The Physical Activity Climate in Minnesota Middle and High Schools

Background:This article describes policies, practices, and facilities that form the physical activity climate in Minneapolis/St. Paul, Minnesota metro area middle and high schools and examines how the physical activity climate varies by school characteristics, including public/private, school location and grade level.Methods:Surveys examining school physical activity practices, policies and environment were administered to principals and physical education department heads from 115 middle and high schools participating in the Transdisciplinary Research on Energetics and Cancer-Identifying Determinants of Eating and Activity (TREC-IDEA) study.Results:While some supportive practices were highly prevalent in the schools studied (such as prohibiting substitution of other classes for physical education); other practices were less common (such as providing opportunity for intramural (noncompetitive) sports). Public schools vs. private schools and schools with a larger school enrollment were more likely to have a school climate supportive of physical activity.Conclusions:Although schools reported elements of positive physical activity climates, discrepancies exist by school characteristics. Of note, public schools were more than twice as likely as private schools to have supportive physical activity environments. Establishing more consistent physical activity expectations and funding at the state and national level is necessary to increase regular school physical activity.

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Teenagers Lifestyles at Public and Private Schools: Screen Time and Physical Activity (Estilos de vida de los adolescentes en las escuelas públicas y privadas: tiempo de pantalla y actividad física)

Retos ◽

10.47197/retos.v0i31.53503 ◽

2016 ◽

pp. 275-281

Author(s):

Miguel Fialho Pombeiro ◽

Margarida Gaspar de Matos ◽

José Alves Diniz

Keyword(s):

Physical Activity ◽

Public Schools ◽

Private Schools ◽

Private School ◽

Screen Time ◽

International Health ◽

World Health ◽

Public And Private ◽

School Aged Children ◽

Health Organization

This study aims to compare lifestyles (LS) of students at private and public schools. All schools are from Lisbon´s region (Lisbon). Five lifestyles profiles (LSP) were recognized and interpreted based on physical activity (PA) and screen time (ST). The methodology and the instruments used were adapted from the International Health Behaviour in School-aged Children (HBSC) study conducted under the auspices of the World Health Organization (WHO). Overall, the sample consists of N=2906 students of both genders averagely aged 13.6 years (SD=1.8). The results showed that in both public and private school the access and use of technological equipment’s is being democratized, but that is not true with PA practice; students of private schools are more disciplined in PA and in ST consume.Rsumen: Este estudio tiene como objetivo comparar el estilo de vida de los estudiantes de las escuelas públicas y privadas de la región de Lisboa. Cinco perfiles de estilo de vida fueron reconocidos e interpretados teniendo en cuenta la actividad física y el tiempo de pantalla. La metodología y los instrumentos utilizados en este estudio son el resultado de una adaptación del Internacional Health Beaviour in School-aged Children en niños en edad escolar realizado bajo los auspicios de la Organización Mundial de la Salud. El estudio incluye N = 2906 estudiantes de ambos sexos, con una media de 13,6 años (SD = 1,8). Los resultados mostraron que en las escuelas públicas y privadas, hay una democratización del acceso y uso de la tecnología, pero no en la actividad física; estudiantes de colegios privados son más disciplinados en la práctica de la actividad física y el tiempo de pantalla.Resumo. O presente estudo pretende comparar o estilo de vida dos alunos de escolas privadas e públicas da Região de Lisboa. Cinco perfis de estilo de vida, foram reconhecidos e interpretados em função da prática de atividade física e do tempo de ecrã. A metodologia e instrumentos utilizados neste estudo resultam de uma adaptação do estudo Internacional Health Beaviour in School-aged Children realizado sob a égide da Organização Mundial de Saúde. O estudo inclui N=2906 alunos de ambos os géneros, com uma média de idades de 13.6 anos (DP=1.8). Os resultados mostraram que em ambas as escolas públicas e privadas, existe uma democratização no acesso e na utilização tecnológica, mas não na prática de atividade física; os alunos das escolas privadas são mais disciplinados na prática de atividade física e no tempo de ecrã.

