Academic literature on the topic 'School sports'

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Journal articles on the topic "School sports"

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Edwards, Michael B., Jason N. Bocarro, Michael Kanters, and Jonathan Casper. "Participation in Interscholastic and Intramural Sport Programs in Middle Schools: An Exploratory Investigation of Race and Gender." Recreational Sports Journal 35, no. 2 (October 2011): 157–73. http://dx.doi.org/10.1123/rsj.35.2.157.

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Although school-sponsored extracurricular sport remains one of the most popular and effective ways to increase adolescents' physical activity levels, it is designed to include a small number of a school's elite athletes. Fewer schools offer intramural sports, and little is known about participation in these activities. The purpose of this study is to compare variations in how students participate in interscholastic and intramural school sport programs. Using a sample of seventh and eighth graders in two southeastern middle schools, results indicated that school sport participation levels were higher in intramurals than interscholastic sports for all studied categories of students except for White girls. In addition, students participating in intramural sports played nearly twice as many sports during the school year as students participating in interscholastic sports. Gender and race differences in school sport participation both confirm and contradict previous research and suggest that schools should consider cultural factors when planning sport programs for diverse populations of young people.
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Shigematsu, Ryosuke, Shuta Katoh, Koya Suzuki, Yoshio Nakata, and Hiroyuki Sasai. "Sports Specialization and Sports-Related Injuries in Japanese School-Aged Children and Adolescents: A Retrospective Descriptive Study." International Journal of Environmental Research and Public Health 18, no. 14 (July 9, 2021): 7369. http://dx.doi.org/10.3390/ijerph18147369.

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Although early sports specialization is associated with sports-related injuries, relevant quantitative studies on young non-elite athletes, the majority of sports participants, are scarce. We described sports specialization time points and the characteristics of sports-related injuries. Undergraduate students at a university in Japan (n = 830) recalled their history of sports participation from elementary to high school and sports-related injuries in a self-administered questionnaire. Of 570 valid respondents, 486 (85%) engaged in sports at least once. Significantly more respondents played multiple sports in upper elementary school (30%) than in other school categories (1–23%). In junior high and high schools, 90% and 99% played only one sport, respectively. Of the 486 respondents who played sports, 263 (54%) had experienced acute or overuse injuries. The proportion of injured participants significantly differed by school category: lower elementary school (4%), upper elementary school (21%), junior high (35%), and high school (41%). The proportions of acute or overuse injuries in males were higher than those in females. In conclusion, this study clarified a slight variation in sports items, particularly in junior high and high schools, which demonstrates 13 years as the age of beginning specialization in a single sport. More than half of the non-elite athletes experienced sports-related injuries. Injuries were frequently observed in males and those in junior high and high schools.
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Jaroszewski, Julian. "Sport szkolny w Kaliszu do 1939 roku." Polonia Maior Orientalis 10 (November 15, 2023): 163–82. http://dx.doi.org/10.4467/27204006pmo.23.009.17782.

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Artykuł poświęcony jest działalności sportowej młodzieży szkolnej w m. Kaliszu do 1939 roku. Ruch sportowy młodzieży szkolnej m. Kalisza rozpoczął się w II dekadzie XX wieku. Miał charakter spontaniczny, ograniczony do meczów piłkarskich „dzikich drużyn”. Formalnego kształtu przybrał po 1921 roku, tj. powołaniu uczniowskich kół sportowych, następnie Przystani Wioślarskiej Młodzieży Szkolnej (1929 rok) i Międzyszkolnego Klubu Sportowego (1932 rok). Najpopularniejszymi dyscyplinami sportowymi w środowisku młodzieży była piłka nożna, boks, lekkoatletyka oraz wioślarstwo. Najwyższy poziom sportowy demonstrowali uczniowie Gimnazjum Państwowego im. Adama Asnyka i Gimnazjum Państwowego im. Tadeusza Kościuszki. Największym sukcesem sportowym było wywalczenie przez pięściarzy Międzyszkolnego Klubu Sportowego tytułów drużynowego mistrza m. Kalisza w boksie w latach 1932 i 1933. Corocznie młodzież szkolna uczestniczyła w mistrzostwach szkół średnich i świętach wychowania fizycznego i przysposobienia wojskowego. Główny ruch sportowy skoncentrowany był w środowisku męskiej młodzieży szkół gimnazjalnych. Sport wśród dziewcząt oraz uczniów szkół powszechnych był opóźniony. Niekorzystny wpływ na rozwój sportu szkolnego miało zarządzenie władz oświatowych izolujące sport szkolny od klubów i stowarzyszeń sportowych. School Sports in the City of Kalisz up to 1939: The article reviews sports activities of school youth in the city of Kalisz up to 1939. The sports movement of school youth in the city of Kalisz began in the second decade of the 20th century. It was spontaneous, limited to football matches played by unofficial teams. It was formalized after 1921,that is, after instituting students sports associations, then after forming the School Youth Boathouse (1929) and Interschool Sports Center (1932). The most popular sport disciplines among young people were football, boxing, athletics and rowing. The highest sport level was demonstrated by students of Adam Asnyk State Gymnasium and Tadeusz Kościuszko State Gymnasium. The greatest sporting success was winning the boxing team championships by boxers of Interschool Sports Center in 1932 and 1933. Every year school youth participated in high school championships and Physical Education and Basic Military Training events. The main sports movement was concentrated among male youth of junior high schools. Sport among girls and primary schoolchildren was delayed. The development of school sports activities was adversely affected by the directive issued by education authorities which isolated school sports from sports clubs and associations.
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Howell, Frank M., and James A. McKenzie. "High School Athletics and Adult Sport–Leisure Activity: Gender Variations across the Life Cycle." Sociology of Sport Journal 4, no. 4 (December 1987): 329–46. http://dx.doi.org/10.1123/ssj.4.4.329.

