The evidence for the impact of policy on physical activity outcomes within the school setting: A systematic review     

Catherine B. Woods  Kevin Volf  Liam Kelly  Blthín Casey  Peter Gelius  Sven Messing  Sarah Forberger  Jeroen Lakerveld  Joanna Zukowska  Enrique García Bengoechea  PEN consortium 《运动与健康科学(英文)》2021,10(3):263

BackgroundDespite the well-established health benefits of physical activity (PA) for young people (aged 4–19 years), most do not meet PA guidelines. Policies that support PA in schools may be promising, but their impact on PA behavior is poorly understood. The aim of this systematic review was to ascertain the level and type of evidence reported in the international scientific literature for policies within the school setting that contribute directly or indirectly to increasing PA.MethodsThis systematic review is compliant with Preferred Reporting Items for Systematic Review and Meta-Analysis guidelines. Six databases were searched using key concepts of policy, school, evaluation, and PA. Following title and abstract screening of 2323 studies, 25 progressed to data synthesis. Methodological quality was assessed using standardized tools, and the strength of the evidence of policy impact was described based on pre-determined codes: positive, negative, inconclusive, or untested statistically.ResultsEvidence emerged for 9 policy areas that had a direct or indirect effect on PA within the school setting. These were whole school PA policy, physical education, sport/extracurricular PA, classroom-based PA, active breaks/recess, physical environment, shared use agreements, active school transport, and surveillance. The bulk of the evidence was significantly positive (54%), 27% was inconclusive, 9% was significantly negative, and 11% was untested (due to rounding, some numbers add to 99% or 101%). Frequency of evidence was highest in the primary setting (41%), 34% in the secondary setting, and 24% in primary/secondary combined school settings. By policy area, frequency of evidence was highest for sport/extracurricular PA (35%), 17% for physical education, and 12% for whole school PA policy, with evidence for shared use agreements between schools and local communities rarely reported (2%). Comparing relative strength of evidence, the evidence for shared use agreements, though sparse, was 100% positive, while 60% of the evidence for whole school PA policy, 59% of the evidence for sport/extracurricular PA, 57% of the evidence for physical education, 50% of the evidence for PA in classroom, and 50% of the evidence for active breaks/recess were positive.ConclusionThe current evidence base supports the effectiveness of PA policy actions within the school setting but cautions against a “one-size-fits-all” approach and emphasizes the need to examine policy implementation to maximize translation into practice. Greater clarity regarding terminology, measurement, and methods for evaluation of policy interventions is needed.  相似文献   

‘Active Citizens’: the case of school governors     

Kevin J. Brehony 《International Studies in Sociology of Education》2013,23(2):199-217

ABSTRACT

This article reviews current and historical debates about active, participant citizens and related conceptions of citizenship. In particular it focusses on the prospects for the participation of citizens in the administration of public bodies. It discusses critically the notion of participative citizenship and active citizenship as articulated by Douglas Hurd (when Home Secretary) and also the version contained in the report of the Speaker's Commission on Citizenship. The article then draws upon research conducted for the Volunteer Centre, by the National Foundation for Educational Research and that by Brehony and Deem which is funded by an Economic and Social Research Council Grant (R000 23 1799), on voluntary activity and school governors, respectively. The applicability of the concept of active citizenship to the oversight of schools by school governing bodies is then considered alongside recent work in the United States. The article then considers the constraints upon active citizenship which prevent many governors from participating as much as the role demands and it ends with a reference to the tension between those who see governing bodies as an arena for democratic accountability and the active participation of citizens and those who view them principally as a means by which the local state is weakened and its functions increasingly transferred to the voluntary sector.  相似文献   

Effects of false-start disqualification rules on response-times of elite-standard sprinters     

Kevin C. Brosnan  Kevin Hayes  Andrew J. Harrison 《Journal of sports sciences》2017,35(10):929-935

The 100 ms ruling for false start disqualification at athletic competitions governed by the International Association of Athletics Federations has been in force since the early 1990s. Throughout this period, there have been marked changes to the rules that govern the disqualification of athletes from sprint events incorporating starts from blocks. This study analysed all available World and European Championship response-time (RT) data from 1999 to 2014 to examine effects of rule changes on competition RT at major championships. The exponentially modified Gaussian distribution was used to model RT and make comparisons relative to athletes’ sex, ruling periods and competition rounds. Revised RT thresholds of 115 ms and 119 ms were identified for men and women, respectively, indicating that the current 100 ms rule could result in some false starts not being detected in competitive athletics. The study proposes that when using existing International Association of Athletics Federations approved systems, the false start detection threshold should be increased and that men and women athletes should have different thresholds because of substantial evidence of a sex-based difference in RT in elite-standard athletes.  相似文献   

Teacher Acceptability of Functional Assessment-Derived Treatments     

Kevin M. Jones  Cheryl J. Lungaro 《Journal of educational and psychological consultation》2013,23(3-4):323-332

This study examines whether teachers find a treatment clearly linked to a functional assessment more acceptable than treatments based on arbitrarily selected reinforcers. We randomly assigned 111 elementary school teachers to 3 experimental conditions. In all conditions, a problem vignette was read that included the same functional assessment summary but varied according to whether the treatment recommendation was linked to the assessment results. A one-way analysis of variance revealed significantly higher pretreatment acceptability ratings and likelihood of use for the treatment linked to assessment. Implications of these results for school-based consultation are discussed.  相似文献   

