Perceptions on the role of physical activity in education and youth wellbeing:

It is a generally accepted fact that every child follows a different pace of development. The main protagonists of participation in physical education and physical activity are the children and the teacher. Active participation in physical education and physical activity can be a challenge for children with special educational needs (SEN), and adapted physical education and maintaining physical activity can be a challenge for teachers. The focus of the article is the physical activity of children with special needs and the methods that help them develop an active lifestyle. The study emphasizes the importance of adapting physical education and using individualized programs in order for all children to successfully participate in physical education activities. However, the topic is not new, and the author points to foreign and domestic research that examines the importance of regular physical activity for children with special needs. What is new, however, is that the article examines the topic from the child's perspective and focuses on solutions. The announcement highlights a permanent process to ensure that all children can successfully participate in physical education activities. The article discusses in detail the possibilities of adapting physical education and physical activity, which satisfy the unique needs of children with SEN, which affect the following topics: characteristics of children with SEN, the importance of physical activity, adapted physical education programs, treatment of problems in the psychomotor area, ensuring successful participation, as well as modification options and suggestions.

The purpose of this study was to assess trends in physical education and physical activity among U.S. high school students from 2011 to 2017, respectively, and to evaluate temporal trends in the relationship between physical education class participation and physical activity levels. Data from a total of 51,616 high school students who participated in the Youth Risk Behavior Surveillance System (YRBSS) from 2011 to 2017 were analyzed for this study. Physical education was measured as follows: In an average week when you are in school, on how many days do you go to physical education classes? Physical activity was measured as follows: During the past 7 days, on how many days were you physically active for a total of at least 60 min per day? Meeting physical activity guideline was defined as engaging in 7 days per week of at least 60 min per day. Across the 2011–2017 YRBSS, there were no linear (p = 0.44)/quadratic trends (p = 0.37) in physical education and linear (p = 0.27)/quadratic trends (p = 0.25) in physical activity, respectively. Regarding the trends in the association between physical education and physical activity, there were no statistically significant linear (unstandardized regression coefficient (b) = 0.013, p = 0.43) or quadratic (p = 0.75) trends; however, at the sample level, there was a slight increase in the odds ratio effect sizes from 2011 to 2017 (ES = 1.80–1.98). The pooled association between physical education participation and physical activity was statistically significant, OR = 1.88, 95% CI = 1.75–2.03, p < 0.001. That is, on average across the four YRBSS cycles, students who participated in physical education had 1.88 times higher odds of meeting physical activity guideline when compared to students who did not participate in physical education. The trends of physical education and physical activity did not change between 2011 and 2017. Overall, we observed a significant relationship between participation in physical education and physical activity. There was a non-significant yet stable trend of association between participation in physical education and physical activity over time.

The article describes the features of physical education and health activities as an important professional task of a physical education teacher in an educational institution. According to the results of the theoretical analysis of scientific works, it was found that researchers offer different approaches to defining the essence of the concept of «physical education and health activities». Physical education and health activities are considered as a way of implementing activities aimed at achieving and maintaining the physical well-being of an individual and reducing the risk of developing diseases by means of physical education and health improvement. Physical education and health activities involve the use of special knowledge and skills, methods of organizing and implementing specific actions necessary for performing physical education and health activities. It was found that physical education and health activities are provided for in the goal of the educational field «Physical Culture», which is confirmed by the content of the main documents in the field of education; physical education and health activities as a guarantee of the health of schoolchildren and their preservation in the conditions of today's uncertainty are an issue that requires immediate resolution; Physical activity as the basis of physical culture and health-improving activities is the main component that determines the content of the educational branch «Physical Culture». Integrative professional characteristics are valuable in defining the concept of physical culture and health-improving activities, because its formation should occur every lesson, during breaks, and be permanent throughout the school day in educational and extracurricular activities. The key role in organizing physical culture and health-improving activities of children and youth belongs to the physical culture teacher, who works on a comprehensive solution to health-improving, educational, and educational tasks in the context of the formation of physical, psychological, spiritual, and social health of students in the educational process of a modern school. Physical culture and health-improving work is an important direction in the functioning of an educational institution in general and the professional task of a physical culture teacher in particular. Accordingly, important promising areas of further scientific and theoretical research are the improvement of traditional and development of innovative types and measures of physical culture and health activities, as well as the role of the physical culture teacher as an organizer of physical culture and health activities in the conditions of an educational institution.

