Academic literature on the topic 'Sport-School enrichment'

Summary School-based interventions are thought to be the most universally applicable and effective way to counteract low physical activity (PA) and fitness. Whereas Exit school it is not included. Method: For purpose, this controlled study verified the effect of Leaving school on the health relate to fitness among the unschooled. Results: Based on the validity of alpha health-related fitness test battery, the design of study and statistical processes applied within search limitation. Our results caution against school dropouts on levels of health relate to fitness among the unschooled. Admit in five motor abilities namely strength, speed, endurance, flexibility and coordinative abilities, according to present study. Reported in the benefit of student scholar as an active lifestyle. Conclusion: our results recommended all the Algerian dropouts-students to know the overall impact of participating and being involved in outdoor sport activities, subjected in this study as getting positive effects regarding active lifestyle, which in turn helps dropouts-students, to achieve a health-enhancing level of physical fitness and preventing them from disorders like obesity, laziness and stress related to life and their complication. A truth that leads us to recommended our teachers to understand the benefits of outdoor education sport or pro-socials activities contents as part of young people's educational experiences, to structure their free time in beneficial activities, including recreation, academic and cultural enrichment, opportunities for pursuit of individual interests and volunteer activities, especially before being expelled from their school.

The sporting environment is a rich, unique, and salient context in which to study the basic and applied nature of a variety of social dynamics. Issues such as leadership, collective efficacy, team cohesion, and group goal setting undoubtedly have great theoretical and practical value within sport teams. Sport is completely permeated by the question of the diversity which it vividly enacts. The same way sports blends sporting spirit, competition drive and fair play it should also blend culturally different envisaged notions of non-uniformity, diversity, enrichment through other culture, other skin color, other language and other style of living. All disciplines are concerned to a more or less intense degree, depending on their popular support or lack of it and on the culture which they convey. Multiple origins and complex careers are now a hallmark: handball, rugby, basketball as well as individual sports like athletics, judo and tennis have their champions stemming from diversity, who form the tip of an equally variegated iceberg of school and amateur sport (Diamond P., Hausman J., 1994).

Work–family balance in sport has until this point largely been characterized as an issue for women. Current societal trends, however, suggest that men also struggle with balancing work and family responsibilities. Using theoretical frameworks from both conflict and enrichment, this study examined the ways that fathers who are coaches experience and manage the work–life interface. Twenty-four men who are fathers and high school varsity head coaches were interviewed for this study. The respondents discussed the day-to-day challenges and coping strategies they utilized to manage their work–life interface. Ultimately, five themes emerged from the data, including (a) coaching as more than an occupation, (b) experiences of conflict and strain, (c) coping strategies, (d) nonutilization of organizational supports, and (e) experiences of enrichment. These findings suggest that, indeed, men struggle with balancing competing role demands. However, the findings also suggest that men are utilizing diverse and creative approaches for managing their fathering and coaching roles, resulting in meaningful experiences of enrichment stemming from both coaching and fathering.

Abstract The aim of the research is to analyze the motives for going in for sports among young basketball players within the age group of 9-16 years. Research methods are as follows: analysis of relevant scientific research, questionnaire, and statistical analysis. Data was collected by cooperating with Silute Sports School upon receipt of consent; questionnaires were handed out to the pupils of the sports school. The research sample was composed of 100 respondents between the ages of 9 – 16 years attending Silute Sports School. The results of the present research identified and named the most common and significant motives encouraging the young basketball players to engage in sports across all age groups (interval of 10―16 years), which are the improvement of health and the possibility of making own sport-related achievements public. Considering different age groups, results demonstrate that boys at the age of 9 – 10 consider the following motives fundamental: to improve health and to express emotions. They believe that emotional enrichment when emotions experienced in sports come along with pleasure in doing such sports and appreciation of own achievements is highly significant. When it comes to the adolescents falling into the group of 11 – 12 year olds, willingness to compete, fight, and control oneself are the central motives, while to the adolescents at the age of 13 – 14 years it was to experience pleasure in sports, however, the group of 15 – 16 year olds name a possibility to become famous for sport-related achievements as the most significant motive.

