique position to promote health promoting behaviours serving as role models, physical activity gatekeepers and choice architects. Given the strong socialising effect parents have on children’s physical activity, family-based physical activity intervention

  3. Write, draw, show, and tell: a child-centred dual methodology to explore perceptions of out-of-school physical activity.

    Science.gov (United States)

    Noonan, Robert J; Boddy, Lynne M; Fairclough, Stuart J; Knowles, Zoe R

    2016-04-14

    Research to increase children's physical activity and inform intervention design has, to date, largely underrepresented children's voices. Further, research has been limited to singular qualitative methods that overlook children's varied linguistic ability and interaction preference. The aim of this study was to use a novel combination of qualitative techniques to explore children's current views, experiences and perceptions of out-of-school physical activity as well as offering formative opinion about future intervention design. Write, draw, show and tell (WDST) groups were conducted with 35 children aged 10-11 years from 7 primary schools. Data were analysed through a deductive and inductive process, firstly using the Youth Physical Activity Promotion Model as a thematic framework, and then inductively to enable emergent themes to be further explored. Pen profiles were constructed representing key emergent themes. The WDST combination of qualitative techniques generated complimentary interconnected data which both confirmed and uncovered new insights into factors relevant to children's out-of-school physical activity. Physical activity was most frequently associated with organised sports. Fun, enjoyment, competence, and physical activity provision were all important predictors of children's out-of-school physical activity. Paradoxically, parents served as both significant enablers (i.e. encouragement) and barriers (i.e. restricting participation) to physical activity participation. Some of these key findings would have otherwise remained hidden when compared to more traditional singular methods based approaches. Parents are in a unique position to promote health promoting behaviours serving as role models, physical activity gatekeepers and choice architects. Given the strong socialising effect parents have on children's physical activity, family-based physical activity intervention may offer a promising alternative compared to traditional school-based approaches

  4. Prediction of Optimal Daily Step Count Achievement from Segmented School Physical Activity

    Directory of Open Access Journals (Sweden)

    Ryan D. Burns

    2015-01-01

    Full Text Available Optimizing physical activity in childhood is needed for prevention of disease and for healthy social and psychological development. There is limited research examining how segmented school physical activity patterns relate to a child achieving optimal physical activity levels. The purpose of this study was to examine the predictive relationship between step counts during specific school segments and achieving optimal school (6,000 steps/day and daily (12,000 steps/day step counts in children. Participants included 1,714 school-aged children (mean age = 9.7±1.0 years recruited across six elementary schools. Physical activity was monitored for one week using pedometers. Generalized linear mixed effects models were used to determine the adjusted odds ratios (ORs of achieving both school and daily step count standards for every 1,000 steps taken during each school segment. The school segment that related in strongest way to a student achieving 6,000 steps during school hours was afternoon recess (OR = 40.03; P<0.001 and for achieving 12,000 steps for the entire day was lunch recess (OR = 5.03; P<0.001. School segments including lunch and afternoon recess play an important role for optimizing daily physical activity in children.

  5. The Importance of High School Physics Teachers for Female Students' Physics Identity and Persistence

    Science.gov (United States)

    Hazari, Zahra; Brewe, Eric; Goertzen, Renee Michelle; Hodapp, Theodore

    2017-01-01

    Given the historic and continued underrepresentation of women in physics, it is important to understand the role that high school physics might play in attracting female students to physics careers. Drawing on data from over 900 female undergraduates in physics, we examine when these women became interested in physics careers and different sources…

  6. Compensation for Adolescents’ School Mental Load by Physical Activity on Weekend Days

    Directory of Open Access Journals (Sweden)

    Michal Kudláček

    2016-03-01

    Full Text Available Introduction and objective: Increasing mental load and inadequate stress management significantly affect the efficiency, success and safety of the educational/working process in adolescents. The objective of this study is to determine the extent that adolescents compensate for their school mental load by physical activity (PA on weekend days and, thus, to contribute to the objective measurement of mental load in natural working conditions. Methods: A cross-sectional study was conducted between September 2013 and April 2014. A set of different methods was employed—self-administered questionnaire (IPAQ-long questionnaire, objective measurements—pedometers, and accelerometers (ActiTrainers. They was distributed to 548 students from 17 high schools. Participants’ mental load was assessed based on the difference between PA intensity and/or physical inactivity and heart rate range. Results: The participants with the highest mental load during school lessons do not compensate for this load by PA on weekend days. Conclusions: Adolescents need to be encouraged to be aware of their subjective mental load and to intentionally compensate for this load by PA on weekend days. It is necessary to support the process of adopting habits by sufficient physical literacy of students, as well as teachers, and by changes in the school program.

  7. Reducing Physical Violence Toward Primary School Students With Disabilities.

    Science.gov (United States)

    Devries, Karen; Kuper, Hannah; Knight, Louise; Allen, Elizabeth; Kyegombe, Nambusi; Banks, Lena Morgon; Kelly, Susan; Naker, Dipak

    2018-03-01

    We tested whether the Good School Toolkit reduces physical violence from peers and school staff toward students with and without disabilities in Ugandan primary schools. We conducted a cluster randomized controlled trial, with data collected via cross-sectional surveys in 2012 and 2014. Forty-two primary schools in Luwero District, Uganda, were randomly assigned to receive the Good School Toolkit for 18 months, or to a waitlisted control group. The primary outcome was past week physical violence from school staff, measured by primary 5, 6, and 7 students' (aged 11-14 years) self-reports using the International Society for the Prevention of Child Abuse and Neglect Child Abuse Screening Tool-Child Institutional. Disability was assessed through the six Short Set Washington Group questions on functioning. Analyses were by intention to treat. At endline, 53% of control group students with no functional difficulties reported violence from peers or school staff, versus 84% of students with a disability. Prevalence of past week physical violence from school staff was lower in intervention schools than in the control schools after the intervention, in students with no functional difficulties (adjusted odds ratio [aOR] = .41, 95% confidence interval [CI .26-.65]), students with some functional difficulties (aOR = .36, 95% CI .21-.63), and students with disabilities (aOR = .29, 95% CI .14-.59). The intervention also reduced violence from peers in young adolescents, with no evidence of a difference in effect by disability status. The Good School Toolkit is an effective intervention to reduce violence perpetrated by peers and school staff against young adolescents with disabilities in Ugandan primary schools. Copyright © 2017 The Society for Adolescent Health and Medicine. Published by Elsevier Inc. All rights reserved.

  8. Effectiveness of a school-based multicomponent intervention on children nutritional status among primary school children in bangkok, thailand

    International Nuclear Information System (INIS)

    Chawla, N.; Panza, A.; Kumar, R.

    2017-01-01

    Childhood obesity has become a major public health issue today. The prevalence of obesity and overweight is increasing in both adult and children. Childhood obesity in Thailand has more than doubled since the 1960s and a recent study reported that overweight and obesity in Thai is the 5th highest in Asia. The present study objective is to evaluate the effectiveness of a life skills multicomponent school-based intervention on children's nutritional status. Methods: A quasi-experimental design was conducted in two-groups (control and intervention schools) on 453 students attending grade levels 4-5 in Bangkok. Two schools were selected for control, and two schools for intervention groups. The intervention included education, dietary, physical activity, food-environment, school built-environment, and life skills components. Outcomes were measured at baseline and post-treatment measured after 6 months. Results: The intervention group had significant improvements in healthier practice (+1.5 mean difference, p=0.048) on dietary habits and physical activity, lowered cholesterol levels (-2.43 mean, p=0.019), and higher HDL levels (+4.06 p=0.028) as compared to control. A higher reduction of overweight individuals among the intervention group over the intervention period was observed. Physical activity and consumption of vegetable increased while consumption of high-caloric snacks and fasts food decreased in children after the intervention. Conclusion: Childhood overweight and obesity is a serious public health problem based on its increasing rates and the associated health risks. This study indicated that multidisciplinary approach on school-based interventions is likely most effective to prevent children becoming overweight in long term. More research should be conducted on school-based intervention with longer intervention periods with higher sustainability. (author)

  9. Methodology of the National School-based Health Survey in Malaysia, 2012.

    Science.gov (United States)

    Yusoff, Fadhli; Saari, Riyanti; Naidu, Balkish M; Ahmad, Noor Ani; Omar, Azahadi; Aris, Tahir

    2014-09-01

    The National School-Based Health Survey 2012 was a nationwide school health survey of students in Standard 4 to Form 5 (10-17 years of age), who were schooling in government schools in Malaysia during the period of data collection. The survey comprised 3 subsurveys: the Global School Health Survey (GSHS), the Mental Health Survey, and the National School-Based Nutrition Survey. The aim of the survey was to provide data on the health status of adolescents in Malaysia toward strengthening the adolescent health program in the country. The design of the survey was created to fulfill the requirements of the 3 subsurveys. A 2-stage stratified sampling method was adopted in the sampling. The methods for data collection were via questionnaire and physical examination. The National School-Based Health Survey 2012 adopted an appropriate methodology for a school-based survey to ensure valid and reliable findings. © 2014 APJPH.

  10. 1997 European School of high-energy physics. Proceedings

    International Nuclear Information System (INIS)

    Ellis, N.; Neubert, M.

    1998-01-01

    The European School of High-Energy Physics is intended to give young experimental physicists an introduction to the theoretical aspects of recent advances in elementary particle physics. These proceedings contain lectures on Field Theory, the Standard Model, Quantum Chromodynamics, Flavour Physics, Physics at LEP II and Heavy Ion physics, as well as reports on Cosmology, Dark Matter and a Quantum Theory of two-dimensional space-time. (orig.)

  11. 1997 European School of high-energy physics. Proceedings

    Energy Technology Data Exchange (ETDEWEB)

    Ellis, N; Neubert, M [eds.

    1998-05-20

    The European School of High-Energy Physics is intended to give young experimental physicists an introduction to the theoretical aspects of recent advances in elementary particle physics. These proceedings contain lectures on Field Theory, the Standard Model, Quantum Chromodynamics, Flavour Physics, Physics at LEP II and Heavy Ion physics, as well as reports on Cosmology, Dark Matter and a Quantum Theory of two-dimensional space-time. (orig.)

  12. Recess Physical Activity and Perceived School Environment among Elementary School Children

    Directory of Open Access Journals (Sweden)

    Kaori Ishii

    2014-07-01

    Full Text Available Differences in recess physical activity (PA according to perceived school environment among elementary school children were examined. Participants were 103 children from two schools in Japan. PA was measured using accelerometry for seven consecutive days. Time spent in sedentary or PA (light, moderate, or vigorous during their morning recess (25 min and lunch recess (15 min was determined. The School Physical Activity Environment Scale (three factors: equipment, facility, and safety was used to investigate perceived school environment. Environmental factor scores were assigned to low or high groups for each factor by median. An analysis of covariance, with grade as the covariate, was conducted separately by gender to examine differences in PA between two groups. During lunch recess, boys in the high-equipment group spent significantly more time in moderate PA (high: 1.5; low: 0.8 min whereas girls in this group spent less time in light PA (9.3, 11.0. Boys in the high-facility group spent significantly less time in sedentary (2.3, 3.9 and more time in vigorous PA (2.4, 1.4 during lunch recess, and girls spent more time in moderate (2.1, 1.2 and vigorous PA (1.9, 1.3 during morning recess. Differences were observed in recess PA according to school environment perceptions. The present study may be useful for further intervention studies for the promotion of PA during recess.

  13. Adolescents’ Responses to a School-Based Prevention Program Promoting Healthy Eating at School

    Directory of Open Access Journals (Sweden)

    Roel C. J. Hermans

    2017-11-01

    Full Text Available BackgroundTo improve the effectiveness of school-based programs that aim to promote adolescents’ healthy food choices, it is essential to understand the views and behaviors of the target group. This study aimed to get a better understanding of adolescents’ food and health perceptions and their willingness to be involved in a specific school-based prevention program, i.e., the Dutch “Healthy School Canteen Program.”MethodsThis study used a mixed-methods research design. First, seven semi-structured focus groups were conducted using a selective sample of 42 Dutch adolescents (25 girls, 17 boys, aged 13–16 years. Second, an online survey among 133 adolescent respondents (72 girls, 61 boys, aged 12–19 years using snowball sampling was conducted. Content analysis was performed to make inferences about the focus group discussions, whereas statistical analyses were conducted to analyze the survey data.ResultsFindings from the group discussions indicated that healthy eating was only an issue of importance when adolescents perceived negative physical changes (e.g., with regard to looks or physical performance. Adolescents also indicated that they clearly wanted to make their own food and beverage choices at school. The quantitative data indicated that taste, price, and variety were seen as the most important aspects of a healthy food assortment (mean scores 8.1, 7.8, and 7.7 on a 10-point scale, respectively. In general, a majority of the adolescents (64% expressed that students should be involved in the organization of a healthy food environment in schools. At the same time, however, adolescents were not willing to participate themselves. This was mostly because they were skeptical about their ideas being heard and put into action by their schools.ConclusionSchool-based prevention programs, such as the Healthy School Program, should take into account that adolescents have a low risk perception of unhealthy eating and are seeking food

  14. A useful demonstration of calculus in a physics high school laboratory

    Science.gov (United States)

    Alvarez, Gustavo; Schulte, Jurgen; Stockton, Geoffrey; Wheeler, David

    2018-01-01

    The real power of calculus is revealed when it is applied to actual physical problems. In this paper, we present a calculus inspired physics experiment suitable for high school and undergraduate programs. A model for the theory of the terminal velocity of a falling body subject to a resistive force is developed and its validity tested in an experiment of a falling magnet in a column of self-induced eddy currents. The presented method combines multiple physics concepts such as 1D kinematics, classical mechanics, electromagnetism and non-trivial mathematics. It offers the opportunity for lateral as well as project-based learning.

  15. Promoting Physical Activity in Secondary Schools: Growing Expectations, "Same Old" Issues?

    Science.gov (United States)

    Cale, Lorraine; Harris, Jo; Duncombe, Rebecca

    2016-01-01

    There are growing expectations on schools to promote health and physical activity and helping schools to effectively do so is considered a priority. This paper reports on selected findings from a research project that was concerned with supporting secondary schools in the effective promotion of physical activity and establishing their needs in…

  16. CERN–Latin-American School of High-Energy Physics in Peru

    CERN Multimedia

    Nick Ellis, Organising Committee

    2013-01-01

    The 7th CERN–Latin-American School of High-Energy Physics was held in Arequipa, Peru, from 6 to 19 March 2013. The School is held every other year in a Latin-American country. This was the first time it had been hosted in Peru – a choice that reflects the increasing development of high-energy physics in the country, including collaboration in ALICE and experimental neutrino physics.   Participants in the 7th CERN–Latin-American School of High-Energy Physics in the grounds of the El Lago Estelar hotel in Arequipa, Peru. The 2013 School was attended by a total of 69 students, including 19 from Peru, selected from more than 130 applicants. About 80% of the students came from Latin-American countries, with most of the others coming from Europe. All in all, 18 different nationalities were represented. The lecturers and discussion group leaders were also from a variety of different countries including Argentina, Belgium, Brazil, Chile, Israel, Mexico, Peru, Spain, Switz...

  17. 1985 CERN-JINR school of physics

    International Nuclear Information System (INIS)

    1986-01-01

    The CERN School of Physics is intended to give young experimental physicists an introduction to the theoretical aspects of recent advances in elementary particle physics. These Proceedings contain reports of lecture series on the following topics: introduction to gauge fields, perturbative QCD, proton-antiproton collider physics, lattice quantum field theories, experiments on weak decays of leptons and quarks, lepton-hadron interactions, supersymmetry, grand unified theories and cosmology. They also include reports of special lectures on sum rules and hadron properties in QCD, on quark distribution in nuclei, and on the scientific programme of JINR. (orig.)

  18. Predicting Social Responsibility and Belonging in Urban After-School Physical Activity Programs with Underserved Children

    Science.gov (United States)

    Martin, Jeffrey J.; Byrd, Brigid; Garn, Alex; McCaughtry, Nate; Kulik, Noel; Centeio, Erin

    2016-01-01

    The purpose of this cross sectional study was to predict feelings of belonging and social responsibility based on the motivational climate perceptions and contingent self-worth of children participating in urban after-school physical activity programs. Three-hundred and four elementary school students from a major Midwestern city participated.…

  19. Profiles of Change: Lessons for Improving High School Physical Education

    Science.gov (United States)

    Doolittle, Sarah

    2014-01-01

    This feature has told stories of high school physical educators who have refused to accept the status quo of high school physical education programs. They have identified problems, initiated innovations in their own classes, implemented changes beyond their classes, and moved toward institutionalizing improvements throughout their programs and…

  20. Problems Encountered by Religious Vocational Secondary School and Other Secondary School Students in Physical Education and Sports Activities

    Science.gov (United States)

    Bar, Mustafa; Yaman, Menzure Sibel; Hergüner, Gülten

    2016-01-01

    The study aimed to determine problems encountered by Religious Vocational Secondary School and other Secondary School students in physical education and sports activities and to compare these problems according to school type and gender. A questionnaire named "Problems encountered in attending to physical education and sports activities"…

  1. Three frameworks to predict physical activity behavior in middle school inclusive physical education: a multilevel analysis.

    Science.gov (United States)

    Jin, Jooyeon; Yun, Joonkoo

    2013-07-01

    The purpose of this study was to examine three frameworks, (a) process-product, (b) student mediation, and (c) classroom ecology, to understand physical activity (PA) behavior of adolescents with and without disabilities in middle school inclusive physical education (PE). A total of 13 physical educators teaching inclusive PE and their 503 students, including 22 students with different disabilities, participated in this study. A series of multilevel regression analyses indicated that physical educators' teaching behavior and students' implementation intentions play important roles in promoting the students' PA in middle school inclusive PE settings when gender, disability, lesson content, instructional model, and class location are considered simultaneously. The findings suggest that the ecological framework should be considered to effectively promote PA of adolescents with and without disabilities in middle school PE classes.

  2. Inclusion of children with autism and ADHD in physical education (PE) at primary school in Denmark

    DEFF Research Database (Denmark)

    Bentholm, Anette Lisbeth

    Inclusion of children with autism and ADHD in physical education (PE) at primary school in DenmarkMore children diagnosed with autism and ADHD have been included in primary school by law in Denmark over the last years (L379, 2012). In a new School reform (L406, 2014) the children have to particip......Inclusion of children with autism and ADHD in physical education (PE) at primary school in DenmarkMore children diagnosed with autism and ADHD have been included in primary school by law in Denmark over the last years (L379, 2012). In a new School reform (L406, 2014) the children have...... to participate in physical activities at least 45 minutes each school day. Autism and ADHD are disabling conditions that affects social communication and interaction, and often also their motor skills and cognition (Harvey & Reid, 2003; Verret, 2010). Therefore these children can be challenge to participate...... a process-oriented methodology (Baur & Ernst, 2011).The methods of the research are primarily based on qualitative methods: Analysis of the curriculum for PE from the Danish ministry of Education and political strategies of inclusion, field observations primarily in PE, interviews with the 11 children...

  3. Computer-based assistive technology device for use by children with physical disabilities: a cross-sectional study.

    Science.gov (United States)

    Lidström, Helene; Almqvist, Lena; Hemmingsson, Helena

    2012-07-01

    To investigate the prevalence of children with physical disabilities who used a computer-based ATD, and to examine characteristics differences in children and youths who do or do not use computer-based ATDs, as well as, investigate differences that might influence the satisfaction of those two groups of children and youths when computers are being used for in-school and outside school activities. A cross-sectional survey about computer-based activities in and outside school (n = 287) and group comparisons. The prevalence of using computer-based ATDs was about 44 % (n = 127) of the children in this sample. These children were less satisfied with their computer use in education and outside school activities than the children who did not use an ATD. Improved coordination of the usage of computer-based ATDs in school and in the home, including service and support, could increase the opportunities for children with physical disabilities who use computer-based ATDs to perform the computer activities they want, need and are expected to do in school and outside school.

  4. Indiana Wesleyan University SPS Physics Outreach to Rural Middle School and High School Students

    Science.gov (United States)

    Ostrander, Joshua; Rose, Heath; Burchell, Robert; Ramos, Roberto

    2013-03-01

    The Society of Physics Students chapter at Indiana Wesleyan University is unusual in that it has no physics major, only physics minors. Yet while just over a year old, IWU-SPS has been active in performing physics outreach to middle school and high school students, and the rural community of Grant County. Our year-old SPS chapter consists of majors from Chemistry, Nursing, Biology, Exercise Science, Computer Science, Psychology, Pastoral Studies, and Science Education, who share a common interest in physics and service to the community. IWU currently has a physics minor and is currently working to build a physics major program. Despite the intrinsic challenges, our multi-disciplinary group has been successful at using physics demonstration equipment and hands-on activities and their universal appeal to raise the interest in physics in Grant County. We report our experience, challenges, and successes with physics outreach. We describe in detail our two-pronged approach: raising the level of physics appreciation among the IWU student community and among pre-college students in a rural community of Indiana. Acknowledgements: We acknowledge the support of the Society of Physics Students through a Marsh White Outreach Award and a Blake Lilly Prize.

  5. A systematic review and meta-analysis of moderate-to-vigorous physical activity levels in secondary school physical education lessons.

    Science.gov (United States)

    Hollis, Jenna L; Sutherland, Rachel; Williams, Amanda J; Campbell, Elizabeth; Nathan, Nicole; Wolfenden, Luke; Morgan, Philip J; Lubans, David R; Gillham, Karen; Wiggers, John

    2017-04-24

    Schools play an important role in physical activity promotion for adolescents. The systematic review aimed to determine the proportion of secondary (middle and high) school physical education (PE) lesson time that students spend in moderate to vigorous physical activity (MVPA), and to assess if MVPA was moderated by school level (middle and high school), type of physical activity measurement and type of PE activities. A systematic search of nine electronic databases was conducted (PROSPERO2014:CRD42014009649). Studies were eligible if they were published between 2005 and 2014; written in English; assessed MVPA in PE lessons of secondary (middle and high) school students; and used a quantitative MVPA measure (i.e., accelerometry, heart rate monitoring, pedometers or observational measures). Two reviewers examined the retrieved articles, assessed risk of bias, and performed data extraction. Random effects meta-analysis was used to calculate a pooled estimate of the percent of PE lesson time spent in MVPA and to assess moderator effects where data allowed. The search yielded 5,132 potentially relevant articles; 28 articles representing 25 studies (7 middle and 18 high school) from seven countries were included. Twelve studies measured MVPA through observational measures, seven used accelerometers, five used heart rate monitors and four used pedometers (including three studies using a mix of measures). Meta-analysis of 15 studies found that overall, students spent a mean (95% CI) of 40.5% (34.8-46.2%) of PE in MVPA. Middle school students spent 48.6% (41.3-55.9%) of the lesson in MVPA (n = 5 studies) and high school students 35.9% (28.3-43.6%) (n = 10 studies). Studies measuring MVPA using accelerometers (n = 5) showed that students spent 34.7% (25.1-44.4%) of the lesson in MVPA, while 44.4% (38.3-50.5%) was found for lessons assessed via observation (n = 9), 43.1% (24.3-61.9%) of the lesson for a heart rate based study, and 35.9% (31.0-40.8%) for a

  6. Yoga Improves Academic Performance in Urban High School Students Compared to Physical Education: A Randomized Controlled Trial

    Science.gov (United States)

    Hagins, Marshall; Rundle, Andrew

    2016-01-01

    Yoga programs within schools have become more widespread but research regarding the potential effect on academic achievement remains limited. This study cluster-randomized 112 students within a single New York City public high school to participate in either school-based yoga or physical education (PE) for an entire academic year. The primary…

  7. The Entrance test of physics and Workbook in teaching of physics at secondary vocational school within long-term pedagogical research

    Science.gov (United States)

    Kerlínová, Věra

    2017-01-01

    Within the long-term pedagogical research ongoing since the school year 2008/2009 to 2015/2016 at the secondary vocational school in Bohumín was through of Entrance test of physics, which included curriculum of the sixth to ninth year of elementary school, regularly finding out, in which parts of Entrance test - Unit conversions, International System of Units, Properties of matter, Mechanics, Thermodynamics, Electricity and Magnetism, Optics, Atoms and Universe - pupils of the 1st years of secondary vocational school, technical and non-technical, reach a higher number of correct answers, in which dominates the wrong answers and which parts of the test pupils are better left out completely. It turned out that the results of these tests are very informative not only for theoretical and practical teaching, but also technical and other science subjects. The results of the Entrance tests are also a valuable source of information for continuous innovation Workbook of Physics - Mechanics for the 1st year of secondary vocational schools [1] - whose the first version began during the school year 2007/2008 and which was tested within pre-research in school years 2008/2009, 2009/2010 and within research in school year 2010/2011. On the basis of feedbacks getting from research the Workbook is regularly expanded, innovated and updated. The Workbook consists of parts dedicated to physical concepts, physical tasks, proposals to physical experiments, pupils comments from viewed video projection and documentary films, examples from the world of science and technology, examples from practice and real life, physical terminology in English, quizzes, competitions, interesting things and links related to discussed curriculum. The Workbook is divided into thematic sections, chapters and subchapters similar as physics textbooks for pupils of the 1st years of Secondary Schools in the Czech Republic. In the Workbook there are included tasks on fill in the words, polynomial tasks with

  8. An Internet-supported Physical Activity Intervention Delivered in Secondary Schools Located in Low Socio-economic Status Communities: Study Protocol for the Activity and Motivation in Physical Education (AMPED) Cluster Randomized Controlled Trial.