Abus sexuel et inaptitude à l’éducation physique et sportive

To examine the effects of the Self-determined Exercise and Learning For FITness (SELF-FIT) intervention on students' moderate-to-vigorous physical activity (MVPA) and motivation in physical education (PE). In a clustered randomized controlled trial, 667 students (mean age, 14.4 yr; SD, 0.78) from 26 schools (i.e., clusters) were randomized into either an experimental group or a waitlist control group. Students in the experimental group received the SELF-FIT intervention, a school-based intervention designed to infuse fitness and game-like elements into PE using self-determination theory principles, whereas those in the control continued their classes using usual practices. Intervention content was provided by teachers who received training from the research team. The primary outcome was percentage of time spent in MVPA during PE. Secondary outcomes included basic psychological need satisfaction, motivation toward PE, leisure-time MVPA, and mental well-being. Data were analyzed using multilevel regression analyses and prespecified interactions were tested (i.e., group-time-sex). Positive intervention effects were found on MVPA during PE (B, 4.00; 95% confidence interval, 2.96-5.04; d = 0.36). Regarding the participants' competence and autonomy need satisfaction, and autonomous motivation, the intervention effects were stronger in girls, compared with boys. Fitness infusion and game-like elements, used according to self-determination theory principles, can enhance students' physical activity and motivation toward PE. This low-cost intervention has the potential to be scaled up and disseminated in secondary schools.

The LSU AgCenter Healthy Communities Initiative: Community-Participatory Policy, Systems, and Environmental Change

It is determined that the improvement of public administration relations is associated with the solution of a number of problems that arise as a result of non-compliance of the current state of these relations with the requirements of today. A healthy lifestyle and physical culture and sports are designed to become a social phenomenon and a state ideology that promotes a strong state and a healthy society. The development of physical education is due to civilizational factors, in the solution of which it can act as a means of cultivating in the public consciousness the values of creativity, tolerance, solidarity, personal development, and optimization of communication and conflict resolution. The process of state regulation of physical culture and educational activities in higher education institutions as a special type of activity, the results of which are useful for society and student youth, is analyzed. The process of development of physical culture and educational activities is outlined and it is specified that the field of providing physical culture and health services should be a strategic goal of reforming the work of public authorities in this direction. The current formation of economic relations in the country requires a new look at physical education and education as a specific type of social activity aimed at young people, their physical condition and health. The current state and issues of state regulation of physical culture and educational activities in the context of the actualization of public relations in Ukraine are revealed. The need to unify the mechanisms of state regulation of physical culture and educational activities in higher education institutions of Ukraine during the transformation of civil society is theoretically substantiated, which differs in the application of an integrative approach to the formation of tools of purposeful influence of the state on the development of education on new values. A set of mechanisms of state regulation of physical culture and educational activities in higher education institutions in Ukraine, including regulatory, economic, financial, organizational, socio-political, motivational, informational, educational, cultural and communicative mechanisms and outlines their content. Keywords: state regulation, development, mechanisms, physical culture and educational activity, higher education. References