The detection of talent in sport has been a topic of interest for many researchers. However, there is a lack of research on this topic within Physical Education. The purpose of this study was to determine the agreement between two recent tests based on talent detection in Physical Education: an athletic-skills track and the Spanish Scale for the Identification of Sport Potential. A total of 205 primary school students (54.76% boys and 45.4% girls) (M = 8.37 years; SD = 1.79) participated in the study. The students with higher scores in the athletic skills test were also considered by their teachers as talented in Physical Education. Therefore, these results demonstrate that there is a relationship between both instruments to identify talented students in Physical Education. Future studies should delve into the enrichment programs available for these students. La detección del talento en el deporte ha sido un tema de interés en numerosas investigaciones. Sin embargo, en el área de Educación Física (EF) no ha sido así. El propósito de este estudio fue comprobar el grado de concordancia entre dos recientes pruebas destinadas a la detección del talento en EF: una pista de habilidades atléticas (Athletic Skills Track, AST) y la Escala de identificación del Talento en EF. Un total de 205 alumnos/as (54.76% niños y 45.4% niñas) de Educación Primaria (Medad = 8.37 años; DTedad = 1.79) participaron en el estudio. El alumnado con mejores resultados en la prueba de habilidades atléticas también fue considerado por el profesorado como talentosos/as en EF. Por tanto, los resultados aquí hallados indican que existe relación entre ambos instrumentos para identificar alumnado con talento en EF. Los estudios futuros deberán profundizar en los programas de enriquecimiento para dicho alumnado detectado como talentoso en EF.

2015 Volume 18 Number 6 Special Edition 21 December 2015 Editorial At a juncture in time when two decades have passed since the establishment of a constitutional democracy in South Africa and almost twenty years since the commencement of the South African Schools Act, this special issue reflects on the interrelationship between Education and the Law. This compilation of ten articles includes a historic look at Education Law as a field of study and reflects on a range of topical issues such as safeguarding learners against exposure to pornography, promoting safety in youth sport, the essentiality of ensuring open deliberative democratic practices during school elections, the role of educator “prosecutors” in disciplinary hearings of learners, pluralism as overriding consideration by the courts, as well as the rights to freedom of expression and life in relation to education. In many respects the multicultural plurality in most educational institutions depicts the coalface of the South African society. Legal disputes and conflicting interests in schools about equal access to quality education, promotion of African languages and non-diminishment of Afrikaans in the face of English hegemony and the accommodation of religious diversity echo the realities of life in South Africa. Johan Beckmann’s personal account provides a historic look at the beginnings of Education Law as a field of study in South Africa expresses the hope that more South African universities will become involved in studying the field of Education Law and that a joint partnership between educationists and jurists might develop in future. Stuart Woolman’s insightful article contends that the constitutional aim to promote pluralism as the grundnorm in South Africa explains some seemingly anomalous judgments in the education context. This plausible explanation leaves much food for thought, but also raises an array of questions. Should the paradigmatic notion of pluralism trump all other legal principles in a constitutional democracy? Are the principles of legality, justice and fairness not as important? Should pluralism underlie the adjudication process of balancing of rights and freedoms according to contextual circumstances in spite of unreasonable or unlawful state action? Have the courts not merely shown deference to an external political schema as arbiter of what "the good life" should be? The criminalisation of exposing children or learners to pornography is particularly relevant in schools in this era of ready access to the internet and social media and is aptly explained by Susan Coetzee. Marius Smit appositely combines legal analysis of provincial regulations with qualitative research, in keeping with the methodology of social sciences, to provide evidence of undemocratic conditions and features as well as shortcomings in the system of school governing body elections. Greenfield et alia contend that a detailed and textured approach to coach education, coupled with a more nuanced judicial appreciation of the importance of sport to society (and schools) and a positive interpretation of the ‘prevailing circumstances’, may help prevent widespread expansion of liability in both rugby and sport more generally. Michael Laubscher and Willie van Vollenhoven suggest that South Africa should take cognisance of the legislative and judicial measures that have been taken in the United States and Canada to deal with the dilemmas posed by cyber bullying in schools. Erica Serfontein explores the nexus between the right to life and education in laying a foundation for the development of learners’ talents and capabilities, advancing democracy, combating unfair discrimination and eradicating of poverty in view of the essential role that the law plays to uphold these rights to attain quality of life. Based on qualitative data, Willie van Vollenhoven contends that student-educators are not able to internalise or apply the right to freedom of expression in practice. He warns that our school system is failing to develop learners as critical thinkers in the marketplace of ideas. Elda de Waal and Erika Serfontein argue that the neither the State, nor parents or educators are able to independently guide learners to responsible adulthood – a collaborative effort in accordance with the democratic principles of cooperation is required. They caution against the reciprocal tendency of parents and schools to blame each other and encourage parents to participate accountably to address learner misconduct. At times educators are required to fulfil quasi-judicial roles as evidence leaders (prosecutors) when conducting disciplinary hearings of learners. Anthony Smith highlights the difficulties experiences by these “evidence leaders” and recommends the provision of specific training in this regard. It is notable that three contributions to this special issue on Education Law utilised education research methodology, which is grounded in social science paradigms, in conjunction with legal analysis, based on law research methodology. This accentuates the interdisciplinary relationship between education and the law and promotes the epistemological enrichment of legal theory. Although the jurisprudence of the field of Education Law is fairly modest, the implications of court decisions on educational issues have a profound effect on the South African society, firstly because schools are microcosms of society, secondly because democratic (or undemocratic) practices in educational institutions leave indelible imprints on the youth that will eventually find expression in the life of a nation, and finally because the success (or failure) of an education system will ultimately determine the level of progress and economic destiny of the nation. Special Edition Editor Prof Marius Smit

