Sample records for schools physics group
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Ability Group Configuration for the High School Physics Classroom
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.
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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.
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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
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Vakili, Khatoon; Pourrazavy, Zinat alsadat
2017-01-01
The aim of this study is comparing math anxiety of secondary school female students in groups (Science and Mathematical Physics) Public Schools, district 2, city of Sari. The purpose of the research is applied research, it is a development branch, and in terms of the nature and method, it is a causal-comparative research. The statistical…
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Asthma & Physical Activity in the School
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. ...
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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...
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Sports in elementary school: : physical education specialists vs. group teachers
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
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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.…
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Directory of Open Access Journals (Sweden)
Joanne McVeigh, Rebecca Meiring
2014-06-01
Full Text Available Few studies have examined physical activity and inactivity levels in an urban South African setting across 12 years of formal schooling. This information is important for implementing strategies to curb increasing trends of physical inactivity and related negative consequences, especially in low to middle income countries facing multiple challenges on overburdened health care systems. We examined levels of physical activity and sedentary behaviour cross-sectionally over 12 school years from childhood to adolescence in Black, White and Indian boys and girls. The aim of our study was to describe gender and race related patterns of physical and sedentary activity levels in a sample of South African children and to determine whether there were associations between these variables and body mass status. Physical activity questionnaires, previously validated in a South African setting, were used to gather information about activity and sedentary behaviours among 767 Black, White and Indian children (5-18 years of age across the 12 grades of formal schooling. Body mass and height were also measured. Time spent in moderate-vigorous physical activity declined over the school years for all race groups and was consistently lower for girls than boys (p = 0.03, while time spent in sedentary activity increased with increasing grade (p 0.05 whereas time spent in sedentary activities was significantly and positively correlated with body mass across all race groups: Indian (r = 0.25, p < 0.001, White (r = 0.22, p < 0.001 and Black (r = 0.37, p = 0.001. The strength of the associations was similar for boys and girls. Black and Indian children were less physically active than their white peers (p < 0.05, and Black children also spent more time in sedentary activity (p < 0.05. Additionally, Black children had the highest proportion of overweight participants (30%, and Indian children the most number of underweight children (13%. Regardless of ethnicity, children who
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Wheatley, Catherine M; Davies, Emma L; Dawes, Helen
2018-03-01
The health benefits of exercise in school are recognized, yet physical activity continues to decline during early adolescence despite numerous interventions. In this study, we investigated whether the prototype willingness model, an account of adolescent decision making that includes both reasoned behavioral choices and unplanned responses to social environments, might improve understanding of physical activity in school. We conducted focus groups with British pupils aged 12 to 13 years and used deductive thematic analysis to search for themes relating to the model. Participants described reasoned decisions about physical activity outside school and unplanned choices to be inactive during break, in response to social contexts described as more "judgmental" than in primary school. Social contexts appeared characterized by anxiety about competence, negative peer evaluation, and inactive playground norms. The prototype willingness model might more fully explain physical activity in school than reasoned behavioral models alone, indicating potential for interventions targeting anxieties about playground social environments.
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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.
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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.
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Eather, Narelle; Morgan, Philip J; Lubans, David R
2013-01-01
To evaluate the impact of a multi-component school-based physical activity intervention (Fit-4-Fun) on health-related fitness and objectively measured physical activity in primary school children. Four Hunter primary schools were recruited in April, 2011 and randomized by school into treatment or control conditions. Participants included 213 children (mean age = 10.72 years ± 0.6; 52.2% female) with the treatment group (n = 118) completing the 8-week Fit-4-Fun Program. Participants were assessed at baseline and 6-month follow-up, with a 91% retention rate. Cardio-respiratory fitness (CRF) (20 m shuttle run) was the primary outcome, and secondary outcomes included body composition (BMI, BMI(Z)), muscular fitness (7-stage sit-up test, push-up test, basketball throw test, Standing Jump), flexibility (sit and reach) and physical activity (7 days pedometry). After 6-months, significant treatment effects were found for CRF (adjusted mean difference, 1.14 levels, p < 0.001), body composition (BMI mean, -0.96 kg/m(2), p < 0.001 and BMI z-score mean -0.47 z-scores, p < 0.001), flexibility (sit and reach mean, 1.52 cm, p = 0.0013), muscular fitness (sit-ups) (mean 0.62 stages, p = 0.003) and physical activity (mean, 3253 steps/day, p < 0.001). There were no group by time effects for the other muscular fitness measures. A primary school-based intervention focusing on fitness education significantly improved health-related fitness and physical activity levels in children. Copyright © 2012 Elsevier Inc. All rights reserved.
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Recess Physical Activity and Perceived School Environment among Elementary School Children
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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.
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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
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Extent and modes of physics instruction in European dental schools.
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.
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School-based health promotion and physical activity during and after school hours.
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.
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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.
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Sharma, Shreela V; Shegog, Ross; Chow, Joanne; Finley, Carrie; Pomeroy, Mike; Smith, Carolyn; Hoelscher, Deanna M
2015-08-01
Computer-based educational games present an opportunity for health education in school; however, their feasibility in school settings and effectiveness in changing behavior are poorly understood. To evaluate the feasibility, acceptability, and effects of the Quest to Lava Mountain (QTLM) computer game on dietary behaviors, physical activity behaviors, and psychosocial factors among ethnically diverse children in Texas. Quasi-experimental group-randomized controlled trial conducted during the 2012-2013 school year. A total of 107 children in fourth and fifth grade consented. There was an attrition rate of 8.8% with a final sample size of 44 children in three intervention schools, and a sample of 50 children in three comparison schools. Dietary intake was measured using two random 24-hour recalls, whereas child self-report surveys measured diet, physical activity, and psychosocial factors before and after the intervention. Process data on QTLM usability and back-end server data on QTLM exposure and progress achieved were collected. QTLM was implemented as part of the in-school or afterschool program. Recommended game exposure duration was 90 min/wk for 6 weeks. Analysis of covariance or logistic regression models evaluated effects of QTLM on diet, physical activity, and psychosocial factors. Post hoc exploratory analysis examined the changes before and after the intervention in outcome variables among children in the intervention group. Significance was set at Peffects of QTLM on physical activity. However, post hoc analysis showed that higher QTLM exposure and gaming progress was associated with increased frequency of physical activity (Peffects on diet and physical activity behaviors among children in elementary school. Copyright © 2015 Academy of Nutrition and Dietetics. Published by Elsevier Inc. All rights reserved.
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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…
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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
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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...
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Reducing Physical Violence Toward Primary School Students With Disabilities.
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.
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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.
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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.
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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.
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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.
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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...
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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.
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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).
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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
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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.
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Outside-school physical activity participation and motivation in physical education.
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.
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Group Counseling in the Schools
Perusse, Rachelle; Goodnough, Gary E.; Lee, Vivian V.
2009-01-01
Group counseling is an effective intervention when working in a school setting. In this article, the authors discuss the different kinds of groups offered in schools, types of group interventions, strategies to use in forming groups, and how to collaborate with others in the school. Because leading groups in schools is a specialized skill, the…
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Fairclough, Stuart J; McGrane, Bronagh; Sanders, George; Taylor, Sarah; Owen, Michael; Curry, Whitney
2016-08-24
PE lessons are the formal opportunity in schools for promotion of physical activity and fitness. This study aimed to evaluate the effectiveness of a pilot PE intervention on physical activity, fitness, and psychosocial outcomes. Participants were 139 children aged 10-11 years from four schools. For six weeks children in two schools received a twice-weekly pilot 'Born to Move' (BTM) physical activity (PA) and fitness intervention alongside one regular PE lesson. Children in the two comparison (COM) schools received their regular twice weekly PE lessons. Outcomes were lesson time and whole-day light (LPA), moderate (MPA), vigorous (VPA), and MVPA, and sedentary time, muscular fitness, cardiorespiratory fitness (CRF), and lesson-specific perceived exertion, enjoyment, and perceived competence. Outcomes were assessed at baseline (T0), midway through the intervention (T1), and at the end (T2) using ANOVAs and ANCOVAs. Intervention fidelity was measured using child and teacher surveys at T2 and analysed using Chi-square tests. The BTM group engaged in moderate PA for significantly more lesson time (29.4 %) than the COM group (25.8 %; p = .009, d = .53). The amount of moderate-to-vigorous PA (MVPA) during the T1 BTM lesson contributed 14.0 % to total MVPA, which was significantly more than the COM group's T1 PE lesson (11.4 %; p competence increased in both groups (p fitness, and psychosocial outcomes. Further, BTM was enjoyed by the children, and valued by the teachers. This study can inform the design of a modified larger-scale cluster RCT evaluation.
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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
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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
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The effects of modeling instruction on high school physics academic achievement
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
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Promoting physical activity among adolescent girls: the Girls in Sport group randomized trial.
Okely, Anthony D; Lubans, David R; Morgan, Philip J; Cotton, Wayne; Peralta, Louisa; Miller, Judith; Batterham, Marijka; Janssen, Xanne
2017-06-21
Slowing the decline in participation in physical activity among adolescent girls is a public health priority. This study reports the outcomes from a multi-component school-based intervention (Girls in Sport), focused on promoting physical activity among adolescent girls. Group randomized controlled trial in 24 secondary schools (12 intervention and 12 control). Assessments were conducted at baseline (2009) and at 18 months post-baseline (2010). The setting was secondary schools in urban, regional and rural areas of New South Wales, Australia. All girls in Grade 8 in 2009 who attended these schools were invited to participate in the study (N = 1769). Using a Health Promoting Schools and Action Learning Frameworks, each school formed a committee and developed an action plan for promoting physical activity among Grade 8 girls. The action plan incorporated strategies in three main areas - i) the formal curriculum, ii) school environment, and iii) home/school/community links - based on the results of formative data from target girls and staff and on individual needs of the school. A member of the research team supported each school throughout the intervention. The main outcome measure was accelerometer-derived total physical activity (TPA) spent in physical activity. Data were analyzed from December 2011 to March 2012. 1518 girls (mean age 13.6y ±0.02) were assessed at baseline. There was a significant decline in TPA from baseline to 18-month follow-up with no differences between girls in the intervention and control schools. Only one-third of schools (4/12) implemented the intervention as per their action plan. Per-protocol analyses on these schools revealed a smaller decline in percentage of time spent in MVPA among girls in the intervention group (adjusted difference 0.5%, 95% CI = -0.01, 0.99, P = 0.05). The Girls in Sport intervention was not effective in reducing the decline in physical activity among adolescent girls. Lack of implementation by most
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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...
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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....
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Outside-School Physical Activity Participation and Motivation in Physical Education
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…
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Barriers for recess physical activity: a gender specific qualitative focus group exploration.
Pawlowski, Charlotte Skau; Tjørnhøj-Thomsen, Tine; Schipperijn, Jasper; Troelsen, Jens
2014-06-23
Many children, in particular girls, do not reach the recommended amount of daily physical activity. School recess provides an opportunity for both boys and girls to be physically active, but barriers to recess physical activity are not well understood. This study explores gender differences in children's perceptions of barriers to recess physical activity. Based on the socio-ecological model four types of environmental barriers were distinguished: natural, social, physical and organizational environment. Data were collected through 17 focus groups (at 17 different schools) with in total 111 children (53 boys) from fourth grade, with a mean age of 10.4 years. The focus groups included an open group discussion, go-along group interviews, and a gender segregated post-it note activity. A content analysis of the post-it notes was used to rank the children's perceived barriers. This was verified by a thematic analysis of transcripts from the open discussions and go-along interviews. The most frequently identified barriers for both boys and girls were weather, conflicts, lack of space, lack of play facilities and a newly-found barrier, use of electronic devices. While boys and girls identified the same barriers, there were both inter- and intra-gender differences in the perception of these barriers. Weather was a barrier for all children, apart from the most active boys. Conflicts were perceived as a barrier particularly by those boys who played ballgames. Girls said they would like to have more secluded areas added to the school playground, even in large schoolyards where lack of space was not a barrier. This aligned with girls' requests for more "hanging-out" facilities, whereas boys primarily wanted activity promoting facilities. Based on the results from this study, we recommend promoting recess physical activity through a combination of actions, addressing barriers within the natural, social, physical and organizational environment.
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School-based physical therapy services and student functional performance at school.
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
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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.
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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
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Bringing Nature to Schools to Promote Children's Physical Activity.
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.
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CERN–Latin-American School of High-Energy Physics in Peru
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...
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Directory of Open Access Journals (Sweden)
Stuart J. Fairclough
2016-08-01
Full Text Available Abstract Background PE lessons are the formal opportunity in schools for promotion of physical activity and fitness. This study aimed to evaluate the effectiveness of a pilot PE intervention on physical activity, fitness, and psychosocial outcomes. Methods Participants were 139 children aged 10–11 years from four schools. For six weeks children in two schools received a twice-weekly pilot ‘Born to Move’ (BTM physical activity (PA and fitness intervention alongside one regular PE lesson. Children in the two comparison (COM schools received their regular twice weekly PE lessons. Outcomes were lesson time and whole-day light (LPA, moderate (MPA, vigorous (VPA, and MVPA, and sedentary time, muscular fitness, cardiorespiratory fitness (CRF, and lesson-specific perceived exertion, enjoyment, and perceived competence. Outcomes were assessed at baseline (T0, midway through the intervention (T1, and at the end (T2 using ANOVAs and ANCOVAs. Intervention fidelity was measured using child and teacher surveys at T2 and analysed using Chi-square tests. Results The BTM group engaged in moderate PA for significantly more lesson time (29.4 % than the COM group (25.8 %; p = .009, d = .53. The amount of moderate-to-vigorous PA (MVPA during the T1 BTM lesson contributed 14.0 % to total MVPA, which was significantly more than the COM group’s T1 PE lesson (11.4 %; p < .001, d = .47. The BTM group were significantly more active during the whole-day (p < .05 and the school-day (p < .01. In both groups push-up test performance increased (p < .001 and CRF test performance decreased (p < .01. Perceived exertion, enjoyment, and perceived competence increased in both groups (p < .05, but the BTM group rated their enjoyment of the T1 BTM lesson higher than the COM group rated their PE lesson (p = .02, d = .56. The children’s and teachers’ responses to the intervention indicated that the delivery aims of enjoyment
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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...
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Recruitment of Secondary School Physics Teachers--An International Viewpoint.
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),…
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The association of state law to physical education time allocation in US public schools.
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.
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Children's Physical Activity Behavior during School Recess
DEFF Research Database (Denmark)
Pawlowski, Charlotte Skau; Andersen, Henriette Bondo; Troelsen, Jens
2016-01-01
participated in go-along group interviews, and recess behavior was observed using an ethnographical participant observation approach. All data were analyzed separated systematically answering the Five W Questions. Children were categorized into Low, Middle and High physical activity groups and these groups...... quantitative GPS and accelerometer measurements with qualitative go-along group interviews and participant observations. Data were collected during three weekdays in a public school in Denmark. Eighty-one children (47 girls) wore an accelerometer (ActiGraph GT3X) and GPS (QStarz BT-Q1000xt), sixteen children...
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Sterdt, E; Liersch, S; Henze, V; Röbl, M; Suermann, T; Krauth, C; Walter, U
2015-04-01
The objective was to determine to what extent daily physical education can be implemented in primary schools, what barriers exist and how to overcome the mentioned barriers. Moreover, it was analysed to what extent daily physical education is accepted by teachers, external trainers, parents and students. Semi-structured interviews with parents (n=7), teachers (n=5) and external trainers (n=6) of the intervention schools. The intervention students (n=44) were surveyed within focus groups. All surveyed groups appraised the implementation of daily school sports as successful. The cooperation between the schools and the sports club should be maintained during a comprehensive implementation of daily physical education. Besides an improved lessons quality teachers and external trainers reported an improved social behaviour of the children. Parents perceived positive effects on the child development. All groups believe that daily physical education increases the enjoyment of children in sports. As a certain barrier a lack of resources (e. g., facilities, equipment, financial resources) in the schools were mentioned. The cooperation between the schools and the sports club proved to be an applicable model to implement daily physical education. The combination of teachers and external trainers can contribute to a higher lesson quality. Considering the perceived potentials of daily physical education by all surveyed groups, a comprehensive implementation of systematic daily physical activity promotion in the primary school setting should be tapped more strongly in future. © Georg Thieme Verlag KG Stuttgart · New York.
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Comparison of physical activities of female football players in junior high school and high school.
Inoue, Yuri; Otani, Yoshitaka; Takemasa, Seiichi
2017-08-01
[Purpose] This study aimed to compare physical activities between junior high school and high school female football players in order to explain the factors that predispose to a higher incidence of sports injuries in high school female football players. [Subjects and Methods] Twenty-nine female football players participated. Finger floor distance, the center of pressure during single limb stance with eyes open and closed, the 40-m linear sprint time, hip abduction and extension muscle strength and isokinetic knee flexion and extension peak torque were measured. The modified Star Excursion Balance Test, the three-steps bounding test and three-steps hopping tests, agility test 1 (Step 50), agility test 2 (Forward run), curl-up test for 30 seconds and the Yo-Yo intermittent recovery test were performed. [Results] The high school group was only significantly faster than the junior high school group in the 40-m linear sprint time and in the agility tests. The distance of the bounding test in the high school group was longer than that in the junior high school group. [Conclusion] Agility and speed increase with growth; however, muscle strength and balance do not develop alongside. This unbalanced development may cause a higher incidence of sports injuries in high school football players.
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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.
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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...
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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…
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Indiana Wesleyan University SPS Physics Outreach to Rural Middle School and High School Students
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.
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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.
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Physical Activity Design Guidelines for School Architecture.
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.
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Summer School on Particle Physics
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.
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Verstraete, Stefanie J M; Cardon, Greet M; De Clercq, Dirk L R; De Bourdeaudhuij, Ilse M M
2006-08-01
During recess, children can be active on a daily basis, making it an important school environmental factor for the promotion of health-related physical activity. The aim of the present study was to investigate the effects of providing game equipment on children's physical activity levels during morning recess and lunch break in elementary schools. Seven elementary schools were randomly assigned to the intervention group (four schools), including 122 children (75 boys, 47 girls, mean age: 10.8 +/- 0.6 years), and to the control group (three schools), including 113 children (46 boys, 67 girls, mean age: 10.9 +/- 0.7 years). Children's activity levels were measured before and three months after providing game equipment, using MTI accelerometers. During lunch break, children's moderate and vigorous physical activity significantly increased in the intervention group (moderate: from 38 to 50%, vigorous: from 10 to 11%), while it decreased in the control group (moderate: from 44 to 39%, vigorous: from 11 to 5%). At morning recess, providing game equipment was effective in increasing children's moderate physical activity (from 41 to 45%), while it decreased in the control group (from 41 to 34%). Providing game equipment during recess periods was found to be effective in increasing children's physical activity levels. This finding suggests that promoting physical activity through game equipment provision during recess periods can contribute to reach the daily activity levels recommended for good health.
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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.
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Kondratiuk, Oleksandra S.; Korshun, Maria M.; Garkavyi, Serhii I.; Garkavyi, Serhii S.
2018-01-01
The mandatory swimming lesson in primary schools, equipped with swimming pools, was introduced without studying of its health-saving effectiveness. The purpose of this study was to evaluate the health status of pupils studying in schools with different organization of physical education lessons. Cross-sectional study was organized in two schools with different organization of physical education lessons. The experimental group (E) consisted of 408 children of 1‑4 year of study (210 girls and 198 boys) who during one of the lessons of physical education were engaged in swimming in the school basin. Control group (C) consisted of 279 primary school children (210 girls and 156 boys) from a neighboring educational institution where all physical education lessons were organized in the gym. The health status was evaluated using classical method of complex assessment of the state of health with the subsequent assignment of each child to one of the health groups. In result of evaluation of state of health there was established that among pupils from E group the proportion of boys with harmonious anthropometric parameters is higher (pprimary school has positive effect on health status of children.