LANGUAGE NOTE | Document text in English; abstract also in Chinese.&#x0D; The Camp Adventure™ Youth Services program is a national award-winning model which provides a full range of innovative and dynamic age-appropriate leisure activities. The purpose of this study is to examine basic understanding of how Camp Adventure™ Youth Services uses an integrative cultural model joining leisure, health, physical activities, sport and generic skills in education. This study focuses specifically on applying these areas in Hong Kong primary school settings. A total of 112 Chinese children aged 8-12 year-old from Baptist (Sha Tin Wai) Lui Ming Choi Primary School in Hong Kong, who completed the four and half days residential camp program, served as subjects for this study. The evaluation survey given to the participants used a Likert-type-5-points scale ranging from 1 (strong disagree) to 5 (strongly agree). The participants were asked their opinions on the linkage of a number of generic skills with various camp activities; as well as their understanding of the culture of the United States of America following their participation in the program. The generic skills domain mean score (±SD) and the mean (±SD) for the understanding of the culture of United States of America were 4.14 ±0.60 and 4.14 ± 0.80, respectively. Participants tend to agree that they improve their generic skills and have a better understanding of the culture of the United States of America after participating the program. Participants were also asked in an open question format to identify the variables in the various learning areas that participants perceived as the most important. Variable responses are categorized into four groups: 1) sports (e.g. America football, baseball), 2) physical activity (e.g. games), 3) English Language learning, and 4) generic skills (e.g. time management, collaboration skill, creativity, self management, and independence). Physical activity was the most cited learning areas among the four categories. The implications for Camp Adventure™ Youth Services and Baptist (Sha Tin Wai) Lui Ming Choi Primary School in the Hong Kong Education Reform and an integrated model of leisure, health, physical activity, sport and generic skills in education are then discussed.&#x0D; Camp Adventure™ 青年服務是一個榮獲美國國家優異模型獎的計劃，它是一個創新，富有活力而且適合各年齡組別的休閒活動。本文的目的是闡釋Camp Adventure™ 青年服務計劃如何透過綜合文化模式把休閒運動與健康、體育活動、競技運動及基本共通能力融入到教育之中，並針對以上幾點在香港小學校本設計中的實踐情況進行了研究。112位(年齡：8—12歲)來自香港浸信會沙田圍呂明才小學，完成了為期四日半宿營的香港學生參與了問卷調查，問卷採用5分制的李克特式量表由1(極度不同意)至5(為極度同意)作為評分標準。問卷問及參與者對營中不同活動與共通能力之間關係的意見，以及對美國文化的認識。調查結果顯示，共通能力改善情況的平均值(±SD)及了解美國文化的平均數(±SD)分別被評為4.14 ± 0.60及4.14 ± 0.80。參加者普遍認為本次宿營帶給他們多方面的學習效能，可歸納為四大類：(1)競技運動(例：美式足球，棒球)，(2)體育活動(例：遊戲)，(3)英語學習，及(4)共通能力(例：時間管理、合作技巧、自我管理能力及獨立能力)。由此可見，通過本次活動提高了他們的共通能力及對美國文化的認識，其中體育活動被認為是四個項目中學習效能最高的一類。本文綜合Camp Adventure™ 青年服務計劃和香港浸信會沙田圍呂明才小學的合作結果，作者就此次活動對香港教育改革的影響，以及如何將休閒運動與健康、體育活動、競技運動和基本共通能力融入到教育之中進行了分析和探討，並提出了一些可行的建議，以供香港教育工作者參考。

The study aimed to determine the activity preference, demographic characteristics, and attitudes of the students toward Physical Education at the University of Eastern Philippines. Specifically, it tried to determine the demographic characteristics of the respondents in terms of age, sex, income level, year level, and body build. It also identified the students’ activity preferences and level of attitudes towards physical education activities. Furthermore, it tried to find out if there was a significant relationship between the demographic characteristic and the preference of the students in physical education. It also investigated the significant relationship between the demographic characteristics of the respondents and their attitudes towards physical education activities. Finally, it attempted to find out if a significant relationship existed between the students’ preference and their attitudes toward physical education activities. The descriptive-correlational survey design was used in this study. A research instrument patterned from Jean Marie Cando was used in gathering the data which were tabulated and analyzed using frequency counts, percentage, weighted mean, and multiple regression analysis. The findings revealed that most of the college students who were 16-17 years of age were dominated by females and were in the second-year level. Most of the students were ectomorphs. Hence, it can be said that they can be trained in a physical education activity. The UEP college students slightly preferred the activities in physical education. However, the preferred physical fitness and Philippine games considering that they can help develop strong bones and muscles needed for their growth. They slightly preferred rhythmic activities, individual/dual sports/games, team sports, and outdoor recreation. The rhythmic activities were more on folk dances, ballroom, and modern dance. They need artistry and skill in body movement. Those who had limited talents in dancing refrained from performing it. Most of the college student respondents favored physical education activities such as training for the women's Olympic team, physical fitness, callisthenic, and regular physical activities. However, some highly favored the value of physical activity as a skilled movement, as a way of participating in group activities, and to release emotional stress. This implies a favorable attitude toward physical education activities. Normally a bodybuilder needs to be trained in any form of physical body activities for a healthy and productive manpower resource.

