Extracurricular School Sports Research Articles

Sports participation and preterm birth: a nationwide birth cohort in Japan.

Children born preterm may be less physically active than children born term because of neurocognitive problems, reduced lung function, and poor physical fitness. We evaluated sports participation of children and adolescents who had been born preterm (<37 weeks) and early term (37-38 weeks) in 2001. Data from a nationwide longitudinal survey (n = 47,015, including 2375 children born preterm) were analyzed. As indicators of sports participation, we used responses to questions about participation in sports clubs at 7 and 10 years old and in extracurricular school sports at 15 years old. Children born very preterm (25-31 weeks) and moderately to late preterm (32-36 weeks) were less likely to participate in sports clubs at 7, 10, and 15 years old than children born full term (39-41 weeks). Compared with children born full term, the adjusted risk ratios for participation in extracurricular school sports at 15 years old were 0.86 (95% confidence interval: 0.75-0.98) for children born very preterm, 0.92 (0.88-0.97) for children born moderately to late preterm, and 1.00 (0.98-1.02) for children born early term. Our findings suggest that preterm birth is associated with less participation in organized sports during childhood and adolescence than full-term birth. Research investigating associations between preterm birth and physical activity among children born in the 2000s is limited. This study shows that preterm birth was associated with less participation in organized sports during childhood and adolescence than full-term birth, especially in boys, and the participation in organized sports of children born preterm decreased as gestation shortened. During childhood, boys born early term were also less likely to participate in organized sports than boys born full term, suggesting a continuum with preterm births. These findings offer important additional insights into the limited evidence available for predicting future health outcomes for preterm infants.

A Historical Metamorphosis of Physical Education and Extra-curricular School Sport Activities in Chatsworth, Durban, South Africa (1960–2020)

Chatsworth is a township, which was consciously designed by the South African apartheid government in order to suppress its residents’ educational, social, financial, spiritual, and physical development. The primary aim of this article is to chronologically describe the history of Physical Education and extra-curricular school sport from 1960 to 2020, in the community of Chatsworth, through review of national, provincial, and local educational policies and extra-curricular school sport management structures. A narrative literature surveillance was completed using Google Scholar and Sabinet. Key search terms were “Chatsworth,” “physical education,” and “school sport.” The search identified 2050 records, of which only six were ultimately included. The records were assessed for researcher, bias employing a modified Downs and Black Appraisal scale. Due to the paucity of literature recounting the history of Chatsworth’s Physical Education and extra-curricular school sport, interviews were conducted with two proponent Chatsworth physical education teachers. The article describes the national and provincial education curriculum reforms that influenced Physical Education and extra-curricular school sport in Chatsworth.

Monitoring of physical education and other standards of a Whole Active School Approach and assessment of learning outcomes: a PE teacher and PE student pilot study of the EuPEO project in Germany

This study of assessment of learning outcomes in physical education classes including a “Whole Active School Approach” (WASA) is a part of the Erasmus+ EuPEO project in Germany. 19 German PE teachers at n = 13 different secondary schools (rural area = 63.2%), cross 5 German countries with their n = 388 PE students (average age: 15.2 years; girls: 59.4%) were asked about their assessment of learning outcomes in PE teaching domains and the implementation of a WASA as a part of a questionnaire (European School Questionnaire (ESQ) for teachers and European Pupils Questionnaire (EPQ)). There is a clear ranking profile in the view of pupils about their assessment by PE teachers: the highest assessed criteria are social aspects like team work, respect and social relations with other class mates (85%), followed by physical competences with health-related fitness, motor skills and sport techniques (76%). In the ranking levels of achievements the motor domain ranked only in 4th position. Some teaching domains (social and behavioural purposes) seem to be of more importance in the view of teachers and their students than physical and motor development. Extra-curricular school sport is offered by more than 80% of the schools, but range of participation of pupils is low with around 32% assessed by teachers and up to 42% assessed by their pupils. Some other divergences in the view of teachers and pupils exist for the implementation of physical activities in recess (teachers 74%; pupils almost 60%) and after-school programmes (teachers about 53%, pupils about 23%). Data are discussed and divergences in assessment are explained in this study. Finally, a WASA to support daily physical activities does exist but really needs further support in school life.