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Exposure of Students to Emotional and Physical Violence in the School Environment
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
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Exposure of Students to Emotional and Physical Violence in the School Environment.
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
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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.
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CERN School of Physics travels to Romania
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...
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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.
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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.
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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...
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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.
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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.
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Engaging Middle School Students in Physical Education and Physical Activity Programs
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…
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Physical Therapists' Perceptions of School-Based Practices.
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.
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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
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Partners in Physics with Colorado School of Mines' Society of Physics Students
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
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Directory of Open Access Journals (Sweden)
Tingting Xu
2017-08-01
Full Text Available Objective: The purpose of this study was to investigate the effects of a physical activity intervention programme, named “Morning Blast”, on elementary school students’ math learning and daily physical activity. The Morning Blast intervention programme was a 16-week cardiovascular endurance emphasized physical activity program that students voluntarily participated in before the school day. Participants that volunteered, did so for the duration of the program. Methods: This mixed-methods study included seven educators and 83 students (n=90. The students were all children who were enrolled in Grades 3, 4, and 5 in a semi-rural elementary school in the United States. Data were collected through focus-group interviews, surveys, quantitative analysis of step counts, and from quasi-experimental research design. Results: Students in the experimental group were found to have: (1 increased scores on math standard score, (2 greater confidence in their academic ability, and (3 had more accumulated steps compared to students in the control group. Students in the experimental group also reported that they were more “ready to learn” after completing the physical activity intervention. This finding was also confirmed by their teachers. Conclusion: This study demonstrates how an increase in physical activity during the morning time has positive benefits for students throughout the school day.
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Craike, Melinda; Wiesner, Glen; Hilland, Toni A; Bengoechea, Enrique Garcia
2018-05-15
People from socioeconomically disadvantaged population groups are less likely to be physically active and more likely to experience adverse health outcomes than those who are less disadvantaged. In this umbrella review we examined across all age groups, (1) the effectiveness of interventions to improve physical activity among socioeconomically disadvantaged groups, (2) the characteristics of effective interventions, and (3) directions for future research. PubMed/MEDLINE and Scopus were searched up to May 2017 to identify systematic reviews reporting physical activity interventions in socioeconomically disadvantaged populations or sub-groups. Two authors independently conducted study screening and selection, data extraction (one author, with data checked by two others) and assessment of methodological quality using the 'Assessment of Multiple Systematic Reviews' scale. Results were synthesized narratively. Seventeen reviews met our inclusion criteria, with only 5 (30%) reviews being assessed as high quality. Seven (41%) reviews focused on obesity prevention and an additional four focused on multiple behavioural outcomes. For pre school children, parent-focused, group-based interventions were effective in improving physical activity. For children, school-based interventions and policies were effective; few studies focused on adolescents and those that did were generally not effective; for adults, there was mixed evidence of effectiveness but characteristics such as group-based interventions and those that focused on physical activity only were associated with effectiveness. Few studies focused on older adults. Across all ages, interventions that were more intensive tended to be more effective. Most studies reported short-term, rather than longer-term, outcomes and common methodological limitations included high probability of selection bias, low response rates, and high attrition. Interventions can be successful at improving physical activity among children from
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Ericsson, I; Karlsson, M K
2014-04-01
The aim was to study long-term effects on motor skills and school performance of increased physical education (PE). All pupils born 1990-1992 from one school were included in a longitudinal study over nine years. An intervention group (n = 129) achieved daily PE (5 × 45 min/week) and if needed one extra lesson of adapted motor training. The control group (n = 91) had PE two lessons/week. Motor skills were evaluated by the Motor Skills Development as Ground for Learning observation checklist and school achievements by marks in Swedish, English, Mathematics, and PE and proportion of pupils who qualified for upper secondary school. In school year 9 there were motor skills deficits in 7% of pupils in the intervention group compared to 47% in the control group (P motor skills deficit than among pupils with motor skills deficits (P motor skills training during the compulsory school years is a feasible way to improve not only motor skills but also school performance and the proportion of pupils who qualify for upper secondary school. © 2012 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.
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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…
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The physical activity climate in Minnesota middle and high schools.
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.
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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…
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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.
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Physical activity school intervention: context matters.
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.
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Behavior Problems in School-Aged Physically Abused and Neglected Children in Spain.
de Paul, Joaquin; Arruabarrena, M. Ignacia
1995-01-01
This study investigated behavior problems in 66 school-aged physically abused, neglected, and control group children in the Basque Country, Spain. Abused and neglected children had higher subscale scores for social problems, delinquent behavior, and attention problems and showed lower school adjustment. Neglected children appeared more aggressive,…
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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.
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CERN-Fermilab Hadron Collider Physics Summer School
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...
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School on Laser Physics & Technology
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...
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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
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Relationship between diet and physical activity level in adolescents from post-grammar schools.
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.
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Change in physical education motivation and physical activity behavior during middle school.
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.
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Physical activity patterns of college students with and without high school physical education.
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.
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Hyndman, Brendon; Telford, Amanda; Finch, Caroline F.; Benson, Amanda C.
2012-01-01
Non-curricular avenues such as active play during school breaks have been established as a major source for children's physical and cognitive development, yet there is little information for teachers on the influences affecting primary and secondary school students' non-curricular physical activity. During this study focus groups and drawing were…
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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.
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Impact E-Learning Platform Moodle on the Physic's Learning Process in the High School's Students
Torres-Montealban, Jonas; Ruiz-Chavarria, Gregorio; Gomez-Lozoya, Enrique Armando
2011-03-01
As a didactic proposal, moodle e-learning platform was implemented in one of two Physics High School's group at UACH, in order to show how the use of new technologies can improve the learning progress linked to physics concepts. As a result, the first group worked at the same time with inside class activities as well as outside resources from the moodle e-platform. The second group only worked with inside class activities. This teaching application was developed in six sections. Section I defines the educational framework. Section II identifies the key physic's concepts to be studied in each proposed activity. Section III describes the didactic model. Section IV displays the compared results between similarities and differences in both groups. Section VI shows the gathered information in order to be discussed as a topic related on how new technologies improve the Physic's learning process in the high school' students.
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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.
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Who's Teaching What in High School Physics?
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…
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Effectiveness of physical education to promote motor competence in primary school children
Lopes, Vítor P.; Stodden, David F.; Rodrigues, Luis Paulo
2017-01-01
Motor skill (MS) competence is an important contributing factor for healthy development. The goal was to test the effectiveness of primary school physical education (PE) on MS and physical fitness (PF) development. Three classes (n = 60, aged 9.0 ± 0.9) were randomly assigned to three diverse conditions during a school year: two PE lessons/week (PE-2), three PE lessons/week (PE-3), and no PE lessons control group (CG). BMI, skinfolds, PF (9-min run/walk, sit-up, modified pull-ups), gymnast...
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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
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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
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Differences in Physical Activity during School Recess
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…
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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,…
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Barriers to Providing Physical Education and Physical Activity in Victorian State Secondary Schools
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…
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Group theoretical methods in Physics
International Nuclear Information System (INIS)
Olmo, M.A. del; Santander, M.; Mateos Guilarte, J.M.
1993-01-01
The meeting had 102 papers. These was distributed in following areas: -Quantum groups,-Integrable systems,-Physical Applications of Group Theory,-Mathematical Results,-Geometry, Topology and Quantum Field Theory,-Super physics,-Super mathematics,-Atomic, Molecular and Condensed Matter Physics. Nuclear and Particle Physics,-Symmetry and Foundations of classical and Quantum mechanics
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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.
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Cultural Components of Physically Active Schools
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…
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College students’ perceptions of a caring climate in group physical activity classes
Directory of Open Access Journals (Sweden)
Newland Aubrey
2017-02-01
Full Text Available Study aim: Research suggests that physical activity rates decline sharply after high school. The pattern of activity or inactivity during college tends to persist into adulthood. A critical need exists for examination of strategies to engage college-age students in physical activity habits. One way to do this is through physical activity courses offered in colleges. This study examines the relationship between perceptions of a caring psychological climate and group connectedness, enjoyment, and attitudes toward classmates and the instructor in group physical activity courses. Material and methods: Participants were 174 students (107 males and 67 females; Mage = 21.71 enrolled in exercise, martial arts, and sports courses at a large university in the Mountain West. Results: Perceptions of a caring climate were significantly related to enhanced feelings of group connectedness, heightened enjoyment, and more positive attitudes toward classmates and instructor. Discussion: These findings suggest that a strategy to foster engagement in physical activity courses on campus is to train instructors to value, support, and welcome students.
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Physics Teachers Programme or how to bring modern physics to school
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...
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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…
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12th CERN-Fermilab Hadron Collider Physics Summer School
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 ...
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Hameed, Saddam Mohammed; Mohammed, Essam Mahmoud
2016-01-01
The current research aims know the effectiveness of enriching the physics curriculum for students in middle school electronic learning in the development of their thinking and scientific their direction towards physics, sample formed from second grade students in Sinae intermediate school 64 students (32) student as experimental group & (32)…
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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.
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PREFACE: XVIII International School on Nuclear Physics, Neutron Physics and Applications
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
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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
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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...
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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)
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Barriers for recess physical activity: a gender specific qualitative focus group exploration
DEFF Research Database (Denmark)
Pawlowski, Charlotte Skau; Tjørnhøj-Thomsen, Tine; Schipperijn, Jasper
Background: Many children, in particular girls, do not reach the recommended amount of daily physical activity. School recess provides an opportunity for both boys and girls to be physically active, but barriers to recess physical activity are not well understood. This study explores gender...... (53 boys) from fourth grade, with a mean age of 10.4 years. The focus groups included an open group discussion, go-along group interviews, and a gender segregated post-it note activity. A content analysis of the post-it notes was used to prioritize the children´s perceived barriers. This was verified...... barriers, there were both inter- and intra-gender differences in the children´s perceptions of these barriers. Weather was a barrier for all children, apart from the most active boys. Conflicts were perceived as a barrier particularly for those boys who played ballgames. Girls said they would like to have...
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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.
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3rd Asia-Europe-Pacific School of High-Energy Physics
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 ...
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182th International School of Physics "Enrico Fermi" : Neutrino Physics and Astrophysics
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...
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Directory of Open Access Journals (Sweden)
Enes IŞIKGÖZ
2016-12-01
Full Text Available Aim: The aim of this study is to analyse the attitudes of the physical education teacher candidates towards ‘Teacher Classroom Practice’ course present in programs for training teachers for sport high schools and for teachers of physical education. Material and Methods: The study group of this research was compiled of 60 students from 2015-2016 school year in Batman University, Physical Education and Sport High school Physical Education Department and Department for Sport High school Teachers, which attended the course “Teacher Classroom Practice”. The results of the research were collected with “Course for Teacher Classroom Practice Attitude Scale”. Besides descriptive statistics used for the analysis, Mann Whitney U test was used for the comparison between the results of different groups. Results: According to the results of the study, even though physical education teacher candidates’ attitudes towards the course showed positive results, an inconsistence was observed between the high school and practice school results. It was also observed that there are no significantly different reactions to the attitude of teacher candidates according to the gender or schools that participated the study. In the light of these results. Conclusion: It is observed that the general attitude levels of pre-service physical education teachers towards the school experience course are positively high. This is an expected and desired result in terms of showing that school experience course is a very important course in providing experience and chance of observing the profession of teaching beforehand in field.
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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,…
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The first African School of Physics
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...
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Influence of physical activity on the posture of school age children
Directory of Open Access Journals (Sweden)
Laštro Dijana
2015-01-01
Full Text Available Proper posture is an indicator of good health, proper growth and development, which is why it is important to start learning about posture from the earliest age using various forms of physical activity. To establish the impact of physical activity on aspects of posture components of children of school age. The study included 120 subjects aged 10-16 years who were grouped into three groups, which was stratified equal number of boys and girls. The first group consisted of 40 children who are actively practice sports. The second group consisted of 40 children who are not actively practice sport a third group of 40 children with deformity of the spine. For research purposes, we used: test for assessing the degree of physical activity and test for the assessment of body posture. By applying multiple regression analysis, we found that there is an influence of different predictors on the dependent variables in all three categorically defined pattern. The strongest positive correlation was found in the first sample categorically defined between predictors warming up exercises in the training and position keeping the legs, and the amount of connections is β = 0.43. The strongest negative correlations were established also at first categorically defined pattern between predictors time spent at the computer and position keeping the legs, and the amount of connections is β = -0.35. It was found that there is a difference in the level of physical activity between the three categorically defined sample (F = 95.687, p = 0.01, and also the difference in posture between the three categorically defined sample (F = 10.93, p = 0.01. The results show the necessity of promotion of various forms of physical activity of children school age in order of their proper growth and development.
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Font, Sarah A; Cage, Jamie
2018-01-01
This study examined how a range of physical punishment measures, ranging from mild corporal punishment to physical abuse, are associated with cognitive performance, school engagement, and peer isolation over a 3- year span among 658 children initially observed between the ages of 8 and 14. Physical punishment was captured in three groups: mild corporal punishment, harsh corporal punishment, and physical abuse, and both caregiver- and child-reported punishment measures were considered. After accounting for socioeconomic and demographic characteristics, only Ninitial exposure to physical abuse was significantly associated with declines in cognitive performance. However, all forms of physical punishment were associated with declines in school engagement, and harsh corporal punishment was associated with increased peer isolation. Our findings were relatively consistent regardless of whether physical punishment was reported by the child or caregiver. Overall, our findings suggest that the prevention of physical abuse may enhance children's cognitive performance, but that alone may not be sufficient to ensure children are engaged and well-adjusted in school. Copyright © 2017 Elsevier Ltd. All rights reserved.
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Shared use agreements and leisure time physical activity in North Carolina public schools.
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.
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Split School of High Energy Physics 2015
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.
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A provincial study of opportunities for school-based physical activity in secondary schools.
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.
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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
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School Culture and Physical Activity: A Systematic Review
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…
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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.
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Blain, Mary Perron
Grade three students had significant improvements in inquiry ability and attitude toward school science as a function of their participation in mixed-age dyads completing inquiry-based science experiments with a high school physics partner. The social interaction between the 'more capable other' (Vygotsky, 1978) with the grade three student in the mixed-age problem solving team indicates a contributing factor in this improvement. This study employed a quasi-experimental design with intact groups of non-random assignment. The non-parametric Wilcoxon test (p = 0.025) was used to analyze scores for each academic achievement group for significant differences pre- and post-collaborative in "Inquiry" skill and "Attitude" toward school science scores. Three grade three classrooms from one elementary school and one high school physics class from the same school district were involved in the study. The high school physics class teamed with one intact grade three class as the mixed-age dyad performing the "hands-on" experiments (treatment). The two grade three classes teamed as same-age peer dyads (comparison group) to perform the same experiments on the same day. Using methods patterned after the way scientists investigate their world, the dyads performed experiments considered for future grade three national assessments (NAEP, 1994), i.e. "Which paper towel holds the most water?"; "Which magnet is stronger?"; "Which type of sugar, cubed or loose, dissolves best in warm water?" Trained raters scored the written lab reports using standardized scoring guides and characteristic benchmark responses to determine the "Inquiry" skill score for each subject. The "Attitude" toward school science score for each subject was determined from the Likert scale survey, Individual and Group Attitudes Toward Science and the open-ended Sentence Completion Test (SCT) (Piburn & Sidlick, 1992). Three raters scored the SCT survey for each subject. This study showed that for a grade three student
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Tata Institute of Fundamental Research School of Physics
International Nuclear Information System (INIS)
Daniel, R.R.
1975-01-01
The diverse activities currently in progress in the School of Physics at Tata Institute of Fundamental Research, Bombay are reported in detail. The activities involving theoretical and experimental research are grouped under the following areas: (1) pure physics (2) astronomy and space science (3) chemical and biological studies and (4) applied research. In pure physics, studies are in progress in nuclear physics, high energy physics and solid state physics. In astronomy and space science, the fields of investigation comprise: cosmic ray physics, theoretical astrophysics and radio-astronomy. In chemical physics, structure of a variety of systems have been investigated using NMR and Moessbauer techniques. In molecular biology, basic biological processes have been studied in terms of structure and properties of biomolecules. In addition to these areas of pure research, considerable advances have been made in computer science and technology, solid state electronics, microwave engineering and hydrogy. The work done in each one of these areas is briefly summarized. A number of supporting research facilities are mentioned. A brief mention has also been made on the existing education and training programmes. (A.K.)
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An ethnographic study: Becoming a physics expert in a biophysics research group
Rodriguez, Idaykis
experiences that give graduate students agency and autonomy beyond their research groups gives students the motivation to finish graduate school and establish their physics expertise.
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Carifio, James; Doherty, Michael
2012-01-01
The Take-away Technique was used in High School Physics and Physical Science courses for the unit on Newtonian mechanics in a teacher (6) by grade level (4) partially crossed design (N = 272). All classes received the same IE instructional treatment. The experimental group (classrooms) did a short Take-away after each class summarizing the key…
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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.
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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.
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Examples from Astronomy for High School Physics
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.
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High School Physics, Two-Year Colleges, and Physics Majors
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…
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ASSESMENT OF PHYSICAL ACTIVITY ON ACADEMIC PERFORMANCE OF SCHOOL CHILDREN
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...
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The Status of Physical Activity Opportunities in Idaho Schools
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…
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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
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Due, Karin
2014-01-01
This article describes a study which explored the social interaction and the reproduction and challenge of gendered discourses in small group discussions in physics. Data for the study consisted of video recordings of eight upper secondary school groups solving physics problems and 15 audiotaped individual interviews with participating students.…
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High School Physics Students' Personal Epistemologies and School Science Practice
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.
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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.
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XIII Modave Summer School in Mathematical Physics
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.
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3rd Joint Dutch-Brazil School on Theoretical Physics
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.
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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.
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Summer School on Particle Physics
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.
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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.)
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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.)
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Directory of Open Access Journals (Sweden)
Selva Leticia Luna
2016-06-01
Full Text Available Background: Chilean school children present a high prevalence of cardiovascular risk (CVR factors related with bad eating practices and sedentary habits, including overweight and obesity. Objective: to evaluate the impact on RCV of improving the quality of meals delivered by State programs for school children and optimizing their physical activity. Methods: an intervention study was realized in 269 children of both sexes attending third basic grade during 2013 in Quillota, Chile. The subjects were randomized into four groups: Control (C, no intervention; Intervention in diet with the addition of dehydrated vegetables into desserts and jellies given at lunch (D; Intervention in physical activity, improving quantity and quality (PA; Intervention in diet and PA (DPA. Anthropometry and biochemical serum markers were assayed before and after the intervention. Results: no evidence of change in nutritional status as an effect of the interventions was observed during the annual school period. The level of triglycerides and VLDL-cholesterol augmented in the group C but not in the intervened groups. Plasma levels of total cholesterol, LDL-cholesterol and glucose did not differ in children from groups D, PA and DPA versus Control. Conclusion: even though the intervention of diet and/or physical activity in children during a school year was probably too short to support changes in the nutritional status, a reduction in some CVR factors may already be observed.
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2015 European School of High-Energy Physics
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)
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Prediction of enjoyment in school physical education.