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An investigation of attitudes of 10-12 year-old students enrolled in public and private schools towards physical education course Devlet okulu ve özel okulda okuyan 10-12 yaş grubu öğrencilerin beden eğitimi ve spor dersine karşı tutumlarının incelenmesi

Journal of Human Sciences ◽

10.14687/jhs.v14i4.5145 ◽

2017 ◽

Vol 14 (4) ◽

pp. 4628

Author(s):

İsmail Özsarı

Keyword(s):

Public Schools ◽

Public School ◽

Physical Education ◽

Private Schools ◽

Private School ◽

Attitude Scale ◽

Survey Method ◽

Chi Square ◽

Public And Private ◽

Students Attitudes

The aim of this study is to investigate whether there are any difference in 10-12-year-old students’ attitudes towards physical education course according to school types (public school/private school). The survey method was used in the study. The sample consisted of 185 students from two public schools and two private schools. 119 students were enrolled in public school while 66 students were in enrolled in private school. As data collection tools, a 24-item questionnaire to obtain sport activities students participate, the resources they have, and their demographic information; and a likert-type, 49-items "Physical Education Course Attitude Scale" to assess their attitudes towards physical education course were used. The scale was developed by Sherrill and Toulmin in 1977 and adapted by Özer and Aktop into Turkish in 2003. The data were analyzed using SPSS 20.0 software, findings were presented in frequency-percentage tables, and independent group t-test and chi-square test were used. According to findings, students of private schools had significantly more positive attitudes towards the physical education course than students of public schools.Extended English abstract is in the end of Full Text PDF (TURKISH) file.ÖzetBu çalışma 10-12 yaş grubu öğrencilerinin okudukları okul türü değişkenine (devlet okulu/özel okul) göre Beden Eğitimi ve Spor dersine karşı tutumlarında farklılık olup olmadığını ortaya koymayı amaçlamaktadır. Araştırmada betimsel tarama modeli kullanılmıştır. Örneklem grubunu İstanbul ilindeki ikisi devlet okulu, ikisi özel okul olmak üzere dört farklı okulda öğrenim gören toplam 185 öğrenci oluşturmaktadır. Öğrencilerden 119’u devlet okulunda, 66’sı özel okulda öğrenim görmektedirler. Veri toplama aracı olarak öğrencilerin demografik bilgileri, yaptıkları spor faaliyetleri ve sahip oldukları olanakları yansıtan 24 maddelik anket ve Beden Eğitimi ve Spor dersine karşı tutumlarını ölçmek amacıyla 49 maddelik, 7’li likert tipindeki “Beden Eğitimi Dersi Tutum Ölçeği” uygulanmıştır. Ölçek 1977 yılında Sherrill ve Toulmin tarafından geliştirilmiş, Özer ve Aktop tarafından 2003 yılında Türkçe’ye uyarlanmıştır. Elde edilen veriler SPSS 20.0 programı ile analiz edilmiş, bulgular frekans-yüzdelik tabloları şeklinde sunulmuş ve bağımsız grup t-testi ki-kare testi teknikleri kullanılmıştır. Araştırmanın sonucunda özel okulda okuyan öğrencilerin Beden Eğitimi ve Spor dersine ilişkin tutumlarının, devlet okulunda okuyan öğrencilere göre anlamlı derecede daha olumlu olduğu ortaya çıkmıştır.

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Markets & Myths: Autonomy in Public & Private Schools

Education Policy Analysis Archives ◽

10.14507/epaa.v5n1.1997 ◽

1997 ◽

Vol 5 ◽

pp. 1 ◽

Cited By ~ 4

Author(s):

Sandra Rubin Glass

Keyword(s):