    Science.gov (United States)

    Lonsdale, Chris; Lester, Aidan; Owen, Katherine B; White, Rhiannon L; Moyes, Ian; Peralta, Louisa; Kirwan, Morwenna; Maeder, Anthony; Bennie, Andrew; MacMillan, Freya; Kolt, Gregory S; Ntoumanis, Nikos; Gore, Jennifer M; Cerin, Ester; Diallo, Thierno M O; Cliff, Dylan P; Lubans, David R

    2016-01-06

    School-based physical education is an important public health initiative as it has the potential to provide students with regular opportunities to participate in moderate-to-vigorous physical activity (MVPA). Unfortunately, in many physical education lessons students do not engage in sufficient MVPA to achieve health benefits. In this trial we will test the efficacy of a teacher professional development intervention, delivered partially via the Internet, on secondary school students' MVPA during physical education lessons. Teaching strategies covered in this training are designed to (i) maximize opportunities for students to be physically active during lessons and (ii) enhance students' autonomous motivation towards physical activity. A two-arm cluster randomized controlled trial with allocation at the school level (intervention vs. usual care control). Teachers and Year 8 students in government-funded secondary schools in low socio-economic areas of the Western Sydney region of Australia will be eligible to participate. During the main portion of the intervention (6 months), teachers will participate in two workshops and complete two implementation tasks at their school. Implementation tasks will involve video-based self-reflection via the project's Web 2.0 platform and an individualized feedback meeting with a project mentor. Each intervention school will also complete two group peer-mentoring sessions at their school (one per term) in which they will discuss implementation with members of their school physical education staff. In the booster period (3 months), teachers will complete a half-day workshop at their school, plus one online implementation task, and a group mentoring session at their school. Throughout the entire intervention period (main intervention plus booster period), teachers will have access to online resources. Data collection will include baseline, post-intervention (7-8 months after baseline) and maintenance phase (14-15 months after baseline

  9. Extracurricular Physical Activity Programs in California Private Secondary Schools.

    Science.gov (United States)

    Kahan, David; McKenzie, Thomas L

    2017-12-01

    Interscholastic, intramural, and club physical activity (PA) programs can be important contributors to student PA accrual at schools. Few studies have assessed factors related to the provision of these extracurricular PA programs, especially in private schools. We used a 16-item questionnaire to assess the associations and influences of selected factors relative to extracurricular PA program policies and practices in 450 private California secondary schools. Associations were evaluated using contingency table analyses (i.e., chi-squared, effect size, and post-hoc analyses). Six factors were associated with schools providing extracurricular PA programs: school location, level, enrollment, and religious classification and whether the physical education (PE) program met state PE time standards and was taught by PE specialists. Both static factors (e.g., school location, level, enrollment, and religious affiliation) and modifiable factors (e.g., meeting PE standards and employing specialists) affect the provision of extracurricular PA programs. As education is state-mandated, additional study is recommended to assess the generalizability of these findings to other states and to public schools.

  10. A case study of successful e-learning: a web-based distance course in medical physics held for school teachers of the upper secondary level.

    Science.gov (United States)

    Jönsson, Bo-Anders

    2005-09-01

    Learning activities and course design in the new context of e-learning, such as in web-based courses involves a change both for teachers and students. The paper discusses factors important for e-learning to be successful. The development of an online course in medical physics and technology for high school teachers of physics, details of the course, and experience gained in connection with it are described. The course syllabus includes basics of radiation physics, imaging techniques using ionizing or non-ionizing radiation, and external and internal radiation therapy. The course has a highly didactic approach. The final task is for participants to design a course of their own centered on some topic of medical physics on the basis of the knowledge they have acquired. The aim of the course is to help the teachers integrate medical physics into their own teaching. This is seen as enhancing the interest of high school students in later studying physics, medical physics or some other branch of science at the university level, and as increasing the knowledge that they and people generally have of science. It is suggested that the basic approach taken can also have applicability to the training of medical, nursing or engineering students, and be used for continuing professional development in various areas.

  11. Children's physical activity during a segmented school week

    DEFF Research Database (Denmark)

    Schneller, Mikkel Bo; Schipperijn, Jasper; Nielsen, Glen

    2017-01-01

    BACKGROUND: Movement integration (MI) into traditional classroom teaching is a promising opportunity for children to increase physical activity (PA). Education outside the classroom (EOtC) can be regarded as MI, and has increased children's PA in case studies. The aim of this study....... Differences in proportion of time spent in PA intensities were tested using mixed-effects regression models. RESULTS: More moderate-to-vigorous physical activity (MVPA) occurred on days with physical education (PE) than days with EOtC (girls 0.79%, p = .001, CI = .26% to 1.31%; boys 1.35%, p = .003, CI = .32......% to 2.38%), while no difference was found between EOtC days and school days without EOtC and PE. Light physical activity (LPA) was higher on EOtC days than school days without EOtC and PE (girls 2.43% p

  12. Effect of a school environment intervention on adolescent adiposity and physical fitness

    DEFF Research Database (Denmark)

    Breum, Lars; Toftager, M; Boyle, E

    2013-01-01

    The aim of this study was to evaluate the effect of an intervention targeting the physical and organizational school environment for noncurricular physical activity (SPACE) on adiposity, aerobic fitness, and musculo-skeletal strength in Danish adolescents. The study used a cluster randomized...... controlled design. Fourteen schools and 1348 adolescents aged 11-14 years were included at baseline. Seven schools were randomized to the intervention, which was designed to change the organizational and physical environment of the school. The analysis revealed no significant differences between...... the adolescents in the intervention group compared to the comparison group after a 2-year follow-up. Adjusted for baseline, sex, age, and clustering within schools, the difference between the intervention schools compared to the comparison schools was 6 m in the shuttle run test [95% confidence interval (CI): -21...

  13. Stakeholders' Perceptions of Physical Education at a Selected Elementary School

    Science.gov (United States)

    Gonzales, Monica

    2013-01-01

    The motivation for this study stemmed from a lack of understanding of why members of an elementary school community did not support the physical education program. The purpose of this study was to understand teachers', administrators', and parents' perceptions about the value and importance of physical education at the school. Guided by the…

  14. A True Middle School Physical Education Program

    Science.gov (United States)

    Tenoschok, Mike

    2016-01-01

    The purpose of this article is to describe the various ways in which the developmental needs of middle school students can be met in a physical education program. The themes of exploration and individualization appear throughout the article to emphasize the importance of providing a variety of sports, games and physical activity options for middle…

  15. A Study on Linking High-School Physics and Perfect Teaching Reformation of College Physics

    Science.gov (United States)

    Liu, Xiaolai; Li, Qun; Gao, Jiangtao

    2011-01-01

    For the students who have just entered colleges, learning university physics would be a challenge. This paper discusses how to make students who have just finished senior high school physics won't feel difficult in learning university physics and how to guide and cultivate the students' interest in the study of physics so to stimulate the…

  16. Physics and guitars collide to make a big bang in schools

    CERN Multimedia

    2008-01-01

    Rock guitars, superstrings, 11 dimensions and the world's largest and highest energy particle accelerator are the lead instruments for the Institute of Physics' loudest schools lecture to date. "Rock in 11 dimensions: where physics and guitars collide" is an exciting, interactive and inspiring free talk for school students throughout the UK, building on everyday physics to explain groundbreaking research.

  17. Physics and guitars collide to make a big bang in schools

    CERN Multimedia

    2008-01-01

    Rock guitars, superstrings, 11 dimensions and the world's largest and highest energy particle accelerator are the lead instruments for the Institute of Physics' loudest schools lecture to date. 'Rock in 11 dimensions: where physics and guitars collide' is an exciting, interactive and inspiring free talk for school students throughout the UK, building on everyday physics to explain groundbreaking research.

  18. The Readiness of High School Students to Pursue First Year Physics

    Science.gov (United States)

    Ramnarain, U.; Molefe, P.

    2012-01-01

    A high failure rate at first year physics is often attributed to the lack of readiness of high school students to pursue such studies. This research explores this issue and reports on the perceptions of five physics lecturers at a South African university on the preparedness of high school students for first year physics. Qualitative data was…

  19. The distinction between key ideas in teaching school physics and key ideas in the discipline of physics

    Science.gov (United States)

    Deng, Zongyi

    2001-05-01

    The distinction between key ideas in teaching a high school science and key ideas in the corresponding discipline of science has been largely ignored in scholarly discourse about what science teachers should teach and about what they should know. This article clarifies this distinction through exploring how and why key ideas in teaching high school physics differ from key ideas in the discipline of physics. Its theoretical underpinnings include Dewey's (1902/1990) distinction between the psychological and the logical and Harré's (1986) epistemology of science. It analyzes how and why the key ideas in teaching color, the speed of light, and light interference at the high school level differ from the key ideas at the disciplinary level. The thesis is that key ideas in teaching high school physics can differ from key ideas in the discipline in some significant ways, and that the differences manifest Dewey's distinction. As a result, the article challenges the assumption of equating key ideas in teaching a high school science with key ideas in the corresponding discipline of science, and the assumption that having a college degree in science is sufficient to teach high school science. Furthermore, the article expands the concept of pedagogical content knowledge by arguing that key ideas in teaching high school physics constitute an essential component.

  20. Barriers and facilitators to the implementation of a school-based physical activity policy in Canada: application of the theoretical domains framework.

    Science.gov (United States)

    Weatherson, Katie A; McKay, Rhyann; Gainforth, Heather L; Jung, Mary E

    2017-10-23

    In British Columbia Canada, a Daily Physical Activity (DPA) policy was mandated that requires elementary school teachers to provide students with opportunities to achieve 30 min of physical activity during the school day. However, the implementation of school-based physical activity policies is influenced by many factors. A theoretical examination of the factors that impede and enhance teachers' implementation of physical activity policies is necessary in order to develop strategies to improve policy practice and achieve desired outcomes. This study used the Theoretical Domains Framework (TDF) to understand teachers' barriers and facilitators to the implementation of the DPA policy in one school district. Additionally, barriers and facilitators were examined and compared according to how the teacher implemented the DPA policy during the instructional school day. Interviews were conducted with thirteen teachers and transcribed verbatim. One researcher performed barrier and facilitator extraction, with double extraction occurring across a third of the interview transcripts by a second researcher. A deductive and inductive analytical approach in a two-stage process was employed whereby barriers and facilitators were deductively coded using TDF domains (content analysis) and analyzed for sub-themes within each domain. Two researchers performed coding. A total of 832 items were extracted from the interview transcripts. Some items were coded into multiple TDF domains, resulting in a total of 1422 observations. The most commonly coded TDF domains accounting for 75% of the total were Environmental context and resources (ECR; n = 250), Beliefs about consequences (n = 225), Social influences (n = 193), Knowledge (n = 100), and Intentions (n = 88). Teachers who implemented DPA during instructional time differed from those who relied on non-instructional time in relation to Goals, Behavioural regulation, Social/professional role and identity, Beliefs about

  1. Barriers and facilitators to the implementation of a school-based physical activity policy in Canada: application of the theoretical domains framework

    Directory of Open Access Journals (Sweden)

    Katie A. Weatherson

    2017-10-01

    Full Text Available Abstract Background In British Columbia Canada, a Daily Physical Activity (DPA policy was mandated that requires elementary school teachers to provide students with opportunities to achieve 30 min of physical activity during the school day. However, the implementation of school-based physical activity policies is influenced by many factors. A theoretical examination of the factors that impede and enhance teachers’ implementation of physical activity policies is necessary in order to develop strategies to improve policy practice and achieve desired outcomes. This study used the Theoretical Domains Framework (TDF to understand teachers’ barriers and facilitators to the implementation of the DPA policy in one school district. Additionally, barriers and facilitators were examined and compared according to how the teacher implemented the DPA policy during the instructional school day. Methods Interviews were conducted with thirteen teachers and transcribed verbatim. One researcher performed barrier and facilitator extraction, with double extraction occurring across a third of the interview transcripts by a second researcher. A deductive and inductive analytical approach in a two-stage process was employed whereby barriers and facilitators were deductively coded using TDF domains (content analysis and analyzed for sub-themes within each domain. Two researchers performed coding. Results A total of 832 items were extracted from the interview transcripts. Some items were coded into multiple TDF domains, resulting in a total of 1422 observations. The most commonly coded TDF domains accounting for 75% of the total were Environmental context and resources (ECR; n = 250, Beliefs about consequences (n = 225, Social influences (n = 193, Knowledge (n = 100, and Intentions (n = 88. Teachers who implemented DPA during instructional time differed from those who relied on non-instructional time in relation to Goals, Behavioural regulation, Social

  2. XXI and XXII SERC Main School in Theoretical High Energy Physics

    CERN Document Server

    Sivakumar, M; Surveys in theoretical high energy physics 2 : lecture notes from SERC Schools

    2016-01-01

    The book presents pedagogical reviews of important topics on high energy physics to the students and researchers in particle physics. The book also discusses topics on the Quark–Gluon plasma, thermal field theory, perturbative quantum chromodynamics, anomalies and cosmology. Students of particle physics need to be well-equipped with basic understanding of many concepts underlying the standard models of particle physics and cosmology. This is particularly true today when experimental results from colliders, such as large hadron collider (LHC) and relativistic heavy ion collider (RHIC), as well as inferences from cosmological observations, are expected to further expand our understanding of particle physics at high energies. This volume is the second in the Surveys in Theoretical High Energy Physics Series (SThEP). Topics covered in this book are based on lectures delivered at the SERC Schools in Theoretical High Energy Physics at the Physical Research Laboratory, Ahmedabad, and the University of Hyderabad.

  3. Localization of Physical Activity in Primary School Children Using Accelerometry and Global Positioning System.

    Directory of Open Access Journals (Sweden)

    Rahel Bürgi

    Full Text Available Ecological approaches have highlighted the importance of the built environment as a factor affecting physical activity. However, knowledge on children's activity patterns is still incomplete. Particularly, data on the spatial context of physical activity is limited, which limits the potential to design location-based interventions effectively. Using global positioning system (GPS and accelerometry, this study aimed to identify locations where children engage in moderate-vigorous physical activity (MVPA.Participants included 119 children (11-14 years, 57% girls from public schools in Winterthur, Switzerland. During a regular school week between February and April 2013, children wore an accelerometer and GPS sensor for seven consecutive days. Time-matched accelerometer and GPS data was mapped with a geographic information system and each data point was assigned to one of seven defined activity settings. Both the absolute amount of MVPA and proportion of time in MVPA were calculated for every setting. Multilevel analyses accounting for the hierarchical structure of the data were conducted to investigate any gender differences.Children achieved most MVPA on streets (34.5% and on school grounds (33.4%. The proportion children spent in MVPA was highest in recreational facilities (19.4%, at other schools (19.2% and on streets (18.6%. Boys accumulated significantly more MVPA overall and on other school grounds (p < 0.05 and showed a significantly higher proportion of time in MVPA at own school and outside of Winterthur (p < 0.05.The results indicate the importance of streets and school grounds as activity-promoting environments. The high use of streets may be an indicator for active transportation, which appears to contribute to an active lifestyle in both genders. In contrast, the school setting is more likely to encourage physical activity in boys. Recreational facilities seem to be conducive for MVPA among both genders, although infrequently visited

  4. Physical Education and Sport Programs at an Inner City School: Exploring Possibilities for Positive Youth Development

    Science.gov (United States)

    Holt, Nicholas L.; Sehn, Zoe L.; Spence, John C.; Newton, Amanda S.; Ball, Geoff D. C.

    2012-01-01

    Background: School-based recreational opportunities for youth from low-income inner-city neighbourhoods are often lacking. School programs represent an ideal location for promoting youth development in low-income areas because they can provide safe, supervised, and structured activities. Such activities should include not only physical education…

  5. Evidence-based intervention in physical activity: lessons from around the world.

    Science.gov (United States)

    Heath, Gregory W; Parra, Diana C; Sarmiento, Olga L; Andersen, Lars Bo; Owen, Neville; Goenka, Shifalika; Montes, Felipe; Brownson, Ross C

    2012-07-21

    Promotion of physical activity is a priority for health agencies. We searched for reviews of physical activity interventions, published between 2000 and 2011, and identified effective, promising, or emerging interventions from around the world. The informational approaches of community-wide and mass media campaigns, and short physical activity messages targeting key community sites are recommended. Behavioural and social approaches are effective, introducing social support for physical activity within communities and worksites, and school-based strategies that encompass physical education, classroom activities, after-school sports, and active transport. Recommended environmental and policy approaches include creation and improvement of access to places for physical activity with informational outreach activities, community-scale and street-scale urban design and land use, active transport policy and practices, and community-wide policies and planning. Thus, many approaches lead to acceptable increases in physical activity among people of various ages, and from different social groups, countries, and communities.

  6. Indicators of physical development and physical fitness of schoolboys of first class of secondary schools

    Directory of Open Access Journals (Sweden)

    I.N. Peleshenko

    2013-08-01

    Full Text Available The aim of the study is to determine the status of first class schoolboys’ physical preparation of secondary schools of Kharkiv region. Testing the level of development of physical qualities of 1674 schoolboys in grades 1-4 (829 boys and 745 girls in the standard system of school physical education. Fixed rates in these test exercises as running 30 m, six-minute run, the slope of the torso forward from a sitting position, curl in vise on the bar, 4x9 m shuttle run, standing long jump seats. Revealed a low level of physical development and physical fitness of schoolboys (in particular dexterity. It is shown that the system of assessment of learning outcomes schoolboys need to harmonize and modernize. Determined average performance of the physical qualities of boys and girls. The revealed contradictions between control standards of physical fitness in a variety of government programs.

  7. Evaluation of Professional Personality Competence of Physical Education Teachers Working in Secondary Schools by Students

    Science.gov (United States)

    Demir, Erdal

    2016-01-01

    The aim of this article is to assess how students evaluate the professional personality competence of physical education teachers working in secondary schools, and to investigate differences based on the variables of gender, school type and class. In line with these aims, this study was completed as a screening model cross-sectional study, which…

  8. Relationship between diet and physical activity level in adolescents from post-grammar schools.

    Science.gov (United States)

    Dmitruk, Agnieszka; Kunicka, Izabela; Popławska, Helena; Hołub, Wojciech

    2016-01-01

    Appropriate diet and physical activity are vital determinants of psychophysical development in children and adolescents. The aim of the study was to analyse an association between dietary habits and physical activity levels of adolescents from post-grammar schools. The study included 110 girls and 65 boys between 16 and 19 years of age from two post-grammar schools in Biała Podlaska in Poland. They were subjected to a diagnostic survey providing information on their diet (number of meals a day, their regularity, frequency of bread, dairy, meat, fish, sweet, fruit, vegetable and fast food consumption, preferred ways of food processing). Physical activity levels were determined with the International Physical Activity Questionnaire--Short Form (IPAQ-SF). Based on these data, the respondents were stratified to high, moderate and low physical activity groups. Due to small number of participants presenting with low physical activity levels, we did not include this group in further analyses. The significance of differences in the dietary habits of adolescents presenting with high and moderate physical activity levels was verified with the χ2 test. Most girls and boys presented with high levels of physical activity. However, we did not find an evident relationship between dietary habits and physical activity levels. Girls from high and moderate physical activity groups differed solely in terms of the number of daily meals, frequency of meat and sweet consumption, and significant intergroup differences observed among boys pertained to the frequencies of whole-wheat bread, meat and fast food consumption. The abovementioned food products were consumed more often by girls and boys presenting with high physical activity levels. The dietary mistakes observed in physically active adolescents from post-secondary schools justify intensification of their dietary education programs.

  9. Neighborhood, Family and Individual Influences on School Physical Victimization

    OpenAIRE

    Foster, Holly; Brooks-Gunn, Jeanne

    2012-01-01

    Few studies on the correlates of school violence include school and neighborhood influences. We use ecological systems theory and social disorganization theory to simultaneously incorporate neighborhood (e.g., concentrated poverty, residential instability, and immigrant concentration), school, family, and individual predictors of physical school victimization longitudinally among a large socio-economically and ethnically diverse (49% Hispanic; 34% African American) sample of 6 and 9 year olds...

  10. Perceptions of middle school educators in Hawai'i about school-based gardening and child health.

    Science.gov (United States)

    Ahmed, Ameena T; Oshiro, Caryn E; Loharuka, Sheila; Novotny, Rachel

    2011-07-01

    Childhood obesity prevention is a national priority. School-based gardening has been proposed as an innovative obesity prevention intervention. Little is known about the perceptions of educators about school-based gardening for child health. As the success of a school-based intervention depends on the support of educators, we investigated perceptions of educators about the benefits of gardening programs to child health. Semi-structured interviews of 9 middle school educators at a school with a garden program in rural Hawai'i were conducted. Data were analyzed using a grounded theory approach. Perceived benefits of school-based gardening included improving children's diet, engaging children in physical activity, creating a link to local tradition, mitigating hunger, and improving social skills. Poverty was cited as a barrier to adoption of healthy eating habits. Opinions about obesity were contradictory; obesity was considered both a health risk, as well as a cultural standard of beauty and strength. Few respondents framed benefits of gardening in terms of health. In order to be effective at obesity prevention, school-based gardening programs in Hawai'i should be framed as improving diet, addressing hunger, and teaching local tradition. Explicit messages about obesity prevention are likely to alienate the population, as these are in conflict with local standards of beauty. Health researchers and advocates need to further inform educators regarding the potential connections between gardening and health.

  11. The Survey and Analysis of Excellent Senior High School Physics Teachers' Professional Growth Actuality

    Science.gov (United States)

    Sun, Haibin; Liu, Tingting

    2010-01-01

    Excellent senior high school physics teachers are the backbone power in the new course reform of physics in China. The excellent senior high school physics teachers' professional growth actuality in Shandong is surveyed in this article by the self-made "Questionnaire of Excellent Senior High School Physics Teachers' Professional Growth",…

  12. The effects of laboratory inquire-based experiments and computer simulations on high school students‘ performance and cognitive load in physics teaching

    Directory of Open Access Journals (Sweden)

    Radulović Branka

    2016-01-01

    Full Text Available The main goal of this study was to examine the extent to which different teaching instructions focused on the application of laboratory inquire-based experiments (LIBEs and interactive computer based simulations (ICBSs improved understanding of physical contents in high school students, compared to traditional teaching approach. Additionally, the study examined how the applied instructions influenced students’ assessment of invested cognitive load. A convenience sample of this research included 187 high school students. A multiple-choice test of knowledge was used as a measuring instrument for the students’ performance. Each task in the test was followed by the five-point Likert-type scale for the evaluation of invested cognitive load. In addition to descriptive statistics, determination of significant differences in performance and cognitive load as well as the calculation of instructional efficiency of applied instructional design, computed one-factor analysis of variance and Tukey’s post-hoc test. The findings indicate that teaching instructions based on the use of LIBEs and ICBSs equally contribute to an increase in students’ performance and the reduction of cognitive load unlike traditional teaching of Physics. The results obtained by the students from the LIBEs and ICBSs groups for calculated instructional efficiency suggest that the applied teaching strategies represent effective teaching instructions. [Projekat Ministarstva nauke Republike Srbije, br. 179010: The Quality of Education System in Serbia from European Perspective

  13. Organization of Physical Activities as a Precondition of Quality Development of Motor Abilities of Pre-School and School Children

    Directory of Open Access Journals (Sweden)

    Marković Živorad

    2015-08-01

    Full Text Available In their work authors consider the significance of the organization of physical activities for the development of abilities of pre-school and school children. Led by theoretical basis that physical development of children represents the basis of their whole development, and that “fine motor skills” are determined by the development of its large motorics, the authors point to the significance of the content and structure of physical education programme in preschool institutions and younger age school classes. It is evident that the effects of cultivating of children development during preschool period can be seen in younger primary school classes. The goal of this research was to determine if and how much the different organization of preparatory part of physical education lesson for younger school children, determines the differences in the development of their motor abilities. By the use of experimental method, the effects of prolonged preparatory part of a lesson in younger school classes. This part was realized through complex of exercises which were supposed to have influence on transformation of motor abilities in relation to the structure with standard duration of certain parts of a lesson. It is determined that certain increase in body movement of students during physical activity can significantly contribute to better development of motor abilities. These abilities determine correct physical development and strengthening of health, which determines general aim of physical education.