Gråstén, Arto; Jaakkola, Timo; Liukkonen, Jarmo; Watt, Anthony; Yli-Piipari, Sami
2012-01-01
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. Key pointsThe findings of the current study support existing suggestions of Vallerand's (1997) model in which social factors mediated by a psychological mediator, and exercise motivation are related to positive consequences in the PE context.Task-involving motivational climate predicted PE enjoyment via perceived physical competence and intrinsic motivation with both girls and boys. Task-involving motivational climate in PE lessons at Grade 7 had a strong association with PE
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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
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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
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The Dinosaur in the Classroom: What We Stand to Lose through Ability-Grouping in the Primary School
Marks, Rachel
2014-01-01
Embedding setting (subject-based ability-grouping) into the primary school environment creates structural conflict--physically and culturally--fundamentally changing the nature of primary schools through the imposition of secondary practices and cultures and the loss of pastoral care. This article examines the hidden implications for teachers and…
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Physically detached 'compact groups'
Hernquist, Lars; Katz, Neal; Weinberg, David H.
1995-01-01
A small fraction of galaxies appear to reside in dense compact groups, whose inferred crossing times are much shorter than a Hubble time. These short crossing times have led to considerable disagreement among researchers attempting to deduce the dynamical state of these systems. In this paper, we suggest that many of the observed groups are not physically bound but are chance projections of galaxies well separated along the line of sight. Unlike earlier similar proposals, ours does not require that the galaxies in the compact group be members of a more diffuse, but physically bound entity. The probability of physically separated galaxies projecting into an apparent compact group is nonnegligible if most galaxies are distributed in thin filaments. We illustrate this general point with a specific example: a simulation of a cold dark matter universe, in which hydrodynamic effects are included to identify galaxies. The simulated galaxy distribution is filamentary and end-on views of these filaments produce apparent galaxy associations that have sizes and velocity dispersions similar to those of observed compact groups. The frequency of such projections is sufficient, in principle, to explain the observed space density of groups in the Hickson catalog. We discuss the implications of our proposal for the formation and evolution of groups and elliptical galaxies. The proposal can be tested by using redshift-independent distance estimators to measure the line-of-sight spatial extent of nearby compact groups.
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Mental health and physical activity levels of school children
Directory of Open Access Journals (Sweden)
Gabrielle Cerqueira da Silva
2017-03-01
Full Text Available Introduction: The regular practice of physical activity is fundamental to the health of children, it has been cited as factor of protection for mental disorders in school age. Objective: To verify the relation between mental health and physical activity levels in schoolchildren of the city Jacobina, Bahia. Method: Sample composed of 55 students between the ages 08 to 10 and their parents, who participated as secondary informants in this study. The Child Behavior Checklist (CBCL was used for evaluation of mental health problems of the schoolchildren, Physical Activity Questionnaire for Older Children (PAQ-C, for evaluation of the physical activity levels of the subject, and a social-demographic questionnaire. Results: Most children were classified as sedentary (80% and only 7.3% of the sample showed positive for trace of mental disorder. No significant association was found between mental disorders and physical activity levels among the group, or between these variables and socio-demographic characteristics of children. It was observed that the girls were more sedentary than boys, with significant difference (p < 0.01. Conclusion: Despite the low prevalence of mental health problems among schoolchildren and the non-association with physical activity levels, special attention is necessary with this audience, aiming to strengthen physical activity as a protective factor for children’s mental health, with investments in actions aimed at the encouragement of regular practice of physical activity, combining family and school. Studies with a larger number of samples need to be conducted and its findings must be thoroughly analyzed.
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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.
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3rd CERN-Fermilab Hadron Collider Physics Summer School
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 ...
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3rd CERN-Fermilab HadronCollider Physics Summer School
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 ...
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2015 European School of High-Energy Physics
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)
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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.
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Bauer, Katherine W; Patel, Aarti; Prokop, Lisa A; Austin, S Bryn
2006-04-01
Addressing childhood overweight has become a top priority in the United States. Modification of school policies and practices has been used in an attempt to address the overweight epidemic among children and adolescents. Culturally diverse urban schools in low-income communities attempting to improve nutrition and increase physical activity may face unique challenges in the school environment. A better understanding is needed about school environments and how they may affect the implementation, efficacy, and sustainability of initiatives designed to improve nutrition and physical activity. We carried out a qualitative study in five urban middle schools in low-income communities that had recently implemented Planet Health, a nutrition and physical activity intervention, to assess which aspects of the schools' physical, social, and policy environments were facilitating or impeding the implementation of health promotion initiatives. Thirty-five faculty and staff members participated. We conducted one focus group per school, with an average of seven participants per group. We analyzed focus group transcripts using the thematic analysis technique to identify key concepts, categories, and themes. Teachers and staff members in our study identified many school-related environmental barriers to successful implementation of nutrition and physical activity initiatives in their schools. School personnel recommended that classroom-based nutrition interventions such as Planet Health be coordinated with school food services so that the healthy messages taught in the classroom are reinforced by the availability of healthy, culturally appropriate cafeteria food. They identified household food insufficiency and overly restrictive eligibility criteria of the federally subsidized meal program as critical barriers to healthy nutritional behaviors. They also identified weight-related teasing and bullying and unhealthy weight-control behaviors as challenges to promotion of healthy
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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
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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.
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Change at the top for the CERN physics schools
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...
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Summer School on Particle Physics
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.
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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
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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
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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.
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Physics teaching in the medical schools of Taiwan.
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.
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Non-Overweight and Overweight Children's Physical Activity during School Recess
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…
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The Origins of Physical Education in State Schools.
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)
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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.
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Lee, Rebekka M.; Okechukwu, Cassandra; Emmons, Karen M.; Gortmaker, Steven L.
2014-01-01
National data suggest that children are not consuming enough water. Experimental evidence has linked increased water consumption to obesity prevention, and the National AfterSchool Association has named serving water as ones of its standards for healthy eating and physical activity in out-of-school time settings. From fall 2010 to spring 2011,…
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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.
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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…
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Igor J. Esaulenko; Tatiana L. Nastausheva; Olga A. Zhdanova; Olga V. Minakova; Iya I. Logvinova; Ludmila I. Ippolitova
2016-01-01
Background: In Russian schools, children are provided with meals, and certain categories of students get free meals. However, not all school students eat regularly.Objective: Our aim was to study the role of school meals in physical development of children and adolescents.Methods: The survey of schoolchildren aged 8–18 years (Voronezh) revealed two groups of students who eat at school regularly (Group 1) and on occasions (Group 2). We calculated Z scores of body length and body mass index (BM...
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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.
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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)
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2nd CERN-Fermilab Hadron Collider Physics Summer School
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...
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2012 European School of High-Energy Physics
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.
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PREFACE: XIX International School on Nuclear Physics, Neutron Physics and Applications (VARNA 2011)
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
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An Event to Encourage High School Students to Pursue College Degrees in Physics and Math
Bukiet, Bruce; Thomas, Gordon
2003-04-01
We discuss a Math and Physics Day for high school students and teachers, with hands-on activities and seminars involving mathematics and physics. Participants also learn about careers for those who go on to major in physics and mathematics in college. The New York State Section of the APS has provided generous support for this workshop through its Outreach grant program. Approximately a dozen high schools and 100 students attend each year. The program, which runs from 9:15 AM until 2:15 PM, includes an introduction to undergraduate degree programs in Mathematics, Statistics, Optics, Actuarial Science and Applied Physics, a group physics experiment/contest, brief talks over lunch by speakers from industry who have degrees in Math or Physics, and an afternoon seminar. Teachers earn Professional Development credit.
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Are Korean secondary school girls physically active during leisure time?
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.
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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
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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
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Dietary and Physical Activity/Inactivity Factors Associated with Obesity in School-Aged Children123
Perez-Rodriguez, Marcela; Melendez, Guillermo; Nieto, Claudia; Aranda, Marisol; Pfeffer, Frania
2012-01-01
Diet and physical activity (PA) are essential components of nutritional status. Adequate nutrition and an active lifestyle are key factors during childhood, because food habits track into adulthood. Children spend more time in school than in any other environment away from home. Studying the diet factors and patterns of PA that affect obesity risk in children during school hours and the complete school day can help identify opportunities to lower this risk. We directly measured the time children spent performing moderate to vigorous PA (MVPA) at school, compared the amount and intensity of PA during school hours with after-school hours, and tried to determine if diet behaviors and PA or inactivity were associated with excess weight and body fat. This cross-sectional study included 143 normal-weight (NLW) and 48 obese children aged 8–10 y. Diet data were obtained from two 24-h recalls. Body composition was measured by bioimpedance. Screen time and sports participation data were self-reported. NLW children drank/ate more dairy servings than the obese children, who consumed more fruit-flavored water than the NLW group. Consumption of soft drinks, sugar-added juices, and fresh juices was low in both groups. Children were less active during school hours than after school. MVPA was lower during school hours in the obese group than in the NLW group. Schools, parents, and authorities should be more involved in promoting strategies to improve the dietary habits and PA levels of school-aged children, because this group is not achieving the recommended level of daily MVPA. PMID:22798003
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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)
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Peer Groups as a Context for School Misconduct: The Moderating Role of Group Interactional Style
Ellis, Wendy; Zarbatany, Lynne; Chen, Xinyin; Kinal, Megan; Boyko, Lisa
2018-01-01
Peer group interactional style was examined as a moderator of the relation between peer group school misconduct and group members' school misconduct. Participants were 705 students (M[subscript age] = 11.59 years, SD = 1.37) in 148 peer groups. Children reported on their school misconduct in fall and spring. In the winter, group members were…
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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.
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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.
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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.
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Language Genre Transitions in a Secondary School Physics Classroom
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…
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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....
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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.
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2014 Asia-Europe-Pacific School of High-Energy Physics
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...
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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.
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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
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Comprehensive School-Based Physical Activity Promotion: A Review
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…
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Teacher-Led Change in Secondary School Physical Education
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…
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Associations of school violence with physical activity among U.S. high school students.
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.
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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.)
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2016 Asia-Europe-Pacific School of High-Energy Physics
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...
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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
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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
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2013 European School of High-Energy Physics
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.
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Physical Education and Sport at School in Europe
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…
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Relative Age Effect in Physical Fitness Among Elementary and Junior High School Students.
Nakata, Hiroki; Akido, Miki; Naruse, Kumi; Fujiwara, Motoko
2017-10-01
The present study investigated characteristics of the relative age effect (RAE) among a general sample of Japanese elementary and junior high school students. Japan applies a unique annual age-grouping by birthdates between April 1 and March 31 of the following year for sport and education. Anthropometric and physical fitness data were obtained from 3,610 Japanese students, including height, weight, the 50-m sprint, standing long jump, grip strength, bent-leg sit-ups, sit and reach, side steps, 20-m shuttle run, and ball throw. We examined RAE-related differences in these data using a one-way analysis of variance by comparing students with birthdates in the first (April-September) versus second (October-March of the following year) semesters. We observed a significant RAE for boys aged 7 to 15 years on both anthropometric and fitness data, but a significant RAE for girls was only evident for physical fitness tests among elementary school and not junior high school students. Thus, a significant RAE in anthropometry and physical fitness was evident in a general sample of school children, and there were RAE gender differences among adolescents.
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Körhasan, Nilüfer Didis; Didis, M. Gözde
2015-01-01
This study investigates a group of pre-service physics teachers' perceptions about the causes of problems in school experience through the attribution theory. The participants were thirteen pre-service physics teachers from a public university in Turkey. Data were collected through the interviews by requesting the participants to reflect their own…
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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.
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Promoting youth physical activity and healthy weight through schools.
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.
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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.)
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Examination of physical activity in adolescents over the school year.
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.
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High school physics enrollments by socioeconomic status and type of class
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.
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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…
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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...
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Renormalization group in modern physics
International Nuclear Information System (INIS)
Shirkov, D.V.
1988-01-01
Renormalization groups used in diverse fields of theoretical physics are considered. The discussion is based upon functional formulation of group transformations. This attitude enables development of a general method by using the notion of functional self-similarity which generalizes the usual self-similarity connected with power similarity laws. From this point of view the authors present a simple derivation of the renorm-group (RG) in QFT liberated from ultra-violet divergences philosophy, discuss the RG approach in other fields of physics and compare different RG's
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Development of an Attitude Scale towards High School Physics Lessons
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…
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Directory of Open Access Journals (Sweden)
Khadijeh Rahmani
2011-01-01
Full Text Available Background: School feeding programs are important interventions for improving the nutritional status of students. Therefore, this study was conducted to evaluate the effects of milk supplementation on physical, mental and school performance of students. Methods: This case-control population-based intervention was conducted on 469 students from 4 schools in a medium socio-economic status region in Tehran. The schools were chosen by Iranian ministry of education and training and they were allocated in case and control groups randomly. All the students in the first to third classes in the intervention schools were daily consumed sterilized and homogenized milk for three months (250 ml each. Anthropometric measurements were done according to the standard methods. For evaluating the mental function, the Raven′s Coloured Progressive Matrices (CPM and Wechsler Intelligence Scale for children (verbal, non-verbal, total Intelligent Quotient were conducted on students. School performance was assessed by grade-point averages of each student. Results: The weight of children was significantly different between control and intervention group at the end of the study among girls (23.0 ± 3.8 vs. 23.8 ± 4.3 kg; p < 0.05. Psychological tests′ scores were significantly different between the control and the intervention groups (p < 0.05 at the end of the trial among boys. The grade-point average was significantly different at the end of the trial between the intervention and the control group among girls (p < 0.05. Conclusions: School feeding programs focus on milk supplementation had beneficial effects on the physical function and school performances specifically among girls in Iran.
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Group Counseling in the Schools: Legal, Ethical, and Treatment Issues in School Practice
Crespi, Tony D.
2009-01-01
School psychologists are interested in providing effective and efficient direct services to children. With a wide spectrum of psychological problems impacting children, group counseling represents one viable and valuable intervention. Given the complexity of group counseling, many schools and school psychologists are interested in legal and…
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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.)
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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.
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AAPT/NSTA High School Physics Examination.
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),…
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What Really Makes Secondary School Students “Want” to Study Physics?
Directory of Open Access Journals (Sweden)
Yannis Hadzigeorgiou
2017-11-01
Full Text Available This paper reports on a mixed-methods study with high school students. The study focused on the reasons they give with regard to “what they find interesting about their physics lesson” and “what makes them want to study their physics lesson” during a school year. The sample consisted of 219 students, who attended public high schools, located in various geographical regions of Greece. Journal entries made by all students—that is, students from junior high and senior high schools—were content-analyzed through a grounded theory approach. A total of eight categories were identified. Quantitative differences between these categories, and between the two groups of students, were also identified. Even though some of the identified categories are well-known motivators in science education, three specific categories deserve particular attention: “connection to one’s own self”, “purpose”, and “utility”. Notwithstanding the limitations of the present research design (i.e., volunteer sample, lack of standardization in students” and especially in teachers’ activities, these categories, along with two quantitative indicators—that is, number of journal entries and student percentages—challenge us to rethink what makes the ideas of science, especially those of physics, meaningful or simply relevant to the life of the students.
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Whipp, Peter R.; Hutton, Heidi; Grove, J. Robert; Jackson, Ben
2011-01-01
In place of generalist delivery, externally provided physical activity programmes (EPPAPs) are potentially an effective method for offering primary school students specialist physical education (PE) instruction, as well as providing training for generalist classroom teachers. In the present study, a group of generalist teachers were interviewed…
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European School of High-Energy Physics
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.
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PREFACE: XX International School on Nuclear Physics, Neutron Physics and Applications (Varna2013)
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
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For Information: CERN-Fermilab2006 Hadron Collider Physics Summer School
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...
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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…
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Movement and physical demands of school and university rugby union match-play in England
Read, Dale; Weaving, Daniel; Phibbs, Padraic; Darrall-Jones, Joshua; Roe, Gregory; Weakley, Jonathon; Hendricks, Sharief; Till, Kevin; Jones, Ben
2017-01-01
Background In England, rugby union is a popular sport and is widely played within schools. Despite the large participation numbers, the movement and physical demands of the sport and how they progress by age have not been explored. Method Ninety-six male rugby union players wore microtechnology devices during six rugby union matches within the education pathway to investigate the movement and physical demands of match-play. To quantify the positional differences and progression by age, data were obtained for participants at the under 16 (U16) (n=31 participants), under 18 (U18) (n=34 participants) and university (n=31 participants) levels. Players were further divided in forwards and backs. Data were analysed using magnitude-based inferences. Results For the movement demands, U16 total distance and ‘striding’ was likely higher for forwards than backs, whereas at U18, unclear differences were observed and from university players the inverse was observed (very likely). In all age groups sprint distance was likely to very likely greater for backs than forwards. Forwards had greater physical demands than backs at all age groups. For consecutive age groups, U16 had a likely higher relative distance than U18, and U18 had a likely lower relative distance than university players. Physical demands were similar across age groups for forwards, and greater for backs at older age groups. Conclusion The movement and physical demands of rugby union players participating in schools (U16 and U18), may not be as expected, however, the findings from university players show a similar pattern to the senior game. PMID:28879027
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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.
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Cornwell, J F
1989-01-01
Recent devopments, particularly in high-energy physics, have projected group theory and symmetry consideration into a central position in theoretical physics. These developments have taken physicists increasingly deeper into the fascinating world of pure mathematics. This work presents important mathematical developments of the last fifteen years in a form that is easy to comprehend and appreciate.
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Symmetry and group theory throughout physics
Directory of Open Access Journals (Sweden)
Villain J.
2012-03-01
Full Text Available As noticed in 1884 by Pierre Curie [1], physical properties of matter are tightly related to the kind of symmetry of the medium. Group theory is a systematic tool, though not always easy to handle, to exploit symmetry properties, for instance to find the eigenvectors and eigenvalues of an operator. Certain properties (optical activity, piezoelectricity are forbidden in molecules or crystals of high symmetry. A few theorems (Noether, Goldstone establish general relations between physical properties and symmetry. Applications of group theory to condensed matter physics, elementary particle physics, quantum mechanics, electromagnetism are reviewed. Group theory is not only a tool, but also a beautiful construction which casts insight into natural phenomena.
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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...
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Ability Grouping in Schools: An Analysis of Effects.
Ireson, Judith; Hallam, Susan; Mortimore, Peter; Hack, Sarah; Clark, Helen
This paper presents preliminary findings from a large-scale study of ability grouping in English secondary schools. Forty-five secondary schools representing three levels of grouping took part in the research. Within these schools, data have been collected from a cohort of Year 9 pupils, aged 13-14 years. All these pupils took tests in English,…
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Latorre-Román, P A; Mora-López, D; García-Pinillos, F
2018-05-01
The purpose of this study was to examine the effects of a 10-week aerobic games programme on physical fitness. One hundred eleven children, aged 3 to 6 years, participated in this study; 60 children were male (age: 4.28 ± 0.61 years old), and 51 were female (age 4.59 ± 0.49 years old). Participants were randomly assigned to an experimental group (EG; n = 56) and a control group (CG; n = 55). A fitness test battery previously validated for preschoolers was used. The children in the EG performed 3 weekly training sessions of physical activity in a classroom during a 10-week period. Every EG session lasted about 30 min. There were no significant differences in any variable in the pretest between groups. In the posttest, the EG achieved better results in horizontal jump and sprint. In relation to posttest-pretest differences, the EG showed a greater increase in horizontal jump, sprint, and endurance. An aerobic games programme in the school setting improved physical fitness in preschool children. © 2018 John Wiley & Sons Ltd.
