scholarly journals A systematic review investigating the effects of implementing game-based approaches in school-based Physical Education and Sport among Primary school children

2021 ◽  
Vol 24 ◽  
pp. S57
Author(s):  
N. Eather ◽  
P. Morgan ◽  
J. Smith ◽  
J. Yan
Keyword(s):  
Systematic Review ◽  
Physical Education ◽  
Primary School ◽  
School Children ◽  
Primary School Children ◽  
School Based

scholarly journals Systematic Review of School-Based Mental Health Intervention among Primary School Children

2018 ◽  
Vol 08 (01) ◽  
Author(s):  
Sutan R ◽  
Nur Ezdiani M ◽  
Muhammad Aklil AR ◽  
Diyana MM ◽  
Raudah AR ◽  
...  
Keyword(s):  
Mental Health ◽  
Systematic Review ◽  
Primary School ◽  
School Children ◽  
Health Intervention ◽  
Primary School Children ◽  
Mental Health Intervention ◽  
School Based

scholarly journals Implicit motor learning in primary school children: A systematic review

2021 ◽  
pp. 1-19
Author(s):  
Femke van Abswoude ◽  
Remo Mombarg ◽  
Wouter de Groot ◽  
Gwennyth Eileen Spruijtenburg ◽  
Bert Steenbergen
Keyword(s):  
Systematic Review ◽  
Motor Learning ◽  
Primary School ◽  
School Children ◽  
Primary School Children ◽  
Implicit Motor Learning ◽  
Implicit Motor

The development of a contextually relevant screening protocol for auditory processing disorder in South African school children: a mixed methods study protocol. (Preprint)

2021 ◽  
Author(s):  
Tracey-Lee Cloete ◽  
Harsha Kathard
Keyword(s):  
Systematic Review ◽  
Primary School ◽  
South African ◽  
School Children ◽  
Auditory Processing ◽  
Phase 1 ◽  
Screening Tools ◽  
Auditory Processing Disorder ◽  
Primary School Children ◽  
Screening Protocol

BACKGROUND Effective screening is required to facilitate the early identification of central auditory processing disorder (CAPD) - a deficit within the central auditory nervous system, which can have a significant effect on a child’s listening, learning and communication. While several screening tools have been proposed, there is a lack of contextually appropriate tools that take the needs of a multilingual society, like South Africa (SA), into consideration. OBJECTIVE This study aims to develop a contextually appropriate CAPD screening protocol for children (aged 7 to 12 years) in SA. The specific study aims are: (1) to develop a contextually appropriate screening protocol for CAPD in primary school children in SA, and (2) to evaluate the feasibility of implementing the developed protocol in primary school children in SA. METHODS The study will follow a developmental, mixed methods research design, implemented in two phases. Phase 1 will be applied to address aim 1. The aim will be achieved by (i) conducting a systematic review (i.e. objective 1.1); (ii) applying the nominal group technique (NGT) on experts to identify criteria for an appropriate protocol (i.e. objective 1.2); and (iii) using a combination of expert consultations, questionnaires and rating scales (administered to experts) to devise an appropriate screening protocol (i.e. objective 1.3). Once the protocol is developed, it will be implemented by the recommended end-users. Thereafter, a feasibility study will be conducted in Phase 2 to evaluate the implementation of the protocol. This phase will include field testing the protocol and a focus group discussion with end-users. For Phase 1, the narrative synthesis approach will be used to analyse systematic review data. For the NGT the researcher will tally the participants’ ratings to identify the list of criteria for an appropriate protocol. Content analysis and descriptive statistics will be performed to analyse the expert ratings of the protocols. For Phase 2, descriptive statistics will be performed to summarise features of the study sample and measures used. Thematic analysis will be conducted to analyse the focus group data. RESULTS Ethical clearance was obtained from the university’s Human Research Ethics Committee (HREC reference number 636/2020) and the Western Cape Education Department granted the researchers permission to recruit educators and learners from primary schools in the area. The systematic review for objective 1.1. was completed and findings outlined the test properties, benefits, and limitations of existing CAPD screening tools. Face-to-face data collection was postponed due to the global COVID-19 pandemic. Participant recruitment for objective 1.2 is currently underway and the anticipated completion date for data collection is July 2022. CONCLUSIONS The present study will aim to advance CAPD screening practice by proposing a process to develop a contextually appropriate protocol. The researcher will apply this process in the South African context to develop a CAPD screening protocol for primary school children in SA. CLINICALTRIAL Not applicable.