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There is a significant investment by schools and local communities in the athletic programs offered by secondary schools. A growing issue is, to what extent does the functioning of these sports programs coincide with the formal academic goals of the school? Using a structural equations model, we examine one theme within this major issue by estimating the effect of high school sports participation on sport and leisure activity later in adulthood. Further investigated is the process by which these effects are played out over the transition from adolescence to adulthood, as well as gender differences in the pattern of effects. Using the EEO panel of 1955 high school sophomores reinterviewed in 1970, we find that varsity and nonvarsity sports participation in high school increases adult sports involvement. However, whereas high school sports participation does not retard reading or “high-status” leisure pursuits in adulthood, curriculum track placement during high school does enhance these activities later in life. Track effects were also largely independent of completed school level. Finally, gender variations in the model were present but not uniformly so and largely appear to make sport participation and tracking effects significant only among men.
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Rintaugu, Elijah G., Brian O. Lusaga, Francis, M. Mwangi, and Kevin K. Kipchumba. "Correlates of Sports Confidence among High School Athletes." Journal of Sports and Physical Education Studies 3, no. 1 (April 29, 2023): 19–27. http://dx.doi.org/10.32996/jspes.2023.3.1.3.

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The purpose of this study was to establish the correlates of sports confidence among high school athletes. The study examined Vealey’s (1986) nine sources of sports confidence in relation to contextual factors of gender, age, playing experience and type of sport. A descriptive survey design was used, and data were collected using Vealey’s Sources of sports confidence questionnaire (SSCQ) from high school athletes (n=175). Results showed that coaches’ leadership was the highest source of sports confidence, followed by mastery and physical and mental preparation, while situational favourableness appeared to be the weakest source of confidence amongst the athletes. There were significant differences in physical self-presentation (t=-2.14, df = 173, p =0.034) in favour of male athletes. Athletes participating in individual sports had superior scores in mastery, while coaches’ leadership was the most important source of sports confidence for athletes in team sports. There were significant differences in coaches’ leadership (t=-3.118, df = 175, p = 0.002) and social support (t= -2.236, df = 175, p = 0.027) in favour of athletes in a team sport. Athletes who did not engage in their current sport while in a primary school rated coaches’ leadership highly, while mastery of the skill was scored highly by athletes who did participate in the sport while in primary school. It is concluded that coaches’ leadership skills, mastery of skill execution and physical or mental preparedness were the major sources of sports confidence. High schools should utilize coaches who can be emulated by the athletes.
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Alves da Silva Neto, Manoel, Emanuel Adeilton de Oliveira Andrade, and Rubiana Coutinho de Souza. "SPORTS ACTIVITIES IN SCHOOL PHYSICAL EDUCATION." Revista Gênero e Interdisciplinaridade 3, no. 06 (January 3, 2023): 114–34. http://dx.doi.org/10.51249/gei.v3i06.1076.

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The research discusses sports activity in school education, as well as contributions related to the cognitive and social aspects of students. It is based on the relevance that the practice of sport can contribute to the training of students. The objective is to discuss the limits and convergences of sports practice in school physical education, in an attempt to understand the influences of sports practice in school physical education for the social development of students. The research is bibliographic with qualitative aspects, the contributions were based on authors such as: Dias Et. Al. (2018), Common National Curriculum Base (2018), Gonzalez and Pedroso (2012), Almeida (2018), among others that covered the theme. As a result of the study, we revealed that sports practice positively influences the social, body and cognitive development of students, however, the limits were scored in the need for some schools to provide physical spaces and equipment suitable for sports, as well as if possible the school provide an assistant to the physical education teacher especially in school events and tournaments of sports activities outside the school.
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Kim, Robert. "Under the Law: Is there a sports advantage in suburbia?" Phi Delta Kappan 104, no. 5 (February 2023): 60–62. http://dx.doi.org/10.1177/00317217231156233.

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Participation in school sports has a variety of benefits for students. But not all students are able to participate in school athletics programs. In this column, Robert Kim explores the different levels of access suburban, urban, and rural students have to sports programs. And he considers whether students, regardless of where they live, have a right of equitable access to sports. Rural schools may offer more opportunities to participate in sports than suburban or urban schools. But suburban students are more likely to feel locked out of sport participation, either because the available programs do not interest them or because they are too costly. However, suburban students who do participate in sports tend to start earlier and play more, often in programs outside school. Legal advocacy involving unequal access to school sports will require creativity and a broad approach to address statewide disparities.
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Santos Silva, Diego Augusto, and Roberto Jerônimo dos Santos Silva. "Association Between Sports Participation and Sedentary Behavior During School Recess Among Brazilian Adolescents." Journal of Human Kinetics 45, no. 1 (March 1, 2015): 225–32. http://dx.doi.org/10.1515/hukin-2015-0023.

