scholarly journals The Dietary, Physical Activity and Sedentary Behaviours of Victorian Regional Secondary School Students

2007 ◽  
Vol 13 (1) ◽  
pp. 81 ◽  
Author(s):  
Clare Vaughan ◽  
Annamari Kilkkinen ◽  
Sami Heistaro ◽  
Tiina Laatikainen ◽  
James Dunbar
Keyword(s):  
Physical Activity ◽  
Secondary School ◽  
Dairy Products ◽  
Secondary School Students ◽  
Normal Weight ◽  
School Students ◽  
Physically Active ◽  
School Year ◽  
Sedentary Behaviours ◽  
Lifestyle Questionnaire

The aim of this study was to investigate the dietary, physical activity and sedentary behaviours of adolescents from four secondary schools in Warrnambool, regional Victoria. In 2004, a random sample of students (n=712), stratified by school year level, was generated from school enrolment databases and 443 students completed a lifestyle questionnaire. Twenty per cent of students were physically active for 60 minutes or more per day; 28 per cent used electronic media in free time for a maximum of two hours per day. Only seven per cent of students met these two Australian physical activity recommendations. Fruit, vegetables and dairy products were consumed every day by 39 per cent, 40 per cent and 71 per cent of students respectively; three serves per day of each of these foods are recommended for Australian adolescents. Compared with boys, girls were less physically active (p<0.001), consumed more fruit (p=0.011) and vegetables (p<0.001), but fewer dairy products (p<0.024). Seventeen per cent of students were overweight or obese; these students were less physically active than normal weight peers (p<0.018). The dietary, physical and sedentary behaviours of regional Victorian secondary school students in this study were inadequate when compared with Australian recommendations. Dietary and physical activity habits are still evolving in adolescence and unhealthy habits can still be changed.

Effect of a Ban on Extracurricular Sports Activities by Secondary School Teachers on Physical Activity Levels of Adolescents: A Multilevel Analysis

2006 ◽  
Vol 33 (5) ◽  
pp. 690-702 ◽  
Author(s):  
Roman Pabayo ◽  
Jennifer O'Loughlin ◽  
Lise Gauvin ◽  
Gilles Paradis ◽  
Katherine Gray-Donald
Keyword(s):  
Physical Activity ◽  
Secondary School ◽  
Secondary School Students ◽  
Secondary School Teachers ◽  
Physical Activities ◽  
Activity Levels ◽  
School Teachers ◽  
School Students ◽  
School Year ◽  
Sports Activities

To study the effect of a teachers' ban on supervising sports-related extracurricular physical activities (ECAs), levels of physical activity among 979 grade 7 students (mean age = 12.7 [0.5] years at baseline) were comparedduringand after the ban in seven schools that fully implementedthe ban, and three schools that did not implement the ban fully. On average, schools offered 18.0 ( SD = 5.1) ECAs during a no-ban school year. Students attending full implementation schools were significantly more likely than students in nonimplementation schoolsto be active after the banended(oddsratio forbeingactive = 1.89[95%confidenceinterval: 1.39,2.58]). They also increased the number of physical activities in which they participated (coefficient = 4.04; SE = 1.01). Ending a teachers' ban on sports-related ECAs was associated with increased involvement in physical activity among secondary school students.

scholarly journals The conception of substitution of the equals sign plays a unique role in students' algebra performance

2019 ◽  
Vol 5 (1) ◽  
pp. 24-37 ◽  
Author(s):  
Emine Simsek ◽  
Iro Xenidou-Dervou ◽  
Ilyas Karadeniz ◽  
Ian Jones
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
The Other ◽  
School Students ◽  
Unique Role ◽  
School Year ◽  
Equals Sign ◽  
Definition Of ◽  
Unique Predictor ◽  
Algebra Learning