  14. Analysis of the physical activity of primary school teachers

    Directory of Open Access Journals (Sweden)

    J.J. Grigoniene

    2013-09-01

    Full Text Available The purpose of the study - to identify the ratio of primary school teachers in physical education and sport and to establish their level of physical activity, depending on the length of teaching. The volume of the experimental sample consisted of 74 people. To conduct questionnaires designed questionnaire including 29 questions open and closed. The study found that 77.3% of primary school teachers in Kaunas with 16 to 20 years of work experience were engaged in physical activity and sports. Two - three times a week, they practiced in walking, sports games, cycling, swimming, etc., with this 4-10 hour. All respondents, regardless of their teaching experience, consider physical activity and sports as an excellent means of healing and disease prevention. According to them, they should be engaged in physical activity throughout life and children need to develop positive attitudes towards physical education from their childhood.

  15. Associations of sedentary behavior and physical activity with physical measurements and dyslipidemia in school-age children: a cross-sectional study

    Directory of Open Access Journals (Sweden)

    Wei Zheng

    2016-11-01

    Full Text Available Abstract Background Physical activity and sedentary behavior are common factors influencing cardiovascular health. However, how school and leisure-time activity/sedentary behavior are associated with physical fitness and blood lipid levels in primary school children in consideration of gender disparity remains unclear. Methods Data was obtained from a health and nutrition survey on primary school children from nine areas in China. The association between physical activities/sedentary behaviors (school and leisure-time physical activity levels, screen time, and other sedentary behaviors and anthropometric measurements/prevalence of dyslipidemia were examined by multilevel analysis (the individual level, class level, grade level, and investigation area level adjusted for age, energy intake and family income. Results A total of 770 participants (average age = 9.4 ± 1.7 years were included. Prevalence of dyslipidemia was 10.9%. Prevalence of dyslipidemia was associated with screen time in boys [OR = 3.04, 95% CI (1.24–7.45] and inversely associated with leisure-time physical activity in boys [OR = 2.22, 95% CI (1.08–4.56] and school-time activity in girls [OR = 5.34, 95% CI (1.18–24.16]. Conclusions Physical activity—but not sedentary behavior—was significantly associated with dyslipidemia in both genders. Increasing leisure-time physical activity for boys and school-time physical activity for girls may be critical.

  16. “If I had to do it, then I would”: Understanding early middle school students’ perceptions of physics and physics-related careers by gender

    OpenAIRE

    Emily A. Dare; Gillian H. Roehrig

    2016-01-01

    [This paper is part of the Focused Collection on Gender in Physics.] This study examined the perceptions of 6th grade middle school students regarding physics and physics-related careers. The overarching goal of this work was to understand similarities and differences between girls’ and boys’ perceptions surrounding physics and physics-related careers as part of a long-term effort to increase female interest and representation in this particular field of science. A theoretical framework based...

  17. Physical activity and sedentary lifestyle among children from private and public schools in Northern Brazil.

    Science.gov (United States)

    Oliveira, Thiara Castro de; Silva, Antônio Augusto Moura da; Santos, Cristiane de Jesus Nunes dos; Silva, Josenilde Sousa e; Conceição, Sueli Ismael Oliveira da

    2010-12-01

    To analyze factors associated with physical activity and the mean time spent in some sedentary activities among school-aged children. A cross-sectional study was carried out in a random sample of 592 schoolchildren aged nine to 16 years in 2005, in São Luís, Northern Brazil. Data were collected by means of a 24-Hour Physical Activity Recall Questionnaire, concerning demographic and socioeconomic variables, physical activities practiced and time spent in certain sedentary activities. Physical activities were classified according to their metabolic equivalents (MET), and a physical activity index was estimated for each child. Sedentary lifestyle was estimated based on time spent watching television, playing videogames and on the computer/internet. Chi square test was used to compare proportions. Linear regression analysis was used to establish associations. Estimates were adjusted for the effect of the sampling design. The mean of the physical activity index was 605.73 MET-min/day (SD = 509.45). School children that were male (coefficient=134.57; 95%CI 50.77; 218.37), from public schools (coefficient.= 94.08; 95%CI 12.54; 175.62 and in the 5th to 7th grade (coefficient.=95.01; 95%CI 8.10;181.92 presented higher indices than females, children from private schools and in the 8th to the 9th grade (p<0.05). On average, students spent 2.66 hours/day in sedentary activities. Time spent in sedentary activities was significantly lower for children aged nine to 11 years (coefficient.= -0.49 hr/day; 95%CI -0.88; -0.10) and in lower socioeconomic classes (coefficient.=-0.87; 95%CI -1.45;-0.30). Domestic chores (59.43%) and walking to school (58.43%) were the most common physical activities. Being female, in private schools and in the 8th to 9th grade were factors associated with lower levels of physical activity. Younger schoolchildren and those from low economic classes spent less time engaged in sedentary activities.

  18. High School Physical Sciences Teachers' Competence in Some ...

    African Journals Online (AJOL)

    Teachers' lack of competence in cognitive skills and strategies would be an important limiting factor in the successful implementation of the Physical Sciences curriculum. An urgent need ... Keywords: Cognitive skills, thinking skills, questions testing skills, problem solving, teacher training, high school physical science ...

  19. Improving physics teaching materials on sound for visually impaired students in high school

    Science.gov (United States)

    Toenders, Frank G. C.; de Putter-Smits, Lesley G. A.; Sanders, Wendy T. M.; den Brok, Perry

    2017-09-01

    When visually impaired students attend regular high school, additional materials are necessary to help them understand physics concepts. The time for teachers to develop teaching materials for such students is scarce. Visually impaired students in regular high school physics classes often use a braille version of the physics textbook. Previously, we evaluated the physics learning environment of a blind high school student in a regular Dutch high school. In this research we evaluate the use of a revised braille textbook, relief drawings and 3D models. The research focussed on the topic of sound in grade 10.

  20. SU-F-E-08: Medical Physics as a Teaching Tool for High School Science Curriculum

    Energy Technology Data Exchange (ETDEWEB)

    Buckley, L [The Ottawa Hospital Cancer Ctr., Ottawa, ON (Canada)

    2016-06-15

    Purpose: Delivering high school science curriculum in a timely manner and in way that is accessible to all students is a challenge for teachers. Although many high schools offer career workshops, these are typically directed at senior students and do not relate directly to details of the curriculum. The objective of this initiative was to create a series of lectures that use medical physics to relate many aspects of the high school science curriculum to tangible clinical applications and to introduce students to alternate pathways into a career in health sciences. Methods: A series of lectures has been developed based on the Ontario High School Science Curriculum. Each lecture uses a career in radiotherapy medical physics as the framework for discussion of topics specific to the high school course being addressed. Results: At present, these lectures have been delivered in five area high schools to students ranging from sophomores to seniors. Survey documents are given to the students before and after the lecture to assess their awareness of careers in health care, applications of physics and their general interest in the subject areas. As expected, students have limited up front awareness of the wide variety of health related career paths. The idea of combining a career lecture with topics specific to the classroom curriculum has been well-received by teachers and students alike. Conclusion: Career talks for high school students are useful for students contemplating their post- secondary career path. Relating career discussion with direct course curriculum makes their studies more relevant and engaging. Students aspiring to a career in health sciences often focus their studies on life sciences due to limited knowledge of potential careers. An early introduction to medical physics presents them with an alternate path through the physical sciences into health care.

  1. SU-F-E-08: Medical Physics as a Teaching Tool for High School Science Curriculum

    International Nuclear Information System (INIS)

    Buckley, L

    2016-01-01

    Purpose: Delivering high school science curriculum in a timely manner and in way that is accessible to all students is a challenge for teachers. Although many high schools offer career workshops, these are typically directed at senior students and do not relate directly to details of the curriculum. The objective of this initiative was to create a series of lectures that use medical physics to relate many aspects of the high school science curriculum to tangible clinical applications and to introduce students to alternate pathways into a career in health sciences. Methods: A series of lectures has been developed based on the Ontario High School Science Curriculum. Each lecture uses a career in radiotherapy medical physics as the framework for discussion of topics specific to the high school course being addressed. Results: At present, these lectures have been delivered in five area high schools to students ranging from sophomores to seniors. Survey documents are given to the students before and after the lecture to assess their awareness of careers in health care, applications of physics and their general interest in the subject areas. As expected, students have limited up front awareness of the wide variety of health related career paths. The idea of combining a career lecture with topics specific to the classroom curriculum has been well-received by teachers and students alike. Conclusion: Career talks for high school students are useful for students contemplating their post- secondary career path. Relating career discussion with direct course curriculum makes their studies more relevant and engaging. Students aspiring to a career in health sciences often focus their studies on life sciences due to limited knowledge of potential careers. An early introduction to medical physics presents them with an alternate path through the physical sciences into health care.

  2. Exposure of Students to Emotional and Physical Violence in the School Environment

    Science.gov (United States)

    ARAS, Şahbal; ÖZAN, Sema; TIMBIL, Sevgi; ŞEMİN, Semih; KASAPÇI, Oya

    2016-01-01

    Introduction While peer abuse or physical violence in school is emphasized more, the physical and emotional violence caused by school staff has been emphasized less. The purpose of this study was to investigate the variables related to emotional and physical violence that students are exposed to in the school environment. Methods This cross-sectional and descriptive study was conducted by applying a questionnaire to 434 fifth-grade students receiving education in the primary schools in Konak district of Izmir province. Being prepared by the researchers of this study, the questionnaire consisted of questions about the socio-demographic features of the child and the family, the place where the child has been raised, family income, average grade, and the emotional and physical violence of teachers, parents, and peers s/he has been exposed to within the last year. The Chi-square test, Mann-Whitney U test, and logistic regression analysis were used for statistical analyses. Results The study group consisted of 214 (49.3%) female and 220 (50.7%) male students. Students reported that they were exposed to at least one type of emotional violence from 59.4% of teachers, 52.8% of parents, and 61.8% of children at school; they were exposed to at least one type of physical violence from 42.9% of teachers, 33.6% of parents, and 24.9% of children at school. While the rate of encountering with the beating of another child was 53%, the rate of watching this in television/cinema was 52.8%. Regarding exposure to at least one type of violence, males were found to be significantly more exposed to emotional and physical violence from male teachers, female teachers, and fathers and physical violence from children at school. The factors regarding the exposure to emotional and physical violence by teachers were evaluated using logistic regression analysis, and it was determined that the physical violence from teachers, emotional violence from children in school, and emotional violence from

  3. Exposure of Students to Emotional and Physical Violence in the School Environment.

    Science.gov (United States)

    Aras, Şahbal; Özan, Sema; Timbil, Sevgi; Şemin, Semih; Kasapçi, Oya

    2016-12-01

    While peer abuse or physical violence in school is emphasized more, the physical and emotional violence caused by school staff has been emphasized less. The purpose of this study was to investigate the variables related to emotional and physical violence that students are exposed to in the school environment. This cross-sectional and descriptive study was conducted by applying a questionnaire to 434 fifth-grade students receiving education in the primary schools in Konak district of Izmir province. Being prepared by the researchers of this study, the questionnaire consisted of questions about the socio-demographic features of the child and the family, the place where the child has been raised, family income, average grade, and the emotional and physical violence of teachers, parents, and peers s/he has been exposed to within the last year. The Chi-square test, Mann-Whitney U test, and logistic regression analysis were used for statistical analyses. The study group consisted of 214 (49.3%) female and 220 (50.7%) male students. Students reported that they were exposed to at least one type of emotional violence from 59.4% of teachers, 52.8% of parents, and 61.8% of children at school; they were exposed to at least one type of physical violence from 42.9% of teachers, 33.6% of parents, and 24.9% of children at school. While the rate of encountering with the beating of another child was 53%, the rate of watching this in television/cinema was 52.8%. Regarding exposure to at least one type of violence, males were found to be significantly more exposed to emotional and physical violence from male teachers, female teachers, and fathers and physical violence from children at school. The factors regarding the exposure to emotional and physical violence by teachers were evaluated using logistic regression analysis, and it was determined that the physical violence from teachers, emotional violence from children in school, and emotional violence from parents could predict the

  4. Social capital and physical activity among Croatian high school students.

    Science.gov (United States)

    Novak, D; Doubova, S V; Kawachi, I

    2016-06-01

    To examine factors associated with regular physical activity in Croatian adolescents. A cross-sectional survey among high school students was carried out in the 2013/14 school year. A survey was conducted among 33 high schools in Zagreb City, Croatia. Participants were students aged 17-18 years. The dependent variables were regular moderate to vigorous physical activity (MVPA) and overall physical activity measured by the short version of International Physical Activity Questionnaire and defined as 60 min or more of daily physical activity. The independent variables included family, neighborhood, and high school social capital. Other study covariates included: socio-economic status, self-rated health, psychological distress and nutritional status. The associations between physical activity and social capital variables were assessed separately for boys and girls through multiple logistic regression and inverse probability weighting in order to correct for missing data bias. A total of 1689 boys and 1739 girls responded to the survey. A higher percentage of boys reported performing regular vigorous and moderate physical activity (59.4%) and overall physical activity (83.4%), comparing with the girls (35.4% and 70%, respectively). For boys, high family social capital and high informal social control were associated with increased odds of regular MVPA (1.49, 95%CI: 1.18 - 1.90 and 1.26, 95%CI: 1.02 - 1.56, respectively), compared to those with low social capital. For girls, high informal social control was associated with regular overall physical activity (OR 1.38, 95% CI: 1.09 - 1.76). High social capital is associated with regular MVPA in boys and regular overall activity in girls. Intervention and policies that leverage community social capital might serve as an avenue for promotion of physical activity in youth. Copyright © 2016 The Royal Society for Public Health. Published by Elsevier Ltd. All rights reserved.

  5. 1995 European school of high-energy physics. Proceedings

    Energy Technology Data Exchange (ETDEWEB)

    Ellis, N; Neubert, M [eds.

    1996-06-11

    The European School of High-Energy Physics is intended to give young experimentalists an introduction to the theoretical aspects of recent advances in elementary particle physics. These proceedings contain lectures on Field Theory, the Standard Model, Physics beyond the Standard Model, Quantum Chromodynamics and Deep Inelastic Scattering, B-Physics and CP Violation, Neutrino Oscillations, Dark Matter, Experimental Techniques, as well as reports on Heavy Ions and Collider Physics and an account of particle physics at JINR. Two local subjects are also treated: Conditions for Science in Russia, and Search for Heavy Elements. (orig.).

  6. 1995 European school of high-energy physics. Proceedings

    International Nuclear Information System (INIS)

    Ellis, N.; Neubert, M.

    1996-01-01

    The European School of High-Energy Physics is intended to give young experimentalists an introduction to the theoretical aspects of recent advances in elementary particle physics. These proceedings contain lectures on Field Theory, the Standard Model, Physics beyond the Standard Model, Quantum Chromodynamics and Deep Inelastic Scattering, B-Physics and CP Violation, Neutrino Oscillations, Dark Matter, Experimental Techniques, as well as reports on Heavy Ions and Collider Physics and an account of particle physics at JINR. Two local subjects are also treated: Conditions for Science in Russia, and Search for Heavy Elements. (orig.)

  7. 3. Mexican school of nuclear physics

    International Nuclear Information System (INIS)

    Chavez L, E.R.; Hess, P.O.; Martinez Q, E.

    2002-01-01

    The III Mexican School of Nuclear Physics which is directed to those post graduate in Sciences and those of last semesters students of the Physics career or some adjacent career was organized by the Nuclear Physics Division of the Mexican Physics Society, carrying out at November 18-29, 2002 in the installations of the Institute of Physics and the Institute of Nuclear Sciences both in the UNAM, and the National Institute of Nuclear Research (ININ). In this as well as the last version its were offered 17 courses, 9 of them including laboratory practices and the rest were of theoretical character only. This book treats about the following themes: Nuclear physics, Electrostatic accelerators, Cyclotrons, Thermonuclear reactions, Surface barrier detectors, Radiation detection, Neutron detection, Bonner sphere spectrometers, Radiation protection, Biological radiation effects, Particle kinematics, Nucleosynthesis, Plastics, Muons, Quadrupoles, Harmonic oscillators, Quantum mechanics among many other matters. (Author)

  8. Design and methods for "Commit to Get Fit" - a pilot study of a school-based mindfulness intervention to promote healthy diet and physical activity among adolescents.

    Science.gov (United States)

    Salmoirago-Blotcher, Elena; Druker, Sue; Meyer, Florence; Bock, Beth; Crawford, Sybil; Pbert, Lori

    2015-03-01

    Cardiovascular prevention is more effective if started early in life, but available interventions to promote healthy lifestyle habits among youth have been ineffective. Impulsivity in particular has proven to be an important barrier to the adoption of healthy behaviors in youth. Observational evidence suggests that mindfulness interventions may reduce impulsivity and improve diet and physical activity. We hypothesize that mindfulness training in adjunct to traditional health education will improve dietary habits and physical activity among teenagers by reducing impulsive behavior and improving planning skills. The Commit to Get Fit study is a pilot cluster randomized controlled trial examining the feasibility, acceptability and preliminary efficacy of school-based mindfulness training in adjunct to traditional health education for promotion of a healthy diet and physical activity among adolescents. Two schools in central Massachusetts (30 students per school) will be randomized to receive mindfulness training plus standard health education (HE-M) or an attention-control intervention plus standard health education (HE-AC). Assessments will be conducted at baseline, intervention completion (2 months), and 8 months. Primary outcomes are feasibility and acceptability. Secondary outcomes include physical activity, diet, impulsivity, mood, body mass index, and quality of life. This study will provide important information about feasibility and preliminary estimates of efficacy of a school-delivered mindfulness and health education intervention to promote healthy dietary and physical activity behaviors among adolescents. Our findings will provide important insights about the possible mechanisms by which mindfulness training may contribute to behavioral change and inform future research in this important area. Copyright © 2015 Elsevier Inc. All rights reserved.

  9. Teaching Physical Education in International Schools

    Science.gov (United States)

    Erickson, David LeRoy; Kulinna, Pamela Hodges

    2012-01-01

    This article explores the opportunity of teaching physical education at international schools. Common challenges (e.g., communication differences, adapting to the host culture, teaching individuals from various cultural backgrounds) and positive aspects (e.g., smart and engaged students, a positive learning environment for teachers, great…

  10. In-school physical activity patterns of primary school learners from ...

    African Journals Online (AJOL)

    Guidelines for the maintenance of health and wellbeing in children recommend at least 60 minutes of moderate-to-vigorous physical activity (MVPA) daily. In South Africa, community sport and recreation facilities and opportunities are meagre in areas previously disadvantaged by apartheid, so schools should be primary ...

  11. Physical education Teachers' and public health Nurses' perception of Norwegian high school Students' participation in physical education - a focus group study.

    Science.gov (United States)

    Abildsnes, Eirik; Stea, Tonje H; Berntsen, Sveinung; Omfjord, Christina S; Rohde, Gudrun

    2015-12-24

    High quality physical education programs in high schools may facilitate adoption of sustainable healthy living among adolescents. Public health nurses often meet students who avoid taking part in physical education programs. We aimed to explore physical education teachers' and public health nurses' perceptions of high school students' attitudes towards physical education, and to explore physical education teachers' thoughts about how to facilitate and promote students' participation in class. Prior to an initiative from physical education teachers, introducing a new physical education model in two high schools in the South of Norway, we conducted focus groups with 6 physical education teachers and 8 public health nurses. After implementation of the new model, we conducted two additional focus group interviews with 10 physical education teachers. In analyses we used Systematic Text Condensation and an editing analysis style. In general, the students were experienced as engaged and appreciating physical education lessons. Those who seldom attended often strived with other subjects in school as well, had mental health problems, or were characterized as outsiders in several arenas. Some students were reported to be reluctant to expose their bodies in showers after class, and students who seldom attended physical education class frequently visited the school health services. Although the majority of students were engaged in class, several of the students lacked knowledge about physical fitness and motoric skills to be able to master daily activities. The participants related the students' competence and attitude towards participation in physical education class to previous experiences in junior high school, to the competence of physical education teachers, and to possibility for students to influence the content of physical education programs. The participants suggested that high school students' attitudes towards participation in physical education is heterogeneous

  12. 2nd CERN-Fermilab Hadron Collider Physics Summer School

    CERN Document Server

    Gian Giudice; Ellis, Nick; Jakobs, Karl; Mage, Patricia; Seymour, Michael H; Spiropulu, Maria; Wilkinson, Guy; CERN-FNAL Summer School; Hadron Collider Physics Summer School

    2007-01-01

    For the past few years, experiments at the Fermilab Tevatron Collider have once again been exploring uncharted territory at the current energy frontier of particle physics. With CERN's LHC operations to start in 2007, a new era in the exploration of the fundamental laws of nature will begin. In anticipation of this era of discovery, Fermilab and CERN are jointly organizing a series of "Hadron Collider Physics Summer Schools", whose main goal is to offer a complete picture of both the theoretical and experimental aspects of hadron collider physics. Preparing young researchers to tackle the current and anticipated challenges at hadron colliders, and spreading the global knowledge required for a timely and competent exploitation of the LHC physics potential, are concerns equally shared by CERN, the LHC host laboratory, and by Fermilab, the home of the Tevatron and host of CMS's LHC Physics Center in the U.S. The CERN-Fermilab Hadron Collider Physics Summer School is targeted particularly at young postdocs in exp...

  13. Localization of Physical Activity in Primary School Children Using Accelerometry and Global Positioning System.

    Science.gov (United States)

    Bürgi, Rahel; Tomatis, Laura; Murer, Kurt; de Bruin, Eling D

    2015-01-01

    Ecological approaches have highlighted the importance of the built environment as a factor affecting physical activity. However, knowledge on children's activity patterns is still incomplete. Particularly, data on the spatial context of physical activity is limited, which limits the potential to design location-based interventions effectively. Using global positioning system (GPS) and accelerometry, this study aimed to identify locations where children engage in moderate-vigorous physical activity (MVPA). Participants included 119 children (11-14 years, 57% girls) from public schools in Winterthur, Switzerland. During a regular school week between February and April 2013, children wore an accelerometer and GPS sensor for seven consecutive days. Time-matched accelerometer and GPS data was mapped with a geographic information system and each data point was assigned to one of seven defined activity settings. Both the absolute amount of MVPA and proportion of time in MVPA were calculated for every setting. Multilevel analyses accounting for the hierarchical structure of the data were conducted to investigate any gender differences. Children achieved most MVPA on streets (34.5%) and on school grounds (33.4%). The proportion children spent in MVPA was highest in recreational facilities (19.4%), at other schools (19.2%) and on streets (18.6%). Boys accumulated significantly more MVPA overall and on other school grounds (p activity-promoting environments. The high use of streets may be an indicator for active transportation, which appears to contribute to an active lifestyle in both genders. In contrast, the school setting is more likely to encourage physical activity in boys. Recreational facilities seem to be conducive for MVPA among both genders, although infrequently visited during the week of measurement.