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Abstract The aim of this study was to examine the association between sports participation and sedentary behavior during school recess among Brazilian adolescents. This study included 2,243 adolescents aged 13-18 years (16.2 ± 1.1), 62.2% females and 37.8% males, enrolled in public high schools in Aracaju, Northeastern Brazil. Sedentary behavior during school recess and sport participation was self-reported. Several factors were examined, including sex, age, skin color, socioeconomic status, maternal education and physical activity level. Sixty percent of adolescents had sedentary behavior during school recess and 57.7% of adolescents reported that they did not participate in any team sport. Additionally, adolescents who did not practice any team sport were 40% more likely (OR: 1.4, 95% CI: 1.1, 1.8) to be sedentary during school recess compared to those who participated in two or more team sports. It is recommended that schools encourage students to engage in sports activities and promote more physical activity during school recess to reduce the sedentary behavior and increase physical activity levels in youth.
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Silva Dias, Teresa, Katerina Novotná, Helder Zimmermann Oliveira, Carlos Azevedo, Nuno Corte-Real, Pavel Slepička, and António Manuel Fonseca. "Why talented athletes drop out from sport? The Portuguese and Czech case." Education + Training 60, no. 5 (June 11, 2018): 473–89. http://dx.doi.org/10.1108/et-12-2017-0207.

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Purpose The purpose of this paper is to perceive the perspective of Portuguese and Czech’ talented athletes regarding: the main reasons pointed to drop out of sport, putting into analysis motivational factors; the conciliation of School and Sport, and how the organization of schools and sports contexts are articulated in relation to the training and promotion of students, athletes and citizens; and the contributions (positive/negative) of sports to daily life and society. Design/methodology/approach This study uses a qualitative approach to interview eight talented athletes from different sports that had to drop out the practice of sport and explores their narratives regarding experiences and the relational dynamics between sports contexts and schools. Findings Athletes identify factors that led to drop out: the coach profile or the methodology and dynamics of practicing/training; time consuming; and the impossibility of reconciling sports with school/job. Athletes can identify the sport’s culture, self-development and health being as positive contributions of sports, whereas injuries were referred as the main negative factor of sport. As proposal of changes, athletes referred to the need of a more professional organization of the sport contexts and to more proximity between school policies and sport policies allowing conciliating both. Research limitations/implications One limitation that could be pointed to this research is the difference between the Czech and Portuguese socio-cultural and political situation, not only in the concept and organization of sports activities (since scholar years) but also in the general society. This difference could have more visibility when interpreting the data that led to this fact referred above. Practical implications It is recommended a more proximity relationship between researchers and the contexts of practice (sport contexts) being that it is important that these contexts should have feedback from the investigations carried out. Only in this way coaches, federations and confederations can be aware of the motivational factors that lead to talented athletes drop out, and make a greater investment in initial formation of the coaches and propose policies that try to establish partnerships with schools or professional contexts which could help the management of athletes’ times outside of sport. Originality/value Departing from the athletes’ feelings, concerns and motivations related to sport and the reasons that led to their drop out, we argue for the definition of public policies, in both countries, that promote non-discrimination of young people who wish to maintain a path linked to sports in articulation with other areas of their lives.
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Umiastowska, Danuta, and Urszula Domańska. "Contemporary threats to professional sport resulting from beginning specialist training too early." Journal of Kinesiology and Exercise Sciences 29, no. 86 (June 30, 2019): 29–35. http://dx.doi.org/10.5604/01.3001.0014.1274.

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Introduction. Professional sport aims at the highest feat forcing players to achieve such a form guaranteeing victory. The career of a young athlete and focus on strict sports specialisation starts very early. The threat to professional sport comes from technological progress and the lack of natural, general forms of activities in the early school period, and resulting in movement pattern disorders and compensations resulting from them. Aim. Presentation of contemporary threats to professional sport resulting from the early implementation of sport specialisation. Research materials and methods. The research material is a group of 60 girls and 60 boys (15-19 y.o.) attending sports schools in the West Pomeranian voivodeship. The research was carried out in the period from 2015-2019 by means of questionnaire implementation. Results. The respondents declared lack of movement and general development activities in the early school period. Very early direction towards a particularly chosen sport caused a number of dysfunctions of the movement apparatus and influenced the occurrence of injuries and breaks in sports training. Moreover, it caused early termination of sports career among 70% of players. The exceptions were swimmers and water rescue participants. Conclusions. 1. Among the examined girls and boys, there was a regression in the continuation of sports career by young people attending sports schools. 2. The reason for the early completion of sports training may be the lack of movement and general development training in the early school period, and sports specialisation began far too early.
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Dissertations / Theses on the topic "School sports"

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Miliauskas, Juozas. "Lietuvos kurčiųjų rinktinės ir Vilniaus "SSK-KM-Perlas" krepšininkų fizinis išsivystymas ir parengtumas bei žaidyminė veikla 2005/2006 m. sezone." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2007. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2007~D_20070816_175718-83658.

