scholarly journals Prevalence of risk behaviors and correlates of SARS-CoV-2 positivity among in-school contacts of confirmed cases in a Georgia school district in the pre-vaccine era, December 2020–January 2021

2022 ◽  
Vol 22 (1) ◽  
Author(s):  
Marisa Hast ◽  
Megan Swanson ◽  
Colleen Scott ◽  
Emeka Oraka ◽  
Catherine Espinosa ◽  
...  
Keyword(s):  
School District ◽  
Risk Behaviors ◽  
Sports Participation ◽  
School Level ◽  
School Staff ◽  
Future Research ◽  
School Settings ◽  
School Sports ◽  
Exposed Population ◽  
Out Of School

Abstract Background There is a continuing risk for COVID-19 transmission in school settings while transmission is ongoing in the community, particularly among unvaccinated populations. To ensure that schools continue to operate safely and to inform implementation of prevention strategies, it is imperative to gain better understanding of the risk behaviors of staff and students. This secondary analysis describes the prevalence of COVID-19 risk behaviors in an exposed population of students and school staff in the pre-vaccine era and identifies associations between these behaviors and testing positive for SARS-CoV-2. Methods From December 2020–January 2021, school staff and students exposed to confirmed COVID-19 cases in a Georgia school district were tested for SARS-CoV-2 and surveyed regarding risk behaviors in and out of school. Prevalence of risk behaviors was described by age group and school level, and associations with SARS-CoV-2 positivity were identified using chi squared tests. Results Overall, 717 students and 79 school staff participated in the investigation; SARS-CoV-2 positivity was 9.2%. In the 2 weeks prior to COVID-19 exposure, 24% of participants reported unmasked indoor time at school, 40% attended social gatherings with non-household members, and 71% visited out-of-school indoor locations, including 19% who ate indoors in restaurants. Frequencies of risk behaviors increased by age. Among students, 17% participated in school sports, of whom 86% participated without a mask. SARS-CoV-2 positivity was significantly associated with school sports and unmasked time in sports. Among K-5 students, positivity was associated with exposure to a teacher index case. Conclusions This analysis highlights the high prevalence of risk behaviors in an unvaccinated population exposed to COVID-19 in school and identifies an association between student sports participation and SARS-CoV-2 positivity. These findings illustrate the importance of school-level prevention measures to reduce SARS-CoV-2 transmission, including limiting close-contact indoor sports and promoting consistent mask use in unvaccinated individuals. Future research could explore the role of community vaccination programs as a strategy to reduce COVID-19 transmission and introductions into school settings.

High School Athletics and Adult Sport–Leisure Activity: Gender Variations across the Life Cycle

1987 ◽  
Vol 4 (4) ◽  
pp. 329-346 ◽  
Author(s):  
Frank M. Howell ◽  
James A. McKenzie
Keyword(s):  
High School ◽  
Sport Participation ◽  
Leisure Activity ◽  
Sports Participation ◽  
Structural Equations ◽  
School Level ◽  
High Status ◽  
High School Sports ◽  
School Sports ◽  
Gender Variations

There is a significant investment by schools and local communities in the athletic programs offered by secondary schools. A growing issue is, to what extent does the functioning of these sports programs coincide with the formal academic goals of the school? Using a structural equations model, we examine one theme within this major issue by estimating the effect of high school sports participation on sport and leisure activity later in adulthood. Further investigated is the process by which these effects are played out over the transition from adolescence to adulthood, as well as gender differences in the pattern of effects. Using the EEO panel of 1955 high school sophomores reinterviewed in 1970, we find that varsity and nonvarsity sports participation in high school increases adult sports involvement. However, whereas high school sports participation does not retard reading or “high-status” leisure pursuits in adulthood, curriculum track placement during high school does enhance these activities later in life. Track effects were also largely independent of completed school level. Finally, gender variations in the model were present but not uniformly so and largely appear to make sport participation and tracking effects significant only among men.

scholarly journals ‘Playing makes it fun’ in out-of-school activities: Children’s organised leisure