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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
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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...
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Effective Practices for Training and Inspiring High School Physics Teachers
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.
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Making Physics Matter in Primary Schools
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
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2011 European School of High-Energy Physics
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.
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The Association Between the Physical Environment of Primary Schools and Active School Transport
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,
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International School of Subnuclear Physics 50th Course
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.
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MOTIVATIONAL LEVEL AND PARTICIPATION BARRIERS IN SCHOOL PHYSICAL EDUCATION AMONG ADOLESCENTS
Directory of Open Access Journals (Sweden)
Izenedin Mehmeti
2015-05-01
Full Text Available The purpose of the present study was to explore motivation in school physical education (PE, barriers and demotivation factors that influence student’s parti¬ci¬pation in PE. The participants of the study were (n = 305 kosovan students (155 boys, 150 girls, 15.5 years at grade10 and 11 of secondary high schools. Results of the study indicate that adolescents showed lack of enthusiasm for a stereotypical activities and lack of motivation. Students were more likely to report two main barriers (a Institutional related barriers to participation in school Physical education (PE such as ;the lack of facilities and equipment (Gym and sport requisites, lower priority given to PE by schools, traditional PE curriculum not flexible enough to meet different student’s needs and (b PE teacher related barriers; low levels of confidence and competence in teaching PE, being unable to provide safely planned and structured lessons, lack of teacher support, PE uniforms, outdated curriculum focusing mostly on team sports rather than overall fitness by giving more importance to winning than to participation. Often or most of the times teachers use “direct instruction” to introduce a new movement or activity, which has a lack of student involvement, group work, opportunities to explore, etc
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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
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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.
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Einarsson, Ingi Þór; Jóhannsson, Erlingur; Daly, Daniel; Arngrímsson, Sigurbjörn Árni
2016-09-01
Little is known about physical activity (PA) among children with intellectual disability (ID) or their reasons to take part in PA and sport. To investigate PA and PA patterns during school and after school among Icelandic children with mild-to-severe ID. Ninety-one children with ID and a matched group of 93 typically developed individuals (TDI) took part. PA was assessed with accelerometers and a questionnaire was used to collect data on PA behavior. TDI children were more active and less sedentary than children with ID (p<0.001). Both sexes with ID were more active and less sedentary during school than after school (p<0.003) but no difference was found among TDI children. Children with ID (60%) were more likely to name weight loss as a reason to participate in PA than TDI children (34%, p=0.002) but a higher proportion (96%) of TDI children than children with ID (50%) participated in PA to improve skills (p<0.001). Children with ID depend more on schools to accumulate their PA and their reasons for PA participation differ from TDI children. This needs to be considered when designing and implementing PA promotion campaigns for children with ID. Copyright © 2016 Elsevier Ltd. All rights reserved.
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National Nuclear Physics Summer School
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...
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Indian high-school students dive into particle physics at CERN
CERN Bulletin
2014-01-01
CERN hosted its first group of high-school students from India in a week-long programme in June, with lectures, visits and hands-on activities that brought them a little closer to the world of particle physics. Abhishek Anand, whose internship with CMS coincided with this programme, documented his experience for the CMS blog (see here). The students with CERN Director-General Rolf Heuer and Head of International Relations Rüdiger Voss.
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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.
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Active Video Games in Schools and Effects on Physical Activity and Health: A Systematic Review.
Norris, Emma; Hamer, Mark; Stamatakis, Emmanuel
2016-05-01
To assess the quality of evidence for the effects of school active video game (AVG) use on physical activity and health outcomes. Online databases (ERIC, PsycINFO, PubMed, SPORTDiscus, and Web of Science) and gray literature were searched. Inclusion criteria were the use of AVGs in school settings as an intervention; assessment of at least 1 health or physical activity outcome; and comparison of outcomes with either a control group or comparison phase. Studies featuring AVGs within complex interventions were excluded. Study quality was assessed using the Effective Public Health Practice Project tool. Twenty-two reports were identified: 11 assessed physical activity outcomes only, 5 assessed motor skill outcomes only, and 6 assessed both physical activity and health outcomes. Nine out of 14 studies found greater physical activity in AVG sessions compared with controls; mostly assessed by objective measures in school time only. Motor skills were found to improve with AVGs vs controls in all studies but not compared with other motor skill interventions. Effects of AVGs on body composition were mixed. Study quality was low in 16 studies and moderate in the remaining 6, with insufficient detail given on blinding, participation rates, and confounding variables. There is currently insufficient evidence to recommend AVGs as efficacious health interventions within schools. Higher quality AVG research utilizing randomized controlled trial designs, larger sample sizes, and validated activity measurements beyond the school day is needed. Copyright © 2016 Elsevier Inc. All rights reserved.
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Directory of Open Access Journals (Sweden)
Shuba L.V.
2011-07-01
Full Text Available The problems of physical education of primary school children at the present stage in Ukraine. The question of development of new approaches, related to the differentiated programming of development of motive capabilities of students of first class in the process of the fixed from which will be instrumental in the improvement of decision tasks of physical education at school. We mark the back strength of children from experimental group (boys and girls. Scientific evidence of the elaborated innovative technology of using tennis in physical training lessons.
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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
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New physics schools in Latin America
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).
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Due, Karin
2014-06-01
This article describes a study which explored the social interaction and the reproduction and challenge of gendered discourses in small group discussions in physics. Data for the study consisted of video recordings of eight upper secondary school groups solving physics problems and 15 audiotaped individual interviews with participating students. The analysis was based on gender theory viewing gender both as a process and a discourse. Specifically discursive psychology analysis was used to examine how students position themselves and their peers within discourses of physics and gender. The results of the study reveal how images of physics and of "skilled physics student" were constructed in the context of the interviews. These discourses were reconstructed in the students' discussions and their social interactions within groups. Traditional gendered positions were reconstructed, for example with boys positioned as more competent in physics than girls. These positions were however also resisted and challenged.
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Directory of Open Access Journals (Sweden)
Kadir PEPE
2016-09-01
Full Text Available Aim: The investigation has been made in order to define high school male and female students’ attitudes towards physical education and sports course. Material and Methods: The Research is in research screening model. The population of the study is consisted of Burdur province and high schools located in the selected district and the sample group consists of students studying at the 9th, 10th, 11th, 12th grade in these schools. The data have been obtained from the written sources and by using survey methods. The attitude scale of physical education and sports classes for secondary school students developed by Güllü and Güçlü (2007 has been used. Questionnaires have been applied to the sample group by being consulted with one to one by sampling method. 950 individuals in total, 522 women and 428 men, have answered to the questionnaire. The data obtained have been transferred to a computer for statistical process and as statistical procedures, frequency (% and Independent samples t- test, to determine the difference between variables, have been applied. In the detection of differences, reviews have been made by being adopting the significance level of 0.05 in compliance with the answer distributions given to each question and the averages. Results: According to the obtained data; according to the responses of the surveyed high school students studying in average, their attitudes are positive to physical education and sports lessons; it is seen that there is a significant relationship in the significance level of 0,05 in comparative statistical procedures (p <0.05 . Conclusion: As a result; we can say that students' attitudes towards physical education and sports classes participated in the survey are positive, but male students have more positive attitudes than female students.
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Secondary school teachers' attitudes towards and beliefs about ability grouping.
Hallam, Susan; Ireson, Judith
2003-09-01
Internationally and historically considerable research has been undertaken regarding the attitudes of secondary school teachers towards different types of ability grouping. There has been no recent research taking account of the changing educational context in the UK. This paper aims to explore secondary school teachers' attitudes and beliefs about ability grouping taking account of school type, gender, experience and qualifications. The sample comprised over 1,500 teachers from 45 schools divided into three groups based on their ability grouping practices in years 7-9 (the students were aged 11-14). The sample included all the lower school teachers of mathematics, science and English and a random sample of teachers from other subjects in each school. Teachers responded to a questionnaire which explored their attitudes towards ability grouping through the use of rating scales and open-ended questions. The findings showed that the teachers' beliefs broadly reflected research findings on the actual effects of ability grouping, although there were significant differences relating to the type of school they taught in and the subject that they taught. Separate analysis of school types showed that length of time teaching, individual school differences and teacher qualifications were also significant predictors of attitudes. Teachers' beliefs about ability grouping are influenced by the type of groupings adopted in the school where they work, the subject that they teach, their experience and qualifications. As pedagogical practices are known to be influenced by beliefs these findings have important implications for teacher training.
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Directory of Open Access Journals (Sweden)
Heidi Buchele Harris
2018-01-01
Full Text Available Purpose. This study examined the effects of 4-week, daily 6-minute coordinated-bilateral physical activity (CBPA breaks in classroom on attention and concentration in school-aged children. Methods. Participants (n=116 in fifth grade from two elementary schools were assigned to three groups: two intervention groups (n= 60 and one control group (n = 56. All three groups were pre- and post-tested with the d2 Test of Attention (d2 test. One intervention group (n = 31 took part in six minutes of daily classroom-based coordinated-bilateral physical activity (CBPA break for four weeks. Another intervention group (n = 29, the Fitbit Only (Fitbit-O, wore Fitbits per day during a school, five days per week for four weeks without CBPA breaks. A 2 × 3 ANOVA was conducted, followed by the post hoc comparisons. Results. The CBPA showed significant increases in processing speed (F1 = 6.876, p = .010, focused attention (F1 = 10.688, p = .002, concentration performance (F1 = 26.46, p = .000, and attention span (F1 = 14.090, p = .000 over the control, but not in accuracy (Error %. The CBPA showed significant improvement in concentration performance (F1 = 24.162, p = .000 and attention span (F1 = 6.891, p = .011, compared to the Fitbit-O. No significant changes in all five attention parameters were found between the Fitbit-O and the control. Conclusion. It was concluded that daily brief coordinated-bilateral activities can improve attention and concentration in fifth-grade students over the course of four weeks.
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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
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Job Satisfaction of a Physical Education Teacher as Seen by School Community
Directory of Open Access Journals (Sweden)
Rutkowska Katarzyna
2015-12-01
Full Text Available In A high level of satisfaction with a job influences the effectiveness and increases the quality of performed tasks. In the case of physical education teachers it is connected not only with a higher commitment to passing knowledge and skills but also with instilling passion in their students. The aim of the study was to analyse how school community perceives job satisfaction of physical education teachers. The research included 148 teachers and 171 students who were divided into three groups by means of random-purposive sampling. The groups were as follows: physical education teachers (n=22, teachers of other subjects (n=22 and students (n=22. The results obtained from these respondents (n=66 were subjected to further analysis. In the study a modified Polish version of the Satisfaction with Life Scale (SWLS prepared by Juczyński (2001 was used. It made it possible to diagnose the job satisfaction of physical education teachers. The analyses revealed that the subjects assess the job satisfaction of a physical education teacher at an average or low level. This assessment showed significant differences between physical education teachers and teachers of other subjects. The study also revealed differences between groups with regard to two out of five scores in the SWLS.
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``But you're just a physics booster!'' -- Why political advocacy for high school physics is crucial
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).
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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.)
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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.)
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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…
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Teaching School Physics. A UNESCO Source Book.
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…
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Informal and Formal Support Groups Retain Women and Minorities in Physics
Ong, Maria
2005-10-01
Ten U.S. minority female undergraduates who aspire to become physicists were followed over an 8-year period. Participant observation and in-depth interviews recorded the strategies they used to earn bachelor's degrees in physics or physics-related fields, and then go on to graduate school and/or careers in science. One significant strategy these women of color employed was participating in small subcommunities with other women or underrepresented ethnic minorities at the margins of their local physics community. The study found that informal peer groups offered safe spaces to counter negative experiences, to normalize their social realities, and to offer practical guidance for persevering in the field. Formal women- and minority-serving programs in physics provided foundations for community building, stronger curriculum and instruction, networking, and role models. The positive effects of informal and formal support groups on these students' experiences challenge a standard application of Pierre Bourdieu's framework of social and cultural capital. Women of color in the study initially lacked traditional capital of "acceptable" appearance, cultural background and habits, and networks that are more easily acquired by white males and are rewarded by the U.S. physics culture. However, instead of failing or leaving, as Bourdieu's theory would predict, the minority women persisted and achieved in science. The marginal communities contributed to their retention by offering safe spaces in which they could learn and share alternative ways of "accruing capital." Moreover, as these women made strides along their academic and career paths, they also engaged in social justice work in efforts to change the physics culture to be more welcoming of nontraditional members. The outcomes of the study offer empirical confirmation of the critical need for informal and institutionally supported women's and minorities' support groups to promote diversity in science.
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2014 European School of High-Energy Physics
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.
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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.
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Effectiveness of yoga-aerobic means’ application in physical education of primary school pupils
Directory of Open Access Journals (Sweden)
L.S. Mykhno
2016-02-01
Full Text Available Purpose: to determine influence of health related technology on physical condition level of primary school pupils. Material: in the research two groups of first form pupils participated: control group (n=28 and experimental group (n=26. Level of children’s physical fitness was determined with the help of isolated motor tests. At home pupils fulfilled independently and with parents the learned at classes exercises for prophylaxis of posture disorders and for stretching. During fulfillment home tasks or other work in sitting position children were involved by parents in practicing of the worked out by us physical exercises’ breaks. Results: we observed rising of pupils’ physical fitness level: flexibility, ability to keep static balance, power endurance of back and abdomen muscles. To the highest extent yoga aerobic means influenced on flexibility and static balance indicators. Conclusions: when choosing physical exercises for short break in work we considered content of pupils’ learning functioning at definite lesson. All complexes of exercises are to be fulfilled reading texts of the worked out by us verses. It facilitates pupils to better memorize sequence of exercises’ fulfillment and gives emotional coloring to physical exercises.
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Başkal, Sibel
2015-11-01
This book explains the Lorentz mathematical group in a language familiar to physicists. While the three-dimensional rotation group is one of the standard mathematical tools in physics, the Lorentz group of the four-dimensional Minkowski space is still very strange to most present-day physicists. It plays an essential role in understanding particles moving at close to light speed and is becoming the essential language for quantum optics, classical optics, and information science. The book is based on papers and books published by the authors on the representations of the Lorentz group based on harmonic oscillators and their applications to high-energy physics and to Wigner functions applicable to quantum optics. It also covers the two-by-two representations of the Lorentz group applicable to ray optics, including cavity, multilayer and lens optics, as well as representations of the Lorentz group applicable to Stokes parameters and the Poincaré sphere on polarization optics.
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Directory of Open Access Journals (Sweden)
Sergio Reloba Martínez
Full Text Available Abstract Health problems related to a low level of physical activity (PA in children and adolescents have prompted research into extracurricular PA programs. This study was designed to determine the effects of two different levels of PA on the health-related fitness of school children. Ninety-four girls and boys (7-9 years were randomly assigned to a control group (CG or intervention group (IG. Over a 12 week study period, children in the CG participated in a similar PA program to that of a standard school physical education program while those in the IG completed a high intensity interval training (HIIT program. Both programs involved two 40 minute extracurricular sessions per week. Our findings indicate that the HIIT intervention improved motor capacity (speed/agility, Vpeak, VO2 max and excess post-exercise oxygen consumption (EPOC (p < 0.05 along with the musculoskeletal capacity of the lower trunk (mean propulsive velocity and standing long jump, p < 0.05. The PA program had no effect on anthropometric variables or hand-grip strength. The data indicate that a 12 week strength training program using workloads adapted to children may significantly improve several markers of health and physical fitness compared to a standard school PA program.
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Directory of Open Access Journals (Sweden)
Igor J. Esaulenko
2016-01-01
Full Text Available Background: In Russian schools, children are provided with meals, and certain categories of students get free meals. However, not all school students eat regularly.Objective: Our aim was to study the role of school meals in physical development of children and adolescents.Methods: The survey of schoolchildren aged 8–18 years (Voronezh revealed two groups of students who eat at school regularly (Group 1 and on occasions (Group 2. We calculated Z scores of body length and body mass index (BMI using ANTHROPlus software. Nutritional status was determined based on the values of standard BMI deviations ( +2, +2 to +1, -1 to -2, -2. Health groups were formed according to the Children Health Comprehensive Assessment Instruction.Results: 484 schoolchildren (students of grades 3–11 were examined. 251 (52% school students had regular meals at school. Regular meal frequency decreased from 69% in the group of 8–10 year old students to 30% in the group of 15–18-year-olds. Z scores of body length in students of Groups 1 and 2 did not differ (0.44 ± 1.00 and 0.30 ± 1.00, respectively; p = 0.124. At the same time, children in Group 1 had higher Z scores of BMI (0.44 ± 1.30 and 0.12 ± 1.30, respectively; p = 0.007. In Group 1, the incidence of overweight and obesity decreased from 40% in group of 8–10 year old students to 15% in 15–18-year-olds, in Group 2 — from 35 to 18%, respectively; incidence of malnutrition increased from 9 to 24% in Group 1 and from 11 to 15% in Group 2. In Group 1, the number of students with health group III or IV was smaller (30% compared to 42% in the control group; p = 0.005.Conclusion: Regular meals at school are an important, but not critical factor in the physical development of children. The absence of regular meals at school may be a risk factor for chronic diseases in schoolchildren.
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Mutlu, T. Osman
2013-01-01
The aim of this study is to determine organisational culture of the students studying in School of Physical Education and Sports (SPES) in Turkey. The study group of the research is composed of 216 students studying in the third and fourth year of Physical Education and Sports Teaching, Sports Administration, Coaching Education and Recreation…
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Contextual factors related to physical activity during daily middle school physical education.
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.
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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
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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.
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Japan - UK Conference: Trends in Physics and Chemistry Education in Secondary Schools
1998-11-01
This conference, held in Tokyo between 3-5 April 1998, was the most recent product of a now longstanding involvement between British and Japanese physics teachers which has grown out of a personal friendship between Brenda Jennison (Cambridge University and Vice Chair of the Education Group) and Tae Ryu (Sophia University). For a number of years British teachers have hosted Japanese counterparts at the annual ASE meetings and in visits to schools following the conference. For this conference a team of four physicists, Brenda Jennison, lan Lawrence (King's School Worcester), Philip Britton (Leeds Grammar School) and Phil Scott (University of Leeds) travelled to Japan to contribute to a conference and visit schools and University Departments. Feelings on reading a conference report can too often resemble the experience of being shown a friend's holiday snaps. They are clearly very interesting but equally clearly your friend is enjoying it more than you are, because the snaps are rekindling memories and thoughts. This set of reflections is an attempt to report on just four of those memories and thoughts rather than describe the pictures. Why organize an international conference? The conference was an event that almost took more months of tireless organization than it lasted in hours. It was conceived and brought to fruition amongst a welter of e-mail communications between Brenda Jennison, Tae Ryu and Maurice Jenkins of the British Council, who sponsored the event. Given this immense organizational task, just why did we bother? What can be gained by holding such an international event? The significant benefit of discussing issues between two cultures is clarifying which are the issues that are intrinsically due to the nature of physics teaching rather than the extrinsic effects of educational systems and customs. Unsurprisingly pupil motivation, pupil numbers, relevance, `up-to-date-ness' and the role of mathematics emerged as concerns in both cultures. Also there are
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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…
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Success in Introductory College Physics: The Role of High School Preparation.
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)
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CERN-Fermilab Hadron Collider Physics Summer School 2013 open for applications
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...