Re-examination of favorable attitudes toward corporal punishment in extracurricular school sports settings

Re-examination of favorable attitudes toward corporal punishment in extracurricular school sports settings

The development of US physical education teachers’ motivating styles: A socialization perspective

Physical education (PE) teachers’ interpersonal sentiments and behaviours towards students during class define their motivating styles. These motivating styles range from those that support student autonomy to those that pressure students to think and behave in certain ways. Motivating styles are believed to develop through teachers’ prior socialization experiences and the way they are socialized in their current school environments. Drawing from the theories of self-determination and occupational socialization, this study examined the impact of psychological need satisfaction and frustration throughout the socialization process on PE teachers’ motivating styles. Twenty-nine US physical educators with identified autonomy-supportive ( n = 9), controlling ( n = 8), and neutral ( n = 12) motivating styles, based on responses to the Problems in Schools Questionnaire, were formally interviewed. Inductive analysis generated six analyst-constructed typologies describing the teachers’ motivating styles linked to their socialization experiences: (a) Humanitarians; (b) Concrete Roses; (c) Stage Managers; (d) Referees; (e) Coasters; and (f) Jaded Shepherds. Factors affecting motivating styles included the inductive or deductive nature of the contexts in which participants were involved during their acculturation and professional socialization, their professional identity, and the extent to which they experienced psychological need satisfaction and frustration through socializing experiences at work. In general, the results of this study suggest that more autonomy-supportive teachers (a) tend to have experienced inductive contexts growing up, (b) identify chiefly as PE teachers rather than coaches of extracurricular school sports, and (c) enjoy psychological need satisfaction at work.

Barriers to Delivering Extracurricular School Sport and Physical Activity in Wales: A Qualitative Study of 5x60 Officers’ Views and Perspectives

Barriers to Delivering Extracurricular School Sport and Physical Activity in Wales: A Qualitative Study of 5x60 Officers’ Views and Perspectives

Extracurricular school-based sports participation and the relationship with physical activity and motivation towards sports

Introduction The purposes of this study were to evaluate whether students, who participate in extracurricular school sports compared to those who do not, (1) are more autonomously or controlled motivated, or amotivated to participate in sports; (2) participate more or less in organized sports and; (3) are more or less physically active in daily life. Methods One thousand forty-nine children (53.7% boys; M age = 11.02 years) from 30 elementary schools and 1526 adolescents (48.0% boys; M age = 15.34 years) from 32 secondary schools, completed validated questionnaires to assess physical activity and extracurricular school sports participation [1] ; and motivation towards sports [2] . The concept of motivation was approached from the perspective of Self-Determination Theory [3] . Results Seventy-six percent of elementary school children and 28% of secondary school adolescents reported to participate in extracurricular school sports during the current school year. Most elementary school children (64.91%) not participating in community sports and 19.7% of the adolescents not participating in community sports, stated to participate in extracurricular school sports. Within the entire sample, participants were significantly more physically active than non-participants (β = 153.48). Elementary school boys engaging in extracurricular school sports but not in community sports were furthermore significantly more autonomously motivated towards sports than boys not engaging in community or extracurricular school sports (β = 0.58). Adolescents participating in extracurricular school sports reported overall higher levels of autonomous motivation than their peers (β = 0.18). Conclusions If extracurricular school sports are offered at school, the vast majority of children and a small minority of adolescents participates. As participants of all ages are more physically active than their non-participating counterparts, extracurricular school sports participation can be considered to contribute to an active lifestyle. Furthermore, for a considerable amount of students, extracurricular school sport participation is positively related to autonomous motivation towards sports.

Extra-curricular school sport (Bukatsu) and corporal punishment in Japan

In many nations corporal punishment has been eliminated from education and sport. In Japan, however, use of corporal punishment is increasing, and it is considered by many to be a traditional custom. The influence of military training in the imperial army was important, as its ideals permeated families and schools. Bukatsu (extra-curricular school sport) has long occupied an important position in education and sport promotion in Japan. Since the end of 2012, corporal punishment in Bukatsu and sport clubs has been highlighted as a major social problem which the government demonstrated an urgent desire to address, not least at the time of the IOC vote in September 2013 to decide the venue for the 2020 Olympics. Tokyo was the chosen candidate; however, the problem of corporal punishment in Bukatasu has not simply disappeared, and its causes continue to require serious social scientific investigation.