  14. Variation by Gender in Abu Dhabi High School Students' Interests in Physics

    Science.gov (United States)

    Badri, Masood; Mazroui, Karima Al; Al Rashedi, Asma; Yang, Guang

    2016-01-01

    Abu Dhabi high school students' interest in physics in different contexts was investigated with a survey conducted in connection with the international project, The Relevance of Science Education (ROSE). The sample consisted of 2248 students in public and private schools. Means of most items that belong to the school physics context for both girls…

  15. School of Analytic Computing in Theoretical High-Energy Physics

    CERN Document Server

    2015-01-01

    In recent years, a huge progress has been made on computing rates for production processes of direct relevance to experiments at the Large Hadron Collider (LHC). Crucial to that remarkable advance has been our understanding and ability to compute scattering amplitudes and cross sections. The aim of the School is to bring together young theorists working on the phenomenology of LHC physics with those working in more formal areas, and to provide them the analytic tools to compute amplitudes in gauge theories. The school is addressed to Ph.D. students and post-docs in Theoretical High-Energy Physics. 30 hours of lectures and 4 hours of tutorials will be delivered over the 6 days of the School.

  16. Breaking Frontiers: Submicron Structures in Physics and Biology - 52 Zakopane School of Physics

    International Nuclear Information System (INIS)

    2008-01-01

    The 52 Zakopane School of Physics held in Zakopane from 19 to 24 May 2008. The main task of the symposium was to present the newest results of research in field of submicron structures in physics, biology and medicine. Some new technologies as well as their applications are also presented

  17. Breaking Frontiers: Submicron Structures in Physics and Biology - 52 Zakopane School of Physics

    Energy Technology Data Exchange (ETDEWEB)

    NONE

    2008-07-01

    The 52 Zakopane School of Physics held in Zakopane from 19 to 24 May 2008. The main task of the symposium was to present the newest results of research in field of submicron structures in physics, biology and medicine. Some new technologies as well as their applications are also presented.

  18. African American Physical Education Folklore Surrounding School Transition

    Science.gov (United States)

    Woodruff, Elizabeth A.; Curtner-Smith, Matthew D.

    2015-01-01

    Transferring from elementary to secondary school can be difficult for many children, and students making this transition often suffer from anxiety and stress. One source of stress can be found in the scary stories transitioning pupils hear about their new schools, particularly those about physical education and sport. The purpose of this study was…

  19. Nuclear Physics in High School: what are the previous knowledge?

    Science.gov (United States)

    Pombo, F. de O.

    2017-11-01

    Nuclear physics is a branch of physics that about a century occupies an important space in the theoretical, experimental and scientific fields. Currently, its relevance in application is concentrated in several areas such as energy production, diagnostic processes and medical treatment and nuclear bombs, high destructive power. Whereas, according to legal regulations, the teaching of physics must make the student competent in the understanding of the world and assuming the perspective of Paulo Freire (2011) that education is not done on the subject, but together with him, in dialogue with his point of departure, his prior knowledge, we established the general objective of raising students prior knowledge of the third year of high School at Nair Ferreira Neves school, in São Sebastião-SP, about nuclear physics. We concluded that the school has not fulfilled its role in relation to nuclear physics, because students have information from other means of information and these knowledge are stereotyped and mistaken, damaging the world's reading and exercising full citizenship.

  20. 1994 European school of high-energy physics. Proceedings

    Energy Technology Data Exchange (ETDEWEB)

    Ellis, N [ed.; Gavela, B [ed.

    1995-06-30

    The European School of High-Energy Physics is intended to give young experimental physicists an introduction to the theoretical aspects of recent advances in elementary particle physics. These Proceedings contain lectures on field theory, the Standard Model, physics beyond the Standard Model, Quantum Chromodynamics and CP violation, as well as reports on the search for gravitational waves, stellar death and accounts of particle physics at CERN and JINR. Two local subjects are also treated: Pompeii and Mount Vesuvius. (orig.).

  1. 1994 European school of high-energy physics. Proceedings

    International Nuclear Information System (INIS)

    Ellis, N.; Gavela, B.

    1995-01-01

    The European School of High-Energy Physics is intended to give young experimental physicists an introduction to the theoretical aspects of recent advances in elementary particle physics. These Proceedings contain lectures on field theory, the Standard Model, physics beyond the Standard Model, Quantum Chromodynamics and CP violation, as well as reports on the search for gravitational waves, stellar death and accounts of particle physics at CERN and JINR. Two local subjects are also treated: Pompeii and Mount Vesuvius. (orig.)

  2. European School of High-Energy Physics, Caramulo. Portugal, 20 August- 2 September 2000

    CERN Multimedia

    2000-01-01

    The 2000 European School of High-Energy Physics (formerly the CERN-JINR School of Physics) will be organized jointly by the European Organization for Nuclear Research (CERN), Geneva, Switzerland and the Joint Institute for Nuclear Research (JINR), Dubna, Russia, together with LIP (Laboratório de Instrumentação e Física Experimental de Partículas) and the Faculty of Science and Technology of the University of Coimbra. The basic aim of the School is to teach various aspects of high-energy physics, but especially theoretical physics, to young experimental physicists, mainly from the Member States of CERN and of JINR. The Schools of Physics are designed to give a survey of up-to-date information, rather than to be a training course.

  3. An adaptive community-based participatory approach to formative assessment with high schools for obesity intervention*.

    Science.gov (United States)

    Kong, Alberta S; Farnsworth, Seth; Canaca, Jose A; Harris, Amanda; Palley, Gabriel; Sussman, Andrew L

    2012-03-01

    In the emerging debate around obesity intervention in schools, recent calls have been made for researchers to include local community opinions in the design of interventions. Community-based participatory research (CBPR) is an effective approach for forming community partnerships and integrating local opinions. We used CBPR principles to conduct formative research in identifying acceptable and potentially sustainable obesity intervention strategies in 8 New Mexico school communities. We collected formative data from 8 high schools on areas of community interest for school health improvement through collaboration with local School Health Advisory Councils (SHACs) and interviews with students and parents. A survey based on formative results was created to assess acceptability of specific intervention strategies and was provided to SHACs. Quantitative data were analyzed using descriptive statistics while qualitative data were evaluated using an iterative analytic process for thematic identification. Key themes identified through the formative process included lack of healthy food options, infrequent curricular/extracurricular physical activity opportunities, and inadequate exposure to health/nutritional information. Key strategies identified as most acceptable by SHAC members included healthier food options and preparation, a healthy foods marketing campaign, yearly taste tests, an after-school noncompetitive physical activity program, and community linkages to physical activity opportunities. An adaptive CBPR approach for formative assessment can be used to identify obesity intervention strategies that address community school health concerns. Eight high school SHACs identified 6 school-based strategies to address parental and student concerns related to obesity. © 2012, American School Health Association.

  4. Proceedings of 2011 European School of High-Energy Physics

    Energy Technology Data Exchange (ETDEWEB)

    Grojean, C; Mulders, M [European Organization for Nuclear Research, Geneva (Switzerland)

    2014-07-01

    The European School of High-Energy Physics is intended to give young physicists an introduction to the theoretical aspects of recent advances in elementary particle physics. These proceedings contain lecture notes on quantum field theory and the Standard Model, quantum chromodynamics, flavour physics, neutrino physics, physics beyond the Standard Model, cosmology, heavy ion physics, statistical data analysis, as well as an account for the physics results with the data accumulated during the first run of the LHC.

  5. Physical activity and school absenteeism due to illness in adolescents

    NARCIS (Netherlands)

    De Groot, Renate; Van Dijk, Martin; Savelberg, Hans; Van Acker, Frederik; Kirschner, Paul A.

    2017-01-01

    Knowledge about the beneficial role of physical activity (PA) for health and school performance is growing. Studies investigating the link between PA and school absenteeism due to illness are lacking. Therefore we investigated associations between habitual PA and school absenteeism due to illness in

  6. Development of healthy eating and physical activity quality standards for out-of-school time programs.

    Science.gov (United States)

    Wiecha, Jean L; Hall, Georgia; Gannett, Ellen; Roth, Barbara

    2012-12-01

    Out-of-school time (OST) programs serve over 8 million children per year and have ample opportunity to promote health through menu and physical activity choices. Until recently, however, the field has lacked a comprehensive set of operationalizable standards for healthy eating and physical activity. The National AfterSchool Association adopted voluntary healthy eating and physical activity quality standards (HEPAQS) in April, 2011. We describe the development of HEPAQS. This work reflects a social ecological model for changing children's eating and activity behaviors through program-level interventions. The standards were developed using a national, mixed-methods needs assessment, review of existing standards and expert recommendations, and a participatory process of discussion, review, and consensus engaging 19 influential service and policy organizations and agencies in the Healthy Out-of-School Time (HOST) coalition, which we convened in 2009. The HOST coalition approved a final version of the HEPAQS in January, 2011. The 11 standards address content, curriculum selection, staff training, program support, and environmental support for healthy eating and physical activity. In April, 2011, the HEPAQS were adopted by the National AfterSchool Association, and have subsequently been widely disseminated. Extensive adoption and implementation efforts are underway. The availability of a comprehensive set of standards for healthy eating and physical activity in OST provides practical information to help community-based youth-serving organizations participate in obesity and chronic disease prevention. A working awareness of their content will be useful to scientists undertaking health promotion studies in the out-of-school time setting.

  7. Perceptions of Middle School Educators in Hawai‘i about School-based Gardening and Child Health

    Science.gov (United States)

    Oshiro, Caryn E; Loharuka, Sheila; Novotny, Rachel

    2011-01-01

    Background Childhood obesity prevention is a national priority. School-based gardening has been proposed as an innovative obesity prevention intervention. Little is known about the perceptions of educators about school-based gardening for child health. As the success of a school-based intervention depends on the support of educators, we investigated perceptions of educators about the benefits of gardening programs to child health. Methods Semi-structured interviews of 9 middle school educators at a school with a garden program in rural Hawai‘i were conducted. Data were analyzed using a grounded theory approach. Results Perceived benefits of school-based gardening included improving children's diet, engaging children in physical activity, creating a link to local tradition, mitigating hunger, and improving social skills. Poverty was cited as a barrier to adoption of healthy eating habits. Opinions about obesity were contradictory; obesity was considered both a health risk, as well as a cultural standard of beauty and strength. Few respondents framed benefits of gardening in terms of health. Conclusions In order to be effective at obesity prevention, school-based gardening programs in Hawai‘i should be framed as improving diet, addressing hunger, and teaching local tradition. Explicit messages about obesity prevention are likely to alienate the population, as these are in conflict with local standards of beauty. Health researchers and advocates need to further inform educators regarding the potential connections between gardening and health. PMID:21886287

  8. Lessons Learned Through the Implementation of an eHealth Physical Activity Gaming Intervention with High School Youth.

    Science.gov (United States)

    Pope, Lizzy; Garnett, Bernice; Dibble, Marguerite

    2018-04-01

    To encourage high school students to meet physical activity goals using a newly developed game, and to document the feasibility, benefits, and challenges of using an electronic gaming application to promote physical activity in high school students. Working with youth and game designers an electronic game, Camp Conquer, was developed to motivate high school students to meet physical activity goals. One-hundred-five high school students were recruited to participate in a 12-week pilot test of the game and randomly assigned to a Game Condition or Control Condition. Students in both conditions received a FitBit to track their activity, and participants in the Game Condition received access to Camp Conquer. Number of steps and active minutes each day were tracked for all participants. FitBit use, game logins, and qualitative feedback from researchers, school personnel, and participants were used to determine intervention engagement. The majority of study participants did not consistently wear their FitBit or engage with the gaming intervention. Numerous design challenges and barriers to successful implementation such as the randomized design, absence of a true school-based champion, ease of use, and game glitches were identified. Developing games is an exciting technique for motivating the completion of a variety of health behaviors. Although the present intervention was not successful in increasing physical activity in high school students, important lessons were learned regarding how to best structure a gaming intervention for the high school population.

  9. School environment, sedentary behavior and physical activity in preschool children.

    Science.gov (United States)

    Barbosa, Sara Crosatti; Coledam, Diogo Henrique Constantino; Stabelini Neto, Antonio; Elias, Rui Gonçalves Marques; Oliveira, Arli Ramos de

    2016-09-01

    To analyze physical activity and sedentary behavior in preschool children during their stay at school and the associated factors. 370 preschoolers, aged 4 to 6 years, stratified according to gender, age and school region in the city of Londrina, PR, participated in the study. A questionnaire was applied to principals of preschools to analyze the school infrastructure and environment. Physical activity and sedentary behavior were estimated using accelerometers for five consecutive days during the children's stay at school. The odds ratio (OR) was estimated through binary logistic regression. At school, regardless of age, preschoolers spend relatively more time in sedentary behaviors (89.6%-90.9%), followed by light (4.6%-7.6%), moderate (1.3%-3.0%) and vigorous (0.5%-2.3%) physical activity. The indoor recreation room (OR=0.20; 95%CI 0.05 to 0.83) and the playground (OR=0.08; 95%CI 0.00 to 0.80) protect four-year-old schoolchildren from highly sedentary behavior. An inverse association was found between the indoor recreation room and physical activity (OR=0.20; 95%CI 0.00 to 0.93) in five-year-old children. The indoor recreation room (OR=1.54; 95%CI 1.35 to 1.77), the playground (OR=2.82; 95%CI 1.14 to 6.96) and the recess (OR=1.54; 95%CI 1.35 to 1.77) are factors that increase the chance of six-year-old schoolchildren to be active. The school infrastructure and environment should be seen as strategies to promote physical activity and reduce sedentary behavior in preschool children. Copyright © 2016 Sociedade de Pediatria de São Paulo. Publicado por Elsevier Editora Ltda. All rights reserved.

  10. Translating epidemiology into policy to prevent childhood obesity: the case for promoting physical activity in school settings.

    Science.gov (United States)

    Brownson, Ross C; Chriqui, Jamie F; Burgeson, Charlene R; Fisher, Megan C; Ness, Roberta B

    2010-06-01

    Childhood obesity is a serious public health problem resulting from energy imbalance (when the intake of energy is greater than the amount of energy expended through physical activity). Numerous health authorities have identified policy interventions as promising strategies for creating population-wide improvements in physical activity. This case study focuses on energy expenditure through physical activity (with a particular emphasis on school-based physical education [PE]). Policy-relevant evidence for promoting physical activity in youth may take numerous forms, including epidemiologic data and other supporting evidence (e.g., qualitative data). The implementation and evaluation of school PE interventions leads to a set of lessons related to epidemiology and evidence-based policy. These include the need to: (i) enhance the focus on external validity, (ii) develop more policy-relevant evidence on the basis of "natural experiments," (iii) understand that policy making is political, (iv) better articulate the factors that influence policy dissemination, (v) understand the real-world constraints when implementing policy in school environments, and (vi) build transdisciplinary teams for policy progress. The issues described in this case study provide leverage points for practitioners, policy makers, and researchers as they seek to translate epidemiology to policy. Copyright 2010 Elsevier Inc. All rights reserved.

  11. CAS CERN Accelerator School. Third advanced accelerator physics course

    International Nuclear Information System (INIS)

    Turner, S.

    1990-01-01

    The third version of the CERN Accelerator School's (CAS) advanced course on General Accelerator Physics was given at Uppsala University from 18-29 September, 1989. Its syllabus was based on the previous courses held in Oxford, 1985 and Berlin, 1987 whose proceedings were published as CERN Yellow Reports 87-03 and 89-01 respectively. However, the opportunity was taken to emphasize the physics of small accelerators and storage rings, to present some topics in new ways, and to introduce new seminars. Thus the lectures contained in the present volume include chromaticity, dynamic aperture, kinetic theory, Landau damping, ion-trapping, Schottky noise, laser cooling and small ring lattice problems while the seminars include interpretation of numerical tracking, internal targets and living with radiation. (orig.)

  12. 6th International School of Mathematical Physics "Ettore Majorana"

    CERN Document Server

    Wightman, Arthur Strong

    1986-01-01

    The sixth Ettore Majorana International School of Mathematical Physics was held at the Centro della Cultura Scientifica Erice, Sicily, 1-14 July 1985. The present volume collects lecture notes on the ses­ sion which was devoted to Fundamental Problems of Gauge Field Theory. The School was a NATO Advanced Study Institute sponsored by the Italian Ministry of Public Education, the Italian Ministry of Scientific and Technological Research and the Regional Sicilian Government. As a result of the experimental and theoretical developments of the last two decades, gauge field theory, in one form or another, now pro­ vides the standard language for the description of Nature; QCD and the standard model of the electroweak interactions illustrate this point. It is a basic task of mathematical physics to provide a solid foundation for these developments by putting the theory in a physically transparent and mathematically rigorous form. The lectures and seminars of the school concentrated on the many unsolved pro...

  13. Enhancing Middle School Science Lessons with Playground Activities: A Study of the Impact of Playground Physics

    Science.gov (United States)

    Friedman, Lawrence B.; Margolin, Jonathan; Swanlund, Andrew; Dhillon, Sonica; Liu, Feng

    2017-01-01

    Playground Physics is a technology-based application and accompanying curriculum designed by New York Hall of Science (NYSCI) to support middle school students' science engagement and learning of force, energy, and motion. The program includes professional development, the Playground Physics app, and a curriculum aligned with New York State…

  14. The Effect of School Uniform on Incidental Physical Activity among 10-Year-Old Children

    Science.gov (United States)

    Norrish, Hannah; Farringdon, Fiona; Bulsara, Max; Hands, Beth

    2012-01-01

    The school setting provides a unique opportunity to promote physical activity in children by ensuring adequate time, appropriate facilities and education guidance is offered. However school uniform design could also limit physical activity. A repeated measures crossover design was used to compare school recess and lunchtime physical activity over…

  15. 1984 Joliot-Curie school of physics

    International Nuclear Information System (INIS)

    1986-01-01

    The relation between mesons, baryons and quarks and nuclear physics is well illustrated by the different titles of this summer school. Bags, skymions and solitons are studied; mesic degrees of freedom and baryon excitations together with subnucleonic degrees of freedom are reviewed; physics of low energy proton-antiproton interactions are bordering the EMC effect and a review on pions in nuclei; mass and oscillation of neutrinos are also reviewed; at last possibilities of deconfinement of quarks and gluons with heavy ion reactions are presented [fr

  16. From "best practice" to "next practice": the effectiveness of school-based health promotion in improving healthy eating and physical activity and preventing childhood obesity

    Science.gov (United States)

    2012-01-01

    Background In 2005, we reported on the success of Comprehensive School Health (CSH) in improving diets, activity levels, and body weights. The successful program was recognized as a "best practice" and has inspired the development of the Alberta Project Promoting active Living and healthy Eating (APPLE) Schools. The project includes 10 schools, most of which are located in socioeconomically disadvantaged areas. The present study examines the effectiveness of a CSH program adopted from a "best practice" example in another setting by evaluating temporal changes in diets, activity levels and body weight. Methods In 2008 and 2010, we surveyed grade 5 students from approximately 150 randomly selected schools from the Canadian province of Alberta and students from 10 APPLE Schools. Students completed the Harvard Youth/Adolescent Food Frequency Questionnaire, questions on physical activity, and had their height and weight measured. Multilevel regression methods were used to analyze changes in diets, activity levels, and body weight between 2008 and 2010. Results In 2010 relative to 2008, students attending APPLE Schools were eating more fruits and vegetables, consuming fewer calories, were more physically active and were less likely obese. These changes contrasted changes observed among students elsewhere in the province. Conclusions These findings provide evidence on the effectiveness of CSH in improving health behaviors. They show that an example of "best practice" may lead to success in another setting. Herewith the study provides the evidence that investments for broader program implementation based on "best practice" are justified. PMID:22413778

  17. High School Physics Textbooks, Resources and Teacher Resourcefulness: Results from the 2012-13 Nationwide Survey of High School Physics Teachers. Focus On

    Science.gov (United States)

    Tesfaye, Casey Langer; White, Susan

    2014-01-01

    What textbooks are physics teachers using? How highly do they rate those textbooks? What other types of materials do teachers use? The textbooks and other resources used by high school physics teachers in the US have evolved along with the changing demands of physics classes and the evolving set of options available to teachers. In this report,…

  18. [The CHILT I project (Children's Health Interventional Trial). A multicomponent intervention to prevent physical inactivity and overweight in primary schools].

    Science.gov (United States)

    Graf, C; Dordel, S

    2011-03-01

    Child and juvenile obesity is increasing worldwide; therefore, effective preventive strategies are warranted. The stepwise project CHILT (Children's Health Interventional Trial) was initiated in 2000 and combines in its multicomponent school-based arm CHILT I health education and physical activity for primary school children to prevent physical inactivity and overweight. The effect on obesity and physical performance was studied in 12 primary schools (intervention schools, IS) compared with 5 control schools (CS). Anthropometric data were recorded. Physical performance was measured by a coordination test for children (the "Körperkoordinationstest für Kinder", KTK) and the 6-minute run. Anthropometric and motoric data of 436 children in IS (55.0% of the population) and 179 children in CS (62.8%) were available at baseline and at follow-up. No difference in the incidence of overweight was found between the IS and CS after 4 years of intervention. Remission of overweight was higher in IS (23.2% versus 19.2%), but not significant. The increase in BMI was significantly lower in IS, in which the program was regularly performed. There was an improvement in selected items of the KTK in IS. In particular, endurance performance tended to be higher at final examination. School-based preventive intervention seems to have a positive influence on physical motor skills and the remission of overweight. To optimize the effects, a consistent and quality assured implementation and the integration of the children's whole environment are warranted.

  19. Sedentary behavior during school-time: Sociodemographic, weight status, physical education class, and school performance correlates in Brazilian schoolchildren.

    Science.gov (United States)

    da Costa, Bruno G G; da Silva, Kelly S; George, Amanda M; de Assis, Maria Alice A

    2017-01-01

    To investigate whether sedentary behavior during school-time is associated with gender, age, mother's education, having physical education classes, weight status, and academic performance. Cross-sectional study. A sample of 571 children (7-12 years old) from five elementary schools in Florianopolis, South Brazil had their height and weight measured, and wore accelerometers during class time. Teachers completed a form to evaluate children's reading and writing skills. Parents provided sociodemographic and educational information. Data was analyzed using multilevel linear regression analyses. Children spent an average of 132min in sedentary behavior during school-time (64% of total school-time). Girls (137.5min), obese children (138.1min), older children (144.2min), and those who did not have physical education classes (140.2min) spent more time engaged in sedentary activities than their peers. Academic performance and mother's education were not associated with sedentary behaviors. Children spent most of their school-time in sedentary activities, with girls, older students, and obese students being even more sedentary than their peers. Physical education classes were a protective factor against excessive sedentary behavior in school. Interventions for reducing sedentary behavior during school-time could employ additional strategies to benefit the at risk groups. In addition, encouraging student's participation in physical education classes could minimize the time spent in sedentary behavior during school hours. Copyright © 2016 Sports Medicine Australia. Published by Elsevier Ltd. All rights reserved.

  20. The Development of Cooperative Learning Model Based on Local Wisdom of Bali for Physical Education, Sport and Health Subject in Junior High School

    Science.gov (United States)

    Yoda, I. K.

