School Physical Education Policies Research Articles

텍스트 마이닝을 활용한 학교체육정책 연구 동향 분석

Purpose: The purpose of this study was to examine the knowledge system generated from previous research on school sports policy and based on this, to derive implications for conducting future research and establishing policies.
 Methods: For this purpose, we collected papers related to the School Physical Education policy primarily from domestic academic journals and ultimately selected forty-nine papers for analysis using exclusion and inclusion criteria. The collected papers were analyzed using text-mining techniques found in the NetMiner software.
 Results: Among the text mining analysis methods, the four topics derived through topic modeling are as follows. First, although policies to support student athletic activities are being established and implemented in various directions, problems such as lack of support have emerged in actual practice. Second, it is necessary to reset the scope, target, and content of the School Sports Policy to expand students' sports participation. Third, it is necessary to explore evaluation theories and models suitable for the analysis and evaluation of school physical education policies. Fourth, practical support measures must be prepared by exploring the specific perceptions of policy targets in schools.
 Conclusion: Based on the above research results and discussions, policy implications for establishing a model approach and integrated system for the School Physical Education policy were presented.

Evolyuciya politiki shkol'nogo fizicheskogo obrazovaniya v Kitae s tochki zreniya istoricheskogo institucionalizma

This article identifies the evolution, characteristics, and driving factors in school physical education in China from the analytical framework of historical institutionalism. The research methods and analytical paradigms of historical institutionalism can help to understand the historical changes in school physical education policies, adjust andformulate school physical education policies at present, and shape their development in thefuture.

The Evolvement and Basic Rule of China's School Physical Education Policy

Our school physical education policy presents the policy orientation from "instrumental rationality" to "value rationality".The policy system with multi - party coordination and linkage as the means.Looking ahead,the school sports policy of our country should pay attention to the following aspects: focusing on the students' sports literacy, realizing the humanization of the policy values;Stabilize the front position of "people-oriented" and realize the diversity of policy discourse;A policy system integrating school, family and society should be formed to make policy contents systematic.

Influencing Factors of School Physical Education Policy Implementation Based on AHP

Objectives: AHP (Analytic Hierarchy Process) is used to analyze the influencing factors of school physical education policy implementation. Methods: Based on the established hierarchical structure model of influencing factors of school physical education policy implementation, the importance of indicators in each level is compared in pairs, the judgment matrix is established step by step, the relative importance order weight of each level element is calculated, and the consistency test is carried out, and then the ranking of each level and the general ranking are obtained. Results: The results show that the principal, as the first responsible person for the implementation of school sports policy, plays a directional decisive role in the implementation of school sports policy. Organizational mechanism and funding guarantee factors are necessary conditions for the implementation of school sports policy, and school sports policy factors are a powerful driving force for the implementation of school sports policy. Conclusion: AHP provides theoretical reference for better understanding the influencing factors of school physical education policy implementation and putting forward corresponding intervention measures.

School Physical Education Policies and Practices and Student Physical Education Attendance

This study examined how state-level measures of school-reported physical education (PE) provisions and exemption practices correlated to student-reported PE attendance among high school students, using data (n=50077) from state-representative schools and students from multiple states. Negative binomial regression was used to examine the association of the frequency of PE attendance with schools’ PE provision and exemption, controlling for student characteristics. The percentage of schools offering PE for all grades was positively associated with PE attendance more strongly among girls and higher-grade students. Permissive exemption policies were not associated with PE attendance. Offering PE for all grades may enhance PE attendance.

Impact on Physical Fitness of the Chinese CHAMPS: A Clustered Randomized Controlled Trial.

Background: School physical activity (PA) policy, physical education curriculum, teacher training, knowledge of physical fitness, and parental support are among the key issues underlying the declining trend of physical fitness in children and adolescents. The Chinese CHAMPS was a multi-faceted intervention program to maximize the opportunities for moderate and vigorous physical activity (MVPA), and increase physical fitness in middle school students. The purpose of the study was to test whether the levels of modification in school physical education policy and curriculum incrementally influenced the changes in cardiorespiratory fitness and other physical fitness outcomes. Methods: This 8-month study was a clustered randomized controlled trial using a 2 × 2 factorial design. The participants were 680 7th grade students (mean age = 12.66 years) enrolled in 12 middle schools that were randomly assigned to one of four treatment conditions: school physical education intervention (SPE), afterschool program intervention (ASP), SPE+ASP, and control. Targeted behaviors of the Chinese CHAMPS were the student’s sedentary behavior and MVPA. The study outcomes were assessed by a test battery of physical fitness at the baseline and posttest. Sedentary behavior and MVPA were measured in randomly selected students using observations and accelerometry. Results: The terms contrasting the pooled effect of SPE, ASP, and SPE+ASP vs. Control, the pooled effect of SPE and SPE+ASP vs. ASP only, and the effect of SPE+ASP vs. ASP on CRF and other physical fitness outcomes were all significant after adjusting for covariates, supporting the study hypothesis. Process evaluation demonstrated high fidelity of the intervention in the targeted students’ behaviors. Conclusions: Chinese CHAMPS demonstrated the impact of varying the amount of MVPA and vigorous physical activity (VPA) on the physical fitness in middle school students in support of the need to increase the opportunity for PA in schools and to introduce high-intensity exercises in school-based PA programs. Modification of school policy, quality of physical education curriculum, and teacher training were important moderators of the improvement in physical fitness. (Trial registration: ChiCTR-IOR-14005388, the Childhood Health; Activity and Motor Performance Study).