Barriers to Delivering Extracurricular School Sport and Physical Activity in Wales: A Qualitative Study of 5x60 Officers’ Views and Perspectives

In light of recent reports, schools must be realistic in that physical activity recommendations cannot be met through curriculum PE alone. However, extracurricular PE and school sport has the potential to further promote physical activity in adolescents. Consequently, the Welsh Government, UK, proposed through its Climbing Higher strategy (2006) for secondary school children to achieve 60 minutes of physical activity a day. This was implemented through Sport Wales and the 5×60 scheme. This study aimed to examine the experiences of the 5×60 officers responsible for implementing the program, with a view to gain an understanding of the barriers associated with increasing participation in physical activity. Officers from 14 unitary authorities across Wales were interviewed using a socioecological approach that considered the impact of: personal behaviors, physical environment, social environment, and policy. Participants reported a number of challenges affecting the delivery of the program, including: availability of facilities, lack of support from senior management, time, and conflict with PE staff. This study suggests that current methods used by personnel to facilitate extracurricular school sport may not be the most appropriate, and future direction should consider the place and contribution of physical activity to young people's lives.

Policy Changes to Implement Intramural Sports in North Carolina Middle Schools: Simulated Effects on Sports Participation Rates and Physical Activity Intensity, 2008–2009

IntroductionExtracurricular school sports programs can provide adolescents, including those who are economically disadvantaged, with opportunities to engage in physical activity. Although current models favor more exclusionary interscholastic sports, a better understanding is needed of the potential effects of providing alternative school sports options, such as more inclusive intramural sports. The purpose of this study was to simulate the potential effect of implementing intramural sports programs in North Carolina middle schools on both the rates of sports participation and on energy expenditure related to physical activity levels.MethodsSimulations were conducted by using a school-level data set developed by integrating data from multiple sources. Baseline rates of sports participation were extrapolated from individual-level data that were based on school-level characteristics. A regression model was estimated by using the simulated baseline school-level sample. Participation rates and related energy expenditure for schools were calculated on the basis of 2 policy change scenarios.ResultsCurrently, 37.2% of school sports participants are economically disadvantaged. Simulations suggested that policy changes to implement intramural sports along with interscholastic sports could result in more than 43,000 new sports participants statewide, of which 64.5% would be economically disadvantaged students. This estimate represents a 36.75% increase in economically disadvantaged participants. Adding intramural sports to existing interscholastic sports programs at all middle schools in North Carolina could have an annual effect of an additional 819,892.65 kilogram calories expended statewide.ConclusionImplementing intramural sports may provide economically disadvantaged students more access to sports, thus reducing disparities in access to school sports while increasing overall physical activity levels among all children.

Supporting high-quality extra-curricular primary school sport in Wales: an evaluation of a university/community partnership initiative

The 20-year strategy for sport in Wales, Climbing Higher, established a target of getting all primary school children physically active for 60 min on at least 5 days of the week (Welsh Assembly Government); at the time of writing only 44% have achieved this target. An innovative, multi-agency partnership was created involving undergraduate students from the University of Glamorgan setting up and delivering extra-curricular sports clubs at local primary schools as part of a national initiative. During 2007/2008 more than 4300 participation sessions were delivered, with students contributing in excess of 1200 community volunteer hours. An evaluation of this programme highlights multiple student, community and university benefits. However, a number of key challenges were identified that may compromise the quality of such provision in the future, including, poor facilities, a lack of equipment and the training and recruitment of volunteers.

Impact of an extra-curricular school sport programme on determinants of objectively measured physical activity among adolescents

Objective The purpose of this study was to identify potential determinants of objectively measured physical activity in the Learning to Enjoy Activity with Friends (LEAF) study. Design This study involved a quasi-experimental design and students ( N = 116) were assigned to an intervention group ( n = 50) or a comparison group ( n = 66) for a period of eight weeks. Setting Three secondary schools (grades 7—12) in New South Wales (NSW), Australia were involved in the study. Method At baseline and immediately following the intervention, students wore pedometers for four consecutive days and completed questionnaires assessing potential determinants of physical activity. At baseline, participants were classified using existing step recommendations, as low-active (girls &lt; 11,000, boys &lt; 13,000) or active (girls ≥ 11,000, boys ≥ 13,000) and the effects of the intervention on potential determinants were assessed using these subgroups. Subgroups were compared at baseline using independent samples t-tests and intervention effects were compared at post-test using linear regression (controlling for baseline measures). Results Although the intervention had a statistically significant effect on physical activity among individuals classified as low-active at baseline, the intervention did not impact upon potential determinants of physical activity. Conclusion Short-term changes in physical activity identified in the LEAF intervention were not mediated by changes in hypothesized determinants.