Student Achievement ◽

Public Schools ◽

High Schools ◽

School Choice ◽

Secondary Schools ◽

Private Schools ◽

Private School ◽

Policy Issue ◽

Public And Private ◽

Principal Autonomy

School choice is the most controversial education policy issue of the 1990s. John Chubb and Terry Moe's Politics, Markets and America's Schools stimulated this investigation. They concluded that teacher and administrator autonomy was the most important influence on student achievement. They assumed that the organization of private schools offered greater autonomy resulting in higher student achievement and that the bureaucracy of public schools stifles autonomy limiting student achievement. The research undertaken here elaborates, elucidates, and fills in the framework of teacher and principal autonomy in public and private secondary schools. Interviews of more than thirty teachers and administrators in six high schools, observations, field notes, and analysis of documents collected in the field form the empirical base of this work. The sites included three private, independent, nondenominational secondary schools which are college preparatory and three public secondary schools noted for high graduation rates and offering numerous advanced placement courses.The feelings expressed by both public and private school participants in this study testify to equally high degrees of autonomy. Issues that emerged from data analysis in this study which mitigate and shape autonomy include the following: conflicting and contradictory demands, shared beliefs, layers of protection, a system of laws, funding constraints and matters of size of the institution. These issues challenge oversimplified assertions that differences of any importance exist between the autonomy experienced by professionals in public and private high schools. This study reveals the complexity of the concept of autonomy and challenges the myth that teachers and principals in private schools enjoy autonomy and freedom from democratic bureaucracy that their public school counterparts do not.

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Physical activity levels during adventure-physical education lessons

European Physical Education Review ◽

10.1177/1356336x12440365 ◽

2012 ◽

Vol 18 (2) ◽

pp. 245-257 ◽

Cited By ~ 4

Author(s):

Jeffrey Gehris ◽

Elizabeth Myers ◽

Robert Whitaker

Keyword(s):

Physical Activity ◽

Public Schools ◽

Physical Education ◽

Vigorous Physical Activity ◽

Physical Development ◽

Activity Levels ◽

Instruction Time ◽

Physical Activity Levels ◽

The Mean

Adventure-physical education has been proposed to promote adolescents’ physical development, but little is known about physical activity levels during such lessons. Using the System for Observing Fitness Instruction Time, we observed students’ (ages 11–14 years) physical activity levels in co-educational classes during 43 adventure-physical education lessons at seven public schools. The mean percentage (±SD) of time spent in moderate-to-vigorous physical activity (MVPA) was 28.3% (±16.3%). The greatest percentage of lesson time was spent in two activities—high elements (24.1% ± 36.5%) and initiatives (22.3% ± 32.4%). When data were aggregated across all lessons, 40.0% of the time in high elements and 13.7% of the time in initiatives was spent in MVPA. Of all MVPA time, 31.5% occurred in high elements and another 12.6% in initiatives. Compared with traditional physical education lessons, less time is spent in MVPA during adventure lessons. Efforts to increase MVPA should target high elements and initiative activities.

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Prevalence of physical inactivity and associated factors among adolescents from public schools in Uruguaiana, Rio Grande do Sul State, Brazil

Cadernos de Saúde Pública ◽

10.1590/0102-311x00077512 ◽

2013 ◽

Vol 29 (11) ◽

pp. 2217-2229 ◽

Cited By ~ 9

Author(s):

Gabriel Gustavo Bergmann ◽

Mauren Lúcia de Araújo Bergmann ◽

Alexandre Carriconde Marques ◽

Pedro Curi Hallal

Keyword(s):

Physical Activity ◽

Public Schools ◽

Physical Education ◽

Physical Inactivity ◽

Associated Factors ◽

Female Gender ◽

Older Children ◽

Cross Sectional ◽

Behavioral Variables ◽

Cross Sectional Design

This study aimed to identify the prevalence of physical inactivity and associated factors in adolescents, using a cross-sectional design with a sample of 1,455 adolescents (741 females). Data were collected using a questionnaire consisting of socio-demographic, perceptual, and behavioral variables. Physical activity was estimated with the Physical Activity Questionnaire for Older Children and Adolescents. Prevalence of physical inactivity was 68% (95%CI: 65.6%-70.4%). The following variables remained associated with physical inactivity in the adjusted analysis (p < 0.05): living in an apartment, female gender, older adolescents, lower self-rated physical activity compared to peers, low perception of maternal physical activity, passive commuting to school, non-participation in physical education at school, non-enjoyment of physical education classes, and limited involvement in other types of physical exercise besides physical education at school. There were a high proportion of inactive adolescents. Strategies to prevent physical inactivity in adolescents should be elaborated with a central role for the school and family.