Exploring the educational meaning of school physical education policy through international comparative study

Purpose This study aims at investing the educational meanings of school physical education policy by analyzing the direction (ideal goal, goal, objective and program) of the policy in Korea and England. Methods The comparative research design was conducted by the policy literature analysis. In order to clarify the significance of the main discourse embedded the school physical education policy to the educational practice, I used qualitative content analysis based on the interpretive paradigm. Results The school physical education policy in Korea is divided into goal for general students and student athletes for 'happy students and school life', while the policy in England seeks to promote participation of competitive sports through school-community linkage for lifelong sports participation. As a result of the discourse analysis, the ambiguity of school physical education policy due to the complexity of various discourses (e.g. moral development, health, sports) diminishes the effectiveness of policy implementation as well as the teachers’ educational practice. In addition, competition sports discourse has been analyzed to limit the participation of many students in sports and to adversely affect lifelong participation in sports. Conclusions In conclusion, It is necessary to activate theoretical and empirical research that is the basis of building the school physical education policy direction and to establish cooperative governance for the policy implementation. In addition, student participation in lifelong sports and evidence-based policy making and practice are required.

Exploring the educational meaning of school physical education policy through international comparative study

Exploring the educational meaning of school physical education policy through international comparative study

Mutual Connection between School Physical Education Policy and Sport Pedagogy

Mutual Connection between School Physical Education Policy and Sport Pedagogy

학교체육정책 실행과정에서 교사의 목소리 : 체육교사의 정책실행에 영향을 미친 요인을 중심으로

2010년 이후 인성, 건강 등 사회적 문제를 해결하기 위한 학교체육활성화 정책은 학교체육의 지형과 모습을 변화시키고 있으며, 학교체육정책의 방향과 전략, 운영 및 평가에 대한 학문적·사회적 관심이 동시에 증가하고 있다. 그러나 상대적으로 정책의 성패를 결정하는 정책실행자인 교사의 정책실행에 대한 연구와 고려가 부족한 것이 사실이다. 따라서 본 연구의 목적은 학교체육정책 실행과정에서 교사의 정책 수행에 미친 주요 요인을 탐색하는데 있다. 이를 위해 20명의 교사를 대상으로 심층면담을 실시하였으며, 수집된 자료는 귀납적 분석과 연역적 해석 과정을 거쳤다. 학교체육정책 실행에 영향을 미치는 요인으로 개인적 차원에서 전문성과 열정 및 헌신이, 환경적 차원에서 체육시설, 사업예산, 교사 정책실행 시간, 학교의 풍토와 지원, 학생의 특성이 도출되었다. 각 요인은 독립적으로 작용하기 보다는 요인별로 서로 영향을 미쳤다. 따라서 교사의 학교체육정책 실행을 돕기 위해서는 하나의 목소리에만 매몰되지 말고, 교사의 정책실행과 관련된 다양한 요인의 복합성에 주목해야 한다. 학교체육정책을 해석하고 실행하는데 주도적인 역할을 한다는 점에서 학교체육 변화의 주체는 교사이며, 따라서 교사의 정책 실행을 위한 실질적 지원이 보다 강화되어야 한다. 더불어 교사의 교육적 목소리가 학교체육에 반영될 수 있도록 정책형성과정에서 교사의 참여를 촉진해야 한다.

アジア・太平洋戦争最末期の学校体育政策に関する一考察：文部省による通牒を手掛かりとして

アジア・太平洋戦争最末期の学校体育政策に関する一考察：文部省による通牒を手掛かりとして

Evaluating Outcomes in Government-initiated School Physical Education Policy

Evaluating Outcomes in Government-initiated School Physical Education Policy

District and School Physical Education Policies: Implications for Physical Education and Recess Time

The relationship between physical education (PE) policies and children's PE and recess time is not well understood. The purpose of this study is to assess the association of district and school PE policies, the PE environment, and PE and recess time. Key informants in 65 schools from 9 states completed instruments assessing district and school PE policies, the school PE environment, and time in PE and recess. Few significant associations were found between PE policies and PE or recess minutes; no policies were associated with both. A number of PE environmental variables were associated with both policies and time in PE and recess. PE policies, their implementation, and PE environmental variables can have important implications for recess time. Some school PE environment measures designed to improve PE may result in PE time limitations. Deficiencies in PE and recess time are not likely to be effectively addressed through policy adoption alone.