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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
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Bangsbo, Jens; Krustrup, Peter; Duda, Joan; Hillman, Charles; Andersen, Lars Bo; Weiss, Maureen; Williams, Craig A; Lintunen, Taru; Green, Ken; Hansen, Peter Riis; Naylor, Patti-Jean; Ericsson, Ingegerd; Nielsen, Glen; Froberg, Karsten; Bugge, Anna; Lundbye-Jensen, Jesper; Schipperijn, Jasper; Dagkas, Symeon; Agergaard, Sine; von Seelen, Jesper; Østergaard, Charlotte; Skovgaard, Thomas; Busch, Henrik; Elbe, Anne-Marie
2016-10-01
From 4 to 7 April 2016, 24 researchers from 8 countries and from a variety of academic disciplines gathered in Snekkersten, Denmark, to reach evidence-based consensus about physical activity in children and youth, that is, individuals between 6 and 18 years. Physical activity is an overarching term that consists of many structured and unstructured forms within school and out-of-school-time contexts, including organised sport, physical education, outdoor recreation, motor skill development programmes, recess, and active transportation such as biking and walking. This consensus statement presents the accord on the effects of physical activity on children's and youth's fitness, health, cognitive functioning, engagement, motivation, psychological well-being and social inclusion, as well as presenting educational and physical activity implementation strategies. The consensus was obtained through an iterative process that began with presentation of the state-of-the art in each domain followed by plenary and group discussions. Ultimately, Consensus Conference participants reached agreement on the 21-item consensus statement. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://www.bmj.com/company/products-services/rights-and-licensing/
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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...
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A Methodological Study of a Computer-Managed Instructional Program in High School Physics.
Denton, Jon James
The purpose of this study was to develop and evaluate an instructional model which utilized the computer to produce individually prescribed instructional guides in physics at the secondary school level. The sample consisted of three classes. Of these, two were randomly selected to serve as the treatment groups, e.g., individualized instruction and…
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Health-related physical fitness and physical activity in elementary school students.
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".
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Effects of Before-School Physical Activity on Obesity Prevention and Wellness.
Whooten, Rachel C; Perkins, Meghan E; Gerber, Monica W; Taveras, Elsie M
2018-04-01
The effects of Build Our Kids Success-a 12-week, 1-hour before-school physical activity program-on BMI and social-emotional wellness among kindergarten to eighth grade students was examined. This was a nonrandomized trial. Participants were from 24 schools in Massachusetts; there were 707 children from kindergarten to eighth grade. Children registered for Build Our Kids Success in 2015-2016 participated in a 2 days/week or 3 days/week program. Nonparticipating children served as controls. At baseline and 12 weeks, study staff measured children's heights/weights; children aged ≥8 years completed surveys. Main outcomes were 12-week change in BMI z-score, odds of a lower BMI category at follow-up, and child report of social-emotional wellness. Analyses were completed in March-June 2017. Follow-up BMI was obtained from 67% of children and self-reported surveys from 72% of age-eligible children. Children in the 3 days/week group had improvements in BMI z-score (-0.22, 95% CI= -0.31, -0.14) and this mean change was significantly different than the comparison group (-0.17 difference, 95% CI= -0.27, -0.07). Children in the 3 days/week group also had higher odds of being in a lower BMI category at follow-up (OR=1.35, 95% CI=1.12, 1.62); significantly different than the comparison group (p<0.01). Children in the 2 days/week program had no significant changes in BMI outcomes. Children in the 3 days/week group demonstrated improvement in their student engagement scores (0.79 units, p=0.05) and had nonsignificant improvements in reported peer relationships, affect, and life satisfaction versus comparison. The 2 days/week group had significant improvements in positive affect and vitality/energy versus comparison. A 3 days/week before-school physical activity program resulted in improved BMI and prevented increases in child obesity. Both Build Our Kids Success groups had improved social-emotional wellness versus controls. This study is registered at www.clinicaltrials.gov NCT
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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
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2014 European School of High-Energy Physics
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.
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Political Justice, Schooling and Issues of Group Identity
Keddie, Amanda
2014-01-01
This article explores issues associated with schooling and political justice. Such issues are understood in light of the contention surrounding how Western schooling contexts might best represent marginalised groups--in ways that accord them a political voice. The significance of group identity politics is explored drawing on international debates…
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Physical activity level of school children of age 10-13 years
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 ...
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Engström, Susanne; Carlhed, Carina
2014-09-01
With environmental awareness in the societies of today, political steering documents emphasize that all education should include sustainable development. But it seems to be others competing ideals for teaching physics, or why do the physics teachers teach as they do? Physics teachers in secondary school in Sweden have generally, been focused on facts and a strong link with scientific theories and concepts. In general, the curriculum sway the teaching, a standard text book in physics is used, the teaching is organized according to the book and the teacher deals with and demonstrates typical tasks on the whiteboard and group work is common for special issues related to tasks from the textbook or elaborating. The aim with this study is to analyze why physics teachers in upper secondary school choose to teach energy as they do. Data emerging from a questionnaire focused on indicators of the teachers' cultural and economic assets, or capital, according to the work of Pierre Bourdieu's sociology. Especially his concept on life styles and habitus provide a tool for analysis. We focus on physics teachers' positions in the social space, dispositions and standpoints towards the ideal way to teach physics in upper secondary school (n = 268). Our response rate is 29 % and due to the low response rate a non response bias analysis was made. In our analysis we primarily sought for groups, with a cluster analysis based on the teaching practice, revealed common features for both what and how they teach and three different teaching types emerged. Then we reconstructed the group habitus of the teachers by analyzing dispositions and standpoints and related those to the specific polarization of sacred values, that is struggles about the natural order (doxa) in the social space of science education, which is a part of and has boundaries to dominating fields like the natural sciences and the political fields (curriculum etc.). Three teacher-groups' habituses are described and analyzed
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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.
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The Importance of High School Physics Teachers for Female Students' Physics Identity and Persistence
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…
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Heglund, Brian
Educators recognize the importance of reasoning ability for development of critical thinking skills, conceptual change, metacognition, and participation in 21st century society. There is a recognized need for students to improve their skills of argumentation, however, argumentation is not explicitly taught outside logic and philosophy---subjects that are not part of the K-12 curriculum. One potential way of supporting the development of argumentation skills in the K-12 context is through incorporating Computer-Assisted Argument Mapping to evaluate arguments. This quasi-experimental study tested the effects of such argument mapping software and was informed by the following two research questions: 1. To what extent does the collaborative use of Computer-Assisted Argumentation Mapping to evaluate competing theories influence the critical thinking skill of argument evaluation, metacognitive awareness, and conceptual knowledge acquisition in high school Advanced Placement physics, compared to the more traditional method of text tables that does not employ Computer-Assisted Argumentation Mapping? 2. What are the student perceptions of the pros and cons of argument evaluation in the high school Advanced Placement physics environment? This study examined changes in critical thinking skills, including argumentation evaluation skills, as well as metacognitive awareness and conceptual knowledge, in two groups: a treatment group using Computer-Assisted Argumentation Mapping to evaluate physics arguments, and a comparison group using text tables to evaluate physics arguments. Quantitative and qualitative methods for collecting and analyzing data were used to answer the research questions. Quantitative data indicated no significant difference between the experimental groups, and qualitative data suggested students perceived pros and cons of argument evaluation in the high school Advanced Placement physics environment, such as self-reported sense of improvement in argument
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Directory of Open Access Journals (Sweden)
E. N. Dotsenko
2013-08-01
Full Text Available Purpose. To analyze the problem of motor abilities development and health of students of special medical group in the process of physical education in technical universities. Determine the major factors, characteristics, and the relationship of physical development, physical fitness and coordination abilities of female students in special medical group. Establish regularities in precise movements mastering of different coordination structure and develop model characteristics of the relationship of coordination abilities and motor characteristics of students in special medical group. To substantiate and verify efficiency of coordination abilities development method of female students with regard to their functional status in the course of physical education in higher school. Methodology. Theoretical and methodological argument, characteristic of the experimental program in physical education teaching process of students in special medical group was shown. Findings. Research is to develop the training content in special medical groups with the use of coordinating elements and exercises to enhance the motor abilities of female students. Their influence on the level of physical development, functional training, as well as regularities in mastering and movement control of different coordinating structure at the female students of special medical group was studied. The comparative characteristic of female students athletic ability in the dynamics of the educational process, differentiated into groups according to nosology was presented. The criterion of spare capacities upgrade of the motor system in controlling the movements of different coordination structure was determined. Originality. The method of coordination abilities development of female students in special medical group, that aims on the formation and correction of motor control system of different coordination structure, a sense of body position and its individual parts in space, improving
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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.)
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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.)
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Immigrant families' perceptions on walking to school and school breakfast: a focus group study
Directory of Open Access Journals (Sweden)
Busby Katie
2007-12-01
Full Text Available Abstract Background Immigrant children face an increased risk of being overweight. Little is known about how immigrant families perceive school programs that may help prevent obesity, such as walking to school and school breakfast. Methods Six focus groups (n = 53 were conducted with immigrant parents of school-aged children, two each in three languages: Vietnamese, Spanish, and Somali. A facilitator and translator conducted the focus groups using a script and question guide. Written notes and audio transcripts were recorded in each group. Transcripts were coded for themes by two researchers and findings classified according to an ecological model. Results Participants in each ethnic group held positive beliefs about the benefits of walking and eating breakfast. Barriers to walking to school included fear of children's safety due to stranger abductions, distrust of neighbors, and traffic, and feasibility barriers due to distance to schools, parent work constraints, and large families with multiple children. Barriers to school breakfast participation included concerns children would not eat due to lack of appealing/appropriate foods and missing breakfast due to late bus arrival or lack of reminders. Although some parents acknowledged concerns about child and adult obesity overall, obesity concerns did not seem personally relevant. Conclusion Immigrant parents supported the ideals of walking to school and eating breakfast, but identified barriers to participation in school programs across domains of the ecological model, including community, institution, and built environment factors. Schools and communities serving immigrant families may need to address these barriers in order to engage parents and children in walking and breakfast programs.
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Vetter, Melanie; O'Connor, Helen; O'Dwyer, Nicholas; Orr, Rhonda
2018-03-27
Physically active learning that combines physical activity with core curriculum areas is emerging in school-based health interventions. This study investigates the effectiveness of learning an important numeracy skill of times tables (TT) while concurrently engaging in aerobic activity compared with a seated classroom approach. Grade-4 primary school students were randomly allocated to physical activity (P) or classroom (C) groups and received the alternate condition in the following term. P group received moderate to vigorous exercise (20 min, 3 times per week, 6 wk) while simultaneously learning selected TT. C group received similar learning, but seated. Changes in TT accuracy, general numeracy, aerobic fitness, and body mass index were assessed. Data were expressed as mean (SEM) and between-condition effect size (ES; 95% confidence interval). Participants [N = 85; 55% male, 9.8 (0.3) y, 36.4% overweight/obese] improved similarly on TT in both conditions [C group: 2.2% (1.1%); P group: 2.5% (1.3%); ES = 0.03; -0.30 to 0.36; P = .86]. Improvement in general numeracy was significantly greater for P group than C group [C group: 0.7% (1.2%); P group: 5.3% (1.4%); ES = 0.42; 0.08 to 0.75; P < .03]. An improvement in aerobic fitness for P group (P < .01) was not significantly greater than C group [C group: 0.8 (0.6); P group: 2.2 (0.5) mL·kg·min -1 ; ES = 0.32; -0.01 to 0.66; P = .06]. Body mass index was unchanged. Combined movement with learning TT was effective. Physically active learning paradigms may contribute to meeting daily physical activity guidelines while supporting or even boosting learning.
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Promoting Physical Activity in Secondary Schools: Growing Expectations, "Same Old" Issues?
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…
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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.
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Directory of Open Access Journals (Sweden)
Monika Uys
2016-06-01
Full Text Available Abstract Background The neighborhood environment has the potential to influence children’s participation in physical activity. However, children’s outdoor play is controlled by parents to a great extent. This study aimed to investigate whether parents' perceptions of the neighborhood environment and the objectively measured neighborhood environment were associated with children's moderate-to-vigorous intensity physical activity (MVPA outside of school hours; and to determine if these perceptions and objective measures of the neighborhood environment differ between high and low socio-economic status (SES groups. Methods In total, 258 parents of 9–11 year-old children, recruited from the South African sample of the International Study of Childhood Obesity, Lifestyle and the Environment (ISCOLE, completed a questionnaire concerning the family and neighborhood environment. Objective measures of the environment were also obtained using Geographic Information Systems (GIS. Children wore an Actigraph (GT3X+ accelerometer for 7 days to measure levels of MVPA. Multilevel regression models were used to determine the association between the neighborhood environment and MVPA out of school hours. Results Parents’ perceptions of the neighborhood physical activity facilities were positively associated with children’s MVPA before school (β = 1.50 ± 0.51, p = 0.003. Objective measures of neighborhood safety and traffic risk were associated with children’s after-school MVPA (β = −2.72 ± 1.35, p = 0.044 and β = −2.63 ± 1.26, p = 0.038, respectively. These associations were significant in the low SES group (β = −3.38 ± 1.65, p = 0.040 and β = −3.76 ± 1.61, p = 0.020, respectively, but unrelated to MVPA in the high SES group. Conclusions This study found that several of the objective measures of the neighborhood environment were significantly associated with children
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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....
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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.
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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.)
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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
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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
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Carrillo Cubides, Raúl; Aldana Alarcón, Luis Gonzalo; Gutiérrez Galvis, Adriana Rocío
2015-11-01
During the past five decades there has been an increased in the prevalence of obesity and over weight, also in physical inactivity and /or low cardiorespiratory fitness within the population in school age from diverse regions of the planet, including Bogota-Colombia. The general objective of this study was to compare the physical condition and the levels of physical activity from students who belonged to two curriculum programs of the Public Schools Network from Bogota, one of which includes two sessions per week, each session of 90 minutes of physical activity. We developed a research of unlike cross-sectional groups. There were 178 children evaluated from the regular curriculum and 170 kids belonging to the program 40 x 40. The physical condition was evaluated applying the protocol of high priority from the ALPHA -Fitness test Battery. The weight, height, body mass index, the waist circumference, the standing long jump, the handgrip in both hands and the motor fitness 20 meter shuttle run test were developed under standardized conditions. The Global School Health Survey (GSHS) was used to evaluate the levels of AF. No significant statistical differences were founded between P-40x40 and the regular curriculum regarding: weight, height, the body mass index, the waist circumference, the handgrip in both hands and the explosive strength in lower limbs. Nevertheless the cardiorespiratory fitness was significantly lower within de P-40x40. In conclusion the participation in the curricular program 40 x 40 was not associated with better levels of physical condition. Copyright AULA MEDICA EDICIONES 2014. Published by AULA MEDICA. All rights reserved.
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Profiles of Change: Lessons for Improving High School Physical Education
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…
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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"…
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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.
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The Difference of Food Pattern and Physical Acti vity between Obese and Non Obese Teenage Group.
Directory of Open Access Journals (Sweden)
Kartika Suryaputra
2012-06-01
Full Text Available Obesity in teenage is a syndrome that happened because of fat accumulation in the body. Obesity occured because of complex interaction between parental fatness, food pattern, and physical activity. In Indonesia, prevalence of teenage obesity is gradually increasing. The aim of this research was to analyze about the difference of foodpattern and physical activity between obesity and non obesity teenage group. This study was an analytical observational research with cross sectional design. The samples were 40 teenage from Santa Agnes seniorhigh school Surabaya (age 15-17 that was taken by simple random sampling, that divers to 20 obese and 20 non obese teenage group. The data were analysed by Mann Whitney test for nutrition knowledge, pocket money, food pattern, fast food’s consumption, snack’s consumption pattern, consumption level of energy, carbohydrat, protein, and fat, physical activity and parental fatness. The result of the statistic test showed that variables significant difference are nutrition knowledge, pocket money, food pattern, fastfood’s consumption, snack’s consumption pattern, energy consumption level, carbohydrate consumption level, protein consumption level, fat consumption level, physical activity and parental fatness between obese and non obese teenage group. The conlusion is that significant differences are food pattern and physical activity between obese and non obese teenage group. Recommendation is necessary to provide information and education to teenage about healthy food and adequate physical activity to prevent obesity
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Jago, R; Rawlins, E; Kipping, R R; Wells, S; Chittleborough, C; Peters, T J; Mytton, J; Lawlor, D A; Campbell, R
2015-09-23
Systematic reviews have highlighted that school-based diet and physical activity (PA) interventions have had limited effects. This study used qualitative methods to examine how the effectiveness of future primary (elementary) school diet and PA interventions could be improved. Data are from the Active For Life Year 5 (AFLY5) study, which was a cluster randomised trial conducted in 60 UK primary schools. Year 5 (8-9 years of age) pupils in the 30 intervention schools received a 12-month intervention. At the end of the intervention period, interviews were conducted with: 28 Year 5 teachers (including 8 teachers from control schools); 10 Headteachers (6 control); 31 parents (15 control). Focus groups were conducted with 70 year 5 pupils (34 control). Topics included how the AFLY5 intervention could have been improved and how school-based diet and PA interventions should optimally be delivered. All interviews and focus groups were transcribed and thematically analysed across participant groups. Analysis yielded four themes. Child engagement: Data suggested that programme success is likely to be enhanced if children feel that they have a sense of autonomy over their own behaviour and if the activities are practical. School: Finding a project champion within the school would enhance intervention effectiveness. Embedding diet and physical activity content across the curriculum and encouraging teachers to role model good diet and physical activity behaviours were seen as important. Parents and community: Encouraging parents and community members into the school was deemed likely to enhance the connection between schools, families and communities, and "create a buzz" that was likely to enhance behaviour change. Government/Policy: Data suggested that there was a need to adequately resource health promotion activity in schools and to increase the infrastructure to facilitate diet and physical activity knowledge and practice. Future primary school diet and PA programmes
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Finite groups and quantum physics
International Nuclear Information System (INIS)
Kornyak, V. V.
2013-01-01
Concepts of quantum theory are considered from the constructive “finite” point of view. The introduction of a continuum or other actual infinities in physics destroys constructiveness without any need for them in describing empirical observations. It is shown that quantum behavior is a natural consequence of symmetries of dynamical systems. The underlying reason is that it is impossible in principle to trace the identity of indistinguishable objects in their evolution—only information about invariant statements and values concerning such objects is available. General mathematical arguments indicate that any quantum dynamics is reducible to a sequence of permutations. Quantum phenomena, such as interference, arise in invariant subspaces of permutation representations of the symmetry group of a dynamical system. Observable quantities can be expressed in terms of permutation invariants. It is shown that nonconstructive number systems, such as complex numbers, are not needed for describing quantum phenomena. It is sufficient to employ cyclotomic numbers—a minimal extension of natural numbers that is appropriate for quantum mechanics. The use of finite groups in physics, which underlies the present approach, has an additional motivation. Numerous experiments and observations in the particle physics suggest the importance of finite groups of relatively small orders in some fundamental processes. The origin of these groups is unclear within the currently accepted theories—in particular, within the Standard Model.
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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
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Extracurricular Physical Activity Programs in California Private Secondary Schools.
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.
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Ross, Michael J.
Science education in the U.S. has failed for over a century to bring the experience of scientific induction to classrooms, from elementary science to undergraduate courses. The achievement of American students on international comparisons of science proficiency is unacceptable, and the disparities between groups underrepresented in STEM and others are large and resistant to reform efforts. This study investigated the enactment of a physics curriculum designed upon the inductive method in a high school serving mostly students from groups underrepresented in science. The Physics and Everyday Thinking curriculum was designed to model the central practices of science and to provide opportunities for students to both extract general principles of physics and to develop scientific models from laboratory evidence. The findings of this study suggest that scientific induction is not only a process that is well within the capacity of high school students, but they enjoy it as well. Students that engaged in the central practices of science through the inductive method reported a new sense of agency and control in their learning. These findings suggest that modeling the pedagogy of the science classroom upon the epistemology of science can result in a mode of learning that can lead to positive identification with physics and the development of scientific literacy.