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Objectively measured physical activity levels in physical education classes and body mass index (Niveles de actividad física medida objetivamente en las clases de educación física y el índice de masa grasa)

Retos ◽

10.47197/retos.v0i31.53502 ◽

2016 ◽

pp. 271-274

Author(s):

Manuela Costa ◽

Tânia Oliveira ◽

Jorge Mota ◽

Maria Paula Santos ◽

José Carlos Ribeiro

Keyword(s):

Physical Activity ◽

Body Mass Index ◽

Public Schools ◽

Physical Education ◽

Body Mass ◽

Vigorous Physical Activity ◽

The Body ◽

Activity Levels ◽

Relative Contribution ◽

Objectively Measured

Objective: The objective of this study was twofold. First, analyze physical activity (PA) levels during physical education (PE) with different durations (45 and 90 minutes) according to student’s obesity status. Secondly, we examine the relative contribution of 45 and 90 minutes PE (45PE and 90PE) for the compliance of the daily PA recommendations according to the body mass index (BMI). Methods: Four public schools were analyzed. The sample comprised 472 youngsters (266 girls) aged between 10 and 18 years old. PA was assessed using an Actigraph accelerometer. The participants were categorized as non-overweight (NOW) and overweight/obese (OW) according to the sex-adjusted BMI. Results: The proportion of Moderate and Vigorous Physical Activity (MVPA) was lower than the 50% recommended by guidelines regardless the PE duration. Our data showed that only 26% of NOW and 13% of OW in the 45PE achieved the recommended levels while 17% of NOW and 11% of OW achieved the recommendation in 90PE. Overall, the 90PE had a higher absolute contribution for daily MVPA recommendations compliance than 45PE. Conclusion: During PE classes youngsters spent a reduced amount of time in MVPA, independently of their weight status.Resumen. Objetivo: Este estudio tiene un doble objetivo. En primero lugar, analizar los niveles de la actividad física durante la educación física con diferentes duraciones (45 y 90 minutos) de acuerdo con el estado de la obesidad de los alumnos. En segundo lugar, se analiza la contribución relativa de 45 y 90 minutos de la educación física para el cumplimiento de las recomendaciones diarias de actividad física según el índice de masa grasa. Métodos: cuatro escuelas públicas fueran analizadas. La muestra fue de 472 jóvenes (266 chicas) con edades entre los 10 y 18 años. La actividad física fue medida utilizando un acelerómetro Actigraph. Los participantes fueran clasificados como sin sobrepeso y con sobrepeso/obesidad de acuerdo con el índice de masa grasa ajustado al género. Resultados: La proporción de la actividad física moderada y vigorosa fue inferior al 50% recomendado por las recomendaciones independiente de la duración de la clase de educación física. Nuestros datos muestran que solo unos 26% de los niños sin sobrepeso y unos 13% de niñoss con sobrepeso/obesidad llegaron al los niveles recomendados en las clases de 45 min, mientras el 17% de los jóvenes sin sobrepeso y el 11% con sobrepeso/obesidad han logrado las recomendaciones en las clases de 90 min. En general, las clases de 90 min tienen una mayor contribución para cumplimiento de las recomendaciones diarias de actividad física moderada a vigorosa do que las clases de 45 min. Conclusión: Durante las clases de educación física los jóvenes tuvieran una cantidad reducida de tiempo en actividad física moderada a vigorosa, independiente de su estado de peso.

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Can girls wear shorts and trousers too? A review of South Australian school uniform policy following mandated requirement for choice.