The purpose of the present study is to outline the European policies for developing physical education and sport as important social factor towards organized, purposeful and systematic physical activities of the pupils. Methods: To perform the purpose and the tasks of the research, the following methods for collecting empiric information is applied - system approach, content analysis, functional analysis for studying and evaluating the execution of the activities. By the help of the system approach, a theoretical model of the European policies for the development of the school physical education and sport is created. The model presents the first trial of the author for systematology and analysis of the physical education and sport as inseparable part of the general education of the pupils in all European countries and looking for possibilities about its development and perfection. The model is a subject of future enrichments and scientific perfection. Results: The analysis of the theoretical research in relation to the European policies for the development of the physical education and sport at the schools is multi-directional. In conclusion, the declarations, charters, appeals for the development of the school physical education and sport referred to in the paper impact positively the state policies of the countries in Europe.

In this article we provide a sociological analysis of parental choice in pre-school sports and physical activity, as a form of concerted cultivation, to understand the uptake of sports-based physical activity (PA) enrichment activities in England. Despite a growth in the under-five pre-school enrichment market, little is known about why parents pay for their under-five child(ren) to participate in sport and/or PA enrichment or how this relates to wider patterns seen in contemporary parenting. 24 semi-structured interviews with parents of early years children from across England were conducted. Findings suggest the reasons why parents enrol their child(ren) in sports-based enrichment activities can be considered a form of concerted cultivation. In particular, parents value routine and socialisation for themselves and their children. Parents look for paid-for activities that enhance their child's social and academic skills but do not emphasise the health benefits of being physically active as important in their decision making. Instead, they prioritise opportunities to enhance their child's social and cultural skills in ways that enable the child(ren) to be accepted and interact positively with adults and other children in key institutional settings. Parents also valued spaces where their young child(ren) could expend energy, although the importance of this was distinctly gendered. We conclude by outlining that paying for under-fives sport-based enrichment is linked to wider social and cultural expectations on parenting, and highlighting that more needs to be understood about the gendered, racialised and ableist spaces of commercial pre-school sport and PA.