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Lietuvos kurčiųjų krepšininkų varžybų rezultatai rodo, kad šios socialinės grupės žmonės gali pasiekti ženklius sportinius laimėjimus. Vadinasi, reikšminga krepšinio treniruotės teorijai ir praktikai bei varžybinei veiklai ištirti ir susisteminti Lietuvos kurčiųjų krepšininkų fizinio išsivystymo, parengtumo, jų varžybinės veiklos ypatumus ir palyginti juos su sveikųjų komanda. Darbo tikslas – nustatyti bei palyginti Lietuvos kurčiųjų vyrų krepšinio komandos ir sveikųjų komandos žaidėjų fizinį išsivystymą ir parengtumą, atlikti šių komandų varžybinės veiklos analizę. Tyrimų uždaviniai: 1. Nustatyti Lietuvos rinktinės kurčiųjų krepšininkų fizinį išsivystymą ir parengtumą, bei palyginti jį su sveikųjų komandos žaidėjų fiziniu išsivystymu ir parengtumu. 2. Atlikti abiejų komandų žaidyminės veiklos analizę. 3. Palyginti komandų fizinį išsivystymą ir parengtumą bei žaidyminės veiklos rodiklius. Tyrimo subjektas – Lietuvos kurčiųjų vyrų krepšinio rinktinės krepšininkai (n=12) ir Vilniaus "KM-SSK - Perlas" krepšinio klubo krepšininkai (n=12). Tyrimo objektas – kurčiųjų ir sveikųjų krepšininkų fizinis išsivystymas ir parengtumas, bei žaidyminė veikla. Lietuvos kurčiųjų rinktinės krepšininkų rengimas yra panašus kai ir sveikųjų krepšininkų. Abiejų komandų aukščiausi žaidėjai buvo vidurio puolėjai (jie taip pat buvo ir sunkiausi), tada sekė krašto puolėjai ir gynėjai, toks komandų komplektavimas atitinka šiuolaikines komandų sudarymo tendencijas. Aukšti žaidėjai... [toliau žr. visą tekstą]
Results of Lithuanian deaf basketball players in various competitions indicate that people belonging to this social group can achieve significant victories. Thus, it is essential to investigate and systemize Lithuanian deaf basketball players’ physical development, preparedness, peculiarities of their competitive activity and compare with those of the team with healthy players. It is important for the theory and practice of basketball trainings. The objective of the paper is to identify and compare physical development and preparedness of Lithuanian national deaf basketball team with those who are healthy. It also aims at analyzing competitive activities of these teams. Tasks of analyses are as follows: 1. to identify the development and preparedness of Lithuanian deaf basketball team with the development and preparedness of Lithuanian healthy basketball team. 2. to prepare the analysis of the competitive activity of both teams. 3. to compare the development, preparedness and game indicators of both teams. The subject of the research is Lithuanian national death men basketball team (n=12) and players from Vilnius KM-SSK – Perlas basketball team. The object of the research is physical development, preparedness and competitive activity of deaf and healthy players. The preparation of Lithuanian national deaf basketball team is similar to that of healthy basketball players. In both teams the tallest players are centers (they are also the heaviest ones), then go forwards and... [to full text]
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Kalend, Steven L., and n/a. "The evolution of secondary school representative sport in Australia (1977-1983)." University of Canberra. Education, 1985. http://erl.canberra.edu.au./public/adt-AUC20060804.124742.

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For many years, considerable time and effort was devoted by teachers in Australian schools to the organisation of sporting activities for students. As a result, School Sports Associations were formed in most Australian States early this century. These Associations provided intra state and inter state competition on a limited scale. It was not until the early 1970's that any co-ordinated effort was made to bring together all the States' and Territories' activities. Regular meetings of Association Secretaries led to the formation of the Australian State Secondary Schools Sports Council in 1973. This was the beginning of a new era in secondary school representative sport in Australia. The creation of a forum for States to discuss matters of mutual interest resulted in a greater awareness within school communities of the benefits provided by sporting activities. This generation of interest eventually led to the formation of the Australian Secondary Schools Sports Federation in 1977. This body, representing all States and Territories became identified as the controlling body of secondary school sport in Australia and has continued to develop this role over the years. Since the formation of the Australian Secondary Schools Sports Federation, there has been significant growth in representative sporting activities, greater liaison and improved relations with community groups and systematic generation of relevant policies aimed at the betterment of school sport. After several years of operation, the role of the Federation was supplemented by the establishment of the Australian Schools Sports Council. This body represents both Primary School and Secondary School Sports Associations throughout Australia. After considerable effort, the Council was successful in obtaining Commonwealth Government funding for the employment of a National Executive Director to work full-time on the promotion of school sport. The years 1977-1983 saw dramatic growth in school sporting activities in Australia. Many problems were encountered some of which were ultimately solved. Other problems continue to occupy those who work within the organisation and their solution would appear to be the main task for the future.
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Cradic, Sharon, Kason M. O'Neil, and Diana Mozen. "Modifying Team Sports for Middle School Success." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/4035.

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Montreuil, Richard. "High school sports: The perspectives of the school principals." Thesis, University of Ottawa (Canada), 2007. http://hdl.handle.net/10393/27537.

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The Canadian School Sport Federation, responsible for interscholastic sport, provides a mission to extend physical and athletic development, as well as, moral and social development (Canadian School Sport Federation, n.d.). To reach this mission, participation is needed not only by the coaches, who's role is central to the athletes experience (Roy, Trudel, & Lemyre, 2001), but also the school principals. As part of a research program examining the practice of interscholastic sports, we conducted interviews with 11 school principals and documented 'who' are the high school principals i.e. documented their past experiences and their role and perspective regarding high school sports. The main results showed that (a) most school principals had experience in sport as an athlete or a coach, (b) being a physical education teacher often led to the position of school principal, (c) the principals were conscious of the importance of school sports, and (d) they preferred to select coaches from within their school. Keywords: school sport/interscholastic sports, school principal
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Smith, Larry Jackson. "The immediate effects of consolidation on rural high school athletics in Lee County, Virginia." Master's thesis, This resource online, 1990. http://scholar.lib.vt.edu/theses/available/etd-03302010-020204/.

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Gormez, Gurkan. "Percieved Opinions Of The Sports High School Students, Teachers And Managers Towards The Sports High Schools In Turkey." Master's thesis, METU, 2009. http://etd.lib.metu.edu.tr/upload/12611416/index.pdf.