10.31235/osf.io/kvwge ◽

2019 ◽

Author(s):

Sarah Cohen-Woods ◽

Rachel Laattoe

Keyword(s):

Public Schools ◽

Private Schools ◽

Private School ◽

South Australia ◽

Dress Code ◽

School Policies ◽

Public And Private ◽

School Uniform ◽

Uniform Policy ◽

Gender Specific

Background: School uniform options such as skirts and dresses can impact physical activity and psychological wellbeing of girls. Restrictions that exclude trousers/pants or shorts as uniform options for girls can promote inequality in comfort and engagement in school activities. The South Australian Department of Education and Child Development (DECD) School Dress Code Procedure mandates school dress codes provide flexible uniform options with the right to choice, regardless of gender. This review examines public school adherence to DECD guidelines, and compares girls’ uniform options between public and private school sectors.Method: The proportion of girls shorts and pants/trouser options provided in school uniform policies collated in 2018 were compared across 486 public and 193 private primary, secondary, and combined schools within South Australia. Policies were grouped based on the choice they provided girls for shorts, and separately for trousers/pants. The groups were gender specific choice/open choice, unisex choice, restricted choice, or no option.Results: Overall, 98.6% of public and 26.4% of private school policies included shorts as a uniform option for girls. Of these schools, about nine in ten public, and just over half private, policies listed gender-specific or open choice shorts options. All public primary and high schools, and a majority of combined schools (98.8%) provided girls pants/trouser options, with 93.4% providing gender specific or open choices. This compared to 34.2% of private school policies including girls’ pants options. In total less than 1.0% of public, and 45.5% to 66.7% of private schools provide no opportunity for girls to wear shorts every day. Similarly, 56.0% of private schools do not provide any trouser/pant option.Conclusion: The results highlight a small proportion of public schools fail to follow mandated uniform policy procedures set by the DECD, specifically in context of shorts. Moreover, this report clearly demonstrates the discrepancy in girls’ uniform options between the public and private school sectors. We present suggestions and recommendations with the aim to improve current policy, as well as a need to advance adherence to policy and South Australian anti-discrimination legislation in public and particularly private schools.

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Measuring the performance of educational institute by using standard of total quality (compare study between private and public schools)

10.24086/afs2020/paper.280 ◽

2021 ◽

Author(s):

Yazen Mahmood ◽

◽

Saif Younis ◽

Tala Saeed ◽

◽

...

Keyword(s):

Public Schools ◽

Quality Management ◽

Total Quality Management ◽

Private Schools ◽

Private School ◽

Total Quality ◽

Public And Private ◽

Management Standards ◽

Private And Public ◽

Compare Study

This research aims to Identify the Total Quality Management standards and the ability to implementation theses standards in educational institutes of Kurdistan region (KRG) in Public and Private schools by ask a question : what is the reality of implementation the standards of Total Quality Management (TQM) in educational institutes of (KRG). The study take 100 sample (Sava private school and AL-Khouwa public school) and use the excel program for analysis the data and the result showed there are difference in implementation the standards between the Public schools and Private schools. The study recommended the need of sharing and disseminating concepts of implementation the standards of (TQM) between the workers in the educational sector.

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A Geographic Analysis of Public-Private School Choice in South Carolina, USA

Geospatial Technologies and Advancing Geographic Decision Making ◽

10.4018/978-1-4666-0258-8.ch016 ◽

2012 ◽

pp. 223-238

Author(s):

Haifeng (Charlie) Zhang ◽

Lorin W. Anderson ◽

David J. Cowen ◽

Lisle S. Mitchell

Keyword(s):

South Carolina ◽

Public School ◽

School Choice ◽

Private Schools ◽

Private School ◽

School Quality ◽

School Enrollment ◽

Education Policies ◽

Public And Private ◽

Public School Education

Despite years of research and debate, household choice between public and private schools is not well understood. This article investigates factors associated with parental choice between public and private schools using unique census-based school enrollment data for school districts in South Carolina and for neighborhoods in the Columbia Metropolitan Area. This study extends the existing literature by examining patterns of public-private school choice for whites and blacks separately in order to control racial disparities in school choice. Results of multiple regression analyses for the whole population and subdivided racial groups generally support the assumption that public-private school enrollment rate is subject to socioeconomic status, racial proportion, and public school quality. Findings of this study not only suggests the reconciliation of the market-based theory and the racial preference theory, but also provides insights into education policies in terms of stemming white enrollment losses and fostering public school education in the United States.

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