    2017-03-01

    The purpose of this research is to develop a cooperative learning model based on local wisdom (PKBKL) of Bali (Tri Pramana’s concept), for physical education, sport, and health learning in VII grade of Junior High School in Singaraja-Buleleng Bali. This research is the development research of the development design chosen refers to the development proposed by Dick and Carey. The development of model and learning devices was conducted through four stages, namely: (1) identification and needs analysis stage (2) the development of design and draft of PKBKL and RPP models, (3) testing stage (expert review, try out, and implementation). Small group try out was conducted on VII-3 grade of Undiksha Laboratory Junior High School in the academic year 2013/2014, large group try out was conducted on VIIb of Santo Paulus Junior High School Singaraja in the academic year 2014/2015, and the implementation of the model was conducted on three (3) schools namely SMPN 2 Singaraja, SMPN 3 Singaraja, and Undiksha laboratory Junior High School in the academic year 2014/2015. Data were collected using documentation, testing, non-testing, questionnaire, and observation. The data were analyzed descriptively. The findings of this research indicate that: (1) PKBKL model has met the criteria of the operation of a learning model namely: syntax, social system, principles of reaction, support system, as well as instructional and nurturing effects, (2) PKBKL model is a valid, practical, and effective model, (3) the practicality of the learning devices (RPP), is at the high category. Based on the research results, there are two things recommended: (1) in order that learning stages (syntax) of PKBKL model can be performed well, then teachers need to have an understanding of the cooperative learning model of Student Team Achievement Division (STAD) type and the concepts of scientifically approach well, (2) PKBKL model can be performed well on physical education, sport and health learning, if the

  1. High school Physical Sciences teachers' competence in some basic cognitive skills

    OpenAIRE

    Selvaratnam, Mailoo

    2011-01-01

    The successful implementation of the national high school Physical Sciences curriculum in South Africa, which places strong emphasis on critical thinking and reasoning abilities of students, would need teachers who are competent in cognitive skills and strategies. The main objectives of this study were to test South African high school Physical Sciences teachers' competence in the cognitive skills and strategies needed for studying Physical Sciences effectively and also to identify possible r...

  2. Prevalence of overweight, obesity, physical activity and tobacco use in Argentine youth: Global School-Based Student Health Survey and Global Youth Tobacco Survey, 2007-2012.

    Science.gov (United States)

    Ferrante, Daniel; Linetzky, Bruno; Ponce, Miguel; Goldberg, Lucila; Konfino, Jonathan; Laspiur, Sebastián

    2014-12-01

    In 2007 and 2012, the Global School-Based Student Health Survey (GSHS) and the Global Youth Tobacco Survey (GYTS) were implemented to estimate the prevalence of risk behaviors and protection factors among 13 to 15 year-old adolescents. To assess changes in dietary, body weight, tobacco and physical activity indicators in the past five years. Cross-sectional study. A randomized, two-stage sampling with 600 schools selected at a national level was used. Students from randomly selected courses were invited to answer a self-administered questionnaire (either the GSHS or the GYTS). In 2012, the GSHS was completed by 20 697 students from 544 schools, while the GYTS was completed by 2062 students from 73 schools. Between 2007 and 2012, overweight and obesity prevalence significantly increased (overweight: 24.5% in 2007, 28.6% in 2012; obesity 4.4% in 2007, 5.9% in 2012), while the consumption of sugar-sweetened beverages and fast food remained high. A slight improvement was observed in the level of physical activity (12.7% in 2007, 16.7% in 2012), although it remains below what is recommended. The prevalence of tobacco use was reduced (24.5% in 2007, 19.6% in 2012), but access to tobacco products and exposure to secondhand smoke remains high in public places, including schools. The spread of the overweight and obesity epidemic calls for a need to consolidate actions tending towards a healthy diet and physical activity. Despite a decrease in the prevalence of tobacco use, it is necessary to continue strengthening tobacco control actions.

  3. School physics teacher class management, laboratory practice, student engagement, critical thinking, cooperative learning and use of simulations effects on student performance

    Science.gov (United States)

    Riaz, Muhammad

    The purpose of this study was to examine how simulations in physics class, class management, laboratory practice, student engagement, critical thinking, cooperative learning, and use of simulations predicted the percentage of students achieving a grade point average of B or higher and their academic performance as reported by teachers in secondary school physics classes. The target population consisted of secondary school physics teachers who were members of Science Technology, Engineeering and,Mathematics Teachers of New York City (STEMteachersNYC) and American Modeling Teachers Association (AMTA). They used simulations in their physics classes in the 2013 and 2014 school years. Subjects for this study were volunteers. A survey was constructed based on a literature review. Eighty-two physics teachers completed the survey about instructional practice in physics. All respondents were anonymous. Classroom management was the only predictor of the percent of students achieving a grade point average of B or higher in high school physics class. Cooperative learning, use of simulations, and student engagement were predictors of teacher's views of student academic performance in high school physics class. All other variables -- class management, laboratory practice, critical thinking, and teacher self-efficacy -- were not predictors of teacher's views of student academic performance in high school physics class. The implications of these findings were discussed and recommendations for physics teachers to improve student learning were presented.

  4. Physical Activity in Intermediate Schools: The Interplay of School Culture, Adolescent Challenges, and Athletic Elitism

    Science.gov (United States)

    MacQuarrie, Colleen; Murnaghan, Donna; MacLellan, Debbie

    2008-01-01

    The intervention potential of physical activity programs for intermediate schools (grades 7-9), could be enhanced by an understanding of how students engage with and disengage from physical activity. This study provides an interpretation of how adolescents, parents, teachers, and principals perceive students' involvement in physical activity…

  5. COMPARATIVE ANALYSIS OF PARENTS` ATTUTUTES FROM NEIGHBOUR COUNTRIES ON PHYSICAL ACTIVITIES OF THEIR PRE-SCHOOL CHILDREN

    Directory of Open Access Journals (Sweden)

    Dragan Krivokapić

    2014-06-01

    Full Text Available Introduction: A research has been done in pre-school institutions of Montenegro and Serb Republic whose aim was to get directions for improvement of physical education in pre-school institutions as well as for taking measures in order to educate parents of the children attending those institutions in the sense of improving knowledge on importance of physical activity for growth and development of pre-school children through monitoring and insight into attitudes of parents on physical activity of their children. Problem of this research is consisted of an attempt to use the parents` attitudes to estimate how active their children are within the time period when there are not on the pre-school institutions. Methods: The research was done by the poll method of anonymous questionnaire, with was filled by parents of the children attending pre-school institutions in Montenegro and Serb Republic. Sample of the examinees from Montenegro was made of 1356 of parents of the pre-school children attending pre-school institutions from all three Montenegrin regions. Sample of the examinees from the Serb Republic was made of 386 parents of the pre-school children attending pre-school institutions. Aim of the research was consisted of estimation of the parents` attitudes on volume and features of the physical activity of their children and of attempt to use the given data to take certain measures on the base of which their physical activities would be optimized. For this poll, a specially structured questionnaire for this purpose was used, in which the questions were set into groups with the aim of estimating features of physical activity of the pre-school children. Results: For the statistics processing methods of descriptive statistics were used, which were used for numerical and percent presentation of frequency of some answers of the examinees, and the answers were presented comparatively in tables for both samples. Results of this research indicate to trend

  6. Associations between home environment and after-school physical activity and sedentary time among 6th grade children

    Science.gov (United States)

    Lau, Erica Y; Barr-Anderson, Daheia J; Dowda, Marsha; Forthofer, Melinda; Saunders, Ruth P; Pate, Russell R

    2015-01-01

    This study examined associations of various elements of the home environment with after-school physical activity and sedentary time in 671 sixth-grade children (Mage = 11.49 ± 0.5 years). Children’s after-school total physical activity (TPA), moderate-to-vigorous physical activity (MVPA) and sedentary time were measured by accelerometry. Parents completed surveys assessing elements of the home social and physical environment. Mixed-model regression analyses were used to examine the associations between each element of the home environment and children’s after-school physical activity and sedentary time. Availability of home physical activity resources was associated positively with after-school TPA and negatively with after-school sedentary time in boys. Parental support was associated positively with after-school TPA and MVPA and negatively with after-school sedentary time in girls. The home physical environment was associated with boys’ after-school physical activity and sedentary time, whereas the home social environment was associated with girls’ after-school physical activity and sedentary time. PMID:25386734

  7. Assistance to high schools: A mobile Nuclear Physics Laboratory. Final report, 1991--1992 activities

    International Nuclear Information System (INIS)

    Kerlin, T.W.; Dean, C.H.

    1992-01-01

    The Nuclear Engineering Department of the University of Tennessee was awarded a grant from DOE to expand and improve a program of assisting high school physics teachers in their coverage of nuclear physics. Nuclear physics has routinely been handled poorly in high school classes. There are several reasons for this: nuclear physics is usually near the end of high school physics texts and teachers often fail to get to it, many teachers are unfamiliar with nuclear physics and are reluctant to cover it, and laboratories are a problem because equipment is expensive, teachers often do not know how to use the equipment and schools often do not want to store radioactive sources. The assistance program encourages teachers to cover nuclear physics and overcomes the problems associated with laboratories

  8. Physical Activity and School Absenteeism Due to Illness in Adolescents

    Science.gov (United States)

    de Groot, Renate; van Dijk, Martin; Savelberg, Hans; van Acker, Frederik; Kirschner, Paul

    2017-01-01

    Background: Knowledge about the beneficial role of physical activity (PA) for health and school performance is growing. Studies investigating the link between PA and school absenteeism due to illness are lacking. Therefore, we investigated associations between habitual PA and school absenteeism due to illness in adolescents and explored whether…

  9. Effects of Exergaming and Message Framing in School Environments on Physical Activity Attitudes and Intentions of Children and Adolescents.

    Science.gov (United States)

    Lwin, May O; Ho, Shirley S; Younbo, Jung; Leng, Theng Yin; Wardoyo, Reidinar J; Jung, Kim Hyo

    2016-09-01

    Although interventions targeting the health of students in schools are becoming common, few studies have examined how health messages operate at the group level in school environments. This study examines the effects of message-based health interventions (extrinsic vs. intrinsic goal framing) in group environments (exergame competitive vs. exergame noncompetitive) on eliciting attitudes and intentions toward physical activity among children and adolescents. We conducted a 7-week school-based intervention program involving 336 children and 259 adolescents in Singapore in which pre- and post-intervention responses were recorded. Our findings revealed the difference in responses between child and adolescent groups. Children who participated in noncompetitive exergames with extrinsically framed health messages and those who participated in competitive exergames with intrinsically framed health messages demonstrated more favorable attitudes toward physical activity. However, the same effects were absent in our adolescent group. These findings suggest that the integration of exergames into competitive and noncompetitive environments can serve as a gateway to traditional physical activity in schools when strategically combined with intrinsically and extrinsically framed messages. Practical and theoretical implications for schools and health educators are discussed.

  10. Gender Differences in the High School and Affective Experiences of Introductory College Physics Students

    Science.gov (United States)

    Hazari, Zahra; Sadler, Philip M.; Tai, Robert H.

    2008-10-01

    The disparity in persistence between males and females studying physics has been a topic of concern to physics educators for decades. Overall, while female students perform as well as or better than male students, they continue to lag considerably in terms of persistence. The most significant drop in females studying physics occurs between high school and college.2 Since most female physicists report that they became attracted to physics and decided to study it further while in high school, according to the International Study of Women in Physics,3 it is problematic that high school is also the stage at which females begin to opt out at much higher rates than males. Although half of the students taking one year of physics in high school are female, females are less likely than males to take a second or Advanced Placement (AP) physics course.4 In addition, the percentage of females taking the first physics course in college usually falls between 30% and 40%. In other words, although you may see gender parity in a first high school physics course, this parity does not usually persist to the next level of physics course. In addition, even if there is parity in a high school physics course, it does not mean that males and females experience the course in the same way. It is this difference in experience that may help to explain the drop in persistence of females.

  11. An Investigation into Physics Teaching in Senior High Schools

    Science.gov (United States)

    Buabeng, Isaac; Ossei-Anto, Theophilus Aquinas; Ampiah, Joseph Ghartey

    2014-01-01

    This study sought to examine the activities that go on in physics classrooms in Senior High Schools in Ghana. Specifically, the study sought to investigate the pattern of interaction and instructional methods used for teaching physics and level of coverage of physics syllabus. The survey design was employed for the study in which questionnaire was…

  12. The Impact of the Louisiana State University Physics Entrance Requirement on Secondary Physics in Louisiana

    Science.gov (United States)

    McCoy, Michael Hanson

    State Department of Education data was examined to determine the number of students enrolled in physics, physics class number, physics teacher number, and physics teacher certification. Census data from public and nonpublic school teachers, principals, and superintendents was analyzed. Purposive sampling of seven public and four nonpublic schools was used for site visitation including observations of physics classes, interviews of teachers and principals, and document acquisition. The literature base was drawn from a call for an increase in academic requirements in the sciences by the National Commission on Excellence in Education, the Southern Regional Education Board, the American Association for Advancement in the Sciences, and numerous state boards of education. LSU is the only major state university to require physics as an academic admission standard. Curriculum changes which influenced general curriculum change were: leveling of physics classes; stressing concepts, algebra, and doing problems in level-one; stressing trigonometry and problem solving in level-two; and increased awareness of expectations for university admission. Certified physics teachers were positive toward the requirement. The majority adopted a "wait-and-see" attitude to see if the university would institute the physics standard. Some physics teachers, nonphysics majors, were opposed to the requirement. Those who were positive remained positive. Those who developed the wait-and-see adopted the leveled physics course concept in 1989 and were positive toward the requirement. College-bound physics was taught prior to the requirement. The State Department of Education leveled physics in 1989. Level-one physics was algebra and conceptual based, level-two physics was trigonometry based, and a level-three physics, advanced placement was added. Enrollment doubled in public schools and increased 40% in nonpublic schools. African-American enrollment almost doubled in public and nonpublic schools

  13. SERC School on Computational Statistical Physics held at the Indian Institute of Technology

    CERN Document Server

    Ray, Purusattam

    2011-01-01

    The present book is an outcome of the SERC school on Computational Statistical Physics held at the Indian Institute of Technology, Guwahati, in December 2008. Numerical experimentation has played an extremely important role in statistical physics in recent years. Lectures given at the School covered a large number of topics of current and continuing interest. Based on lectures by active researchers in the field- Bikas Chakrabarti, S Chaplot, Deepak Dhar, Sanjay Kumar, Prabal Maiti, Sanjay Puri, Purusattam Ray, Sitangshu Santra and Subir Sarkar- the nine chapters comprising the book deal with topics that range from the fundamentals of the field, to problems and questions that are at the very forefront of current research. This book aims to expose the graduate student to the basic as well as advanced techniques in computational statistical physics. Following a general introduction to statistical mechanics and critical phenomena, the various chapters cover Monte Carlo and molecular dynamics simulation methodolog...

  14. Effect of school learning culture on achievement in physics ...

    African Journals Online (AJOL)

    Findings revealed that there is a significant relationship between school learning culture and achievement in student in Physics. The paper therefore recommended that stake holders in the education sector should encourage a congenial school learning culture capable of raising a high level achievement in the senior ...

  15. 1993 European school of high-energy physics. Proceedings

    International Nuclear Information System (INIS)

    Ellis, N.; Gavela, M.B.

    1994-01-01

    The European School of High-Energy Physics is intended to give young experimental physicists an introduction to the theoretical aspects of recent advances in elementary particle physics. These Proceedings contain lectures on quantum field theory, quantum chromodynamics, CP violation, radiative corrections, cosmology, particle detectors and e + e - accelerators, as well as reports on results from HERA and LEP and accounts of particle physics research at CERN and in Poland and Russia. (orig.)

  16. A Comparison of the Fitness, Obesity, and Physical Activity Levels of High School Physical Education Students across Race and Gender

    Science.gov (United States)

    Davis, Kathryn L.; Wojcik, Janet R.; DeWaele, Christi S.

    2016-01-01

    Introduction: Little is known about the physical fitness, obesity, and physical activity (PA) levels of high school students in physical education classes when comparing racial and gender groups. Purpose: To compare the fitness, obesity, and PA levels of female and male students of different racial groups in 6 high schools in the southeastern…

  17. Parents' asthma information needs and preferences for school-based asthma support.

    Science.gov (United States)

    Al Aloola, Noha Abdullah; Nissen, Lisa; Alewairdhi, Huda Abdullaziz; Al Faryan, Nawaf; Saini, Bandana

    2017-11-01

    This study sought to investigate parents' needs and preferences for school-based asthma support in Saudi Arabian primary schools. Semi-structured qualitative interviews were conducted in the period between November 2015 and February 2016, with a convenience sample that comprised Saudi parents and carers of children with asthma. Recruitment of participants was primarily driven through Saudi primary schools; passive snowballing and social networks were used to boost participation rates further. Interviews were audio-recorded, transcribed verbatim, translated and data were thematically organised using a latent content analysis approach. Twenty interviews were conducted. Six themes emerged from the interviews and were grouped into three major categories: (1) general asthma management issues; (2) school-based asthma management issues; and (3) communication dissatisfaction. Participants expressed concern at schools' social and physical environments and a lack of confidence in the ability of schools to manage their child's asthma, especially when their child was ill. Most of the participants advocated for staff training and school community engagement to improve the management of asthma in Saudi primary schools. This research clearly describes a need for school-based asthma support, including asthma-related policies, procedures and education on asthma and first aid in Saudi primary schools.

  18. [Effectiveness of a school-based program to prevent obesity].

    Science.gov (United States)

    Pérez Solís, D; Díaz Martín, J J; Álvarez Caro, F; Suárez Tomás, I; Suárez Menéndez, E; Riaño Galán, I

    2015-07-01

    Intervention for childhood obesity is a public health priority. The purpose of this study was to evaluate the effectiveness of an elementary school-based intervention against obesity in children. Non-randomised controlled trial was conducted on children from first to fifth grade from two public schools of Avilés (Spain). The intervention lasted for 2 school years comprising healthy diet workshops, educational chats, educational meetings, informative written material, and promotion of physical activities. Primary outcome measure was body mass index z-score. Secondary outcomes included: obesity and overweight prevalence, waist circumference, dietary habits, and physical activity. A total of 382 (177 girls, 205 boys) out of 526 pupils of both schools were included in the study. Complete anthropometric data were obtained in 340 of the 382 individuals. Compared to children in control group, those in intervention group decreased body mass index z-score from 1.14 to 1.02 (P=.017), and improved KIDMED score from 7.33 to 7.71 points (P=.045). The percentage of students who carried on an optimal diet increased from 42.6% to 52.3% (P=.021). There were no statistical differences in the prevalence of obesity and overweight, or in waist circumference between the intervention and control groups. This school-based program resulted in modest beneficial changes in body mass index and diet quality. Copyright © 2014 Asociación Española de Pediatría. Published by Elsevier España, S.L.U. All rights reserved.

  19. Does Everyone's Motivational Beliefs about Physical Science Decline in Secondary School?: Heterogeneity of Adolescents' Achievement Motivation Trajectories in Physics and Chemistry.

    Science.gov (United States)

    Wang, Ming-Te; Chow, Angela; Degol, Jessica Lauren; Eccles, Jacquelynne Sue

    2017-08-01

    Students' motivational beliefs about learning physical science are critical for achieving positive educational outcomes. In this study, we incorporated expectancy-value theory to capture the heterogeneity of adolescents' motivational trajectories in physics and chemistry from seventh to twelfth grade and linked these trajectories to science-related outcomes. We used a cross-sequential design based on three different cohorts of adolescents (N = 699; 51.5 % female; 95 % European American; M ages for youngest, middle, and oldest cohorts at the first wave = 13.2, 14.1, and 15.3 years) coming from ten public secondary schools. Although many studies claim that physical science motivation declines on average over time, we identified seven differential motivational trajectories of ability self-concept and task values, and found associations of these trajectories with science achievement, advanced science course taking, and science career aspirations. Adolescents' ability self-concept and task values in physics and chemistry were also positively related and interlinked over time. Examining how students' motivational beliefs about physical science develop in secondary school offers insight into the capacity of different groups of students to successfully adapt to their changing educational environments.

  20. Girls and Upper School Physics: Some Optimism and Opportunity

    Science.gov (United States)

    Mitrevski, Juliana; Treagust, David

    2011-01-01

    In recent years, the numbers of girls in secondary and tertiary education studying Physics have declined. This research sought to investigate Years 10 and 11 female students' views about Physics and their physics teachers and was conducted in an all-girls independent school. While the findings show that in general these students do not relate well…

  1. A systematic review of school-based eHealth interventions targeting alcohol use, smoking, physical inactivity, diet, sedentary behaviour and sleep among adolescents: a review protocol.

    Science.gov (United States)

    Champion, Katrina E; Newton, Nicola C; Spring, Bonnie; Wafford, Q Eileen; Parmenter, Belinda J; Teesson, Maree

    2017-12-06

    Six key behavioural risk factors (risky alcohol use, smoking, poor diet, physical inactivity, sedentary behaviour and unhealthy sleep patterns) have been identified as strong determinants of chronic disease, such as cardiovascular disease, diabetes and cancers. School-based interventions targeting these multiple health risk behaviours among adolescents have the potential to halt the trajectory towards later disease, whilst online and mobile technology interventions offer advantages in terms of student engagement, reach and scalability. Despite this, the efficacy of eHealth school-based interventions targeting these six health risk behaviours among adolescents has not been evaluated. The proposed systematic review aims to address this by determining the nature and efficacy of existing eHealth school-based interventions targeting multiple health risk behaviours among adolescents. A systematic search of the MEDLINE, Embase, PsycINFO and Cochrane Library databases will be conducted to identify eligible published papers. Eligible studies will be randomised controlled trials, including cluster randomised controlled trials, of interventions targeting two or more of the following lifestyle risk behaviours: alcohol use, smoking, poor diet, physical inactivity, sedentary behaviour and sleep. Eligible studies will be those evaluating interventions delivered in a secondary school setting among participants 11-18 years of age, via an eHealth platform (Internet, computers of mobile technology). Two reviewers will independently screen studies for eligibility, extract data and assess the risk of bias. Study outcomes will be summarised in a narrative synthesis, and meta-analyses will be conducted where it is appropriate to combine studies. It is anticipated that the results from this review will serve to inform the development of future eHealth multiple health behaviour interventions for adolescents by identifying common characteristics of effective programs and highlighting

  2. How teaching practices are connected to student intention to enrol in upper secondary school physics courses

    Science.gov (United States)

    Juuti, Kalle; Lavonen, Jari

    2016-05-01

    Background: In developed countries, it is challenging for teachers to select pedagogical practices that encourage students to enrol in science and technology courses in upper secondary school. Purpose: Aiming to understand the enrolment dynamics, this study analyses sample-based data from Finland's National Assessment in Science to determine whether pedagogical approaches influence student intention to enrol in upper secondary school physics courses. Sample: This study examined a clustered sample of 2949 Finnish students in the final year of comprehensive school (15-16 years old). Methods: Through explorative factor analysis, we extracted several variables that were expected to influence student intention to enrol in physics courses. We applied partial correlation to determine the underlying interdependencies of the variables. Results: The analysis revealed that the main predictor of enrolment in upper secondary school physics courses is whether students feel that physics is important. Although statistically significant, partial correlations between variables were rather small. However, the analysis of partial correlations revealed that pedagogical practices influence inquiry and attitudinal factors. Pedagogical practices that emphasise science experimentation and the social construction of knowledge had the strongest influence. Conclusions: The research implies that to increase student enrolment in physics courses, the way students interpret the subject's importance needs to be addressed, which can be done by the pedagogical practices of discussion, teacher demonstrations, and practical work.

  3. Determinants of physical activity in primary school students using the health belief model

    Directory of Open Access Journals (Sweden)

    Ar-yuwat S

    2013-03-01

    Full Text Available Sireewat Ar-yuwat,1,2 Mary Jo Clark,2 Anita Hunter,3 Kathy S James2 1Boromarajonani College of Nursing Nakhon Lampang (BCNLP, Lampang, Thailand; 2Hahn School of Nursing and Health Science, University of San Diego, San Diego, CA, 3Department of Nursing, Dominican University of California, San Rafael, CA, USA Background: Thailand is a middle-income country in which two-thirds of children demonstrate an insufficient level of physical activity. Physical inactivity is a major risk factor for obesity and many other health-related consequences in children. Thus, it is important to understand how primary school children perceive things in their daily life as determinants of physical activity. The purpose of this study was to investigate the impact of cues, perceived benefits, and perceived barriers on the level of physical activity among primary school students. Methods: A cross-sectional study was conducted in Phitsanulok Province, Thailand, in 2011. Multistage sampling selected a total of 123 primary school students. The Physical Activity Questionnaire for Older Children and the Cues, Perceived Benefits, and Barriers to Physical Activity Questionnaire were used to assess the student levels of physical activity, as well as the perceived benefits, barriers, and cues to action. The association between these factors and the level of physical activity was determined by correlation statistics and confirmed by robust regression. Multivariate analysis of variance compared health belief model determinants: perceived benefits, perceived barriers, and cues to action on physical activity between male and female students. Self-administered questionnaires were validated and tested in a pilot study. Results: The level of activity among primary school children was significantly influenced by perceived barriers, such as fear of strangers when playing outdoors, bad weather, and too much homework. However, activity was not influenced by cues to action or perceived

  4. Racial Representation in Physical Education Textbooks for Secondary Schools

    Directory of Open Access Journals (Sweden)

    María Inés Táboas-Pais

    2015-03-01

    Full Text Available The purpose of this article is to examine the representation of race through images that are published in Spanish physical education textbooks for secondary schools and to offer an insight into students’ beliefs related to racial stereotypes in physical education. The sample was composed of 2,583 images and 87 secondary school pupils. The analysis was carried out through the elaboration of an ad hoc coding scheme. The results showed that people whose appearance is similar to the in-group predominate. The kind of physical activity, the field, space, and level of competence vary according to race. The textbooks analyzed in this study engender a stigmatized vision of racial diversity, and the images reproduce and reinforce racial prejudice.