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The purpose of this study was to investigate the perceived opinions of Turkish sports high school teachers, students and managers about these high schools. In order to reveal the practical conditions of sports high schools, three survey instruments were developed separately for sport high school students, teachers and managers related to school perception. Participants of this study were 1283 students, 50 teachers, and 26 managers of 11 sports high schools in Turkey. According to the results, participants&rsquo
expectations were not fully satisfied due to insufficient facility, personnel and material infrastructure of sports high schools. Results of this study also revealed that the majority of the students had shown high state of belonging and contentment to their particular sports high school, although managers and teachers had shown neutral scores according to state of belonging and contentment.
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Gentles, Jeremy A. "Long-term Athlete Monitoring in High School." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/3977.

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Mathebula, Nkhensani Stella. "The management and implementation of School Sport Mass Participation Programme (SSMPP) in selected secondary schools at Malamulele East Education Cluster in the Limppopo Province." Thesis, University of Limpopo, 2015. http://hdl.handle.net/10386/1756.

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Thesis (M. Dev.) -- University of Limpopo, 2015
Recent changes in the Department of Sport and Recreation have placed new external pressures and challenges on Sport officials to change their ways of managing School Sport Mass Participation Programme in their sphere of operation. The above challenge prompted the researcher to investigate the Management and Implementation of School Sport Mass Participation Programme (SMPP) in selected secondary schools at Malamulele East Education Cluster in the Limpopo Province. The study is concerned with the development of effective strategies that will enhance the capacity of sport officials and change their perception; and that of other stakeholders on the management and implementation of the School Sport Mass Participation Programme. This study used the context of Malamulele East cluster as its spring board in engaging in the daunting subject of the School Sport Mass Participation Programme. Surely, with all the changes that are involved in the implementation of the above programme, there is a need to review the way the School Sport Mass Participation Programme should be implemented, hence this study. The literature review established the relationship between Sport Management and the implementation of School Sport Mass Participation Programme. In this regard, the study showed that managers who apply the principles of management, motivation, participation in decision making, management by objectives and delegation can enhance the management and implementation of School Sport Mass Participation Programme in the area of the study. In this study, a mixed research design approach was employed to investigate the factors that promote and hinder the management and implementation of the School Sport Mass Participation Programme in Malamulele East cluster. Both questionnaires and structured interviews were employed to collect data from the respondents. The main findings of the study confirmed that there are challenges associated with the management and implementation of the School Sport Mass Participation Programme in Malamulele East cluster. Challenges such as lack of managerial skills, clear delegation of powers, lack of clarity on policy guidelines, inadequate resources, lack of cooperation vi and shortage of financial resources hampered the successful implementation of the School Sport Mass Participation Programme in Malamulele. In conclusion, the study also led to suggestions of strategies and recommendations that can improve the management and implementation of School Sport Mass Participation Programme in Malamulele East Education Cluster in the Limpopo Province.
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Amusa, LO, and AL Toriola. "Children's perceptions of Physical Education and school sports at selected South African schools." African Journal for Physical, Health Education, Recreation and Dance, 2008. http://encore.tut.ac.za/iii/cpro/DigitalItemViewPage.external?sp=1000930.

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Students’ perceptions and value orientation could assist curriculum developers to design and implement a Physical Education (PE) curriculum that would address the needs of post-independent South African schools. PE and School Sport (SS) in South Africa demonstrate extremes and inequities. Contrast is visible in all aspects of South African life, but most significant in education. White and urban schools are relatively problem free, whereas black and rural schools have been adversely affected by the past governments’ apartheid and separate development policies. Some schools have well developed facilities, while the majority has next to nothing. PE teachers are qualified in some cases and grossly unqualified in many others. PE programmes in white schools and urban cities offer a wide and balanced variety of activities while in others opportunities are limited to a few movement activities. PE as a school subject has been neglected, misunderstood, seen as being of little importance and regarded as inferior when compared to other subjects in the school curriculum. In order to find out the perceptions of PE and school sport among school children aged 7-15years, we administered the modified Sport in Education (SpinEd) project questionnaire to 923 school children in two provinces and contrasting geographical locations in South Africa. The questionnaire focused on five main domains referring specifically to aspects of children’s perceptions and understanding of PE and SS. The results showed some disparity in the perceptions and understanding of PE and SS among the respondents by gender, age group and geographical location, specifically with regard to feeling about PE and SS, outcomes of PE and SS, comparison of PE and SS with other school subjects and perceived competence in PE and SS. Results are discussed in the light of their implications for provision of quality PE and SS in South African schools.
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Schmid, David. "Contingency beliefs in the school, sports, and health domains /." Bern : [s.n.], 2009. http://www.ub.unibe.ch/content/bibliotheken_sammlungen/sondersammlungen/dissen_bestellformular/index_ger.html.

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Books on the topic "School sports"

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Worsnop, Richard L. High School Sports. 2455 Teller Road, Thousand Oaks California 91320 United States: CQ Press, 1995. http://dx.doi.org/10.4135/cqresrre19950922.

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Fatchett, Derek. School sports in crisis. London: Labour Party, 1989.

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Borkowski, Richard P. The school sports safety handbook. Horsham, Pa: LRP Publications, 1998.

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Jan, Lewis. Sports day. Swindon: Child's Play (International) Ltd, 2012.

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Saddlewick, A. B. Spooky sports day. Bath: Galaxy, 2013.

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Group, ASH Consulting. Sports development under devolved school management. Edinburgh: Scottish Sports Council, 1997.

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Gutman, Dan. My Weird School Fast Facts: Sports. New York, NY: HarperCollins Publishers, 2016.

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Copyright Paperback Collection (Library of Congress), ed. Venus school mistress, or Birchen sports. New York: Blue Moon, 1987.

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L, Stanitski Carl, ed. Sports injuries in school-age athletes. Philadelphia: Saunders, 2003.