Intellectual self-mutilation     

Kevin Robins  Frank Webster 《Higher Education Quarterly》1985,39(2):97-104

[The] business man is generous to a fault, but one thing he does demand of all teachers and lecturers and journalists: if we're going to pay them our good money, they‘ve got to help us by selling efficiency and whooping it up for rational prosperity? And when it comes to these blab-mouth, fault-finding, pessimistic, cynical University teachers, let me tell you that during this golden coming year it's just as much our duty to bring influence to have these cusses fired as it is to sell all the real estate and gather in all the good shekels we can. Sinclair Lewis. Babbitt.  相似文献   

"A favored child of the state": Federal Student Aid at Ohio Colleges and Universities, 1934–1943     

Kevin P. Bower 《History of education quarterly》2004,44(3):364-387

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Kinematics of the field hockey penalty corner push-in     

Kerr R  Ness K 《Sports biomechanics / International Society of Biomechanics in Sports》2006,5(1):47-61

The aims of the study were to determine those variables that significantly affect push-in execution and thereby formulate coaching recommendations specific to the push-in. Two 50 Hz video cameras recorded transverse and longitudinal views of push-in trials performed by eight experienced and nine inexperienced male push-in performers. Video footage was digitized for data analysis of ball speed, stance width, drag distance, drag time, drag speed, centre of massy displacement and segment and stick displacements and velocities. Experienced push-in performers demonstrated a significantly greater (p < 0.05) stance width, a significantly greater distance between the ball and the front foot at the start of the push-in and a significantly faster ball speed than inexperienced performers. In addition, the experienced performers showed a significant positive correlation between ball speed and playing experience and tended to adopt a combination of simultaneous and sequential segment rotation to achieve accuracy and fast ball speed. The study yielded the following coaching recommendations for enhanced push-in performance: maximize drag distance by maximizing front foot-ball distance at the start of the push-in; use a combination of simultaneous and sequential segment rotations to optimise both accuracy and ball speed and maximize drag speed.  相似文献   

Introduction to a Special Section of Developmental Social Cognitive Neuroscience     

Rebecca R. Saxe  Kevin A. Pelphrey 《Child development》2009,80(4):946-951

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Walanbaa warramildanha: The impact of authentic Aboriginal community and school engagement on teachers’ professional knowledge     

Kevin Lowe 《The Australian Educational Researcher》2017,44(1):35-54

The conundrum of Indigenous education in Australia is that there are multiple, highly contested and polarising narratives that vie to inform both public and policy debate about how to construct effective schooling of Aboriginal students. Two of these contested discourses, which are seen to drive much of this debate, highlight the complexity of concerns—one which is essentially aspirational in its intent but unperceptive to the realities of Aboriginal student achievement and a second data focused discourse that is managerial and evaluative in its focus to disclose policy and pedagogic failures on student outcomes. The first has posed the politically more palatable proposition that there has been a slow, sometimes faltering but inexorable improvement in Aboriginal education, while the second highlights a mounting body of qualitative data that document an overall failure by school systems to lift Aboriginal student education achievement. The author recognises the complex and historical nature of the multilayered ‘issues’ that sit at the heart of Aboriginal underachievement. He argues that one of those underpinning issues that has plagued Aboriginal education centres on the depth of the socio-cultural disconnect between Aboriginal students and their communities, and teachers. He also argues that, too often, teachers are appointed to schools with limited social, political and professional knowledge about the particular needs and aspirations of Aboriginal students such that it impacts on their capacity to establish authentic connections to students. The research on which this article is based sets out to provide an understanding of both the nature and dynamics of community and school engagement in sites with high proportions of Aboriginal students. The study aimed to investigate teachers’ capacity to develop authentic pedagogic practices that are responsive to the educational, cultural and aspirational needs of Aboriginal students. In particular, the research highlights how the relational dynamics between schools and Aboriginal people have been deeply affected by colonial histories of exclusion and systemic disadvantage, pervasive school discourses of marginalisation and in particular an ignorance about holistic needs of Aboriginal students at school and the resultant negative relational interactions between schools and Aboriginal families. This multisite ethnographic study was undertaken with Aboriginal community members, teachers and school principals in 2012 as doctoral research. It was conducted within a relational landscape characterised by an enduring socio-cultural dissonance between schools and their Aboriginal communities. The study focused on examples of authentic collaboration and purposeful interactions between Aboriginal communities and schools that were shown to support teachers in building deeper understanding that enhanced their cognisance of the wider needs of Aboriginal students. The findings in this article highlight that when authentic engagement between Aboriginal people and schools occurred, it appeared to positively impact the teachers’ professional knowledge and created a consequent interest within these communities to engage with their schools. The research further identified that in each site the Aboriginal participants articulated an interest in developing authentic school collaborations that would enhance student outcomes. These findings suggested that teachers need to honour, understand and actively reflect on community history, contexts and aspirations to develop the skills and knowledge to address the particular socio-cultural and educational needs of Aboriginal students.  相似文献   

Review of Multilevel Modeling Using Mplus,by W. Holmes Finch & Jocelyn E. Bolin     

Kevin Grimm 《Structural equation modeling》2017,24(6):960-962

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