Effects of Integrating Pedometers, Parental Materials, and E-mail Support Within an Extracurricular School Sport Intervention

PurposeThe objective of this study was to evaluate the impact of a school-based intervention (Program X) incorporating pedometers and e-mail support on physical activity, sedentary behavior, and healthy eating in adolescents. MethodsA randomized control trial was used to evaluate the impact of the Program X intervention. Six schools (N = 124 participants; mean age 14.1 ± .8 years) were randomized to intervention or control conditions for the 6-month study period. Objectively recorded physical activity (mean steps/day), self-reported sedentary behavior, and dietary habits were measured at baseline and at 6-month follow-up and intervention effects were assessed using repeated-measures analysis of variance and χ2 tests. ResultsParticipants in the intervention group increased their step counts by 956 ± 4107 steps/day (boys) and 999 ± 1999 (girls). Repeated-measures analysis of variance revealed significant group-by-time interactions for boys (F = 7.4, p = .01, d = .80) and girls (F = 29.6, p <.001, d = 1.27) for mean steps/day. The intervention significantly decreased the number of energy-dense/low-nutrient snacks consumed by boys (χ2 = 4.0, p = .043) and increased the number of fruit serves among girls (χ2 = 4.8, p = .028). The intervention did not have a statistically significant effect on sedentary behavior. ConclusionA school-based intervention incorporating physical activity monitoring using pedometers and e-mail support was successful in promoting physical activity and selected healthy eating behaviors in adolescent boys and girls.

Evaluation of an extra-curricular school sport programme promoting lifestyle and lifetime activity for adolescents

The purpose of this study was to evaluate the impact of an extra-curricular school sport programme to promote physical activity among adolescents. One hundred and sixteen students (mean age 14.2 years, s = 0.5) were assigned to an intervention (n = 50) or comparison group (n = 66). The 8-week intervention involved structured exercise activities and information sessions. Four days of pedometer monitoring and time spent in non-organized physical activity and sedentary behaviours were measured at baseline and post-test. At baseline, participants were classified using steps per day as low-active (girls <11,000, boys <13,000) or active (girls ≥ 11,000, boys ≥ 13,000) and the effects of the intervention were assessed using these subgroups. Adolescents in the intervention group classified as low-active at baseline increased their step counts across the 8-week intervention (baseline: 7716 steps/day, s = 1751; post-test: 10,301 steps/day, s = 4410; P < 0.05) and accumulated significantly more steps (P < 0.05) than their peers in the comparison group (baseline: 8414 steps/day, s = 2460; post-test: 8248 steps/day, s = 3674; P = 0.879). The results of the present study provide further evidence that physical activity monitoring using pedometers is an effective strategy for increasing activity among low-active adolescents.

Aspects of the Hidden Curriculum: Teachers' and Pupils' Perceptions in Physical Education

By utilising ideas about the differential effects of the "hidden curriculum", this investigation studied physical education teachers' views of pupils' physical ability and personal qualities, and pupils' perceptions of their teachers, and of themselves. The 2,619 fifteen to sixteen year old pupils selected from twelve Scottish comprehensive schools were categorized as competitive (i.e. they repre sented the school in some form of physical activity or sport); recreative (i.e. they took part in extracurricular school sport but did not participate competitively), or non-participant (i.e. they did not participate in extracurricular school sport). Results indicated that physical education teachers held most favourable attitudes towards competitive pupils, then recreatives and then non-participants. Pupils' groups in turn evaluated physical education teachers differentially with active pupils viewing their teachers more positively than non-participants. Further, ac tive pupils (especially competitors) possessed a more favourable self-esteem in relation to sports than non-participants. Finally, the combination of personal qualities and characteristics, in terms of both pupils' self perceptions and teachers' evaluations, which best distinguished competitors from the other groups of pupils was presented.