Students’ conceptions of the equals sign are related to algebraic success. Research has identified two common conceptions held by children: operational and relational. The latter has been widely operationalised in terms of the sameness of the values on each side of the equals sign, but it has been recently argued that the substitution component of relational equivalence should also be operationalised (Jones, Inglis, Gilmore, & Dowens, 2012, https://doi.org/10.1016/j.jecp.2012.05.003). In this study, we investigated whether students’ endorsement of the substitution definition of the equals sign is a unique predictor of their algebra performance independent of the other two definitions (operational and sameness). Secondary school students were asked to rate the ‘cleverness’ of operational, sameness, and substitution definitions of the equals sign and completed an algebra test. Our findings demonstrate that endorsement of substitution plays a unique role in explaining secondary school students’ algebra performance above and beyond school year and the other definitions. These findings contribute new insights into how students’ algebra learning relates to their conceptions of the equals sign.

scholarly journals Investigation of secondary school students’ cognitive structure about the concept of atom through the drawing techniqueOrtaokul öğrencilerinin atom kavramına ilişikin bilişsel yapılarının çizim tekniği ile incelenmesi

2018 ◽  
Vol 15 (2) ◽  
pp. 984
Author(s):  
Özlem Eryılmaz Muştu ◽  
Sare Ucer
Keyword(s):  
Secondary School ◽  
Full Text ◽  
Secondary School Students ◽  
Cognitive Structure ◽  
English Summary ◽  
The Internet ◽  
School Students ◽  
School Year ◽  
8Th Grade ◽  
Drawing Technique

In the current study, the purpose is to determine the secondary school students’ cognitive structure related to the concept of atom by using the drawing technique. The study was conducted with the participation of 90 5th, 6th, 7th and 8th grade students in 2016-2017 school year. The students were asked two open-ended questions to illustrate the concept of atom in their minds and to explain where they have learned the information expressed in their drawings about the atom so that the atom models in their minds could be elicited. The students’ responses to these questions were categorized by means of qualitative analysis and frequencies were calculated for them. At the end of the study, it was determined whether the atom models drawn by the students are false or acceptable. It was seen that the students rarely illustrated nucleus and electrons in their drawings and they usually drew spheres. Moreover, the students stated that they learned this information mostly from different textbooks or the Internet. Extended English summary is in the end of Full Text PDF (TURKISH) file.  ÖzetÇocuklar, etraflarında olan olaylara karşı aşırı meraklıdırlar ve kavramlara kendileri kişisel anlamlar yüklemektedir. Öğrencilerin kavramları anlayabilmeleri için kavramların zihinlerine doğru bir şekilde kodlanması gerekmektedir. Bu çalışmada; ortaokul öğrencilerinin atom kavramı ile ilgili bilişsel yapılarının çizim tekniği ile belirlemesi amaçlanmıştır. 2016-2017 eğitim öğretim yılı bahar döneminde gerçekleştirilen çalışma; 5., 6., 7. ve 8. sınıflarında  öğrenim görmekte olan toplam 90 ortaokul öğrencisiyle gerçekleştirilmiştir. Çalışmada öğrencilerin zihinlerindeki atom modellerini belirlemek amacıyla atom kavramı ile ilgili bir çizim yapmaları ve bu çizdikleri şekle ait bilgiyi nereden öğrendiklerini ifade edebilmeleri için iki adet açık uçlu soru sorulmuştur. Öğrencilerin verdikleri cevaplar nitel analiz yöntemiyle kategorilere ayrılmış ve frekans değerleri elde edilmiştir. Araştırma sonucunda öğrencilerin çizdikleri atom modellerinin yanlış veya kabul edilebilir seviye olduğu belirlenmiştir. Öğrencilerin çizimlerinde nadiren çekirdek ve elektronlara yer verdiği genellikle küre şeklinde çizim yaptıkları görülmektedir. Ayrıca öğrencilerin bu bilgilere genellikle farklı ders kitaplarından veya internetten öğrendiklerini ifade ettikleri tespit edilmiştir.

scholarly journals Reflection on exam grades to improve calibration of secondary school students: a longitudinal study

2020 ◽  
Vol 15 (3) ◽  
pp. 291-317
Author(s):  
Marloes L. Nederhand ◽  
Huib K. Tabbers ◽  
Joran Jongerling ◽  
Remy M. J. P. Rikers
Keyword(s):  
Secondary Education ◽  
Secondary School ◽  
Secondary School Students ◽  
School Students ◽  
The Third ◽  
School Year ◽  
Quasi Experimental ◽  
Actual Grade ◽  
Calibration Accuracy ◽  
The Difference