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Wales, Sports Council for, ed. Optimum use of school sports facilities. [Wales]: Sports Council for Wales, 1988.

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Book chapters on the topic "School sports"

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Hörnberger, Chris. "Sports Clubs." In Violence Prevention in Education, School, and Club, 171–84. Wiesbaden: Springer Fachmedien Wiesbaden, 2022. http://dx.doi.org/10.1007/978-3-658-38551-4_10.

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Laine, Kaarlo. "Finnish after-school sports projects." In Bildung im Sport, 225–31. Wiesbaden: VS Verlag für Sozialwissenschaften, 2011. http://dx.doi.org/10.1007/978-3-531-94026-7_14.

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Xuedong, Chen. "School Sports and University Sports Club Development in China." In Routledge Handbook of Sport in China, 152–58. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003204015-23.

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Wilson, Charles H. "Coaching Youth and High School Sports." In Coaching for Sports Performance, 443–74. First Edition. | New York : Routledge, 2019. |: Routledge, 2019. http://dx.doi.org/10.4324/9780429299360-14.

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Martin, Amanda, and Steve North. "School-Based Telemedicine Services." In Telemedicine in Orthopedic Surgery and Sports Medicine, 131–36. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-53879-8_12.

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Hunt, Tamerah N. "Return to School/Work Accommodations." In Cram Session in Evaluation of Sports Concussion, 99–106. New York: Routledge, 2024. http://dx.doi.org/10.4324/9781003523376-6.

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Zhang, Di. "Out-of-School Child Entering Sports Field." In An Oral History of the Special Olympics in China Volume 2, 133–78. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-5128-4_4.

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Zemper, Eric D., Karen G. Roos, and Dennis Caine. "Acute Catastrophic Injuries in High School Sports." In Contemporary Pediatric and Adolescent Sports Medicine, 163–77. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-18141-7_12.

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Comstock, R. Dawn, Katherine S. Dahab, and David A. James. "Epidemiology of Injury in High School Sports." In Contemporary Pediatric and Adolescent Sports Medicine, 51–67. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-18141-7_4.

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Wang, Yurong, and Yingjie Song. "Modes of Sports Management in Higher School." In Proceedings of the 2012 International Conference on Cybernetics and Informatics, 1341–47. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4614-3872-4_171.

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Conference papers on the topic "School sports"

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Xu, Bin. "Sports Environment and Sunny Sport Activities in School." In 2nd International Conference on Civil, Materials and Environmental Sciences. Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/cmes-15.2015.82.

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Li, Yali. "College Sports Informationization on School Sports Work." In ICIMTECH 21: The Sixth International Conference on Information Management and Technology. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3465631.3465814.

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Colibaba, Anca cristina, Florin Murariu, Stefan Colibaba, Irina Gheorghiu, and Ovidiu Ursa. "PROMOTING LESS POPULAR SPORTS IN SCHOOLS THROUGH THE NOT ONLY FAIR PLAY ONLINE TOOLKIT." In eLSE 2016. Carol I National Defence University Publishing House, 2016. http://dx.doi.org/10.12753/2066-026x-16-172.

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The article is a study of the online toolkit addressing teachers of physical education which was developed within the project Not only fair play (557089 EPP1-2014-IT-SPO-SCP) co-financed by the European Union under the Erasmus+ programme, Sport - Collaborative Partnership. The project aims to promote the enhancement of sport and physical activities offer of European schools both within the curricular activities and through extracurricular initiatives in order to confute the need to necessary choose between studying and doing sport. And through the project sport and physical activity became a fundamental educational tool to provide students with self confidence, socialisation opportunities, mutual understanding among different cultures and valorise the role that the universal language of sport can play in order to achieve social inclusion, equal opportunities and tolerance. The online toolkit benefits from the outcomes, knowledge and experience gained from previous European projects related to the topic. It is based on research on physical education activities, less popular sports and games and sports preferences of the students from the partners' countries. The online toolkit addresses teachers from mainstream, special needs and inclusive schools. The main chapters develop topics such as: the role of sports in education and life; the balance between sports and study; methods of motivating students only interested in sport to improve their school performances. The toolkit also provides teachers with materials on how to: integrate sport and healthy lifestyle approaches into the students' educational pathways; promote an ethical approach to sport; and use sports as a means to acquire transversal skills and as a means of social inclusion. The toolkit provides teachers with counseling and training on how to use sports in school and extracurricular contexts.
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Parandjuks, Rihards. "The Impact of Additional Sports Activities on the Development of Students in General Education Schools." In ATEE 2022 Annual Conference. University of Latvia Press, 2023. http://dx.doi.org/10.22364/atee.2022.51.

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Sports can be diverse – dual career, sports for the general public, youth sports, and other levels. However, the level of general education schools is vital, as it is compulsory in the Latvian education system. Thus, for approximately 70% of Latvian children and young people, sports lessons are the only places to do sports. The study’s author has analyzed the “Sport everyone in the class” project organized by the Latvian Olympic Committee. The essence of the project is related to additional sports activities that depend on the capabilities of the particular school – both in terms of infrastructure and human resources. A quantitative and qualitative survey method has been performed. Data were obtained from 26 schools participating in the project. Number of respondents – students – n-582. The author analyzed the impact of additional sports activities on students’ work ethic, learning achievements, physical fitness, etc. Data were processed using the Windows SPSS program. It is concluded that students improve their ability to concentrate and complete the learning process and their eating habits. In qualitative surveys – interviews with school management, it was found that this type of process is recommended for all educational institutions because the benefits are more than the negative factors.
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Pignato, Salvatore, Vittoria Patania, Francesco Casolo, and Manuela Valentini. "School, sport and fair play." In Journal of Human Sport and Exercise - 2020 - Summer Conferences of Sports Science. Universidad de Alicante, 2020. http://dx.doi.org/10.14198/jhse.2020.15.proc4.18.