This study examined the associations of objectively measured physical activity in Physical Education and recess with academic performance in youth. This cross-sectional study was conducted with 1,780 participants aged 6 to 18 years (863 girls). Physical activity was objectively measured by accelerometry and was also classified according to sex- and agespecific quartiles of physical activity intensities. Academic performance was assessed through school records. Physical activity in physical education (PE) and recess was not associated with academic performance (β ranging from -0.038 to -0.003; all P > .05). Youth in the lowest quartile of physical activity in PE engaged in an average of 1.40 min of moderate-to-vigorous physical activity and those in the highest quartile engaged in 21.60 min (for recess: lowest quartile, 2.20 min; highest quartile, 11.15 min). There were no differences in academic performance between quartiles of physical activity in Physical Education and recess. Time spent at different physical activity intensities during PE and recess does not impair academic performance in youth.

The objective of this study was to analyse differences among Czech pupils’ with/without hearing loss related to feelings and opinions on physical education classes; sport preferences in physical education classes; and leisure time activities at the lower secondary schools for the deaf. Materials and methods. Participants were 83 pupils with hearing loss (n = 41; 49.4%) and pupils without hearing loss (n = 42; 50.6%); an average age of them was 14.3 ± 1.3 years. The non-parametric Mann-Whitney U-test, Fisher exact test, Chi-square test were used for statistical analyses. For calculation of effect size coefficient abs(r) was used. All tests were performed at a level of 0.05. Results. Pupils without hearing loss are more likely to express disappointment due to cancellation of a physical education class than pupils without hearing loss (Z = –2.168; p = 0.029). A statistically significant difference was found in preference for the various physical education activities and in leisure activities, where pupils without hearing loss prefer dancing (χ2 = 8.622; p = 0.003), whereas pupils with hearing loss prefer volleyball (χ2 = 14.833; p = 0.00001). In terms of leisure time activities, pupils with hearing loss spent their leisure time watching television significantly more often (χ2 = 5.198; p = 0.023). Conclusion. Both groups do not differ in feelings and opinions on physical education in terms of popularity, difficulty, importance, effort during physical education. On the contrary, differences in feelings associated with the cancellation of physical education or preference of activities in physical activities in physical education and leisure time appeared.

The importance of physical education and recreation activities for retarded children has been stressed from many quarters. Accordingly, in a summer day camp for retarded children, behavior modification procedures were examined as a means to increase cliii­dren’s participation iii recreational activities and to demonstrate that supervised staff members can serve as experimenters in camp setting as they modify behaviors that are of concern. Four studies were conducted m which camp personnel acted as primary ex­perimenters; the subjects of these studies ranged from single subjects to entire classroom groups. In the first study, on-task classroom behavior was examined for two boys who displayed higli rates of distractible behavior (e.g., shouting, throwing materials, runnmg, etc.). A token reinforcement procedure was sequentially applied to three different activity classrooms ni a multiple-baseline design. Similar contingencies were arranged for an entire class of children in a second study. Substantial increases iii the classroom participation of ah children were functionally related to the mtroduction of the ex­perimental contingencies. In a third study, the effects of adult social reinforcement on the appropriate play with basketballs and roller skates of a young Down’s Syndrome boy were assessed using a reversal design. Observations made during free play showed increases of 75% iii appropriate play during periods of adult social reinforcement. In the fourth study, extinctjon was employed using a multiple basehine design to reduce disruptive physical contact of a physically handicapped girl. Records kept on the daily number of disruptive physical contacts directed toward two staff members showed that durmg ex­tinction phases, disruptive behavior was nearly ehiminated. Taken together, these four studies demonstrated that (1) day camps can be significant teaching settings for young handicapped children, (2) childrens’ participation in healthy, physical activities can be increased by employing behavior modification procedures, (3) indigenous camp personnel with proper trainmg and supervision can carry out behavior modification techniques and demonstrate proyects with’out disrupting the normal camp routine and as a result have more time to supervise children’s activities, and (4) conditions need to be arranged to msure children’s participation if benefits are to accrue from recreation asid physical education activities.