Abstract Grades provide students with information about their level of performance. However, grades may also make students more aware of how well they have estimated their performance, their so-called calibration accuracy. This longitudinal quasi-experimental study, set in secondary education, examined how to increase students’ awareness of the accuracy of their grade estimates in order to improve their calibration accuracy. During an entire school year, students from year 1, 2, and 3 provided grade estimates after each of their French exams. Subsequently, when students received their grades, the level of reflection support on their earlier estimates was manipulated. The first group of students just received their grade, the second group had to calculate the difference between their estimate and the actual grade, and the third group also had to reflect on reasons for a possible mismatch. We expected that more reflection support would lead to more improvement in calibration accuracy. Results showed that providing grade estimates already improved calibration accuracy over the school year, regardless of level of reflection support. This finding shows that asking for grade estimates is an easy-to-implement way to improve calibration accuracy of students in secondary education.

scholarly journals Physical Activity and Mental Toughness as Antecedents of Academic Burnout among School Students: A Latent Profile Approach

2019 ◽  
Vol 16 (11) ◽  
pp. 2024 ◽  
Author(s):  
Peggy Cheung ◽  
Chunxiao Li
Keyword(s):  
Physical Activity ◽  
Secondary School ◽  
Secondary School Students ◽  
Mental Toughness ◽  
School Students ◽  
Academic Burnout ◽  
Latent Profile Analyses ◽  
Current Survey ◽  
Potential Risk Factors ◽  
Latent Profile

Background: The purpose of the current survey-based study was to identify patterns of academic burnout and their antecedents among secondary school students. Methods: Secondary school students (n = 1209) completed a survey measuring academic burnout, physical activity, and mental toughness. Results: Using latent profile analyses, three burnout profiles were identified: a “moderately engaged group” (n = 699; 57.8%), a “burnout group” (n = 389; 32.2%), and a “well-functioning group” (n = 121; 10.0%). Group comparisons revealed that the “well-functioning group” reported significantly higher levels of physical activity and mental toughness than the other two groups. Conclusions: These findings suggest that lack of physical activity and mental toughness are potential risk factors for academic burnout. These findings may inform the development of intervention programs for academic burnout.

scholarly journals Teaching Games for Understanding Intervention to Promote Physical Activity among Secondary School Students

2018 ◽  
Vol 2018 ◽  
pp. 1-11 ◽  
Author(s):  
Min Wang ◽  
Lijuan Wang
Keyword(s):  
Physical Activity ◽  
Secondary School ◽  
Secondary School Students ◽  
Vigorous Physical Activity ◽  
Physical Activities ◽  
Intervention Period ◽  
School Students ◽  
Intervention Phase ◽  
Teaching Games For Understanding ◽  
Class Time

Objectives. This study investigated the effectiveness of Teaching Games for Understanding (TGfU) intervention on the moderate-to-vigorous physical activity (MVPA) levels of students from Grades 9 and 10. Methods. A total of 118 students from four classes (two TGfU groups and two technique groups) participated in this study. Accelerometers were used to measure the MVPA time of students, and formal interviews were conducted to identify the factors that contributed to the MVPA level of students in TGfU classes. Results. The results reveal that the TGfU [t (1, 57) = - 11.622, p <.001, and d =.841] and technical [t (1, 61) = -4.232, p <.001, and d =.236] group exhibited significantly improved MVPA levels in intervention phase. During the intervention period, the MVPA time of the TGfU group (M = 20.26, SD = 3.74) was significantly longer than that of the technique group [M = 17.62, SD = 3.37, t (1, 118) = 4.023, p < .001, and d = .35]. Moreover, in the TGfU classes, boys (M=21.476, SD =.719) spent significantly more time engaging in MVPA than girls (M = 19.135, SD = .645) [F (1, 57) = 5.807, p = .019, and η2= .09]. However, no significant differences were determined between the MVPA levels of high- and low-skilled students. Data gathered through interviews suggested that the nature of the games, the small-sided team, and the freedom and enjoyment experienced by the students through games may explain the high MVPA levels observed in the TGfU classes. Conclusion. TGfU intervention can potentially be used to promote physical activities and attain the recommended MVPA time in PE classes (50% class time).

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