Abstract With the slogan of national fitness and lifelong sports, more and more people are involved in sports activities, able to have one or two sports interests, stick to them for a long time, and develop lifelong exercise habits. With the emergence of the new sport of collegiate cricket, it has attracted more people to participate in it with its unique sporting appeal. High school sports, as the leader of national fitness, can play a good role as a catalyst for the development of board tennis in China because of the specificity of its group. In order to promote the reform of college physical education public curriculum, so that board tennis can also be a good enrichment of the sound college physical education public sports program. Based on the database and the G-DINA model, this paper uses bibliometric methods to analyze the current state of board tennis research in several dimensions. The cognitive diagnostic G-DINA model was applied to analyze tests, quantify students’ cognitive structure, and apply it to assist teachers in remedial instruction. The final results show that the research on collegiate netball, as an international emerging program, is currently in its initial development phase, and the research is “extensive” but not focused. It is also recommended to improve the quantity and quality of literature research, focus on the construction of scientific research teams; broaden the research perspective, and construct a horizontal and vertical theoretical research methodological system from 3 levels: microscopic, medium and macro.

Faire des études tout en étant athlète de haut niveau est un défi exigeant que tentent de relever les étudiant·es-athlètes (EA). Les rôles d’étudiant·e et d’athlète sont chacun accompagnés d'exigences qui sont susceptibles d’altérer leur santé mentale. Dans la littérature sur le double projet sport-études, la relation entre les rôles a été souvent envisagée comme étant conflictuelle, de sorte que s'impliquer dans le rôle d’athlète serait préjudiciable aux études, et réciproquement. D'autres travaux ont néanmoins révélé que s'engager dans les études permettrait l’acquisition de compétences et connaissances qui faciliteraient l’engagement ou la performance dans le sport, et réciproquement. Autrement dit, ces deux rôles s'enrichiraient mutuellement. Malgré ce constat, la majorité des études conduites auprès des EA se sont surtout concentrées sur les facteurs liés au contexte sportif, en négligeant ceux spécifiques au double projet et leurs conséquences sur la santé mentale des EA. Ainsi, l'enjeu de ce travail doctoral était de mieux comprendre les interactions entre les rôles d’étudiant·e et d’athlète, et leurs relations avec la santé mentale des EA, afin de répondre à la question suivante : comment peut-on faciliter la gestion du double projet sport-études pour promouvoir la santé mentale chez les EA ? Pour cela, les objectifs de cette thèse étaient (1) d’examiner les études portant sur les liens entre interactions de rôles et santé pour identifier les connaissances et limites de la littérature, (2) de comprendre comment les EA concilient leur double rôle, (3) d’identifier et de mesurer les interactions entre ces deux rôles et (4) d’examiner les relations entre ces interactions de rôle et la santé mentale des EA.Tout d’abord, une revue systématique de la littérature a permis d'identifier comment les travaux antérieurs envisageaient les interactions entre les rôles d’étudiant·e et d’athlète, et quelles en étaient les conséquences sur la santé des EA (Contribution n°1). Un premier axe de travail a consisté à traduire et valider en français un outil permettant de mesurer la saillance des identités académique et athlétique des EA, et à examiner les relations additives et interactives entre celles-ci et le bien-être sportif (Contribution n°2). Sur la base des travaux relatifs aux interactions de rôle travail-famille nous avons ensuite appréhendé le rôle plus proximal des conflits et enrichissements entre les rôles d’étudiant·e et d’athlète dans la prédiction du bien-être des personnes. Face au manque d’outils permettant d’évaluer ces construits, nous avons traduit, adapté et validé une échelle tirée de la littérature sur les interactions travail-famille pour mesurer les interactions négatives et positives sport-études (Contribution n°3). Des entretiens semi-directifs ont été menés auprès d’EA pour tester la pertinence de cette conceptualisation, en identifiant la diversité des conflits et enrichissements pouvant exister dans un contexte de double projet (Contribution n°4). Nos travaux se sont ensuite focalisés sur le lien entre les interactions sport-études et la santé mentale. Dans une étude centrée sur la personne, nous avons identifié différents profils latents d’interactions sport-études et examiné leurs relations singulières avec le bien être sportif (Contribution n°5). Enfin, une étude de suivi menée auprès d’EA en centre de formation a examiné si les variations hebdomadaires intra-individuelles des conflits et enrichissements sport-études étaient liés aux variations hebdomadaires de bien-être sportif et académique (Contribution n°6).Dans son ensemble, ce travail doctoral apporte une contribution à la compréhension des facteurs liés à la santé mentale des EA et offre des perspectives prometteuses pour des aménagements permettant de faciliter le double projet sport-études et d’améliorer la santé mentale des EA
Studying while being an elite athlete is a demanding challenge that student-athletes (SAs) try to meet. Each role, student and athlete, comes with demands that are likely to alter their mental health. In the sport-school dual career literature, the relationship between these roles has often been seen as conflicting, such that involvement in sport would be detrimental to school, and vice versa. However, other studies have shown that involvement in school can help to develop skills or knowledge that facilitate involvement or performance in sport, and vice versa. In other words, both roles are mutually enriched. In spite of these results, the majority of studies carried out among SAs have focused mainly on factors related to sport context, neglecting those specific to the dual career and their consequences on SAs’ mental health. Therefore, the stake of this doctoral dissertation was to better understand the interactions between the student and athlete roles and their relationships with the mental health of SAs, in order to answer the following question: How can we facilitate the management of sport-school dual careers to promote mental health among SAs? To this end, the aims were (1) to review studies on the relationships between role interactions and health in order to identify the knowledge and limitations of the literature, (2) to understand how SAs experience and reconcile their dual roles, (3) to identify and measure the interactions between these two roles, and (4) to examine the relationships between these role interactions and the mental health of SAs.First, a systematic review of the literature was conducted to determine how previous work has considered the interactions between the student and athlete roles, and the consequences on SAs’ health (Contribution 1). The first line of work was focused on the French the translation and validation of a tool that measures the salience of the academic and athletic identities of SAs, and on the examination of the additive and interactive relationships between these identities and athletic well-being (Contribution 2). Building on research on work-family interactions, we then considered the more proximal role of conflict and enrichment between the student and athlete roles in predicting well-being. Given the lack of tools to assess these constructs, we translated, adapted, and validated a scale from the work-family interactions literature, to measure negative and positive sport-school interactions (Contribution 3). Semi-structured interviews were conducted among SAs to test the relevance of this conceptualisation, by identifying the diversity of conflicts and enrichments that may exist in a dual career context (Contribution 4). Then, our work focused on the relationships between sport-school interactions and mental health. In a person-centred study, we identified latent profiles for sport-school interactions and examined their unique relationships with athletic well-being (Contribution 5). Finally, in a follow-up study carried out with SAs in training centres, we examined whether intra-individual weekly variations in sport-school conflicts and enrichments were related to weekly variations in athletic and academic well-being (Contribution 6).Overall, this doctoral work contributes to the understanding of factors related to SAs mental health of and offers promising perspectives for adaptations to facilitate the sport-school dual career and improve SAs’ mental health