  5. 5th CERN - Latin-American School of High-Energy Physics

    OpenAIRE

    Grojean, C; Spiropulu, M

    2010-01-01

    The CERN-Latin-American School of High-Energy Physics is intended to give young physicists an introduction to the theoretical aspects of recent advances in elementary particle physics. These proceedings contain lectures on quantum field theory, quantum chromodynamics, physics beyond the Standard Model, neutrino physics, flavour physics and CP violation, particle cosmology, high-energy astro-particle physics, and heavy-ion physics, as well as trigger and data acquisition, and commissioning and...

  6. Injuries to primary school pupils and secondary school students during physical education classes and in their leisure time.

    Science.gov (United States)

    Videmsek, Mateja; Karpljuk, Damir; Mlinar, Suzana; Mesko, Maja; Stihec, Joze

    2010-09-01

    The study aimed to establish the frequency of injuries in primary and secondary schools during leisure time and physical education classes in school as well as in group and individual sports. The sample included 2842 pupils from nine primary schools and 1235 students from five secondary schools in Slovenia. The data were processed with the SPSS statistical software package and the frequencies and Crosstabs were calculated. The results showed that substantially more pupils and students were injured in their leisure time than during physical education classes. Girls were more frequently injured in group and individual sports practiced during physical education classes and in individual sports practiced in their leisure time, whereas boys suffered more injuries in group sports practiced in their leisure time. As regards group sports, pupils and students were most frequently injured while playing football in their leisure time whereas, during physical education classes, they suffered most injuries in volleyball, followed closely by basketball and football; as regards individual sports, pupils and students were most frequently injured while cycling and rollerblading in their leisure time, whereas during physical education classes they suffered most injuries in athletics.

  7. Gender roles, physical and sexual violence prevention in primary extend to secondary school in Samutsakorn Province, Thailand.

    Science.gov (United States)

    Chamroonsawasdi, Kanittha; Suparp, Jarueyporn; Kittipichai, Wirin; Khajornchaikul, Piyathida

    2010-03-01

    To enhance positive attitude and life skills on gender roles to prevent physical and sexual violence. A whole school-based participatory learning program using a quasi-experimental study with pre and post test design was conducted among 2 schools during June-September, 2005. The experimental group, were 134 students in a primary school and 179 students in a secondary school. While the control group, were 122 students in a primary school and 95 students in a secondary school. Means score of attitude toward gender roles before implementation in the experimental group was significantly lower than the control group (p 0.05). Means paired different score (after-before) between the two groups was significantly different (p = 0.002). A whole school-based program on gender roles and violence prevention is suitable for youths and should be merged as school curricula and expanded as a nationwide program at all level of education. Gender equity should be taught at an early childhood. Parental involvement in school-based activities should be negotiated.

  8. Peer group self-identification as a predictor of relational and physical aggression among high school students.

    Science.gov (United States)

    Pokhrel, Pallav; Sussman, Steven; Black, David; Sun, Ping

    2010-05-01

    Adolescent peer group self-identification refers to adolescents' affiliation with reputation-based peer groups such as "Goths" or "Jocks." These groups tend to vary on normative characteristics, including the group members' attitudes and behaviors. This article examined whether adolescents' baseline peer group self-identification predicted their self-reported relational and physical aggression 1 year later. Self-report data were collected from 1614 students from 9 regular and 9 continuation (alternative) high schools in Southern California, at baseline and 1-year follow-up. Subjects' mean baseline age was 15.21 years (SD = 1.18) and 51.6% of the subjects were female. Findings indicated that compared with self-identified "Regular" or "Normal" students, adolescents who identified with high-risk peer groups (eg, "Druggies,"Goths") tended to report higher relational and physical aggression 1 year later, controlling for baseline aggression and demographic variables. In addition, adolescents' self-identification with high-status peer groups (eg, "Jocks,"Populars") was predictive of higher relational aggression 1 year later. Gender and school type (ie, regular vs continuation) were not found to moderate these effects. It appears that peer group self-identification is a salient predictor of physical and relational aggression across gender and school type. Adolescents who identify with high-risk peer groups tend to report higher levels of physical as well as relational aggression in the future. In addition, adolescents who affiliate with elite groups tend to become more relationally aggressive over time. School-based prevention programs targeting aggression may benefit from addressing the impacts of peer group self-identification on adolescents' aggressive behavior.

  9. Bringing Nature to Schools to Promote Children's Physical Activity.

    Science.gov (United States)

    Sharma-Brymer, Vinathe; Bland, Derek

    2016-07-01

    Physical activity (PA) is essential for human health and wellbeing across all age, socioeconomic, and ethnic groups. Engagement with the natural world is a new defining criterion for enhancing the benefits of PA, particularly for children and young people. Interacting with nature benefits children's social and emotional wellbeing, develops resilience, and reduces the risk of obesity and type 2 diabetes mellitus across all population groups. Governments around the world are now recognizing the importance of children spending more active time outdoors. However, children's outdoor activities, free play, and nature-related exploration are often structured and supervised by adults due to safety concerns and risks. In this context, schools become more accessible and safe options for children to engage in PA outdoors with the presence of nature features. Research on school designs involving young children has revealed that children prefer nature-related features in school environments. Affordances in nature may increase children's interest in physically active behaviors. Given that present school campuses are designed for operational efficiency and economic reasons, there is a need to re-design schools responding to the positive role of nature on human health. If schools were re-designed to incorporate diverse natural features, children's PA and consequent health and wellbeing would likely improve markedly.

  10. From "best practice" to "next practice": the effectiveness of school-based health promotion in improving healthy eating and physical activity and preventing childhood obesity

    Directory of Open Access Journals (Sweden)

    Fung Christina

    2012-03-01

    Full Text Available Abstract Background In 2005, we reported on the success of Comprehensive School Health (CSH in improving diets, activity levels, and body weights. The successful program was recognized as a "best practice" and has inspired the development of the Alberta Project Promoting active Living and healthy Eating (APPLE Schools. The project includes 10 schools, most of which are located in socioeconomically disadvantaged areas. The present study examines the effectiveness of a CSH program adopted from a "best practice" example in another setting by evaluating temporal changes in diets, activity levels and body weight. Methods In 2008 and 2010, we surveyed grade 5 students from approximately 150 randomly selected schools from the Canadian province of Alberta and students from 10 APPLE Schools. Students completed the Harvard Youth/Adolescent Food Frequency Questionnaire, questions on physical activity, and had their height and weight measured. Multilevel regression methods were used to analyze changes in diets, activity levels, and body weight between 2008 and 2010. Results In 2010 relative to 2008, students attending APPLE Schools were eating more fruits and vegetables, consuming fewer calories, were more physically active and were less likely obese. These changes contrasted changes observed among students elsewhere in the province. Conclusions These findings provide evidence on the effectiveness of CSH in improving health behaviors. They show that an example of "best practice" may lead to success in another setting. Herewith the study provides the evidence that investments for broader program implementation based on "best practice" are justified.

  11. Physical education, sports, and gender in schools.

    Science.gov (United States)

    Solmon, Melinda A

    2014-01-01

    The benefits associated with engaging in regular physical activity are well documented, but a large segment of the population is not sufficiently active. School physical educa tion and sport programs are identified as important components in efforts to promote physical activity. Girls are less active than boys, and there is evidence that physical education programs are not effectively meeting their needs. The focus of this chapter is to examine gender as a construct in the domains of physical education and sport, clarifying the reasons girls tend to be less active and less involved in physical education. Following an historical overview, curricular issues and motivational aspects are considered. Implications are focused on ways that educators can provide positive experiences for all students in physical education and sport that will encourage them to adopt and maintain healthy active lifestyles and enhance their quality of life across the life span.

  12. Multilevel Analyses of School and Children's Characteristics Associated with Physical Activity

    Science.gov (United States)

    Gomes, Thayse Natacha; dos Santos, Fernanda K.; Zhu, Weimo; Eisenmann, Joey; Maia, José A. R.

    2014-01-01

    Background: Children spend most of their awake time at school, and it is important to identify individual and school-level correlates of their physical activity (PA) levels. This study aimed to identify the between-school variability in Portuguese children PA and to investigate student and school PA correlates using multilevel modeling. Methods:…

  13. An Application of the Trans-Contextual Model of Motivation in Elementary School Physical Education

    Science.gov (United States)

    Ntovolis, Yannis; Barkoukis, Vassilis; Michelinakis, Evaggelos; Tsorbatzoudis, Haralambos

    2015-01-01

    Elementary school physical education can play a prominent role in promoting children's leisure-time physical activity. The trans-contextual model of motivation has been proven effective in describing the process through which school physical education can affect students' leisure-time physical activity. This model has been tested in secondary…

  14. From policy to practice: implementation of physical activity and food policies in schools

    Science.gov (United States)

    2013-01-01

    Purpose Public policies targeting the school setting are increasingly being used to address childhood obesity; however, their effectiveness depends on their implementation. This study explores the factors which impeded or facilitated the implementation of publicly mandated school-based physical activity and nutrition guidelines in the province of British Columbia (BC), Canada. Methods Semi-structured interviews were conducted with 50 school informants (17 principals - 33 teacher/school informants) to examine the factors associated with the implementation of the mandated Daily Physical Activity (DPA) and Food and Beverage Sales in Schools (FBSS) guidelines. Coding used a constructivist grounded theory approach. The first five transcripts and every fifth transcript thereafter were coded by two independent coders with discrepancies reconciled by a third coder. Data was coded and analysed in the NVivo 9 software. Concept maps were developed and current theoretical perspectives were integrated in the later stages of analysis. Results The Diffusion of Innovations Model provided an organizing framework to present emergent themes. With the exception of triability (not relevant in the context of mandated guidelines/policies), the key attributes of the Diffusion of Innovations Model (relative advantage, compatibility, complexity, and observability) provided a robust framework for understanding themes associated with implementation of mandated guidelines. Specifically, implementation of the DPA and FBSS guidelines was facilitated by perceptions that they: were relatively advantageous compared to status quo; were compatible with school mandates and teaching philosophies; had observable positive impacts and impeded when perceived as complex to understand and implement. In addition, a number of contextual factors including availability of resources facilitated implementation. Conclusions The enactment of mandated policies/guidelines for schools is considered an essential step in

  15. SERC school in experimental high energy physics: selected lectures from the first and second school. V. 2

    International Nuclear Information System (INIS)

    Acharya, B.S.; Ganguli, S.N.

    1998-08-01

    The Science and Engineering Council (SERC) of the Department of Science and Technology (DST) has approved three schools to be organised in the area of Experimental High Energy Physics in 5-year period. In the first two schools, a series of lecture courses and practical courses in model experiments and software experiments were offered. The topics covered include accelerators, particle detectors, collider physics, physics of large hadron collider (LHC), structure of proton and nuclei, quark gluon plasma (QGP), kinematics and phase space. The papers relevant to INIS are indexed separately

  16. SERC school in experimental high energy physics: selected lectures from the first and second school. V. 1

    International Nuclear Information System (INIS)

    Acharya, B.S.; Ganguli, S.N.

    1998-08-01

    The Science and Engineering Council (SERC) of the Department of Science and Technology (DST) has approved three schools to be organised in the area of Experimental High Energy Physics in 5-year period. In the first two schools, a series of lecture courses and practical courses in model experiments and software experiments were offered. The topics covered include accelerators, collider physics, physics of large hadron collider (LHC), structure of proton and nuclei, quark gluon plasma (QGP), kinematics and phase space. The papers relevant to INIS are indexed separately

  17. Do Israeli health promoting schools contribute to students' healthy eating and physical activity habits?

    Science.gov (United States)

    Hayek, Samah; Tessler, Riki; Bord, Shiran; Endevelt, Ronit; Satran, Carmit; Livne, Irit; Khatib, Mohammed; Harel-Fisch, Yosi; Baron-Epel, Orna

    2017-10-04

    The Israeli Health Promoting School Network (HPSN) is actively committed to enhancing a healthy lifestyle for the entire school population. This study aimed to explore the contribution of school participation in the HPSN and students' individual characteristics to healthy eating and physical activity habits among Israeli school children aged 10-12 years. A cross-sectional survey was conducted among 4166 students in grades 4-6 from 28 schools. The schools were selected from a sample of HPSN affiliated and non-HPSN schools. The contribution of individual characteristics (grade, gender and subjective self-reported health education activities at school) and school characteristics (school type, population group, deprivation score) to healthy eating and physical activity habits was analyzed using multi-level hierarchical models. Multi-level analysis indicated that student's individual characteristic was significantly associated with healthy eating and physical activity habits. The subjective self-reported health education received at school was statistically significant factor associated with students' health behaviors. The school's affiliation with the HPSN was not associated with higher healthy eating and physical activity scores after adjusting for individual factors. These findings suggest that Israeli HPSN schools do not contribute to children's health behaviors more than other schools. Therefore, health promoting activities in HPSN schools need to be improved to justify their recognition as members of the HPS network and to fulfill their mission. © The Author 2017. Published by Oxford University Press. All rights reserved. For Permissions, please email: journals.permissions@oup.com.

  18. The school environment and adolescent physical activity and sedentary behaviour: a mixed‐studies systematic review

    Science.gov (United States)

    Atkin, A. J.; Corder, K.; Suhrcke, M.; van Sluijs, E. M. F.

    2015-01-01

    Summary There is increasing academic and policy interest in interventions aiming to promote young people's health by ensuring that the school environment supports healthy behaviours. The purpose of this review was to summarize the current evidence on school‐based policy, physical and social‐environmental influences on adolescent physical activity and sedentary behaviour. Electronic databases were searched to identify studies that (1) involved healthy adolescents (11–18 years old), (2) investigated school‐environmental influences and (3) reported a physical activity and/or sedentary behaviour outcome or theme. Findings were synthesized using a non‐quantitative synthesis and thematic analysis. Ninety‐three papers of mixed methodological quality were included. A range of school‐based policy (e.g. break time length), physical (e.g. facilities) and social‐environmental (e.g. teacher behaviours) factors were associated with adolescent physical activity, with limited research on sedentary behaviour. The mixed‐studies synthesis revealed the importance of specific activity settings (type and location) and intramural sport opportunities for all students. Important physical education‐related factors were a mastery‐oriented motivational climate and autonomy supportive teaching behaviours. Qualitative evidence highlighted the influence of the wider school climate and shed light on complexities of the associations observed in the quantitative literature. This review identifies future research needs and discusses potential intervention approaches to be considered. PMID:26680609

  19. The Use of Refundable Tax Credits to Increase Low-Income Children's After-School Physical Activity Level.

    Science.gov (United States)

    Dunton, Genevieve; Ebin, Vicki J; Efrat, Merav W; Efrat, Rafael; Lane, Christianne J; Plunkett, Scott

    2015-06-01

    The current study investigates the extent to which a refundable tax credit could be used to increase low-income children's after-school physical activity levels. An experimental study was conducted evaluating the effectiveness of an intervention offering a simulated refundable tax credit to parents of elementary-school-age children (n = 130) for enrollment in after-school physical activity programs. A randomized controlled design was used, with data collected at baseline, immediately following the 4-month intervention (postintervention), and 6 weeks after the end of the intervention (follow-up). Evaluation measures included (1) enrollment rate, time spent, weekly participation frequency, duration of enrollment, and long-term enrollment patterns in after-school physical activity programs and (2) moderate to vigorous physical activity. The simulated tax credits did not significantly influence low-income children's rates of enrollment in after-school physical activity programs, frequency of participation, time spent in after-school physical activity programs, and overall moderate-to-vigorous intensity physical activity at postintervention or follow-up. The use of refundable tax credits as incentives to increase participation in after-school physical activity programs in low-income families may have limited effectiveness. Lawmakers might consider other methods of fiscal policy to promote physical activity such as direct payment to after-school physical activity program providers for enrolling and serving a low-income child in a qualified program, or improvements to programming and infrastructure.

  20. The Role of Schools in Children's Physical Activity Participation: Staff Perceptions

    Science.gov (United States)

    Huberty, J.; Dinkel, D.; Coleman, J.; Beighle, A.; Apenteng, B.

    2012-01-01

    The school setting provides a promising environment to increase children's physical activity (PA), however, staff often impact the success of PA within schools. The purpose of this article was to describe the knowledge of elementary school staff related to PA and their perception of the importance of the school environment being conducive to PA…

  1. Inequalities in Sport and Physical Activity Programs in Ontario Schools.

    Science.gov (United States)

    Macintosh, Donald

    1981-01-01

    Two recent studies of interschool sports and physical education in Ontario secondary schools examine the issues of differences in interschool sports participation as a reflection of socioeconomic background, gender of the participants, degree of participation, and school size.

  2. Relationship of Weight-Based Teasing and Adolescents' Psychological Well-Being and Physical Health

    Science.gov (United States)

    Greenleaf, Christy; Petrie, Trent A.; Martin, Scott B.

    2014-01-01

    Background: To date, research has focused primarily on psychological correlates of weight-based teasing. In this study, we extended previous work by also examining physical health-related variables (eg, physical self-concept and physical fitness [PF]). Methods: Participants included 1419 middle school students (637 boys and 782 girls). Of these,…

  3. Who Teaches High School Physics? Results from the 2012-13 Nationwide Survey of High School Physics Teachers. Focus On

    Science.gov (United States)

    White, Susan; Tyler, John

    2014-01-01

    During the 2012-13 academic year, the authors collected data from a representative national sample of over 3,500 public and private high schools across the U.S. to inquire about physics availabilities and offerings. This report describes their findings.

  4. Studio Physics at the Colorado School of Mines: A model for iterative development and assessment

    Science.gov (United States)

    Kohl, Patrick; Kuo, Vincent

    2009-05-01

    The Colorado School of Mines (CSM) has taught its first-semester introductory physics course using a hybrid lecture/Studio Physics format for several years. Based on this previous success, over the past 18 months we have converted the second semester of our traditional calculus-based introductory physics course (Physics II) to a Studio Physics format. In this talk, we describe the recent history of the Physics II course and of Studio at Mines, discuss the PER-based improvements that we are implementing, and characterize our progress via several metrics, including pre/post Conceptual Survey of Electricity and Magnetism (CSEM) scores, Colorado Learning About Science Survey scores (CLASS), failure rates, and exam scores. We also report on recent attempts to involve students in the department's Senior Design program with our course. Our ultimate goal is to construct one possible model for a practical and successful transition from a lecture course to a Studio (or Studio-like) course.

  5. Nutrition intake and physical activity in a middle school in New York City.

    Science.gov (United States)

    Gonzalez, Marisol; Feinstein, Ronald; Iezzi, Carina; Fisher, Martin

    2015-08-01

    The threat of childhood obesity has never been greater. Behavior changes implemented during childhood and adolescence are believed to be the most successful means of thwarting the progression of this epidemic. The American Academy of Pediatrics has developed a public health campaign that promotes awareness of clinical guidelines for nutrition and physical activity. The campaign is based on a concept developed by the Maine Center for Public Health referred to as "5-2-1-0 Healthy". The simple clear message of this concept outlines steps families can take to help prevent and treat childhood obesity. The purpose of the present study is to determine the current level of compliance and health education needs of a middle school population related to the "5-2-1-0" concept. A modified version of the 2010 National Youth Physical Activity and Nutrition Survey (developed by the Centers for Disease Control and Prevention) was distributed to students at a private, nonsectarian, middle school in New York City. The school is located in the borough of Manhattan, but includes youngsters from all five boroughs of the city. The questions were grouped and analyzed according to "5-2-1-0" categories. Surveys were scored, and the association between targeted questionnaire items and demographic variables (i.e., sex and grade) was examined. All 140 students completed the survey, and there was great variability in their responses to both the nutrition and physical activity questions. Of all students, 65% reported eating one cup or more of fruit daily, and 38% reported eating one cup or more of vegetables daily. There was no statistically significant difference reported in consumption of fruits or vegetables by gender or grade. Over 60% of students indicated physical activity reported by gender and grade (more physical activity by males and younger students). There was no difference in the reported consumption of sugar-sweetened beverages by gender or grade. In a cohort of middle school

  6. Determinants of physical activity in primary school students using the health belief model.

    Science.gov (United States)

    Ar-Yuwat, Sireewat; Clark, Mary Jo; Hunter, Anita; James, Kathy S

    2013-01-01

    Thailand is a middle-income country in which two-thirds of children demonstrate an insufficient level of physical activity. Physical inactivity is a major risk factor for obesity and many other health-related consequences in children. Thus, it is important to understand how primary school children perceive things in their daily life as determinants of physical activity. The purpose of this study was to investigate the impact of cues, perceived benefits, and perceived barriers on the level of physical activity among primary school students. A cross-sectional study was conducted in Phitsanulok Province, Thailand, in 2011. Multistage sampling selected a total of 123 primary school students. The Physical Activity Questionnaire for Older Children and the Cues, Perceived Benefits, and Barriers to Physical Activity Questionnaire were used to assess the student levels of physical activity, as well as the perceived benefits, barriers, and cues to action. The association between these factors and the level of physical activity was determined by correlation statistics and confirmed by robust regression. Multivariate analysis of variance compared health belief model determinants: perceived benefits, perceived barriers, and cues to action on physical activity between male and female students. Self-administered questionnaires were validated and tested in a pilot study. The level of activity among primary school children was significantly influenced by perceived barriers, such as fear of strangers when playing outdoors, bad weather, and too much homework. However, activity was not influenced by cues to action or perceived benefits. Perceived benefits, barriers, and cues to physical activity did not differ by gender. A safe environment and fewer barriers, such as amount of homework, could enhance physical activity in primary school children.

  7. Physical Literacy in Danish Primary School

    DEFF Research Database (Denmark)

    Jensen, Jens-Ole

    2016-01-01

    and risk factors) and emotional capital (e.g. fun, enjoyment and self-esteem) (Bailey et al. 2013) it was decided to introduce physical activities and movements in the everyday life in schools. In order to improve the pupils’ health, cognitive learning and wellbeing all pupils from grade 1-9 must have...... the demand of verbalization. Anyway, a new school law was implemented in the Danish primary and secondary school system in August 2014. The main purposes of the law is to challenge every pupil to become as skilled as possible, lower the consequences of social background in order to achieve better results...... attention was addressed to bodily communication (Argyle 1988; Gebauer & Wulf 1996) and micro-sociological interactions (Goffman 1963). In the end of the fieldwork semi-structured interviews were conducted in small groups with 2-3 children in each group.Expected outcomes/resultsFrom experience from previous...

  8. The picture of health: examining school-based health environments through photographs.

    Science.gov (United States)

    Kontak, Julia C H; McIsaac, Jessie-Lee D; Penney, Tarra L; Kuhle, Stefan; Kirk, Sara F L

    2017-04-01

    Health-promoting schools (HPS) is an effective approach to enhance the health and well-being of children and youth, but its measurement remains a challenge considering contextual differences across school environments. The purpose of this study was to qualitatively explore the physical features of the school environment through photographs of schools that had implemented an HPS approach compared with schools that had not. This study used a descriptive approach, wherein physical features of the school environment were distilled through visual images and qualitatively analyzed. School environment data were collected from 18 elementary schools (10 HPS, 8 comparison schools) from a school board in rural Nova Scotia (Canada). Evaluation assistants captured photographs of the physical school environment as part of a broader environment audit. Overarching themes included the promotion, access and availability of opportunities for healthy eating and physical activity, healthy school climate and safety and accessibility of the school. The photographs characterized diverse aspects of the school environment and revealed differences between schools that had implemented an HPS approach compared with schools that had not. There were increased visual cues to support healthy eating, physical activity and mental well-being, and indications of a holistic approach to health among schools that implemented an HPS approach. This research adds to understanding the environmental elements of HPS. The use of photographic data to understand school environments provided an innovative method to explore the physical features of schools that had implemented an HPS approach. © The Author 2016. Published by Oxford University Press. All rights reserved. For Permissions, please email: journals.permissions@oup.com.