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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
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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
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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
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Stakeholders' Perceptions of Physical Education at a Selected Elementary School
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…
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School Counselors' Experiential Training in Group Work
Bore, Samuel K.; Armstrong, Stephen A.; Womack, Ashley
2010-01-01
School counselors' perceptions of the efficacy and satisfaction of their experiential training in group work were investigated. An exploratory factor analysis (n = 304) revealed four salient factors: leader characteristics, leader responsibilities, child/adolescent group leadership and adult group leadership. A majority of participants indicated…
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A True Middle School Physical Education Program
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…
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A Study on Linking High-School Physics and Perfect Teaching Reformation of College Physics
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…
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Preparing prospective physics teachers to teach integrated science in junior high school
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.
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Physics and guitars collide to make a big bang in schools
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.
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Physics and guitars collide to make a big bang in schools
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.
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The Readiness of High School Students to Pursue First Year Physics
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…
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Working group report: heavy ion physics
International Nuclear Information System (INIS)
Alam, Jan-E; Chattopadhyay, S.; Assamagan, K.; Gavai, R.; Gupta, Sourendra; Mukherjee, S.; Ray, R.; Layek, B.; Srivastava, A.; Roy, Pradip K.
2004-01-01
The 8th workshop on high energy physics phenomenology (WHEPP-8) was held at the Indian Institute of Technology, Mumbai, India during January 5-16, 2004. One of the four working groups, group III was dedicated to QCD and heavy ion physics (HIC). The present manuscript gives a summary of the activities of group III during the workshop. The activities of group III were focused to understand the collective behaviours of the system formed after the collisions of two nuclei at ultra-relativistic energies from the interactions of the elementary degrees of freedom, i.e. quarks and gluons, governed by non-Abelian gauge theory, i.e. QCD. This was initiated by two plenary talks on experimental overview of heavy ion collisions and lattice QCD and several working group talks and discussions. (author)
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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.
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INMM Physical Protection Technical Working Group Workshops
International Nuclear Information System (INIS)
Williams, J.D.
1982-01-01
The Institute of Nuclear Materials Management (INMM) established the Physical Protection Technical Working Group to be a focal point for INMM activities related to the physical protection of nuclear materials and facilities. The Technical Working Group has sponsored workshops with major emphasis on intrusion detection systems, entry control systems, and security personnel training. The format for these workshops has consisted of a series of small informal group discussions on specific subject matter which allows direct participation by the attendees and the exchange of ideas, experiences, and insights. This paper will introduce the reader to the activities of the Physical Protection Technical Working Group, to identify the workshops which have been held, and to serve as an introduction to the following three papers of this session
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10th International Conference and School on Plasma Physics and Controlled Fusion. Book of Abstracts
International Nuclear Information System (INIS)
Anon
2004-01-01
About 240 abstracts by Ukrainian and foreign authors submitted to 10-th International Conference and School on Plasma Physics and Controlled fusion have been considered by Conference Program Committee members. All the abstracts have been divided into 8 groups: magnetic confinement systems: stellarators, tokamaks, alternative conceptions; ITER and Fusion reactor aspects; basic plasma physics; space plasma; plasma dynamics and plasma-wall interaction; plasma electronics; low temperature plasma and plasma technologies; plasma diagnostics
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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.
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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.
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Neighborhood, Family and Individual Influences on School Physical Victimization
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...
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Directory of Open Access Journals (Sweden)
Kruzhylo Galina Grigor'evna
2011-09-01
Full Text Available Scientific researches results on the subject of efficiency evaluation of the physical exercises and massage influence on the carriage of school age (7 - 14years children are adduced. School age children total number of 20 (10 girls and 10 boys with backbone scoliotic curvatures of I - II degree took part in the experiment. There were applied: physical exercises (forming of carriage, unloading of spine, trunk muscles endurance development, exercises in an equilibrium, classic and segmentary massage. It is well-proven that a neat rehabilitation complex rendered effective influence on a carriage probed experimental group by comparison to the children of control group.
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Renormalization Group in different fields of theoretical physics
International Nuclear Information System (INIS)
Shirkov, D.V.
1992-02-01
A very simple and general approach to the symmetry that is widely known as a Renormalization Group symmetry is presented. It essentially uses a functional formulation of group transformations that can be considered as a generalization of self-similarity transformations well known in mathematical physics since last century. This generalized Functional Self-Similarity symmetry and corresponding group transformations are discussed first for a number of simple physical problems taken from diverse fields of classical physics as well as for QED. Then we formulate the Renorm-Group Method as a regular procedure that essentially improves the approximate solutions near the singularity. After that we discuss relations between different formulations of Renormalization Group as they appear in various parts of a modern theoretical physics. Finally we present several topics of RGM application in modern QFT. (author)
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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",…
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School-Based Health Promotion Initiative Increases Children's Physical Activity
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…
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Teaching and Learning Physics in a 1:1 Laptop School
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.
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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.
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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.
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Development of a future teachers’ group in a Teaching Practice course of Physics and Biology
Directory of Open Access Journals (Sweden)
Alberto Villani
2008-08-01
Full Text Available This paper analyzes the development of a future teachers’ group in a Teaching Practice course of Physics and Biology. During the course the students should propose a collective and interdisciplinary planning for a set of classes to be taught in basic teaching of a public school. We will try to show the evolution of the group and the teachers’ contributions, interpreting them from the point of view of Bion (1970, Kaës (1997 and Winnicott’s (1975. We will conclude with some considerations on teachers' initial formation.
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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.
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Working group report: Cosmology and astroparticle physics
Indian Academy of Sciences (India)
This is the report of the cosmology and astroparticle physics working group at ... discussions carried out during the workshop on selected topics in the above fields. ... Theoretical Physics Division, Physical Research Laboratory, Navrangpura, ...
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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.
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Directory of Open Access Journals (Sweden)
Mark Hamer
2017-06-01
Full Text Available Abstract Background The physical school environment is a promising setting to increase children’s physical activity although robust evidence is sparse. We examined the effects of major playground reconstruction on physical activity and sedentary time in primary schools using a quasi-experimental design (comparison group pre-test/post-test design. Methods Five experimental and two control schools from deprived areas of inner city London were recruited at baseline. Main outcome was physical activity and sedentary time measured from objective monitoring (Actigraph accelerometer at one year follow up. Pupils’ impressions of the new playground were qualitatively assessed post construction. Results A total of 347 pupils (mean age = 8 years, 55% boys; 36% Caucasian were recruited into the study at baseline; 303 provided valid baseline Actigraph data. Of those, 231 (76% completed follow-up (n = 169 intervention; n = 62 control and 77.4% of the sample recorded at least 4 days of Actigraph wear. In mixed models adjusted for age, sex, ethnicity, ratio activity or sedentary/wear time at baseline, wear time at follow up, and school, no differences were observed in total moderate – vigorous activity (B = −1.4, 95% CI, −7.1, 4.2 min/d, light activity (B = 4.1, 95% CI, −17.9, 26.1, or sedentary time (B = −3.8, 95% CI, −29.2, 21.6 min/d between groups. There were significant age interactions for sedentary (p = 0.002 and light intensity physical activity (p = 0.008. We observed significant reductions in total sedentary (−28.0, 95% CI, −1.9, −54.1 min/d, p = 0.037 and increases in total light intensity activity (24.6, 95% CI, 0.3, 48.9 min/d, p = 0.047 for children aged under 9 yrs. old in the intervention. Conclusion Major playground reconstruction had limited effects on physical activity, but reduced sedentary time was observed in younger children. Qualitative data suggested that the children enjoyed the new
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Koballa, Thomas R., Jr.
Eighth-grade girls (N=257) randomly selected from nine different public junior high schools in central Texas were questioned in order to identify the communicators whom they perceive as highly credible regarding reasons for taking elective physical science courses in high school and the attributes associated with these communicators. Four persons were each identified by better than 10 percent of the sample as the best person to try to convince junior high school girls to take elective physical science courses in high school. In order of perceived credibility, these persons are father, woman science teacher, mother, and boy high school student. Slight variations in the order of perceived credibility were found when the responses from girls of the different ethnic groups represented in the sample (Caucasian, Hispanic, Black, and Asian) were examined separately. Attributes listed by the respondents for father, woman science teacher, mother, and boy high school student were examined and classified into the categories of prestige, trustworthiness, similarity, attractiveness, and power. Prestige and trustworthiness are the attributes associates most frequently with communicators identified as highly credible. Implications of the present study and suggestions for further research are discussed.
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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 ...
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Improving physics teaching materials on sound for visually impaired students in high school
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.
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2nd Machine Learning School for High Energy Physics
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...
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Social capital and physical activity among Croatian high school students.
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.
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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
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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
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Nutrition intake and physical activity in a middle school in New York City.
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
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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.).
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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.)
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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)
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Kota, Munetsugu; Kudo, Hiroyuki; Okita, Kazuhiko
2018-04-01
[Purpose] The survey aimed to clarify the factors that affect physiotherapists' job satisfaction. [Subjects and Methods] To examine factors affecting physical therapists' job satisfaction using a cross-sectional study with a questionnaire survey. Subjects were 193 first-year physical therapists who participated in a newcomer orientation at Hiroshima Prefectural Physical Therapy Association. The questionnaire comprised items concerning physical therapists' satisfaction with their work, motives for becoming physical therapists, education in school, internships, the workplace, and comfort in the workplace. [Results] Subjects were divided into two groups according to their satisfaction with their occupation. The "high satisfaction" group included 157 subjects, and the group "low satisfaction" group included 36 subjects. Using logistic regression analysis, items concerning comfort in the workplace, motives for becoming physical therapists, and learning in school were analysed. [Conclusion] Factors affecting physical therapists' job satisfaction were primarily influenced by previous experience and working conditions.
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Modernizing dermatology interest groups in medical school: Certificate programs.
Wang, Jordan V; Korta, Dorota Z; Keller, Matthew
2017-11-15
This commentary addresses the increasingly competitive nature of applying to dermatology residency programs and how both interest groups in medical schools and their dermatology departments can help to better prepare applicants. As previous literature argued that dermatology has been underemphasized in medical school curricula, we propose five fundamental options that interest groups can implement in order to offer increased exposure to our field in medical training. Furthermore, with therecent trend of many schools conferring certificates in various specialized concentrations, we also discuss interest groups pioneering certificate-grantingprograms in dermatology competency. The pros and cons of having a recognized certificate program in dermatology are presented.
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Teaching Physical Education in International Schools
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…
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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 ...
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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.
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2nd CERN-Fermilab Hadron Collider Physics Summer School
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...
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Group Theory with Applications in Chemical Physics
Jacobs, Patrick
2005-10-01
Group Theory is an indispensable mathematical tool in many branches of chemistry and physics. This book provides a self-contained and rigorous account on the fundamentals and applications of the subject to chemical physics, assuming no prior knowledge of group theory. The first half of the book focuses on elementary topics, such as molecular and crystal symmetry, whilst the latter half is more advanced in nature. Discussions on more complex material such as space groups, projective representations, magnetic crystals and spinor bases, often omitted from introductory texts, are expertly dealt with. With the inclusion of numerous exercises and worked examples, this book will appeal to advanced undergraduates and beginning graduate students studying physical sciences and is an ideal text for use on a two-semester course. An introductory and advanced text that comprehensively covers fundamentals and applications of group theory in detail Suitable for a two-semester course with numerous worked examples and problems Includes several topics often omitted from introductory texts, such as rotation group, space groups and spinor bases
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Variation by Gender in Abu Dhabi High School Students' Interests in Physics
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…
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Changes in grouping practices over primary and secondary school
Baines, Ed; Blatchford, Peter; Kutnick, P.
2003-01-01
The research detailed in this paper provides a systematic description and analysis of grouping practices in primary and secondary schools in England. Practices are compared to main findings in developmental and educational literature with regard to effective contexts for learning and recent ideas about pedagogy. The research is based on an analysis of 4924 groupings from 672 Reception, Year 2 and Year 5 classes in 331 primary schools and 248 Year 7 and Year 10 classes in 47 secondary schools....
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School of Analytic Computing in Theoretical High-Energy Physics
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.
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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
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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.
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ASSESSMENT OF PHYSICAL HEALTH OF SCHOOLS GRADUATES GOING TO THE UNIVERSITIES
Directory of Open Access Journals (Sweden)
V. M. Klimov
2016-01-01
Full Text Available Aim. The complex assessment of the level of physical health of schools graduates is presented in the article.Materials and methods. We studied the condition of the first-year students who were assigned to the main medical group. Their physical and psychofunctional condition was estimated using morphological, functional, psychophysiological parameters and the indicators of physical preparedness.Results. Morfofunctional level of the health of the youths who entered higher educational institution was at the average level according to the age-sex norms. At the same time physical preparedness of young men and girls corresponded to satisfactory level, but endurance, the major physical parameter reflecting the general level of working capasity of the person, was below an average. The psychophysiological status of the majority of surveyed was characterized by the optimum force and mobility of nervous processes, good level of social and psychological adaptation, resistance to stress, semantic and image memory. The indicator of anxiety was significantly lower and resistance to stress and adaptation higher in young men than those in girls.
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African American Physical Education Folklore Surrounding School Transition
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…
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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.
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Nuclear Physics in High School: what are the previous knowledge?
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.
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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.).
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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.)
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European School of High-Energy Physics, Caramulo. Portugal, 20 August- 2 September 2000
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.
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Stewart, David G; Moise-Campbell, Claudine; Chapman, Meredith K; Varma, Malini; Lehinger, Elizabeth
2017-06-01
Ethnic minority youth are disproportionately affected by substance use-related consequences, which may be best understood through a social ecological lens. Differences in psychosocial consequences between ethnic majority and minority groups are likely due to underlying social and environmental factors. The current longitudinal study examined the outcomes of a school-based motivational enhancement treatment intervention in reducing disparities in substance use consequences experienced by some ethnic minority groups with both between and within-subjects differences. Students were referred to the intervention through school personnel and participated in a four-session intervention targeting alcohol and drug use. Participants included 122 youth aged 13-19 years. Participants were grouped by ethnicity and likelihood of disparate negative consequences of substance use. African American/Hispanic/Multiethnic youth formed one group, and youth identifying as White or Asian formed a second group. We hypothesized that (1) there would be significant disparities in psychosocial, serious problem behavior, and school-based consequences of substance use between White/Asian students compared to African American/Hispanic/Multiethnic students at baseline; (2) physical dependence consequences would not be disparate at baseline; and (3) overall disparities would be reduced at post-treatment follow-up. Results indicated that African American/Hispanic/Multiethnic adolescents demonstrated statistically significant disparate consequences at baseline, except for physical dependency consequences. Lastly, significant reductions in disparities were evidenced between groups over time. Our findings highlight the efficacy of utilizing school-based substance use interventions in decreasing ethnic health disparities in substance use consequences.
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Directory of Open Access Journals (Sweden)
E.E. Menshikh
2013-12-01
Full Text Available Purpose . The results presented properties of short-term visual memory with different levels of physical development. Materials and methods. The study included 405 boys and girls Cherkassy school 11 in age from 13 to 16 years. Study of short-term visual memory was carried out using tables with 10 characters ( numbers and ambiguous geometric shapes . Indicator memory was the higher, the more information was displayed. Measured the length and body weight was recorded cardiorespiratory indicators - heart rate at rest and after 20 squats, lung capacity, breath-hold inspiration and expiration. Physical development factor was calculated by taking into account actual and average population indices. Results . Found that the volume of short-term visual memory, the boys and girls high school age does not depend on the level of their physical development. Despite the fact that the trend towards higher performance memory in groups of persons with a high level of physical development compared to their same age with medium and low levels, significant differences between the mean values for the most part have been identified. No significant differences between the values of the investigated cognitive function in groups by sex. Conclusions . Growth pattern memory with age in this period of ontogenesis preserved that coincides with the data presented in the scientific works of scientists.
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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.
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Physical activity and school absenteeism due to illness in adolescents
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
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School environment, sedentary behavior and physical activity in preschool children.
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.
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6th International School of Mathematical Physics "Ettore Majorana"
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...
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The Effect of School Uniform on Incidental Physical Activity among 10-Year-Old Children
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…
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DEFF Research Database (Denmark)
Johansen, Danielle Louise Nørager
Aim: Physical activity (PA) holds important health benefits for children and youth on reducing the risk of obesity, non-communicable diseases such as cardiovascular diseases and type-II-diabetes, and on increasing children’s well-being, academic achievement, cognition etc. In August 2014 a reform...... as the overall methodical approach. Various factors for implementation of physical activity interventions in a school setting were identified using a scoping review of the scientific literature and by exploring grey literature. Using a snowball sampling method, a group of experts (organizations, municipalities...
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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
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Jaakkola, Timo; Hillman, Charles; Kalaja, Sami; Liukkonen, Jarmo
2015-01-01
The purpose of this study was to analyse the longitudinal associations between (1) fundamental movement skills (FMSs) and academic performance, and (2) self-reported physical activity and academic performance through junior high school in Finland. The participants of the study were 325 Finnish students (162 girls and 163 boys), who were 13 years old at the beginning of the study at Grade 7. Students performed three FMS tests and responded to a self-reported physical activity questionnaire at Grades 7 and 8. Marks in Finnish language, mathematics and history from Grades 7, 8 and 9 were collected. Structural equation modelling with multigroup method demonstrated that in the boys' group, a correlation (0.17) appeared between FMS and academic performance measured at Grade 7. The results also indicated that FMS collected at Grade 8 were significantly but weakly (path coefficient 0.14) associated with academic performance at Grade 9 for both gender groups. Finally, the results of this study demonstrated that self-reported physical activity was not significantly related to academic performance during junior high school. The findings of this study suggest that mastery of FMS may contribute to better student achievement during junior high school.
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Directory of Open Access Journals (Sweden)
Blessing Eguabor
2017-06-01
Full Text Available BackgroundThe study investigated the main effects of animation information and textual information on students'performance and improving students' attitude towards physics.Material and methodsThe study adopted the pre-test post-test control group design. The population was made up of SSS 2 students inOndo State. Three Local Government Areas were randomly selected from the 18 Local Government Areas ofOndo State. Simple random technique was used to select three schools in the selected Local Government Areas.The schools were randomly assigned to two experimental groups namely animation and, textual informationstrategy and one control group. Two instruments were used for the study.ResultsOne-way Analysis of Variance (ANOVA, Scheffe Post-Hoc pair-wise comparison Analysis, and two-way Analysisof Variance was used. The results showed that there was a significant main effect of animation and textual strategieson students performance in physics. The results also showed that there was a significant difference in the post testattitudinal score of students' exposed to the strategies with the effectiveness in the order of animation, textual, andconventional strategiesConclusionsThe study concluded that computer- based instruction such as animation and textual strategies could enhancelearning outcomes in Physics in senior secondary school irrespective of students' sex.
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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,…
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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
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High school Physical Sciences teachers' competence in some basic cognitive skills
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...
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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…
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A pictorial view of the physical activity socialization of young adolescents outside of school.