Childhood ◽  
2020 ◽  
Vol 27 (4) ◽  
pp. 545-561
Author(s):  
Satu Lehto ◽  
Kristiina Eskelinen
Keyword(s):  
Elementary School ◽  
Empirical Studies ◽  
School Level ◽  
After School ◽  
Sports Clubs ◽  
School Activities ◽  
School Sports ◽  
After School Activities ◽  
Children’S Views ◽  
Out Of School

The aim of this article is to focus on how children perceive their time spent in organised out-of-school activities in Finland and establish whether these activities provide an arena for children’s leisure. The article is based on two empirical studies, one on after-school activities and another on school sports clubs at the elementary school level. The most meaningful features for children were found to be time to play freely with friends and taking part in designing activities. Out-of-school activities are supervised and controlled because of various societal and educational requirements. The tension between children’s views and institutional requirements is discussed.

scholarly journals How Adolescent Sports Participation, Family, and School Resources Impact Later-Life Physical Activity Levels

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 503-504
Author(s):  
Thalida Arpawong ◽  
Margaret Gatz ◽  
Tara Gruenewald ◽  
Catalina Zavala ◽  
Dominika Seblova ◽  
...  
Keyword(s):  
Physical Activity ◽  
Monozygotic Twins ◽  
Sports Participation ◽  
Later Life ◽  
School Level ◽  
Future Research ◽  
School Resources ◽  
Activity Levels ◽  
Pair Correlations ◽  
Family Ses

Abstract Engaging in physical activity (PA) in adulthood has multiple protective health effects in later ages. However, unknown are the extent to which PA habits are laid down earlier in life and persist into adulthood, and the extent to which greater opportunities for PA during adolescence stem from differences in socioeconomic status (SES) which then affect opportunities for PA. We investigated potential mechanisms underlying these relationships using the longitudinal Project Talent Twin and Sibling Study (assessments in 1960 and 2014). With this design, we are able to hold genetics constant by modeling relationships between monozygotic twins (who share 100% of their genes) and therefore isolate effects of contextual factors on later-life PA (mean age ~70). We found that higher family SES (ß=.39, p<.0001) and sports participation in adolescence (ß=.05, p<.0001) predicted PA 55 years later, adjusted for gender and physical limitations. This held true when partialling out genetic variation that could otherwise explain these relationships. More education also predicted later-life PA (ß=.12, p<.0001) separately from family SES and partially mediated the effect of family SES on PA. While school-level resources (e.g., availability of sports and recreation opportunities) did not predict later life PA, they did associate with adolescent sports participation (ß=.26, p=0.007). Overall, later-life physical activity was influenced by earlier life sports participation and education, with family rearing resources being more important than high school resources. As twin pair correlations suggest gender differences, future research will examine whether family or school resources differentially benefit males or females for later-life physical activity.

Characteristics of 50 Years of Research Samples Found in the Journal of Research in Music Education, 1953–2002

2002 ◽  
Vol 50 (4) ◽  
pp. 280-291 ◽  
Author(s):  
Brian D. Ebie
Keyword(s):  
Music Education ◽  
Geographic Location ◽  
School Personnel ◽  
School Level ◽  
Future Research ◽  
School Settings ◽  
The Past ◽  
University Personnel ◽  
Research Questions ◽  
University Settings

The purpose of this study was to investigate and identify specific characteristics and frequencies of subject samples as found in the Journal of Research in Music Education from its inception in 1953 through the final issue of 2002. Seven research questions were analyzed with respect to research samples used during the past 50 years. Samples were analyzed in the following categories: school level (elementary, secondary, or college/university); grade in school; major in college/university; public school personnel; college/university personnel; public at large; and geographic location. Results indicated that 34 % of subject samples during the past 50 years have been drawn from college/university settings; 21 % of subject samples have been from elementary school settings; and 19% of subject samples have been drawn from secondary school settings. Gender- and race-specific samples are analyzed in this study, as were research samples by state and geographic location. Conclusions and implications for future research are discussed.

