Effectiveness of a program for adolescent girls linking physical education with community sport and recreation

2013 ◽  
Vol 16 ◽  
pp. e32
Author(s):  
M. Casey ◽  
J. Harvey ◽  
W. Payne ◽  
A. Telford ◽  
R. Eime ◽  
...  
Keyword(s):  
Physical Education ◽  
Adolescent Girls ◽  
Community Sport ◽  
Sport And Recreation

Every Body Active: A Sports Council National Demonstration Project in England

1989 ◽  
Vol 6 (2) ◽  
pp. 100-108 ◽  
Author(s):  
Ian Stafford
Keyword(s):  
Physical Education ◽  
Implementation Phase ◽  
Community Sport ◽  
Research Findings ◽  
Education Act ◽  
Two Phases ◽  
Set Up ◽  
Sport And Recreation ◽  
Mass Participation ◽  
External Community

The 1981 Education Act implies that, in England, provided certain conditions are satisfied, schoolchildren with special needs should be taught in an integrated setting (Advisory Centre for Education, 1981). In 1982 the English Sports Council set up national demonstration projects to promote mass participation in sport throughout all sections of the community. Every Body Active (E.B.A.) is such a project, based at Sunderland Polytechnic, and it focuses on the participation and integration of young people (11–24 years) with physical or sensory disabilities in community sport and recreation and school physical education. The project is divided into two phases. The research phase, initiated in January 1987, ran for a period of 15 months during which data were collected in order to establish needs. Subsequently several schemes were established to be undertaken in the implementation phase, initiated in April 1988. The focus of this paper is the physical education scheme and the research findings that preceded its formation. On the basis of the research phase, a physical education scheme has been implemented that focuses on a special school for pupils with physical disabilities, its physical education program, and links with mainstream schools and external community sport and recreation agencies.

scholarly journals Linking secondary school physical education with community sport and recreation for girls: a process evaluation

2014 ◽  
Vol 14 (1) ◽  
Author(s):  
Meghan M Casey ◽  
Amanda Telford ◽  
Amanda Mooney ◽  
Jack T Harvey ◽  
Rochelle M Eime ◽  
...  
Keyword(s):  
Physical Education ◽  
Secondary School ◽  
Process Evaluation ◽  
Community Sport ◽  
Sport And Recreation

scholarly journals Linking Physical Education With Community Sport and Recreation

2012 ◽  
Vol 14 (5) ◽  
pp. 721-731 ◽  
Author(s):  
Meghan Casey ◽  
Amanda Mooney ◽  
Rochelle Eime ◽  
Jack Harvey ◽  
John Smyth ◽  
...  
Keyword(s):  
Physical Education ◽  
Community Sport ◽  
Sport And Recreation

Transition of Students with Disabilities into Community Recreation: The Role of the Adapted Physical Educator

1992 ◽  
Vol 9 (4) ◽  
pp. 305-315 ◽  
Author(s):  
Patricia L. Krebs ◽  
Martin E. Block
Keyword(s):  
Physical Education ◽  
Students With Disabilities ◽  
Life Skills ◽  
Skills Training ◽  
Adapted Physical Education ◽  
Developmental Approach ◽  
Community Sport ◽  
Physical Educator ◽  
Sport And Recreation

The mission of education is to prepare all students with and without disabilities for adult life in the community. Recent amendments to Public Law 94-142 now require transition services, which promote movement from school to postschool activities, for all students with disabilities to begin as early as age 14 and to be included in the student’s IEP. Most special education programs provide vocational, domestic, and community independent living skills training. However, the same cannot be said for lifelong sport and fitness training. A life-skills model for teaching sport and fitness skills that are chronologically age appropriate, functional, and community based is preferred to the traditional developmental approach for teaching adapted physical education. The life-skills model for teaching adapted physical education changes the setting–from school sport facilities to community sport and recreation facilities–in which adapted physical education classes are conducted. It also expands the role of the adapted physical educator from direct service provider to include transition team member, consultant to regular physical education and community sport and recreation agencies, trainer of support personnel, and environmental analyst.

Effects of Types of Walking Activities on Actual Choices by Adolescent Female Physical Education Students

2002 ◽  
Vol 21 (3) ◽  
pp. 230-241 ◽  
Author(s):  
Keven A. Prusak ◽  
Paul W. Darst
Keyword(s):  
Physical Education ◽  
School Districts ◽  
Adolescent Girls ◽  
Social Activity ◽  
Adolescent Female ◽  
Education Students ◽  
Physical Education Students ◽  
Social Game ◽  
Competitive Activity ◽  
8Th Grade

This study examined the choices made by adolescent girls in physical education classes when allowed to choose from among a variety of walking activities. Following the TARGET (Epstein, 1988; Treasure & Roberts, 1999) structures, nine walking activities were created to reflect one of four themes: social, exercise/fitness, game-like, or competition. Participants were 570 girls from 21 intact 7th and 8th grade classes from five schools in two school districts. Every 3 days for 9 days, students chose from a list of three activities representing a combination of the four themes. They were significantly more likely to choose (a) a social activity over two exercise and fitness activities; (b) either a game-like or competitive activity over an exercise/fitness activity; and (c) a social activity over a game-like activity or a game-like activity over a competitive activity. Adolescent girls may benefit from activities that are designed to be social, game-like, and/or competitive.

scholarly journals Using School-Level Interviews to Develop a Multisite PE Intervention Program

2006 ◽  
Vol 33 (1) ◽  
pp. 52-65 ◽  
Author(s):  
Stacey G. Moe ◽  
Julie Pickrel ◽  
Thomas L. McKenzie ◽  
Patricia K. Strikmiller ◽  
Derek Coombs ◽  
...  
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Middle Schools ◽  
Adolescent Girls ◽  
Intervention Program ◽  
Physical Activity Intervention ◽  
Phase 1 ◽  
The United States ◽  
Formative Research ◽  
School Level

The Trial of Activity for Adolescent Girls (TAAG) is a randomized, multicenter field trial in middle schools that aims to reduce the decline of physical activity in adolescent girls. To inform the development of the TAAG intervention, two phases of formative research are conducted to gain information on school structure and environment and on the conduct of physical education classes. Principals and designated staff at 64 eligible middle schools were interviewed using the School Survey during Phase 1. The following year(Phase 2), physical education department heads of the 36 schools selected into TAAG were interviewed. Responses were examined to design a standardized, multicomponent physical activity intervention for six regions of the United States. This article describes the contribution of formative research to the development of the physical education intervention component and summarizes the alignment of current school policies and practices with national and state standards.

Sign in / Sign up

Export Citation Format

Share Document