Beets, Michael W; Banda, Jorge A; Erwin, Heather E; Beighle, Aaron
2011-12-01
Childhood obesity prevention has fallen short of anticipated impact. Therefore, intervention programs need to be redirected to other potential settings to increase youth physical activity. This qualitative study, using autodriven interview techniques, was conducted to identify out-of-school settings that youth perceive as important for physical activity. Sixty-six children took photographs involving their physical activity involvement. A subsample completed follow-up focus groups. Salient themes included types of physical activities related to free play, fitness, organized sports, and chores. Most photographs included multiple children of similar age and were taken outdoors. Data suggest children associate chores with physical activity and engage in fitness-related activities. In addition, friends and family, the outdoors, and importantly, the home emerged as natural intervention components that may prove useful towards decreasing the physical inactivity and obesity of youth.
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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
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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
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Physical Activity and School Absenteeism Due to Illness in Adolescents
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…
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School-Based Adolescent Groups: The Sail Model.
Thompson, John L.; And Others
The manual outlines the processes, policies, and actual program implementation of one component of a Minnesota program for emotionally disturbed adolescents (Project SAIL): the development of school-based therapy/intervention groups. The characteristics of SAIL students are described, and some considerations involved in providing group services…
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Physical activity and nutritional habits of teenagers from three public schools in Florianópolis/SC
Directory of Open Access Journals (Sweden)
Eliane Denise da Silveira Araujo
2009-01-01
Full Text Available http://dx.doi.org/10.5007/1980-0037.2009v11n4p428 The objective of this study was to investigate the dietary habits and physical activity of adolescents aged 16 to 17 years from public schools in Florianópolis, SC. The sample consisted of 720 students, including 252 boys and 468 girls. Two questionnaires were applied, which were sent to the students and their parents. Descriptive statistics mean and standard deviation was used for data analysis and differences between groups were analyzed by the chi-square test, with a 95% confidence interval. Among the adolescents studied, 69.1% participated regularly in physical education at school, whereas 59.6% did not perform any physical activity outside of school. Among the adolescents who performed organized physical activity outside of school (40.4%, 55.9% were boys and 35.1% were girls, and most of them (61.6% performed physical activity three times per week. With respect to physical activity level, most students (48.3% were classified as active at the intermediate level and 30.6% were classified as active, with a higher proportion of boys (43.6% than girls (23.5%. In addition, 54.5% of the students watched TV for more than 3 h/day. Regarding dietary habits, 55.4% of the adolescents presented a healthy diet according to the parameters used in this study, with a higher proportion of boys (61.5% than girls (51.9%. Boys consumed more milk than girls who, in turn, reported a higher consumption of candy compared to boys. In general, most of the adolescents presented positive health behaviors such as good physical activity and dietary habits.
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Frömel, Karel; Kudlacek, Michal; Groffik, Dorota; Chmelik, Frantisek; Jakubec, Lukas
2016-06-02
The physical, mental and social development that occurs in young people through physical activity (PA) is primarily through extracurricular activities. Family, peers and social environment, in addition to schools, interest groups and school sports, play a unique role during this developmental period. The objective of the study was to examine the differences in the intensity of PA during school days and weekends and the relationship between PA and physical inactivity (PI) during these days in Polish and Czech boys and girls. In total, there were 816 participants among whom 333 met the requirements of 8 hours of continuous recording of PA (ActiTrainer accelerometers) during at least one school and one weekend day. Boys and girls from both countries engaged in virtually the same amount of PA during school and weekend days, and participated in more PA at lower intensities on the weekends compared with school days. This study surveyed important issues related to global public health, specifically for the school environment and school settings. The important and crucial relations with family were emphasized, which should increase the awareness and understanding of public health problems of this particular research sample. The results indicated that less time was spent in PI, but also that the largest amount of time during the weekends was spent in front of a screen.
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Prevalence and correlates of insufficient physical activity in school adolescents in Peru.
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.
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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.
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Dare, Emily A.; Roehrig, Gillian H.
2016-12-01
[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 on the literature of girl-friendly and integrated STEM instructional strategies guided this work to understand how instructional strategies may influence and relate to students' perceptions. This convergent parallel mixed-methods study used a survey and focus group interviews to understand similarities and differences between girls' and boys' perceptions. Our findings indicate very few differences between girls and boys, but show that boys are more interested in the physics-related career of engineering. While girls are just as interested in science class as their male counterparts, they highly value the social aspect that often accompanies hands-on group activities. These findings shed light on how K-12 science reform efforts might help to increase the number of women pursuing careers related to physics.
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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)…
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An Investigation into Physics Teaching in Senior High Schools
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…
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Summary of the particle physics and technology working group
International Nuclear Information System (INIS)
Stephan Lammel et al. email = crathbun@fnal.gov
2002-01-01
Progress in particle physics has been tightly related to technological advances during the past half century. Progress in technologies has been driven in many cases by the needs of particle physics. Often, these advances have benefited fields beyond particle physics: other scientific fields, medicine, industrial development, and even found commercial applications. The particle physics and technology working group of Snowmass 2001 reviewed leading-edge technologies recently developed or in the need of development for particle physics. The group has identified key areas where technological advances are vital for progress in the field, areas of opportunities where particle physics may play a principle role in fostering progress, and areas where advances in other fields may directly benefit particle physics. The group has also surveyed the technologies specifically developed or enhanced by research in particle physics that benefit other fields and/or society at large
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Opposites Detract: Middle School Peer Group Antipathies
Laursen, Brett; Bukowski, William M.; Nurmi, Jari-Eri; Marion, Donna; Salmela-Aro, Katariina; Kiuru, Noona
2010-01-01
This study examines variability in patterns of peer group antipathy. Same-grade adolescent peer groups were identified from sociometric nominations of preferred affiliates in a community sample of 600 Finnish ninth-grade middle school students (mean age = 15.0 years). Hierarchical linear modeling determined characteristics of youths in actor…
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Social Cognitive Theory and Physical Activity Among Korean Male High-School Students.
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.
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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
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Steenholt, Carina Bjørnskov; Pisinger, Veronica Sofie Clara; Danquah, Ida Høgstedt; Tolstrup, Janne Schurmann
2018-02-14
There is limited knowledge of physical activity (PA) patterns among high school students. High schools plays an important role as context for the students, but it is uncertain to what extent schools influence student participation in PA during leisure time. The purpose of this study is to describe patterns of PA and assess variations between schools and classes in PA, in a large cohort of Danish high school students. Self-reported cross-sectional data came from The Danish National Youth Study, comprising a total of 70,674 students attending 119 different schools and 3213 classes. Multilevel logistic regressions were applied to evaluate the association between socio-demographic variables and patterns of PA, and to assess the impact of schools and classes on PA measures. Students whose parents have achieved a lower level of education, older students and girls of perceived ethnic minority generally participated less in several forms of PA during leisure time. Substantial variations between schools were observed in terms of participation in PA at school during leisure time and in terms of use of active transportation to and from school. The school-level accounted for 9% (intra-class correlation coefficient (ICC) = 0.09 (95% CI: 0.06-0.11)) and 8% (ICC = 0.08 (95% CI: 0.07-0.11)) of the variation for participation in PA during leisure time and active transportation. Overall, students whose parents achieved a lower level of education, older students and girls of perceived ethnic minority represent vulnerable groups in relation to participation in several forms of PA during leisure time. The ICCs indicate that schools, in particular, have the potential to influence participation in PA at school during leisure time and active transportation to and from school. Thus, high schools should encourage and facilitate activities aimed at engaging students in PA during leisure time as well as encourage active transportation.
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Tymms, Peter B; Curtis, Sarah E; Routen, Ash C; Thomson, Katie H; Bolden, David S; Bock, Susan; Dunn, Christine E; Cooper, Ashley R; Elliott, Julian G; Moore, Helen J; Summerbell, Carolyn D; Tiffin, Paul A; Kasim, Adetayo S
2016-01-06
To assess the effectiveness of 2 interventions in improving the physical activity and well-being of secondary school children. A clustered randomised controlled trial; classes, 1 per school, were assigned to 1 of 3 intervention arms or a control group based on a 2×2 factorial design. The interventions were peer-mentoring and participative learning. Year 7 children (aged 11-12) in the peer-mentoring intervention were paired with year 9 children for 6 weekly mentoring meetings. Year 7 children in the participative learning arm took part in 6 weekly geography lessons using personalised physical activity and Global Positioning System (GPS) data. Year 7 children in the combined intervention received both interventions, with the year 9 children only participating in the mentoring sessions. 1494 year 7 students from 60 schools in the North of England took part in the trial. Of these, 43 students opted out of taking part in the evaluation measurements, 2 moved teaching group and 58 changed school. Valid accelerometry outcome data were collected for 892 students from 53 schools; and well-being outcome data were available for 927 students from 52 schools. The primary outcomes were mean minutes of accelerometer-measured moderate-to-vigorous intensity physical activity per day, and well-being as evaluated by the KIDSCREEN-27 questionnaire. These data were collected 6 weeks after the intervention; a 12-month follow-up is planned. No significant effects (main or interaction) were observed for the outcomes. However, small positive differences were found for both outcomes for the participative learning intervention. These findings suggest that the 2 school-based interventions did not modify levels of physical activity or well-being within the period monitored. Change in physical activity may require more comprehensive individual behavioural intervention, and/or more system-based efforts to address wider environmental influences such as family, peers, physical environment
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Directory of Open Access Journals (Sweden)
Luisa Madrigal
2017-01-01
Full Text Available Abstract Background Overweight prevalence among Guatemalan girls is higher in public than in private schools. Little is known about adolescent girls’ perceptions of the right ways to achieve a healthy weight. This study examines public and private school adolescent girls’ perceptions of a “healthy weight,” and barriers and facilitators to achieving it. Methods We conducted 4 focus groups in public and private schools in Guatemala City with girls from 13 to 15 years old. The discussion guide included open-ended questions and activities aimed at examining perceptions of “healthy weight” and barriers and motivators to achieving it within the school environment. Focus groups were audio-recorded and transcribed. Data analyses followed established methods of content analysis. Results Twenty-eight girls (private school, n = 12; public school, n = 16 of ages ranging from 13.1 to 15.9 years (median, 14, IQR, 13.6–14.9 participated in the study. Girls identified images of thin and fit women as healthy. They cited healthy eating and physical activity as ways to achieve a healthy weight. Within the school environment, barriers to maintaining a healthy weight included a lack of healthy food options and the prioritization of sports for boys over girls. In public schools, facilities were less than optimal; in private schools, girls’ access to facilities was limited. Public school girls stated that their uniforms were inappropriate for exercising. Conclusion Our findings support the need to provide more healthy food options in Guatemalan schools. In addition, physical activity for girls should be promoted and facilities made available for their use.
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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 ...
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Directory of Open Access Journals (Sweden)
Carlos Álvarez Bogantes
2016-08-01
Full Text Available The study explores children’s perceptions regarding physical activity barriers and facilitators during recess in order to provide the necessary input for governmental authorities and educational researchers to develop policies and interventions that promote physical activity for this age group within the educational environment. Methods: A qualitative design was employed that used focus groups and in-depth interviews for data collection. Data was collected from six focus groups, which included a total of 90 third-graders (50 boys and 40 girls and their three teachers. Results: The most frequent barriers identified by children were: a lack of social support, bulling, a lack of space, and organizational barriers. A lack of space and time was a barrier for all children, resulting in conflict and exclusion from physical activities for girls and some of the boys. Conclusion: Participants perceive the school environment as not favorable for physical activity; however, following their nature and need to move, a large majority finds ways to fill that need to play and have fun. Based on the results of this study, physical activity should be promoted during recess, taking into consideration barriers in the natural, social, physical and organizational environments.
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Directory of Open Access Journals (Sweden)
V.O. Kashuba
2016-04-01
Full Text Available Purpose: to search effective methods of health tourism application in physical education of primary school age pupils. Матеріал: in the research 40 children participated, who were divided into control (9 boys and 11 girls and experimental (10 boys and 10 girls groups. We registered physical fitness, physical health, adaptation-reserve potentials and psychological state of primary school pupils. Results: specificities of health tourism means’ application as the basis of health-related recreational technology were determined. We found improvement of children’s health by 10%. Besides, we observed prevailing improvement of organism’s resistance to environmental unfavorable factors and indicators of psycho-emotional state. Conclusions: application of health tourism means increases organism’s functional potentials, physical health and psycho-emotional state of schoolchildren.
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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.)
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Asada, Yuka; Hughes, Alejandro G; Read, Margaret; Schwartz, Marlene B; Chriqui, Jamie F
2017-11-01
The Healthy, Hunger-Free Kids Act of 2010 (HHFKA) directed the US Department of Agriculture (USDA) to revise school meal standards. Students are most affected by efforts to improve the school food environment; yet, few studies directly include students. This study examined high school students' experiences of school meal reform to gain insight into implementation recommendations. We conducted 5 focus groups with high school students (N = 15) from high schools across 9 states. We also conducted follow-up interviews to further explore personal experiences. Focus groups and interview transcripts were coded and organized in Atlas.ti v7 by analysts, following principles of constant comparative analysis. Students reported overall positive perceptions of the revised school meal standards and supported continued efforts to improve the food environment. Recommendations to improve the food environment included engaging students, focusing on the quality and palatability of meal items, moving toward scratch-cooking, and addressing cafeteria infrastructure. Students' recommendations point to opportunities where school districts, as well as local, state, and federal organizations can work to improve the school food environment. Their insights are directly relevant to USDA's recently released Local School Wellness Policy final rule, of which school meal standards are one provision. © 2017, American School Health Association.
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The limitations of mathematical modeling in high school physics education
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
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Revealing School Counselors' Perspectives on Using Physical Activity and Consulting with Coaches
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…
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Ground of specialized physical training of teacher of middle school
Directory of Open Access Journals (Sweden)
Kolumbet A.N.
2012-12-01
Full Text Available Purpose of work - to expose important physical qualities of teacher, personal properties and psychophysiological qualities professionally. Also to expose requirement to motive preparedness of teachers. 674 teachers of middle schools of city of Kiev and Kiev area took part in an experiment. It is set that professional activity requires a display typical professionally the important personal qualities: communicability, of principle, tolerance, kindness, sympathy, empathy, eloquence. It is exposed that to professionally important physical qualities of teacher it is possible to take general and local (hands, feet, back, neck static endurance, force of basic muscular groups and power endurance of hands, exactness and speed of motive reaction. It is well-proven that it is necessary to take to the most essential psychophysiological qualities: perception, memory, imagination, restraint, ability quickly to make a decision, ability to work in a nervous situation, ability expressly to execute the tasks in the conditions of emotional tension, good reaction. It is marked that an important role in mastering of profession and achievement of tops of professionalism is played by the use of values of physical education in providing of the proper health, physical and spiritual development, motive preparedness level.
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Girls and Upper School Physics: Some Optimism and Opportunity
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…
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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, ...
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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
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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...
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Rahmani, Khadijeh; Djazayery, Abolghasem; Habibi, Mohsen Ibrahim; Heidari, Homa; Dorosti-Motlagh, Ahmad Reza; Pourshahriari, Mahsima; Azadbakht, Leila
2011-04-01
School feeding programs are important interventions for improving the nutritional status of students. Therefore, this study was conducted to evaluate the effects of milk supplementation on physical, mental and school performance of students. This case-control population-based intervention was conducted on 469 students from 4 schools in a medium socio-economic status region in Tehran. The schools were chosen by Iranian ministry of education and training and they were allocated in case and control groups randomly. All the students in the first to third classes in the intervention schools were daily consumed sterilized and homogenized milk for three months (250 ml each). Anthropometric measurements were done according to the standard methods. For evaluating the mental function, the Raven's Coloured Progressive Matrices (CPM) and Wechsler Intelligence Scale for children (verbal, non-verbal, total Intelligent Quotient) were conducted on students. School performance was assessed by grade-point averages of each student. The weight of children was significantly different between control and intervention group at the end of the study among girls (23.0 ± 3.8 vs. 23.8 ± 4.3 kg; p performances specifically among girls in Iran.
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5th CERN - Latin-American School of High-Energy Physics
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...
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Directory of Open Access Journals (Sweden)
Letícia Maria Oliveira
2016-12-01
Full Text Available In this work, a creative way to teach Physics to the students in Regular Education is suggested, by presenting the following aspects: how it happened, outcomes, and the way to present it to the readers. The theater was chosen, considering that scientific knowledge can be represented beyond its rigidity, at the same time that art provokes reflections in the actor and in the spectator. A group of scientific theater was created in a school in Brejo Santo, Ceará, and besides staging, a website was elaborated. The characters "Traditional Teaching" and "New Physics" are the protagonists of the story and they will show us in their dialogues, how difficult it is, however possible, to show possibilities of Physics teaching through an entertaining approach in regular schools. Among the results, positive changes were noticed in the group, as the student's posture in classroom, besides receptivity and respect among the friends and with the teacher. Besides, they began to see Physics in another way, becoming more motivated to learn this science. In that sense, considering the current brazilian education, the objective of this work focuses on the teacher's need to act in a differentiated way, through strategies and new methodologies. Therefore, the theatrical practice, more specifically, the scientific theater, can be a tool of great didactic potential in teachers’ practice, contributing for teaching process and learning of Physics.
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Peskin, Melissa F; Markham, Christine M; Shegog, Ross; Baumler, Elizabeth R; Addy, Robert C; Tortolero, Susan R
2014-08-01
We examined whether It's Your Game . . . Keep It Real (IYG) reduced dating violence among ethnic-minority middle school youths, a population at high risk for dating violence. We analyzed data from 766 predominantly ethnic-minority students from 10 middle schools in southeast Texas in 2004 for a group randomized trial of IYG. We estimated logistic regression models, and the primary outcome was emotional and physical dating violence perpetration and victimization by ninth grade. Control students had significantly higher odds of physical dating violence victimization (adjusted odds ratio [AOR] = 1.52; 95% confidence interval [CI] = 1.20, 1.92), emotional dating violence victimization (AOR = 1.74; 95% CI = 1.36, 2.24), and emotional dating violence perpetration (AOR = 1.58; 95% CI = 1.11, 2.26) than did intervention students. The odds of physical dating violence perpetration were not significantly different between the 2 groups. Program effects varied by gender and race/ethnicity. IYG significantly reduced 3 of 4 dating violence outcomes among ethnic-minority middle school youths. Although further study is warranted to determine if IYG should be widely disseminated to prevent dating violence, it is one of only a handful of school-based programs that are effective in reducing adolescent dating violence behavior.
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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.
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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
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Lirgg, C D
1993-09-01
The purpose of this field experiment was to investigate the effects of attending either a coeducational or a same-sex physical education class on several self-perception variables. Middle and high school youth who had previously been in coeducational classes were assigned to either a same-sex or a new coeducational physical education class for a 10-lesson unit of basketball. Analyses were conducted at both the group and the individual levels. Self-perception variables examined included perceived self-confidence of learning basketball, perceived usefulness of basketball, and perceived gender-appropriateness of basketball. Results of hierarchical linear model group level analyses indicated that the variability in groups for self-confidence could be explained by grade, class type, and the interaction between gender and class type. At the individual level, multivariate results showed that, after the unit, males in coeducational classes were significantly more confident in their ability to learn basketball than males in same-sex classes. Also, males in same-sex classes decreased in confidence from pretreatment to posttreatment. Perceived usefulness of basketball emerged as the strongest predictor of self-confidence for learning basketball for both genders. In general, middle school students preferred same-sex classes, whereas high school students preferred coeducational classes.