The study investigates incidental learning and the appreciation of college students towards culturally-oriented activities in physical education sessions. The exploratory research design uses one-on-one interviews to gather data from 20 physical education students enrolled in the 2023–2024 school year. The positive impact of integrating culturally-oriented activities into physical education sessions is that it emphasizes the importance of cultural awareness and inclusivity in educational settings. The benefits of incorporating culturally-oriented activities into physical education include promoting cultural understanding and enriching students’ educational experiences. The transformative effect of culturally oriented activities in physical education prepares students to become responsible global citizens, emphasizing the importance of cultural enrichment. Incorporating culturally-oriented activities in physical education sessions has significant implications for educational practices, policies, and societal attitudes towards diversity, promoting global citizenship and inclusivity. Integrating culturally-oriented activities in physical education is essential in the current context to nurture cultural awareness, respect, and diversity among students. Investigating the effects of such activities can help educators create more inclusive and culturally responsive learning environments, preparing students for a diverse and interconnected world. Physical education is a way of education through physical activities that are selected and carried on with full regard to values in human growth, development, and behavior. Help learners to better understand both their own identity and the ethos of the school context and environment they share with others. Teachers’ and students’ perspectives on culturally relevant physical education. Aspects of culture and education should be complementary in terms of complementing and reinforcing each other.

Background Competitive activities and games in physical education classes can be beneficial for several aspects. However, the teachers often believe that proposing such kind of activity is too risky. Aims The paper reports the development and validation of an instrument to assess primary teachers’ beliefs about competitive activities in physical education (PE) and aims to provide evidence for the construct validity and reliability of the instrument. Methods The study is based on a mixed methods design consisting- of literature review and thematic analyses for the item generation and organisation in themes, and a quantitative part for the examination of the psychometric properties. The quantitative part involved a sample of 433 participants, consisting of in-service primary school teachers and Primary Education Science students. Two hundred seventy-one participants reported to have experience in competitive sports. Results Literature review identified 16 eligible papers, and 37 items were extracted and organised in themes. Thematic Analysis suggested two themes: benefits and risks of competitive activities. Confirmatory Factor Analysis allowed for item reduction and supported two dimensions with eight items each. MANOVA highlighted being in-service teachers and having experience in competitive sports to be two predictive criteria of lower beliefs of risks. Conclusions The Benefits and Risks of Competitive Activities in Physical Education (BRCA-PE) scale demonstrated construct validity for use within an Italian speaking population. This instrument could be useful in informing teacher education programmes.

In healthy societies, physical education and sport activities carry important roles in raising individuals. Previous scientific researches point out that physical activity is very important in the development process of the children. Therefore, children need to be supported in joining planned and systematic physical education and sport activities in both family and school life, beginning at very young ages. Every possibility should be offered to the children for performing sport activities healthily in the habitat while also taking precautions.The purpose of the study is to identify the expectations of the middle-school students and the problems they encounter when attending sport activities in their family and school lives. The data was collected through a survey developed by the researchers. A descriptive method with the aim of revealing the current situation was used in the study. The population of this study consisted of 2500 students, studying in the 5th, 6th, 7th and 8th grades of the middle-school. Two middle schools from the schools within the Sakarya province were selected through a random selection method. The survey was applied to a total amount of 400 volunteer students that were selected as the sample group and studied in these schools. The SPSS 15.0 for Windows software was used for the data analysis. Frequency analysis was used in order to determine the quantity and percentage distributions of the demographic information of the participants. On the other hand, chi-square analysis was used for the comparison of the problems and expectations related to family and school life in regards to the demographic variables. The level of significance in the chi-square analysis was specified as p&lt;0,05.As a result of the study, in relation to the family and school life, the male students were found to have more problems and expectations regarding the participation in physical education and sport activities, when compared to female students. In addition to this, the students who participated in physical education and sport activities regularly seemed to have bigger expectations and more problems with their families.The problems and expectations of participating students regarding the family and school life were identified and suggestions for possible solutions were presented. The study is hoped to be beneficial for the field.