  9. The association of state law to physical education time allocation in US public schools.

    Science.gov (United States)

    Perna, Frank M; Oh, April; Chriqui, Jamie F; Mâsse, Louise C; Atienza, Audie A; Nebeling, Linda; Agurs-Collins, Tanya; Moser, Richard P; Dodd, Kevin W

    2012-08-01

    We examined whether public schools in states with specific and stringent physical education (PE) laws, as assessed by the Physical Education-Related State Policy Classification System (PERSPCS), available on the Classification of Laws Associated with School Students (C.L.A.S.S.) Web site, reported more weekly PE time in the most recent School Health Policies and Programs Survey (SHPPS). Schools (n=410) were grouped by their state's PERSPCS time requirement scores (none, nonspecific requirement, or specific requirement). Average weekly school-level PE was calculated using the SHPPS-reported PE minutes. Weighted analyses determined if PE minutes/week differed by PERSPCS group. Schools in states with specific requirement laws averaged over 27 and 60 more PE minutes/week at the elementary and middle school levels, respectively, compared with schools within states with nonspecific laws and over 40 and 60 more PE minutes per week, respectively, compared with elementary and middle schools in states with no laws. High school results were nonsignificant. Public health guidelines recommend at least 60 minutes of daily physical activity for children, and PE may further this goal. Strong codified law with specific time requirements for PE may be an important tool contributing toward adequate PE time and daily physical activity recommendations.

  10. Dietary and Physical Activity Behaviors of Middle School Youth: The Youth Physical Activity and Nutrition Survey

    Science.gov (United States)

    Zapata, Lauren B.; Bryant, Carol A.; McDermott, Robert J.; Hefelfinger, Jennie A.

    2008-01-01

    Background: Obesity has become a national epidemic among youth. Declining physical activity and poor nutrition contribute to this epidemic. The purpose of this study was to obtain data on middle school students' physical activity and nutrition knowledge and practices. Methods: The Youth Physical Activity and Nutrition Survey was developed and…

  11. The Good School Toolkit for reducing physical violence from school staff to primary school students: a cluster-randomised controlled trial in Uganda.

    Science.gov (United States)

    Devries, Karen M; Knight, Louise; Child, Jennifer C; Mirembe, Angel; Nakuti, Janet; Jones, Rebecca; Sturgess, Joanna; Allen, Elizabeth; Kyegombe, Nambusi; Parkes, Jenny; Walakira, Eddy; Elbourne, Diana; Watts, Charlotte; Naker, Dipak

    2015-07-01

    Violence against children from school staff is widespread in various settings, but few interventions address this. We tested whether the Good School Toolkit-a complex behavioural intervention designed by Ugandan not-for-profit organisation Raising Voices-could reduce physical violence from school staff to Ugandan primary school children. We randomly selected 42 primary schools (clusters) from 151 schools in Luwero District, Uganda, with more than 40 primary 5 students and no existing governance interventions. All schools agreed to be enrolled. All students in primary 5, 6, and 7 (approximate ages 11-14 years) and all staff members who spoke either English or Luganda and could provide informed consent were eligible for participation in cross-sectional baseline and endline surveys in June-July 2012 and 2014, respectively. We randomly assigned 21 schools to receive the Good School Toolkit and 21 to a waitlisted control group in September, 2012. The intervention was implemented from September, 2012, to April, 2014. Owing to the nature of the intervention, it was not possible to mask assignment. The primary outcome, assessed in 2014, was past week physical violence from school staff, measured by students' self-reports using the International Society for the Prevention of Child Abuse and Neglect Child Abuse Screening Tool-Child Institutional. Analyses were by intention to treat, and are adjusted for clustering within schools and for baseline school-level means of continuous outcomes. The trial is registered at clinicaltrials.gov, NCT01678846. No schools left the study. At 18-month follow-up, 3820 (92·4%) of 4138 randomly sampled students participated in a cross-sectional survey. Prevalence of past week physical violence was lower in the intervention schools (595/1921, 31·0%) than in the control schools (924/1899, 48·7%; odds ratio 0·40, 95% CI 0·26-0·64, pSchool Toolkit is an effective intervention to reduce violence against children from school staff in Ugandan

  12. The Perceptions and Experiences of School Management Teams and Teachers of the Management of Physical Resources in Public Schools

    Science.gov (United States)

    Mestry, Raj; Bodalina, Kishan

    2015-01-01

    The effective management of physical resources significantly impacts on the quality of teaching and learning in schools. The procurement, utilization and maintenance of physical resources through organized structures, well-designed policies and rigid processes are critical for quality education. According to the South African Schools Act 1996, a…

  13. A "Marked Success": Physical Activity at Miss White's School

    Science.gov (United States)

    Morice, Linda C.

    2008-01-01

    This article examines the career of Flora White, who operated a school for girls in Concord, Massachusetts (USA) from 1897 to 1914. The school promoted individualised learning and physical activity for young women. Its programme of female exercise and sports ran counter to prevailing scholarly, medical, and popular opinion in the US. White faced…

  14. Development of Reasoning Test Instruments Based on TIMSS Framework for Measuring Reasoning Ability of Senior High School Student on the Physics Concept

    Science.gov (United States)

    Muslim; Suhandi, A.; Nugraha, M. G.

    2017-02-01

    The purposes of this study are to determine the quality of reasoning test instruments that follow the framework of Trends in International Mathematics and Science Study (TIMSS) as a development results and to analyse the profile of reasoning skill of senior high school students on physics materials. This research used research and development method (R&D), furthermore the subject were 104 students at three senior high schools in Bandung selected by random sampling technique. Reasoning test instruments are constructed following the TIMSS framework in multiple choice forms in 30 questions that cover five subject matters i.e. parabolic motion and circular motion, Newton’s law of gravity, work and energy, harmonic oscillation, as well as the momentum and impulse. The quality of reasoning tests were analysed using the Content Validity Ratio (CVR) and classic test analysis include the validity of item, level of difficulty, discriminating power, reliability and Ferguson’s delta. As for the students’ reasoning skills profiles were analysed by the average score of achievements on eight aspects of the reasoning TIMSS framework. The results showed that reasoning test have a good quality as instruments to measure reasoning skills of senior high school students on five matters physics which developed and able to explore the reasoning of students on all aspects of reasoning based on TIMSS framework.

  15. The Role of Family and Community Involvement in the Development and Implementation of School Nutrition and Physical Activity Policy

    Science.gov (United States)

    Kehm, Rebecca; Davey, Cynthia S.; Nanney, Marilyn S.

    2015-01-01

    Background: Although there are several evidence-based recommendations directed at improving nutrition and physical activity standards in schools, these guidelines have not been uniformly adopted throughout the United States. Consequently, research is needed to identify facilitators promoting schools to implement these recommendations. Therefore,…

  16. Impact of the "Planning to be Active" leisure time physical exercise program on rural high school students.

    Science.gov (United States)

    Hortz, Brian; Petosa, Rick

    2006-10-01

    The purpose of the study was to evaluate the effects of a Social Cognitive Theory-based intervention designed to increase the frequency of leisure time planned moderate and vigorous physical exercise among rural high school students attending physical education class. Students in treatment and comparison groups were exposed to an activity-based physical education curricula. The treatment group received eight behavioral skill-building lessons integrated into the existing curriculum. The Social Cognitive Theory-based educational treatment increased levels of moderate physical exercise occurring outside the classroom. This study demonstrated an impact on adolescent leisure time moderate physical exercise using classroom instruction. The intervention was most effective with students who were previously sedentary. The curricular approaches used to promote regular moderate exercise may be useful for sedentary adolescents.

  17. Year in school and physical activity stage of change as discriminators of variation in the physical activity correlate profile of adolescent females.

    Science.gov (United States)

    Burns, Con; Murphy, John J; MacDonncha, Ciaran

    2014-05-01

    Knowledge of the physical activity correlate profile of adolescent females will provide insight into decreasing physical activity patterns among adolescent females. Correlates of physical activity and physical activity stage of change were assessed during 2007-2008 among 871 Irish adolescent females in years 1-6 in secondary schools (15.28 ± 1.8 years). Multivariate Analysis of Variance was used to identify whether differences in correlates of physical activity could be detected across year in school and physical activity stages of change. Significant differences (P physically active (partial eta range (ηp2) .21-.25) to be the most important predictors of physical activity stage of change. Females in more senior years in school and in earlier physical activity stages of change reported a significantly less positive physical activity correlate profile than females in junior years and in later physical activity stages of change. This finding supports the construct validity of the physical activity stages of change.

  18. Social support for youth physical activity: Importance of siblings, parents, friends and school support across a segmented school day

    Directory of Open Access Journals (Sweden)

    Kolt Gregory S

    2007-11-01

    Full Text Available Abstract Background Whilst evidence exists for the influence of encouragement on physical activity participation, the diversity of support sources and the type of physical activity examined previously is limited. This study examined the importance of perceived encouragement from parents, siblings/cousins, friends, and schools on participation levels across three time-specific activity opportunities that are available during a school day (after-school physical activities, lunchtime activity, and active transportation to and from school. Methods A cross-sectional sample of 12–18 year old high school students (n = 3,471 were recruited from low SES schools within South Auckland, New Zealand and categorised as either Junior (Years 9–11 or Senior (Years 12 & 13 students. Participants reported their physical activity levels and quantity of encouragement received from their parent(s, friend(s, sibling(s/cousin(s, and school to be active. For each physical activity variable participants were dichotomized as being either "active" or "less active". For each social support source, participants were grouped into either receiving "high" or "low" levels of support. Binary logistic regression analyzes were conducted to calculate odd ratios and 95% confidence intervals. Results Low parental support (Juniors, OR: 0.47, 95% CI: 0.38–0.58; Seniors, OR: 0.41, 95% CI: 0.29–0.60 and low peer support (Juniors, OR: 0.61, 95% CI: 0.51–0.74; Seniors, OR: 0.49, 95% CI: 0.35–0.69 were associated with reduced odds of being regularly active after school. For lunchtime activity, low peer support (Juniors, OR: 0.39, 95% CI: 0.32–0.48; Seniors, OR: 0.41, 95% CI: 0.29–0.57 was associated with reduced odds of being categorized as active. While no variables were significantly related to active transportation among senior students, low peer support was associated with reduced odds of actively commuting for Junior students (OR: 0.78, 95% CI: 0.66–0.92. Irrespective

  19. Prospective Physics Teachers' Views on Their Knowledge about the New Concepts in Turkish High School Physics Curricula

    Science.gov (United States)

    Kapucu, Serkan; Yildirim, Ufuk

    2012-01-01

    The purpose of this study was to a) investigate prospective physics teachers' views on their knowledge about new physics concepts introduced in Turkish High School Physics Curricula; b) investigate the sources of their acquired knowledge about these new physics concepts; and c) explore if there were differences in views on knowledge about these…

  20. Organization of Physical Activities as a Precondition of Quality Development of Motor Abilities of Pre-School and School Children

    Science.gov (United States)

    Markovic, Živorad; Kopas-Vukašinovic, Emina

    2015-01-01

    In their work authors consider the significance of the organization of physical activities for the development of abilities of pre-school and school children. Led by theoretical basis that physical development of children represents the basis of their whole development, and that "fine motor skills" are determined by the development of…

  1. A Quantitative Review of Physical Activity, Health, and Learning Outcomes Associated with Classroom-Based Physical Activity Interventions

    Science.gov (United States)

    Erwin, Heather; Fedewa, Alicia; Beighle, Aaron; Ahn, Soyeon

    2012-01-01

    Research suggests that physical activity may foster improved academic performance, yet schools are receiving more pressure to achieve high academic standards. It is important for classroom teachers, administrators and school psychologists to understand the benefits of incorporating physical activity into the school day. This article serves as a…

  2. Injuries in Children with Extra Physical Education in Primary Schools

    DEFF Research Database (Denmark)

    Rexen, Christina; Andersen, Lars Bo; Ersbøll, Annette Kjær

    2014-01-01

    (1) Examine the influence of extra physical education (EPE) on the number of musculoskeletal injuries in public schools accounting for organized sports participation (OSP) outside school. (2) Examine the major injury subgroup: growth-related overuse (GRO) through the overuse-related injury group....

  3. 10th joint CERN-Fermilab Hadron Collider Physics Summer School

    CERN Document Server

    2015-01-01

    The CERN-Fermilab Hadron Collider Physics Summer Schools are targeted particularly at young postdocs and senior PhD students working towards the completion of ther thesis project, in both experimental High Energy Physics (HEP) and phenomenology.

  4. Case Study of an Institutionalized Urban Comprehensive School Physical Activity Program

    Science.gov (United States)

    Doolittle, Sarah A.; Rukavina, Paul B.

    2014-01-01

    This single case study (Yin, 2009) compares an established urban physical education/ sport/physical activity program with two models: Comprehensive School Physical Activity Program/CSPAP (AAHPERD, 2013; CDC, 2013); and Lawson's propositions (2005) for sport, exercise and physical education for empowerment and community development to determine…

  5. Gender Differences in High School Students' Interests in Physics

    Science.gov (United States)

    Baran, Medine

    2016-01-01

    The aim of this research was to determine the interests of high school students in Physics and variable of how the influential factors on their interests depending on gender. The research sample included 154 (F:78 M:76) high school students. A structured interview form was used as the data collection tool in the study. The research data were…

  6. XV and XVI SERC Main Schools in Theoretical High Energy Physics held at the Saha Institute of Nuclear Physics and Harish-Chandra Research Institute

    CERN Document Server

    2005-01-01

    Current research in High Energy Physics focuses on a number of enigmatic issues that go beyond the very successful Standard Model of particle physics. Among these are the problem of neutrino mass, the (as yet) unobserved Higgs particle, the quark-gluon plasma, quantum aspects of gravity, and the so--called hierarchy problem. Satisfactory resolution of these important questions will take much research effort in both theory and experiment. The Science & Engineering Research Council, Department of Science & Technology has sponsored a series of SERC Schools in Theoretical High Energy Physics over the past several years, to provide instruction and training to graduate students working for research degrees. This book is an outcome of the schools held at the Saha Institute of Nuclear Physics, Kolkata in 2000, and at the Harish-Chandra Research Institute, Allahabad in 2001. Based on lectures by active researchers in the field---Rajiv Gavai, Debashis Ghoshal, Dileep Jatkar, Anjan Joshipura, Biswarup Mukhopadhy...

  7. Surveying Turkish high school and university students’ attitudes and approaches to physics problem solving

    Directory of Open Access Journals (Sweden)

    Nuri Balta

    2016-04-01

    Full Text Available Students’ attitudes and approaches to physics problem solving can impact how well they learn physics and how successful they are in solving physics problems. Prior research in the U.S. using a validated Attitude and Approaches to Problem Solving (AAPS survey suggests that there are major differences between students in introductory physics and astronomy courses and physics experts in terms of their attitudes and approaches to physics problem solving. Here we discuss the validation, administration, and analysis of data for the Turkish version of the AAPS survey for high school and university students in Turkey. After the validation and administration of the Turkish version of the survey, the analysis of the data was conducted by grouping the data by grade level, school type, and gender. While there are no statistically significant differences between the averages of various groups on the survey, overall, the university students in Turkey were more expertlike than vocational high school students. On an item by item basis, there are statistically differences between the averages of the groups on many items. For example, on average, the university students demonstrated less expertlike attitudes about the role of equations and formulas in problem solving, in solving difficult problems, and in knowing when the solution is not correct, whereas they displayed more expertlike attitudes and approaches on items related to metacognition in physics problem solving. A principal component analysis on the data yields item clusters into which the student responses on various survey items can be grouped. A comparison of the responses of the Turkish and American university students enrolled in algebra-based introductory physics courses shows that on more than half of the items, the responses of these two groups were statistically significantly different, with the U.S. students on average responding to the items in a more expertlike manner.

  8. Diet and physical activity in schools: perspectives from the implementation of the WHO global strategy on diet, physical activity and health.

    Science.gov (United States)

    Candeias, Vanessa; Armstrong, Timothy P; Xuereb, Godfrey C

    2010-01-01

    Non-communicable diseases (NCD), such as heart disease, stroke, cancer and diabetes, are by far the leading cause of mortality in the world, representing 60% of all deaths. Unhealthy diets and physical inactivity are well-established risk factors for overweight and the major NCD. In response to the rapid global growth of the NCD burden, the 2008 Action Plan on Prevention and Control of NCD and the 2004 Global Strategy on Diet, Physical Activity and Health (DPAS) have been developed and endorsed as key international policy instruments. As part of the work of the World Health Organization (WHO) to implement these resolutions, a framework describing the core elements for the development and implementation of a national school policy focused on diet and physical activity has been developed. This framework is included in the "DPAS implementation tool box", and it aims to guide policy-makers in the development and implementation of policies that promote healthy eating and physical activity in the school setting through changes in environment, behaviour and education. The article describes the key elements of the framework and details how this tool is integrated into other WHO activities to provide leadership, guidance, capacity building, evidence-based recommendations and advocacy for action to improve dietary practices and increase physical activity globally.

  9. SHORT COMMUNICATION: Status of Physical Fitness Index (PFI % and Anthropometric Parameters in Residential School Children Compared to Nonresidential School Children

    Directory of Open Access Journals (Sweden)

    Jyoti P Khodnapur

    2012-07-01

    Full Text Available Background: Physical fitness is the prime criterion for survival, to achieve any goal and to lead a healthy life. Effect of exercise to have a good physical fitness is well known since ancient Vedas. Physical fitness can be recorded by cardiopulmonary efficiency test like Physical Fitness Index (PFI % which is a powerful indicator of cardiopulmonary efficiency. Regular exercise increases PFI by increasing oxygen consumption. Residential school children are exposed to regular exercise and nutritious food under the guidance. Aims and Objectives: Our study is aimed to compare the physical fitness index status and anthropometric parameters in Residential Sainik (n=100 school children compared to Non-Residential (n=100 school children (aged between 12-16 years of Bijapur. Material and Methods: PFI was measured by Harvard Step Test [1]. TheAnthropometrical parameters like Height (cms, Weight (Kg, Body Surface Area (BSA in sq.mts, Body Mass Index (BMI in Kg/m2, Mid Arm Circumference (cms, Chest Circumference (cms and Abdominal Circumference (cms were recorded. Results: Mean score of PFI(%, Height(cms, Weight(Kg, BSA(sq.mts, BMI(Kg/m2, Mid Arm Circumference(cms, Chest Circumference (cms and Abdominal Circumference (cms were significantly higher (p=0.000 in Residential school children compared to Non Residential school children. In conclusion regular exercise and nutritious diet under the guidance increases the physical fitness and growth in growing children.

  10. Changes to the school food and physical activity environment after guideline implementation in British Columbia, Canada

    OpenAIRE

    Watts, Allison W; Mâsse, Louise C; Naylor, Patti-Jean

    2014-01-01

    Background High rates of childhood obesity have generated interest among policy makers to improve the school food environment and increase students’ levels of physical activity. The purpose of this study was to examine school-level changes associated with implementation of the Food and Beverage Sales in Schools (FBSS) and Daily Physical Activity (DPA) guidelines in British Columbia, Canada. Methods Elementary and middle/high school principals completed a survey on the school food and physical...

  11. Analysing the physics learning environment of visually impaired students in high schools

    Science.gov (United States)

    Toenders, Frank G. C.; de Putter-Smits, Lesley G. A.; Sanders, Wendy T. M.; den Brok, Perry

    2017-07-01

    Although visually impaired students attend regular high school, their enrolment in advanced science classes is dramatically low. In our research we evaluated the physics learning environment of a blind high school student in a regular Dutch high school. For visually impaired students to grasp physics concepts, time and additional materials to support the learning process are key. Time for teachers to develop teaching methods for such students is scarce. Suggestions for changes to the learning environment and of materials used are given.

  12. Physical activity energy expenditure in Dutch adolescents: contribution of active transport to school, physical education, and leisure time activities.

    Science.gov (United States)

    Slingerland, Menno; Borghouts, Lars B; Hesselink, Matthijs K C

    2012-05-01

    Detailed knowledge about physical activity energy expenditure (PAEE) can guide the development of school interventions aimed at reducing overweight in adolescents. However, relevant components of PAEE have never been objectively quantified in this population. This study investigated the contribution of active transport to and from school, physical education (PE), and leisure time activities to total PAEE during a regular school week in adolescents. Seventy-three adolescents (mean age: 15.7 years) wore an individually calibrated combined heart rate-acceleration monitor and kept an activity diary during a regular school week. Branched equation modeling was used to calculate PAEE of the specific activity categories, and their relative contribution to total PAEE was determined. Active transport and PE contributed 30.0% and 17.4%, respectively, to school-related PAEE. Active transport to and from school contributed 15% to total PAEE. Youth with a high physical activity level (PAL) spent 4 hours less in sedentary behavior than subjects with a medium or low PAL (F = 77.415 (2.70), p activities (F = 10.583 (2.70), p Active transport and PE contribute significantly to PAEE during school hours in adolescents. To achieve an increase in total PAEE in the least active group of adolescents, promising strategies might be to reduce inactive behavior, increase participation in leisure time sports, and possibly to replace inactive for active jobs. © 2012, American School Health Association.

  13. 2nd CERN-Fermilab Hadron Collider Physics Summer School, June 6-15, 2007, CERN

    CERN Multimedia

    2007-01-01

    The school web site is http://cern.ch/hcpss with links to the academic programme and the application procedure. The APPLICATION DEADLINE IS 9 MARCH 2007. The results of the selection process will be announced shortly thereafter. The goal of the CERN-Fermilab Hadron Collider Physics Summer Schools is to offer students and young researchers in high energy physics a concentrated syllabus on the theory and experimental challenges of hadron collider physics. The first school in the series, held last summer at Fermilab, covered extensively the physics at the Tevatron collider experiments. The second school, to be held at CERN, will focus on the technology and physics of the LHC experiments. Emphasis will be placed on the first years of data-taking at the LHC and on the discovery potential of the programme. The series of lectures will be supported by in-depth discussion sessions and will include the theory and phenomenology of hadron collisions, discovery physics topics, detector and analysis techniques and tools...

  14. The physical space as a barrier to school inclusion

    Directory of Open Access Journals (Sweden)

    Kênnea Martins Almeida

    2015-03-01

    Full Text Available The architecture and organization of school buildings can be facilitators or barriers in implementing the process of school inclusion, and the assessment for their suitability composes an important part of the role that the rehabilitation team plays in this process. The aim of the present study was to assess the physical accessibility of public schools in a municipality of Minas Gerais state, Brazil. We conducted a descriptive, cross-sectional study with evaluation of the physical spaces of 14 schools, especially the areas of access, circulation, furniture, restrooms and parking, according to the criteria described in the Brazilian Standard 9050/2004. The results were presented in the form of descriptive statistics. Of the 493 items evaluated, 85.6% were considered inadequate. In the sector of access, circulation and furniture, 81.4% of the items were inadequate. In the health sector, 94.6% of the items were inadequate, and no restrooms contemplating all accessibility standards were found. In the parking sector, 83.4% of the items were inadequate. It was possible to identify that none of the state schools assessed in the municipality studied is prepared to make the inclusion of children with special needs with regard to accessibility.