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MacMillan, Freya; Kirk, Alison; Mutrie, Nanette; Moola, Fiona; Robertson, Kenneth
2015-01-01
It is not clear how best to support youth with type 1 diabetes to participate in physical education (PE) at school. The aim of this study was to explore perceptions of facilitators and barriers to PE in youth with type 1 diabetes and to determine how schools can help these individuals to be physically active. Interviews and focus groups were…
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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.
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Physical education, sports, and gender in schools.
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.
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Multilevel Analyses of School and Children's Characteristics Associated with Physical Activity
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:…
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An Application of the Trans-Contextual Model of Motivation in Elementary School Physical Education
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…
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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.
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INFLUENCE OF THE ENHANCED PHYSICAL EDUCATION CURRICULUM ON THE PHYSICAL FITNESS OF CHILDREN
Jurak, Gregor; Strel, Janko; Leskošek, Bojan; Kovač, Marjeta
2011-01-01
This study was designed as a cluster-randomised quasi-experiment to assess the effect of the implementation of school-based kinesiological intervention, through which some schools in Slovenia offer an enhanced physical education curriculum, on children's physical fitness in the first four years of schooling. A total of 328 children from nine Slovenian primary schools were assigned to kinesiological intervention (n=157) and control groups (n=171). Data from the SLOFIT database was used to comp...
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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
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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
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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
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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.
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The Impact of Paralympic School Day on Student Attitudes Toward Inclusion in Physical Education.
McKay, Cathy; Block, Martin; Park, Jung Yeon
2015-10-01
The purpose of this study was to determine if Paralympic School Day (PSD), a published disability awareness program, would have a positive impact on the attitudes of students without disabilities toward the inclusion of students with disabilities in physical education classes. Participants were 143 sixth-grade students who were divided into 2 groups (experimental n = 71, control n = 72), with the experimental group receiving the PSD treatment. Participants responded 2 times to Siperstein's Adjective Checklist and Block's Children's Attitudes Toward Integrated Physical Education-Revised (CAIPE-R) questionnaire. Four ANCOVA tests were conducted. Results indicated a significant PSD treatment effect across all 4 measures: Adjective Checklist (p = .046, η² = .03), CAIPE-R (p = .002, η² = .04), inclusion subscale (p = .001, η² = .05), and sport-modification subscale (p = .027, η² = .02).
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Walther, C; Mende, M; Gaede, L; Müller, U; Machalica, K; Schuler, G
2011-11-01
It was the aim of this study to measure the effects over two years of daily sport activity during the school-day on their physical fitness (primary endpoint), motor coordination and blood pressure (secondary endpoints). A total of 232 children from eleven different 6 (th) grade classes were enrolled after informed parental consent. Their mean age was 11.1 ± 0.6 years. Six classes were randomly assigned for intervention (n=141), five as control (n=91). Those of the intervention cohort undertook, for five days weekly during the school year one hour of regulated sport exercise, including 15 min of endurance training. The pupils of the control group undertook customary sport activity (two hours a week). Anthropometric data were recorded and maximal oxygen uptake measured in each pupil, as well as blood pressure and motor coordination at the beginning and at the end of each of the two years of the study. The data were analyzed using the cluster randomization method. Maximal oxygen uptake (VO (2)max) had improved among the intervention group after two years, compared with the controls (3.12 m/kg/min, 95% confindence interval [CI] 0.06-6.19), while improvement in motor coordination just failed to reach statistical significance (3.06, 95% CI -0.17-6.29). There was no significant difference in systolic and diastolic blood pressure, but a downward trend in the prevalence of overweight and obesity from 12.1% to 7.8% in the intervention group. The results indicate that daily physical exercise during school hours should be given greater importance. But it will require a long-term trial to determine whether promotion of increased physical activity at school influences the prevalence of cardiovascular risk factors when the pupils reach adulthood. © Georg Thieme Verlag KG Stuttgart · New York.
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Walther, Claudia; Gaede, Luise; Adams, Volker; Gelbrich, Götz; Leichtle, Alexander; Erbs, Sandra; Sonnabend, Melanie; Fikenzer, Kati; Körner, Antje; Kiess, Wieland; Bruegel, Mathias; Thiery, Joachim; Schuler, Gerhard
2009-12-01
The aim of this prospective, randomized study was to examine whether additional school exercise lessons would result in improved peak oxygen uptake (primary end point) and body mass index-standard deviation score, motor and coordinative abilities, circulating progenitor cells, and high-density lipoprotein cholesterol (major secondary end points). Seven sixth-grade classes (182 children, aged 11.1+/-0.7 years) were randomized to an intervention group (4 classes with 109 students) with daily school exercise lessons for 1 year and a control group (3 classes with 73 students) with regular school sports twice weekly. The significant effects of intervention estimated from ANCOVA adjusted for intraclass correlation were the following: increase of peak o(2) (3.7 mL/kg per minute; 95% confidence interval, 0.3 to 7.2) and increase of circulating progenitor cells evaluated by flow cytometry (97 cells per 1 x 10(6) leukocytes; 95% confidence interval, 13 to 181). No significant difference was seen for body mass index-standard deviation score (-0.08; 95% confidence interval, -0.28 to 0.13); however, there was a trend to reduction of the prevalence of overweight and obese children in the intervention group (from 12.8% to 7.3%). No treatment effect was seen for motor and coordinative abilities (4; 95% confidence interval, -1 to 8) and high-density lipoprotein cholesterol (0.03 mmol/L; 95% confidence interval, -0.08 to 0.14). Regular physical activity by means of daily school exercise lessons has a significant positive effect on physical fitness (o(2)max). Furthermore, the number of circulating progenitor cells can be increased, and there is a positive trend in body mass index-standard deviation score reduction and motor ability improvement. Therefore, we conclude that primary prevention by means of increasing physical activity should start in childhood. URL: http://www.clinicaltrials.gov. Identifier: NCT00176371.
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The Role of Schools in Children's Physical Activity Participation: Staff Perceptions
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…
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Inequalities in Sport and Physical Activity Programs in Ontario Schools.
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.
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Directory of Open Access Journals (Sweden)
Marcos Garcia Neira
2007-06-01
Full Text Available This article presents the results of a research which intended to identify the modifications that ocurred in the representations regarding the Physical education in the school of a group of classroom teachers that attended a Program of Academical Formation (named as PEC in municipal districts. The data, obtained by the Clinical Method, were confronted with the knowledge on the construtivist learning conception and on the pedagogic tendencies of the school Physical education. As relevant discoveries we detached the following modifications: from representations that reflected a vision dualist (body/mind to a technical vision (the body as tool or, from the latter to the sociocultural vision (the citizen body. The identified transformations accompanied the historical path of the Physical education in Brazil.
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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.
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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...
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Directory of Open Access Journals (Sweden)
Alatzoglu Atanasios
2013-01-01
Full Text Available The thought of a Physical Education Teacher (PET being assigned the position of a Principal and exercising educational Leadership in Primary and Secondary Schools hasn't always been taken for granted, as it was the case with the other disciplines. Indicative of the hindered equal accessibility in the position of a school Principal is the fact that only since 1985 (Law 1566/1985 the Physical Education Teachers (PET are allowed to claim the Principal's position in secondary schools. Currently, Physical Education Teachers (PET have gained more self-confidence and identify differently their role in the Greek school. Given the fact that Physical Education Teachers (PET already constitute the third in volume discipline occupying the position of school Principal in Secondary Education, a significant question rises: Can Physical Education Teachers (PET be effective school leaders? The purpose of the present paper is to identify which administrative skills of the Physical Education Teachers (PET need improvement, so as the latter to be considered effective Principles according to their teachers' perceptions. Making use of a questionnaire (Principal Instructional Management Rating Scale-PIMRS adapted to the Greek reality, a total number of 460 teachers of 32 schools run by Physical Education Teachers (PET participated. The gap analysis technique applied revealed statistically significant results in all the items comprised in the measurement tool. The first three abilities/ skills lacking and should be developed by Principals - PET are the following:: 'working with multilingual parent groups' with a mean difference of 0.75 (t(454=14,649 p=0,000; 'converting the curriculum objectives into a curriculum on the school's website' with a mean difference of 0.73 (t(452=12,859 p=0,000; and 'informing parents on their children's educational advancement' (t(452=10,117 p=0,000. The present study confirms the findings of previous research concerning the effective
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Determinants of physical activity in primary school students using the health belief model.
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.
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Co-Creating a Progressive School: The Power of the Group
Arendt, Hannah
2013-01-01
Drawing on the past and current practices of a group of educators that just celebrated its 40th year as a progressive elementary school in a suburban public school system, the article begins by considering the role that various groups have played in sustaining the school‘s success for over four decades. These groups include a long-term university partnership, practitioners of whole language, and parents. Then, after describing the critical role of two important group created documents, the Te...
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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
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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
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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…
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Group theoretical methods in physics. [Tuebingen, July 18-22, 1977
Energy Technology Data Exchange (ETDEWEB)
Kramer, P; Rieckers, A
1978-01-01
This volume comprises the proceedings of the 6th International Colloquium on Group Theoretical Methods in Physics, held at Tuebingen in July 1977. Invited papers were presented on the following topics: supersymmetry and graded Lie algebras; concepts of order and disorder arising from molecular physics; symplectic structures and many-body physics; symmetry breaking in statistical mechanics and field theory; automata and systems as examples of applied (semi-) group theory; renormalization group; and gauge theories. Summaries are given of the contributed papers, which can be grouped as follows: supersymmetry, symmetry in particles and relativistic physics; symmetry in molecular and solid state physics; broken symmetry and phase transitions; structure of groups and dynamical systems; representations of groups and Lie algebras; and general symmetries, quantization. Those individual papers in scope for the TIC data base are being entered from ATOMINDEX tapes. (RWR)
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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…
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Kotluk, Nihat; Kocakaya, Serhat
2017-01-01
The purpose of this study is to examine the effect of Digital Storytelling (DST) on the (a) academic achievement, (b) attitude towards physics and (c) self efficacy perception of secondary school students. This study consists of an experimental group and a comparison group which are formed by equal number of students. The six-weeks study adopted a…
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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.
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A "Marked Success": Physical Activity at Miss White's School
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…
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Zwinkels, Maremka; Verschuren, Olaf; Lankhorst, Kristel; van der Ende-Kastelijn, Karin; de Groot, Janke; Backx, Frank; Visser-Meily, Anne; Takken, Tim
2015-01-01
intervention group will participate in sport after school for six months, while the control group receives assessment only. Measurements will take place before the HIT, directly after, as well as, six months later. The primary objective is anaerobic fitness. Secondary objectives are agility, aerobic fitness, strength, physical activity, cardiovascular health, cognitive functioning, and psychosocial functioning. If effective, after school sport participation following a standardized interval training could be implemented on schools for special education to get children and adolescents with a chronic disease or physical disability active on a structural basis. This trial is registered at the Dutch Trial Register #NTR4698.
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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.
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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…
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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…
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Effectiveness of a school-based physical activity injury prevention program
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
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10th joint CERN-Fermilab Hadron Collider Physics Summer School
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.
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Case Study of an Institutionalized Urban Comprehensive School Physical Activity Program
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…
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Gender Differences in High School Students' Interests in Physics
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…
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Directory of Open Access Journals (Sweden)
SIMONA PETRACOVSCHI
2011-04-01
Full Text Available IntroductionSince the classes are mixed in Romania but the lessons of physical education are still practicing by usingseparated groups for male and female, especially for team sports (e.g. football, handball, etc where boys areplaying against boys and girls against girls, the purpose of this study is to identify and combat gender stereotypesby using games and plays for mixed group in physical education activity. Also, using the mix group in thephysical activity during all the school period will be a main method of learning civic rules, the respect ofdifference and will encourage the process of socialization between boys and girls.MethodsThe experiment was conducted between 15October 2009 to 15 May 2010 by a group of 20 students (13 girls and7 boys at the age of 13 (VII grade in Romanian system using the sociometrical method.Results and discussionIf the initial testing shows that the choice of partner is primarily based on gender, the results made after finaltesting (after 7 months of work carried out by groups combined reveals that the partner’s choice is madeaccording to sporting skills and physical development.ConclusionsThe conclusions highlight the importance of early work on mixed groups from the age of 9. The idea is tocombat the stereotypes in so called "masculine" or "feminine" sports and to emphasize the respect for equalityand fairness between students according to individual possibilities
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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...
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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.
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Lubans, David R; Morgan, Philip J; Weaver, Kristen; Callister, Robin; Dewar, Deborah L; Costigan, Sarah A; Finn, Tara L; Smith, Jordan; Upton, Lee; Plotnikoff, Ronald C
2012-06-12
Many Australian children are insufficiently active to accrue health benefits and physical activity (PA) levels are consistently lower among youth of low socio-economic position. PA levels decline dramatically during adolescence and evidence suggests that competency in a range of fundamental movement skills (FMS) may serve as a protective factor against this trend. The Supporting Children's Outcomes Using Rewards Exercise and Skills (SCORES) intervention is a multi-component PA and FMS intervention for primary schools in low-income communities, which will be evaluated using a group randomized controlled trial. The socio-ecological model provided a framework for the 12-month intervention, which includes the following components: teacher professional learning, student leadership workshops (including leadership accreditation and rewards, e.g., stickers, water bottles), PA policy review, PA equipment packs, parental engagement via newsletters, FMS homework and a parent evening, and community partnerships with local sporting organizations. Outcomes will be assessed at baseline, 6- and 12-months. The primary outcomes are PA (accelerometers), FMS (Test of Gross Motor Development II) and cardiorespiratory fitness (multi-stage fitness test). Secondary outcomes include body mass index [using weight (kg)/height (m2)], perceived competence, physical self-esteem, and resilience. Individual and environmental mediators of behavior change (e.g. social support and enjoyment) will also be assessed. The System for Observing Fitness Instruction Time will be used to assess the impact of the intervention on PA within physical education lessons. Statistical analyses will follow intention-to-treat principles and hypothesized mediators of PA behavior change will be explored. SCORES is an innovative primary school-based PA and FMS intervention designed to support students attending schools in low-income communities to be more skilled and active. The findings from the study may be used to
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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...
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Boys II Men: A Culturally-Responsive School Counseling Group for Urban High School Boys of Color
Pérez-Gualdrón, Leyla; Yeh, Christine; Russell, LyRyan
2016-01-01
Using a participatory and collaborative approach, we developed, implemented, and evaluated a culturally responsive school counseling group, "Boys II Men," for 11 low-income diverse male students of color at an urban public school. The content of the group focused on five areas: social connections and support, exploring gender roles,…
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Analysing the physics learning environment of visually impaired students in high schools
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.
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Ates, Bünyamin
2016-01-01
In this research, the effect of solution focused group counseling upon high school students struggling with school burnout was analyzed. The research was an experimental study in which a pre-test post-test control group random design was used, depending upon the real experimental model. The study group included 30 students that volunteered from…
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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.
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Telles, Shirley; Singh, Nilkamal; Bhardwaj, Abhishek Kumar; Kumar, Ankur; Balkrishna, Acharya
2013-11-07
Previous studies have separately reported the effects of physical exercise and yoga in children, showing physical, cognitive and emotional benefits. The present randomized controlled trial assessed the effects of yoga or physical exercise on physical fitness, cognitive performance, self-esteem, and teacher-rated behavior and performance, in school children. 98 school children between 8 to 13 years were randomized as yoga and physical exercise groups {n = 49 each; (yoga: 15 girls, group mean age 10.4 ± 1.2 years), (physical exercise: 23 girls, group mean age 10.5 ± 1.3 years)}. Both groups were blind assessed after allocation, using: (i) the Eurofit physical fitness test battery, (ii) Stroop color-word task for children, (iii) Battle's self-esteem inventory and (iv) the teachers' rating of the children's obedience, academic performance, attention, punctuality, and behavior with friends and teachers. After assessments the yoga group practiced yoga (breathing techniques, postures, guided relaxation and chanting), 45 minutes each day, 5 days a week. During this time the physical exercise group had jogging-in-place, rapid repetitive movements and relay races or games. Both groups were assessed at the end of 3 months. Data were analyzed with RM ANOVA and post-hoc tests were Bonferroni adjusted. There was one significant difference between groups. This was in social self-esteem which was higher after physical exercise compared to yoga (p exercise group, while plate tapping improved in the yoga group (p exercise group showed higher interference scores. Total, general and parental self-esteem improved in the yoga group (p exercise are useful additions to the school routine, with physical exercise improving social self-esteem. The study was registered in the Clinical Trials Registry of India (CTRI/2012/11/003112).
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2nd CERN-Fermilab Hadron Collider Physics Summer School, June 6-15, 2007, CERN
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...
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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.
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Cleaners' experiences with group-based workplace physical training
DEFF Research Database (Denmark)
Kirkelund, Lasse; Mortensen, Ole Steen; Holtermann, Andreas
2012-01-01
This study investigates how work-site health promotion intervention, by involving group-based physical coordination training, may increase participants’ social awareness of new ways to use the body. Purpose: We investigated cleaners’ experiences with a one-year health promotion intervention...... involving group-based physical coordination training (PCT) during working hours. Design: We conducted a qualitative evaluation using method triangulation; continuous unfocused participant observation during the whole intervention, semi-structured focus group interview, and individual written evaluations one...... for implementation seem to be important for sustained effects of health-promotion interventions in the workplace. Originality: The social character of the physical training facilitated a community of practice, which potentially supported the learning of new competencies, and how to improve the organization...
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Group Counseling for People with Physical Disabilities
Livneh, Hanoch; Wilson, Lisa M.; Pullo, Robert E.
2004-01-01
Group counseling has been used with a wide range of people who have physical disorders including psychosomatic conditions, sensory (visual and auditory) disabilities, neuromuscular and orthopedic impairments, and life-threatening diseases. The needs and concerns of these people can be generally delineated as physical, psychological, social,…
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Improving physics teaching materials on sound for visually impaired students in high school
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
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School physical activity policies and active transport to school among pupils in the Czech Republic
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
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Nonaccelerator physics working group summary
International Nuclear Information System (INIS)
Ayres, D.S.; Beier, E.W.; Cherry, M.L.; Marciano, W.J.
1986-01-01
The Nonaccelerator Physics Working Group set itself the task of predicting the contributions of nonaccelerator experiments to particle physics during the 1990s, in order to assess the needs for new experimental facilities. The main topics studied by the subgroups were: (1) the possibility of doing particle physics experiments with high energy cosmic rays from astrophysical sources; (2) the prospects for experiments which seek to measure the masses of neutrinos and the mixing of neutrino flavors; (3) an examination of the implications for proton decay of recent theoretical developments in grand unified and string theories. Other topics included a survey of magnetic monopole searches, an assessment of future prospects for double-beta-decay and nucleon-decay experiments, and a review of recent progress on neutrino and dark-matter detectors based on quasiparticles in superconductors and phonons in crystals
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7th CERN - Latin-American School of High-Energy Physics
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.
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Egginton, Jason S.; Textor, Lauren; Knoebel, Erin; McWilliams, Deborah; Aleman, Marty; Yawn, Barbara
2013-01-01
Background: This study explores ways southeast Minnesota schools currently address asthma problems, identifies areas for improvement, and assesses the potential value of asthma action plans (AAPs) in schools. Methods: Focus groups were used to query stakeholder groups on asthma care in schools. Groups were held separately for elementary school…
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1st Asia-Europe-Pacific School of High-Energy Physics
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.
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6th CERN - Latin-American School of High-Energy Physics
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.
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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
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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.
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Status of Instructional Physical Education Programs in Ohio Senior High Schools.
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…
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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…
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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 ...
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One-to-One Mobile Technology in High School Physics Classrooms: Understanding Its Use and Outcome
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…