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Bin Seman, Mohammad, Tan Kuan Tee, and Muhammad Faizal Bin A. Ghani. "The Effectiveness of Sports School in Malaysia A Pilot Study in Sports School of Pahang State." In 1st Yogyakarta International Conference on Educational Management/Administration and Pedagogy (YICEMAP 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/yicemap-17.2017.33.

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"Transition Countermeasures for Sustainable Development of Social Sports and School Sports." In 2018 2nd International Conference on Social Sciences, Arts and Humanities. Francis Academic Press, 2018. http://dx.doi.org/10.25236/ssah.2018.055.

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Zeng, Jian, and Jishuo Jia. "The impact of big data on school sports and competitive sports." In 2017 Chinese Automation Congress (CAC). IEEE, 2017. http://dx.doi.org/10.1109/cac.2017.8242837.

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Viscione, Ilaria, Pietro Luigi Invernizzi, and Gaetano Raiola. "Physical education in secondary higher school." In Journal of Human Sport and Exercise - 2019 - Spring Conferences of Sports Science. Universidad de Alicante, 2019. http://dx.doi.org/10.14198/jhse.2019.14.proc4.31.

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Marinov, Todor. "STRUCTURAL SPECIFICS OF THE PHYSICAL ABILITY OF SECONDARY SCHOOL STUDENTS." In INTERNATIONAL SCIENTIFIC CONGRESS “APPLIED SPORTS SCIENCES”. Scientific Publishing House NSA Press, 2022. http://dx.doi.org/10.37393/icass2022/124.

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ABSTRACT Physical ability is a key indicator of the quality of the educational process at sports in schools. It is the subject of multiple publications, where the information analyzed by experts is used as the basis for tracking the quantitative changes in the development of motor qualities. Not much attention is given to determining its structure, which is defined by the interrelations when its specific qualities are manifested. The changes of the pre-determination of the motor qualities as a result of applying existing methodologies are not being analyzed. This, however, is of great interest to practice, since determining the structure of physical ability can provide for more precise planning of the process for the physical preparation of a lesson. The purpose of the study is to define the structural specifics of physical ability of secondary school students. To achieve this goal, a group of 581 students from 4th, 7th, and 12th grade (the grade levels of elementary, middle school and high school completion) was studied. The analysis of the results aims to reveal the interconnections between motor qualities, as the relationships observed reflect the effect of the subject content mastered by the students as this is defined by the state educational standards. It was observed that speed is the most informative indicator of the structure of physical ability among students from 1st grade to 7th grade, and the strength of the lower limbs is the most indicative indicator for students from 8th to 12th grade. Female students from the primary and secondary levels of education have a more harmonious structure of physical ability in comparison with the one of male students. The interconnections revealed lead to the creating specific methodological recommendations for the physical preparation of lessons for each educational stage.
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Reports on the topic "School sports"

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Machado, Rui Menezes, Hugo Sarmento, Miguel Valeiro, Gabriel Torres Tobio, Daniel Duarte, and Pedro Teques. School Sport, conceptual and operational realities: A Systematic Review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, October 2021. http://dx.doi.org/10.37766/inplasy2021.10.0027.

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Review question / Objective: What is the concept of School Sport in different countries and how they operationalize it? Condition being studied: The School Sports in several countries, are a crucial element of the educational system and assumes an increseally importance for the physical activity and health programs. In this pandemic period, the physical activity and the wellbeing of children and young adults have come to the center of a large discussion. The school sports, in this context, are assumed as player in consideration, but as countries discuss it, are noted different understandings of the school sports concept in each country as well different approaches and applications of it.
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Khamidullina G.F., Latypov I.K. Theoretical Aspects of Young 6-9 Year-Old Judoists Training in Sports-Health Improving Groups of a Sports School. Povolzhskaya State Academy of Physical Culture of Sports and Tourism, September 2017. http://dx.doi.org/10.14526/03_2017_241.

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Marcus, Jan, Thomas Siedler, and Nicolas Ziebarth. The Long-Run Effects of Sports Club Vouchers for Primary School Children. Cambridge, MA: National Bureau of Economic Research, May 2021. http://dx.doi.org/10.3386/w28819.

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Verdisco, Aimee. IDB Briefly Noted: No. 16: May 2012: Fit Kids Learn Better. Inter-American Development Bank, May 2012. http://dx.doi.org/10.18235/0008075.

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As schools seek to improve learning, many are moving towards sophisticated and high-stakes testing regimes. What isn't tested doesn't matter. To sharpen the focus on the competencies demanded by tests, schools are devoting an ever-greater share of resources to a few, basic subject areas, while reducing - even eliminating - time spent on subjects not tested. A casualty among these has been physical education. This brief summarizes the evidence against this trend. It presents concrete evidence that school-based sports and physical activity during the school day can improve learning and test scores. There is a positive association between mental and physical fitness. Although evidence is drawn from the United States, the conclusions can be adapted more universally. To date, there are no rigorous studies on the impact of sports and physical activity on learning in Latin America and the Caribbean.
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Stevenson, Betsey. Beyond the Classroom: Using Title IX to Measure the Return to High School Sports. Cambridge, MA: National Bureau of Economic Research, February 2010. http://dx.doi.org/10.3386/w15728.