  15. Sports in elementary school: : physical education specialists vs. group teachers

    NARCIS (Netherlands)

    de Groot, Wouter; Moolenaar, Ben; Mombarg, Remo

    2014-01-01

    Introduction In elementary school, children have to learn fundamental motor skills to ensure a lifetime participation in sports. An essential part of this learning process is organized in physical education lessons and other sport activities during or after school time. The quality and quantity of

  16. Improving physics teaching materials on sound for visually impaired students in high school

    NARCIS (Netherlands)

    Toenders, Frank G.C.; De Putter-Smits, Lesley G.A.; Sanders, Wendy T.M.; Den Brok, Perry

    2017-01-01

    When visually impaired students attend regular high school, additional materials are necessary to help them understand physics concepts. The time for teachers to develop teaching materials for such students is scarce. Visually impaired students in regular high school physics classes often use a

  17. School physical activity policies and active transport to school among pupils in the Czech Republic

    NARCIS (Netherlands)

    Hollein, Tomas; Vasickova, Jana; Bucksch, Jens; Kalman, Michal; Sigmundova, Dagmar; van Dijk, Jitse P.

    Background: Previous studies indicate that the level of physical activity (PA) significantly affects children's health. Active transport to school is PA on a daily basis that may contribute substantially to the overall volume of moderate to vigorous physical activity (MVPA). Aim of our study was to

  18. Promoting Self-Regulation through School-Based Martial Arts Training

    Science.gov (United States)

    Lakes, Kimberley D.; Hoyt, William T.

    2004-01-01

    The impact of school-based Tae Kwon Do training on self-regulatory abilities was examined. A self-regulation framework including three domains (cognitive, affective, and physical) was presented. Children (N = 207) from kindergarten through Grade 5 were randomly assigned by homeroom class to either the intervention (martial arts) group or a…

  19. Improved cognitive performance in preadolescent Danish children after the school-based physical activity programme "FIFA 11 for Health" for Europe

    DEFF Research Database (Denmark)

    Lind, Rune Rasmussen; Geertsen, Svend Sparre; Ørntoft, Christina Øyangen

    2018-01-01

    , p = .012) and working memory (79, sx– = 35 ms, p = .020). Conclusion: This pilot study provides evidence that the school-based physical activity programme “FIFA 11 for Health” for Europe can improve cognitive performance in preadolescent Danish schoolchildren. Future studies should attempt...... programme. The programme combines small-sided football games, drills and health education. Cognitive performance was evaluated at baseline and follow-up. Results: The IG improved their cognitive performance compared to the CG for psychomotor function (56, sx– = 22 ms, p attention (39, sx– = 17 ms...

  20. School promotion of healthful diet and physical activity: impact on learning outcomes and self-reported behavior.

    Science.gov (United States)

    Parcel, G S; Simons-Morton, B; O'Hara, N M; Baranowski, T; Wilson, B

    1989-01-01

    The Go For Health Program included classroom health education and environmental changes in school lunch and physical education to foster healthful diet and exercise among elementary school children. Interventions were based on social learning theory and implementation was based on an organizational change strategy for school innovations. Two schools were assigned to intervention and two to control conditions. Cognitive measures (behavioral capability, self-efficacy, behavioral expectations) and self-reported diet and exercise behavior were assessed at baseline and following intervention. Data were analyzed by ANOVA using the student and then the school as the unit of analysis. Statistically significant changes were observed for diet behavioral capability, self-efficacy, and behavioral expectations, use of salt, and exercise behavioral capability (fourth grade), self-efficacy (fourth grade) and frequency of participation in aerobic activity. The results provide evidence for program impact on learning outcomes and student behavior.

  1. Investigate the factors related to the intention to perform physical activity based on the theory of ‎planned behavior among high school female students of Ahvaz city

    Directory of Open Access Journals (Sweden)

    Zahra Baji

    2017-12-01

    Full Text Available Background and Objectives: Exercise and physical activity are important health behaviors for preventing disease and mortality and positive relationship with physical and mental health promotion. The purpose of this study was to investigate the factors related to the intention to perform physical activity based on the theory of planned behavior among high school female students of Ahvaz city in 2016-2017. Materials and Methods: This cross-sectional study was performed on 163 high school female students who were randomly selected from public schools in Ahvaz city. Data were gathered using questionnaire include demographic characteristics (5 items And the theory of planned behavior structure including attitude (9 items, subjective norms (6 items, perceived behavior control (4 items and intention (4 items. Finally, data collected and analyzed by SPSS software version 23 using regression analysis and Pierson correlation coefficient. Results: The mean age of participant’s was 13.76±0.89. In regression model, the attitude (β=0.46, p<0.001 and perceived behavior control (β=0.15, p<0.05 were predictors of the physical activity intention. This model could explain 40% of the variance of the physical activity intention. Among these variables, the effect of attitude was greater than other variables (P<0.001, β=0.46. Conclusion: The results showed that attitude and perceived behavioral control were predictors of physical activity behavior intent. The results reveal the perceived behavior control, attitudes and subjective norms could predict physical activity intention. Therefore, using this theory and paying more attention to the attitude structure is important as the strongest predictor of behavior It is important to target intent and promotion of physical activity behavior in this group.

  2. 7th CERN - Latin-American School of High-Energy Physics

    CERN Document Server

    Mulders, M; CLASHEP 2013; CLASHEP2013

    2015-01-01

    The CERN–Latin-American School of High-Energy Physics is intended to give young physicists an introduction to the theoretical aspects of recent advances in elementary particle physics. These proceedings contain lecture notes on the Standard Model of electroweak interactions, quantum chromodynamics, flavour physics, quantum chromodynamics under extreme conditions, cosmic-ray physics, cosmology, recent highlights of LHC results, practical statistics for particle physicists and a short introduction to the principles of particle physics instrumentation.

  3. Factors across home, work, and school domains influence nutrition and physical activity behaviors of nontraditional college students.

    Science.gov (United States)

    Quintiliani, Lisa M; Bishop, Hillary L; Greaney, Mary L; Whiteley, Jessica A

    2012-10-01

    Nontraditional college students (older, part-time, and/or working) have less healthful nutrition and physical activity behaviors compared to traditional students, yet few health promotion efforts focus on nontraditional students. The purpose of this study was to use qualitative methods to explore factors affecting nutrition and physical activity behaviors of nontraditional students. Fourteen semi-structured individual interviews were conducted with nontraditional undergraduate students attending a large university. The sample had a median age of 25 (range, 21-64), 57% were men, 43% were racial/ethnic minorities, and 57% were employed (mean 22 hours/week). Data were coded using a systematic team-based approach. Consistent themes (mentioned by 4+ students) were identified and categorized into three domains: home, work, and school. Home (themes: neighborhood characteristics, family, partners), work (theme: work environment), and school (themes: cafeteria, vending machines) factors consistently influenced positive nutrition behaviors. Similarly, home (themes: neighborhood including safety, friends from home, partner,), work (theme: work environment), and school (themes: not having a car, campus structure, campus gym, friends at school) factors consistently influenced positive physical activity. Financial resources and perceptions of autonomy had influence across domains. Results indicate consistent influences on nutrition and physical activity behaviors across home, work, and school domains for nontraditional college students. Study findings suggest possible, and sometimes unconventional, intervention strategies to promote healthful eating and physical activity. For example, when cafeteria meal plans are not offered and financial constraints limit eating at the cafeteria, encouraging healthful choices from vending machines could be preferable to not eating at all. Copyright © 2012 Elsevier Inc. All rights reserved.

  4. Recruitment of Secondary School Physics Teachers--An International Viewpoint.

    Science.gov (United States)

    Mayfield, M. R.

    This report of the findings of the working group on "recruitment" of the International Congress on the Education of Secondary School Physics Teachers held in Hungary in September, 1970, includes reasons for the shortage of physics teachers (low salaries, excessive class load, lack of prestige, and inadequate programs of teacher preparation),…

  5. 1st Asia-Europe-Pacific School of High-Energy Physics

    CERN Document Server

    Kawagoe, K; AEPSHEP 12

    2014-01-01

    The Asia–Europe–Pacific School of High-Energy Physics is intended to give young physicists an introduction to the theoretical aspects of recent advances in elementary particle physics. These proceedings contain lectures on quantum field theory, quantum chromodynamics, flavour physics and CP-violation, physics beyond the Standard Model, neutrino physics, particle cosmology, heavy-ion physics, as well as a presentation of recent results from the Large Hadron Collider (LHC), practical statistics for particle physicists and a short introduction to the principles of particle physics instrumentation.

  6. 6th CERN - Latin-American School of High-Energy Physics

    CERN Document Server

    Mulders, M; Spiropulu, M; CLASHEP 2011; CLASHEP2011

    2013-01-01

    The CERN–Latin-American School of High-Energy Physics is intended to give young physicists an introduction to the theoretical aspects of recent advances in elementary particle physics. These proceedings contain lectures on quantum field theory, quantum chromodynamics, flavour physics and CP-violation, physics beyond the Standard Model, neutrino physics, particle cosmology, ultrahigh-energy cosmic rays and heavy-ion physics, as well as a presentation of recent results from the Large Hadron Collider (LHC) and a short introduction to the principles of particle physics instrumentation.

  7. Changes to the school food and physical activity environment after guideline implementation in British Columbia, Canada

    Science.gov (United States)

    2014-01-01

    Background High rates of childhood obesity have generated interest among policy makers to improve the school food environment and increase students’ levels of physical activity. The purpose of this study was to examine school-level changes associated with implementation of the Food and Beverage Sales in Schools (FBSS) and Daily Physical Activity (DPA) guidelines in British Columbia, Canada. Methods Elementary and middle/high school principals completed a survey on the school food and physical activity environment in 2007–08 (N = 513) and 2011–12 (N = 490). Hierarchical mixed effects regression was used to examine changes in: 1) availability of food and beverages; 2) minutes per day of Physical Education (PE); 3) delivery method of PE; and 4) school community support. Models controlled for school enrollment and community type, education and income. Results After policy implementation was expected, more elementary schools provided access to fruits and vegetables and less to 100% fruit juice. Fewer middle/high schools provided access to sugar-sweetened beverages, French fries, baked goods, salty snacks and chocolate/candy. Schools were more likely to meet 150 min/week of PE for grade 6 students, and offer more minutes of PE per week for grade 8 and 10 students including changes to PE delivery method. School community support for nutrition and physical activity policies increased over time. Conclusion Positive changes to the school food environment occurred after schools were expected to implement the FBSS and DPA guidelines. Reported changes to the school environment are encouraging and provide support for guidelines and policies that focus on increasing healthy eating and physical activity in schools. PMID:24731514

  8. Current Status of Women in Physics in Korea—and the New Physics Camp Initiative for High School Girls

    Science.gov (United States)

    Kim, Hyunjung; Song, Sanghoon; Park, Hyunjeong; Park, Jiseon; An, Jihye; Park, Joyoung; Yim, Haein; Song, Jeonghyeon; Yoon, Jin-Hee; Park, Youngah

    2009-04-01

    The Korean Physical Society (KPS) Women Committee has organized a series of the physics camps for high school girl students to give them an opportunity to work together and interact with professional physicists. Although the KPS Women Committee has successfully set the KPS's face toward women's issues, it still needs more systematic support for helping and promoting the activities of women physicists. We describe the physics camp initiative and present the current status of women in physics in Korea, comparing female ratios in undergraduate and graduate school and faculty for the last ten years (1998-2007). The employment rate for females is compared with that for males according to education level. The total number of female students in physics in Korea has increased; however, it is still a very small portion of females who stay in physics with professional positions.

  9. High School Physical Education Teachers' Beliefs about Teaching Students with Mild to Severe Disabilities

    Science.gov (United States)

    Casebolt, Kevin M.; Hodge, Samuel R.

    2010-01-01

    The purpose of this study was to analyze high school physical education teachers' beliefs about teaching students with disabilities in inclusive physical education. The participants (3 men, 2 women) were certified physical education teachers at four suburban high schools. The research method was descriptive-qualitative using a case study approach…

  10. Physics teachers' perspectives on factors that affect urban physics participation and accessibility

    Science.gov (United States)

    Kelly, Angela M.

    2013-06-01

    The accessibility of secondary physics in U.S. urban school districts is a complex issue. Many schools do not offer a physics option, and for those that do, access is often restricted by various school policies and priorities that do not promote physics participation for all. To analyze this problem in greater depth, I adopted a qualitative phenomenological methodology to explore urban physics teachers’ views on school- and district-based conditions that may marginalize traditionally underrepresented students. Teachers from three large urban districts shared concerns and suggestions regarding administrative commitment, student preparedness for physics, reform initiatives and testing mandates, promoting physics enrollments, and implementing high quality instruction. Data from interviews and focus groups provided contextual insights into ways in which physics study may be improved and encouraged for urban youth. Teachers believed expanding access could be facilitated with differentiated levels of physics, incorporating mathematical applications with multiple representations, educating students and counselors on the ramifications of choosing or not choosing elective sciences, well-designed grant-funded initiatives, and flexibility with prerequisites and science course sequencing. Teachers experienced frustration with standardized testing, lack of curricular autonomy, shifting administrative directives, and top-down reforms that did not incorporate their feedback in the decision-making processes. Data from this study revealed that physics teacher networks, often housed at local universities, have been a key resource for establishing supportive professional communities to share best practices that may influence school-based reforms that promote physics participation in urban schools.

  11. Physical self-esteem and personality traits in Swedish physically inactive female high school students: an intervention study.

    Science.gov (United States)

    Kahlin, Yvonne; Werner, Suzanne; Edman, Gunnar; Raustorp, Anders; Alricsson, Marie

    2016-11-01

    Physical activity provides fundamental health benefits and plays a positive role in physical well-being. The aim of this present study was to investigate whether a 6-month physical activity program could influence physical self-esteem and frequency of physical activity in physically inactive female high school students in short- and long-term periods and whether personality traits were related to physical activity behaviour and compliance with the program. The study was a cluster-randomised controlled intervention study including 104 physically inactive female high school students aged 16-19 years, 60 females in an intervention group and 44 females in a control group. The intervention group exercised at sport centres at least once per week during a 6-month period. Questionnaires were used for evaluation. At a 6-month follow up, the intervention group improved physical self-perception in all subdomains and significantly improved physical condition, physical self-worth and self-related health compared to the control group. At 1-year follow up, 25 females out of 53 females were still physically active, and all ratings remained almost the same as at the 6-month follow up. There were no particular personality traits that were dominant in the groups. A 6-month physical activity program can positively influence physical self-esteem and the frequency of physical activity, both from a short- and long-term perspective.

  12. Physical education and school sport: The International Sport in ...

    African Journals Online (AJOL)

    The World Summit on Physical Education, held in Berlin in November 1999, called attention to the serious decline in the state and status of physical education and school sport, all over the world. This report outlines the methods of the Sport in Education Project (SpinEd), an international research project, funded by the ...

  13. One-to-One Mobile Technology in High School Physics Classrooms: Understanding Its Use and Outcome

    Science.gov (United States)

    Zhai, Xiaoming; Zhang, Meilan; Li, Min

    2018-01-01

    This study examined ways in which high school students used mobile devices in physics classrooms and after school, and the impact of in-class and after-school mobile technology use on their physics learning performance and interest. We collected data from 803 high school freshmen in China after they had used mobile devices for over five months. A…

  14. Development and Testing of the Observational System for Recording Physical Activity in Children: Elementary School

    Science.gov (United States)

    McIver, Kerry L.; Brown, William H.; Pfeiffer, Karin A.; Dowda, Marsha; Pate, Russell R.

    2016-01-01

    Purpose: This study describes the development and pilot testing of the Observational System for Recording Physical Activity-Elementary School (OSRAC-E) Version. Method: This system was developed to observe and document the levels and types of physical activity and physical and social contexts of physical activity in elementary school students…

  15. Gender differences on effectiveness of a school-based physical activity intervention for reducing cardiometabolic risk: a cluster randomized trial.

    Science.gov (United States)

    Martínez-Vizcaíno, Vicente; Sánchez-López, Mairena; Notario-Pacheco, Blanca; Salcedo-Aguilar, Fernando; Solera-Martínez, Montserrat; Franquelo-Morales, Pablo; López-Martínez, Sara; García-Prieto, Jorge C; Arias-Palencia, Natalia; Torrijos-Niño, Coral; Mora-Rodríguez, Ricardo; Rodríguez-Artalejo, Fernando

    2014-12-10

    Studies that have examined the impact of a physical activity intervention on cardiometabolic risk factors have yielded conflicting results. The objective of this study was to assess the impact of a standardized physical activity program on adiposity and cardiometabolic risk factors in schoolchildren. Cluster randomized trial study of 712 schoolchildren, 8-10 years, from 20 public schools in the Province of Cuenca, Spain. The intervention (MOVI-2) consisted of play-based and non-competitive activities. MOVI-2 was conducted during two 90-minute sessions on weekdays and one 150-minute session on Saturday mornings every week between September 2010 and May 2011. We measured changes in adiposity (overweight/obesity prevalence, body mass index [BMI], triceps skinfold thickness [TST], body fat %, fat-free mass, waist circumference) and other cardiometabolic risk factors (LDL-cholesterol, triglycerides/HDL-cholesterol ratio, insulin, C-reactive protein and blood pressure). The analyses used mixed regression models to adjust for baseline covariates under cluster randomization. Among girls, we found a reduction of adiposity in intervention versus control schools, with a decrease in TST (-1.1 mm; 95% confidence interval [CI] -2.3 to -0.7), body fat % (-0.9%; 95% CI -1.3 to -0.4), waist circumference (-2.7 cm; 95% CI -4.5 to -0.9), and an increase in fat-free mass (0.3 kg; 95% CI 0.01 to 0.6). The intervention also led to lower serum LDL-cholesterol and insulin levels. Among boys, a reduction in waist circumference (-1.4 cm; 95% CI -2.6 to -0.1; P = 0.03), and an increase in fat-free mass (0.5 kg; 95% CI 0.2 to 0.9; P = 0.003) was associated with the intervention versus control schools. The prevalence of overweight/obesity or underweight, BMI, and other cardiometabolic risk factors was not modified by the intervention. No important adverse events were registered. An extracurricular intervention of non-competitive physical activity during an academic year, targeting all

  16. Shared use agreements and leisure time physical activity in North Carolina public schools.

    Science.gov (United States)

    Carlton, Troy A; Kanters, Michael A; Bocarro, Jason N; Floyd, Myron F; Edwards, Michael B; Suau, Luis J

    2017-02-01

    Although increasing community access to public schools through shared use agreements (SUAs) has been a recommended strategy for promoting physical activity (PA) among national, state and local organizations, empirical evidence examining the efficacy of SUAs is limited. This study examined the degree of usage and production of PA among schools with shared use, and how variation in PA output is related to characteristics of the school, type of activity, facility type, and when activity occurs. Data were collected in 20 schools across North Carolina using System for Observing Play and Recreation in Communities (SOPARC) and Structured Physical Activity Surveys (SPAS) to assess PA in school athletic facilities during out of school time. Findings indicated that although schools had a policy of shared or open use, most facilities were empty during non-school hours. Hierarchal linear regression models also showed that formal programming was positively associated with both use and PA levels. Given the abundance of empty facilities, community groups in need of space to facilitate structured PA programs should pursue avenues of sharing facilities with public schools. Furthermore, to increase the efficacy of shared use, structured physical activity programs may be needed. Future studies are encouraged to further explore the effects of the specific types of shared use programs on PA production as well other aspects of the built environment surrounding schools. Copyright © 2016 Elsevier Inc. All rights reserved.

  17. Can school income and racial/ethnic composition explain the racial/ethnic disparity in adolescent physical activity participation?

    Science.gov (United States)

    Richmond, Tracy K; Hayward, Rodney A; Gahagan, Sheila; Field, Alison E; Heisler, Michele

    2006-06-01

    Our goal was to determine if racial/ethnic disparities in adolescent boys' and girls' physical activity participation exist and persist once the school attended is considered. We performed a cross-sectional analysis of 17,007 teens in the National Longitudinal Study of Adolescent Health. Using multivariate linear regression, we examined the association between adolescent self-reported physical activity and individual race/ethnicity stratified by gender, controlling for a wide range of sociodemographic, attitudinal, behavioral, and health factors. We used multilevel analyses to determine if the relationship between race/ethnicity and physical activity varied by the school attended. Participants attended racially segregated schools; approximately 80% of Hispanic and black adolescent boys and girls attended schools with student populations that were schools that were >94% white. Black and Hispanic adolescent girls reported lower levels of physical activity than white adolescent girls. There were more similar levels of physical activity reported in adolescent boys, with black boys reporting slightly more activities. Although black and Hispanic adolescent girls were more likely to attend poorer schools with overall lower levels of physical activity in girls; there was no difference within schools between black, white, and Hispanic adolescent girls' physical activity levels. Within the same schools, both black and Hispanic adolescent boys had higher rates of physical activity when compared with white adolescent boys. In this nationally representative sample, lower physical activity levels in Hispanic and black adolescent girls were largely attributable to the schools they attended. In contrast, black and Hispanic males had higher activity levels than white males when attending the same schools. Future research is needed to determine the mechanisms through which school environments contribute to racial/ethnic disparities in adolescent physical activity and will need to

  18. Screen-based activities and physical complaints among adolescents from the Nordic countries

    Directory of Open Access Journals (Sweden)

    Bjarnason Thoroddur

    2010-06-01

    Full Text Available Abstract Background A positive association between time spent on sedentary screen-based activities and physical complaints has been reported, but the cumulative association between different types of screen-based activities and physical complaints has not been examined thoroughly. Methods The cross-sectional association between screen-based activity and physical complaints (backache and headache among students was examined in a sample of 31022 adolescents from Denmark, Sweden, Norway, Finland, Iceland and Greenland, as part of the Health behaviour in school-aged children 2005/06 (HBSC study. Daily hours spent on screen-based activities and levels of physical complaints were assessed using self-reports. Results Logistic regression analysis indicated that computer use, computer gaming and TV viewing contributed uniquely to prediction of weekly backache and headache. The magnitude of associations was consistent across types of screen based activities, and across gender. Conclusion The observed associations indicate that time spent on screen-based activity is a contributing factor to physical complaints among young people, and that effects accumulate across different types of screen-based activities.

  19. (S)Partners for Heart Health: a school-based program for enhancing physical activity and nutrition to promote cardiovascular health in 5th grade students.

    Science.gov (United States)

    Carlson, Joseph J; Eisenmann, Joey C; Pfeiffer, Karin A; Jager, Kathleen B; Sehnert, Scott T; Yee, Kimbo E; Klavinski, Rita A; Feltz, Deborah L

    2008-12-22

    The American Heart Association Position Statement on Cardiovascular Health Promotion in Public Schools encourages school-based interventions for the primary prevention of cardiovascular disease (CVD) through risk factor prevention or reduction in children with an emphasis on creating an environment that promotes healthy food choices and physical activity (PA). In an effort to address issues related to CVD risk factors including obesity in Michigan children, a multi-disciplinary team of Michigan State University (MSU) faculty, clinicians, and health profession students was formed to "(S)partner" with elementary school physical education (PE) teachers and MSU Extension staff to develop and implement a cost-effective, sustainable program aimed at CVD risk factor prevention and management for 5th grade students. This (S)partnership is intended to augment and improve the existing 5th grade PE, health and nutrition curriculum by achieving the following aims: 1) improve the students' knowledge, attitudes and confidence about nutrition, PA and heart health; 2) increase the number of students achieving national recommendations for PA and nutrition; and 3) increase the number of students with a desirable CVD risk factor status based on national pediatric guidelines. Secondary aims include promoting school staff and parental support for heart health to help children achieve their goals and to provide experiential learning and service for MSU health profession students for academic credit. This pilot effectiveness study was approved by the MSU IRB. At the beginning and the end of the school year students undergo a CVD risk factor assessment conducted by MSU medical students and graduate students. Key intervention components include eight lesson plans (conducted bi-monthly) designed to promote heart healthy nutrition and PA behaviors conducted by PE teachers with assistance from MSU undergraduate dietetic and kinesiology students (Spartners). The final 10 minutes of each lesson

  20. Teaching Quantum Physics in Upper Secondary School in France:

    Science.gov (United States)

    Lautesse, Philippe; Vila Valls, Adrien; Ferlin, Fabrice; Héraud, Jean-Loup; Chabot, Hugues

    2015-01-01

    One of the main problems in trying to understand quantum physics is the nature of the referent of quantum theory. This point is addressed in the official French curriculum in upper secondary school. Starting in 2012, after about 20 years of absence, quantum physics has returned to the national program. On the basis of the historical construction…