O presente documento tem como objetivo principal descrever e refletir sobre a minha atividade profissional desenvolvida no contexto do ensino da Expressão e Educação Físico Motora nas escolas públicas do 1º ciclo do ensino básico com pré-escolar da Região Autónoma da Madeira,tendo em vista a obtenção do grau de Mestre. Neste sentido, foram abordadas e descritas as atividades e estratégias adotadas no âmbito da atividade curricular, bem como na atividade de enriquecimento do currículo de caráter não obrigatório em diferentes anos de escolaridade, entre os anos de 2015 a 2020. De igual modo, foram referidos alguns projetos organizados e geridos no âmbito da Expressão Físico Motora com breves referências aos diversos contributos para o processo ensino aprendizagem. A participação em atividades do Desporto Escolar foi também alvo de referência para dar uma visão mais ampla da ação do professor de Expressão Físico Motora nas escolas de 1º ciclo com pré-escolar.
The main purpose of the present document is to describe and reflect on my professional activity developed in the context of teaching Expression and Physical Motor Education in public Primary Schools with Preschool in the Autonomous Region of Madeira, aiming to achieve a Master´s degree. Thus, there were approached and described the activities and strategies used in the environment of curricular activity as well as in the activity of enrichment of the curriculum of a non-compulsory nature in different years of schooling between 2015 and 2020. Similarly, some projects organised and managed in the field of Expression and Physical Motor Education were mentioned with brief references to the several contributions to the teaching-learning process. The participation in school sports activities was also a reference to give a broader view of the Expression and Physical Motor Education teacher's action in Primary Schools with Preschool.