Introducing Vi polysaccharide typhoid fever vaccine to primary school children in North Jakarta, Indonesia, via an existent school-based vaccination platform

Public Health ◽  
2006 ◽  
Vol 120 (11) ◽  
pp. 1081-1087 ◽  
Author(s):  
M.D. Agtini ◽  
R.L. Ochiai ◽  
R. Soeharno ◽  
H.J. Lee ◽  
J. Sundoro ◽  
...  
Keyword(s):  
Typhoid Fever ◽  
Primary School ◽  
School Children ◽  
Primary School Children ◽  
School Based

scholarly journals Effect of a School-based Nutrition Education Program on the Nutritional Status of Primary School Children

2016 ◽  
Vol 3 (1) ◽  
pp. 27-34 ◽  
Author(s):  
Parisa Keshani ◽  
Seyed Mohammad Mousavi ◽  
Zahra Mirzaei ◽  
Zeinab Hematdar ◽  
Najmeh Maayeshi ◽  
...  
Keyword(s):  
Nutritional Status ◽  
Primary School ◽  
Nutrition Education ◽  
School Children ◽  
Education Program ◽  
Primary School Children ◽  
School Based ◽  
Nutrition Education Program

Bullying prevalence and numeracy performance among primary school children in Johannesburg: Implications for school-based interventions

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Jace Pillay
Keyword(s):  
Primary School ◽  
School Children ◽  
Primary Schools ◽  
Negative Impact ◽  
School Bullying ◽  
Home Language ◽  
Primary School Children ◽  
Contextual Variables ◽  
School Based ◽  
Early School

Background: Research has provided evidence about the negative impact of school bullying on the academic performance of primary school children, but studies on the prevalence of school bullying and numeracy performance of children are very scant.Aim: This study aimed to investigate the prevalence of school bullying and numeracy performance among primary school children, and its implications for school-based interventions.Setting: The sample comprised 435 children (56.3% females and 43.7% males; Grades 1–7; median age = 11 years) attending six primary schools in three different education districts in Johannesburg, South Africa.Method: The children self-reported their experience of bullying by peers through a questionnaire. In addition, they completed numeracy tests. For children aged 6 to 9 years, the questionnaire was completed with the assistance of trained field workers.Results: The results following a linear regression with multiple predictors indicated that numeracy was significantly associated with contextual variables such as grade and home language. Bullying was strongly associated with socio-economic indicators such as school quintile and regional situation. These variables are important in early school support interventions directed at improving learner numeracy performance in the primary school.Conclusion: The results show a relatively high percentage of bullying in primary schools in the Johannesburg region. The performance in numeracy was significantly associated with the grade and home language of the learner. Contextual variables related to socio-economic situation of learners such as school quintiles and regional situation had strong associations with bullying.

Effects of Physical Education on Objectively Determined Physical Activity in Primary School Children—Which Proportioning Is Best?

2015 ◽  
Vol 34 (3) ◽  
pp. 537-547 ◽  
Author(s):  
Susanne Kobel ◽  
Sarah Kettner ◽  
Nanette Erkelenz ◽  
Dorothea Kesztyüs ◽  
Jürgen M. Steinacker
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Primary School ◽  
School Children ◽  
Regular Physical Activity ◽  
Primary School Children ◽  
Double Period

Physical Education (PE) can foster regular physical activity (PA) in children. However, children engage in insufficient moderate to vigorous PA (MVPA) during PE. This study objectively investigated MVPA of children during a single, compared with double PE-period. In 294 children (7.1 ± 0.7 years) PA was objectively assessed. PE periods were determined and PA was individually calculated. Children spent 8.5 ± 7.3 minutes of each 45 minutes PE lesson in MVPA. Boys were significantly more active than girls (p ≤ .01). All children participated in 135 minutes PE/week, 32.7% were scheduled one double and one single PE-period. Children, with a double PE-period and one single lesson engaged in significantly less MVPA than children, who had three single periods of PE (6.7 ± 6.9 minutes/45 minutes vs. 9.4 ± 7.4 minutes/45 minutes, respectively; p ≤ .01) In conclusion, single periods of PE seem to be more effective in getting primary school children to engage in more MVPA than one double period per week.

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