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Elacqua, Gregory, and Macarena Kutscher. Navigating Centralized Admissions: The Role of Parental Preferences in School Segregation in Chile. Inter-American Development Bank, December 2023. http://dx.doi.org/10.18235/0005484.

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In this paper, we aim to understand some of the mechanisms behind the low impact of a Chilean educational reform on socioeconomic integration within the school system. We focus on pre-kindergarden (pre-K) admissions, which account for the highest volume of applications since all students (except those applying to private schools) must seek admission through the centralized system. We employ a discrete choice model to analyze parents school preferences. Our analysis reveals that the school choices of low-SES families are more strongly influenced by a schools non-academic attributes which are often omitted from analyses of parental preferences due to data availability constraints rather than academic quality. For instance, low-SES parents tend to prefer schools with fewer reported violent incidents, schools where students report facing less discrimination and exclusion, and schools where students demonstrate higher levels of self-efficacy. Disadvantaged families also tend to favor schools that have a religious affiliation, offer more ”classical” sports (e.g. soccer), or have a foreign name. These results have significant implications for understanding the preferences of disadvantaged families and the impact of centralized admission systems on reducing segregation. By recognizing the non-academic factors driving school choices, policymakers can better design admission systems that truly foster school diversity and equality.
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Emerson, Sue, Lesley Ferkins, Gaye Bryham, and Mieke Sieuw. Young People and Leadership: Questions of Access in Secondary Schools. Unitec ePress, September 2016. http://dx.doi.org/10.34074/ocds.0291.

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There is seemingly an abundance of leadership opportunities available to youth within school environments, including sport captaincy, sport coaching, prefect roles, and assigned arts or cultural leadership. For many students, the opportunity to captain a sports team, or lead an event or activity is perceived as their first taste of leadership action. However, as evidenced in a growing body of literature (Jackson & Parry, 2011), leadership is increasingly being conceived as much more than an assigned formal position. Furthermore, there is some evidence to suggest that formal leadership roles may be presenting barriers for students wishing to access leadership opportunities in a more informal capacity (McNae, 2011). In this conceptual article, we examine the value and nature of informal leadership practices, and from this, identify questions of access to leadership for youth in secondary school settings. Specifically, the aim of our paper is to advance current conceptualisations about youth leadership and to offer future research directions (via questions) to establish a deeper evidence base for better understanding access to leadership for youth. To achieve this, we explore three interrelated themes: leadership practices and accessibility for youth; learning through leadership for youth; youth access and the notion that leadership belongs to everybody. As a result of the platform provided by our conceptualising, a series of questions are presented for future research. Directions for future research relate to understanding more about formal and informal leadership opportunities in the secondary school context, what we will hear when we listen to the student’s voice about access to these opportunities, and how informal leadership opportunities might influence overall access to leadership for students.
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Oleksiuk, Vasyl P., and Olesia R. Oleksiuk. Exploring the potential of augmented reality for teaching school computer science. [б. в.], November 2020. http://dx.doi.org/10.31812/123456789/4404.

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The article analyzes the phenomenon of augmented reality (AR) in education. AR is a new technology that complements the real world with the help of computer data. Such content is tied to specific locations or activities. Over the last few years, AR applications have become available on mobile devices. AR becomes available in the media (news, entertainment, sports). It is starting to enter other areas of life (such as e-commerce, travel, marketing). But education has the biggest impact on AR. Based on the analysis of scientific publications, the authors explored the possibilities of using augmented reality in education. They identified means of augmented reality for teaching computer science at school. Such programs and services allow students to observe the operation of computer systems when changing their parameters. Students can also modify computer hardware for augmented reality objects and visualize algorithms and data processes. The article describes the content of author training for practicing teachers. At this event, some applications for training in AR technology were considered. The possibilities of working with augmented reality objects in computer science training are singled out. It is shown that the use of augmented reality provides an opportunity to increase the realism of research; provides emotional and cognitive experience. This all contributes to engaging students in systematic learning; creates new opportunities for collaborative learning, develops new representations of real objects.
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Cassity, Elizabeth, Jennie Chainey, and Debbie Wong. Teacher development multi-year study series. Timor-Leste: Final report. Australian Council for Educational Research, July 2023. http://dx.doi.org/10.37517/978-1-74286-673-4.

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The Australian Government is supporting the Government of Timor-Leste in education through the Partnership for Human Development (PHD) and Apoiu Lideransa liuhosi Mentoria no Apredizajen (ALMA). ALMA supports the Ministry of Education, Youth and Sport (MoEYS) to develop teacher professional learning, particularly in support of its major reform of rolling out and implementing the National Basic Education Curriculum (new curriculum) across schools in Timor-Leste. Under the Teacher Development Multi-Year Study for Timor-Leste (the Study), the Education Analytics Service (EAS) is investigating how ALMA is making a difference to these teaching and learning outcomes. The new curriculum was developed in 2013 as a staged approach for pre-school to grade 6 with a focus on improving literacy and numeracy, as well as reducing student drop out. As presented in this Final Report, there are a number of findings that provide insight into the extent to which teaching practices and student learning outcomes are changing with ALMA’s support of school leaders and teachers and the implementation of the new curriculum. Results from the three years of data collection suggest that the ALMA program has been effective in strengthening elements of teaching quality, curriculum implementation and student learning outcomes.
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Riordan, Jessica, Sarah Timperley, and Matthew Harrison. These two words can help you spot a truly inclusive school. Edited by Grace Jennings-Edquist. Monash University, July 2024. http://dx.doi.org/10.54377/9447-cf75.

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