A Systematic Review of Multi-Component Comprehensive School Physical Activity Program (CSPAP) Interventions

2021 ◽  
pp. 089011712110132
Author(s):  
Ann Pulling Kuhn ◽  
Peter Stoepker ◽  
Brian Dauenhauer ◽  
Russell L. Carson
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Health Outcomes ◽  
Academic Outcomes ◽  
English Language ◽  
Comprehensive School ◽  
Physical Activity Program ◽  
School Level ◽  
Future Research ◽  
Activity Program

Objective: To identify, review, and describe multicomponent physical activity (PA) interventions in terms of: (a) number and combination of Comprehensive School Physical Activity Program (CSPAP) components, (b) study characteristics, and (c) primary outcomes. Data Source: Five electronic databases (i.e., PubMed, PsychInfo, Physical Education Index, Sport Discus, and ERIC). Study Inclusion and Exclusion Criteria: Included articles were peer-reviewed, written in English language, published since 1987, and included multicomponent school-based interventions. Data Extraction: Data items extracted were: school level, setting, CSPAP component description, health outcomes, academic outcomes, main conclusion, and reference. Data Synthesis: Included articles were synthesized by: (1) CSPAP components utilized, and (2) research outcome measured (i.e., health or academic). Results: Across 32 studies, 11 included physical education plus 1 additional CSPAP component (PE + 1); 10 included PE + 2 additional CSPAP components; 8 included PE + 3 additional CSPAP components; and 1 included all 5 CSPAP components. Two other studies included 2 or 3 CSPAP components without PE. Most interventions targeted health outcomes (94%) rather than academic outcomes (6%). Conclusions: Multicomponent approaches aligned with CSPAPs are effective in promoting PA and other positive outcomes for youth in schools. Future research should seek to understand effects of CSPAP components on a variety of outcomes and settings.

scholarly journals Rapid Realist Review of School-Based Physical Activity Interventions in 7- to 11-Year-Old Children

Children ◽  
2021 ◽  
Vol 8 (1) ◽  
pp. 52
Author(s):  
Emmanuel Defever ◽  
Michelle Jones
Keyword(s):  
Physical Activity ◽  
School Leadership ◽  
School Environment ◽  
Meta Analysis ◽  
Implementation Fidelity ◽  
Realist Review ◽  
School Level ◽  
School Settings ◽  
Physical Activity Interventions ◽  
Rapid Realist Review

Meta-analysis of physical activity interventions in school settings have revealed low efficacy and that there is a need to explore implementation fidelity. The aim of this rapid realist review was to determine, what physical activity interventions in school settings for children aged 7- to 11-years-old works, for whom, and in what circumstances. The realist synthesis was conducted following RAMESES guidelines. Relevant studies were identified following a systematic search process and data from 28 studies was extracted for evidence to form context-mechanism-outcome configurations that were clustered and refined. Using the five-level socioecological model, the program theories were classified into the levels of intrapersonal (child), interpersonal (teachers), institutional (program content, school administration, and school environment), community (home and neighborhood), and policy. The school level led to most context-mechanism-outcome configurations related to school leadership and policy, workforce structure, program characteristics, and school environment. At each level, we identified features of interventions, alongside implementation considerations that might work to promote efficacy and sustainability. The need to recognize the school environment as part of a complex system with multi-level interaction and influences was a key finding. In line with realist philosophy, the researchers encouraged primary research to confirm, refute, and refine the program theories presented.

Sustainability Certification and Green Public Procurement: Ideals and Outcomes in a New Jersey School District

2021 ◽  
pp. 097340822110125
Author(s):  
Cluny Mendez ◽  
Christopher L. Atkinson
Keyword(s):  
New Jersey ◽  
School District ◽  
School Districts ◽  
Best Practices ◽  
Public Procurement ◽  
Lessons Learned ◽  
Future Research ◽  
Review Of The Literature ◽  
Green Public Procurement ◽  
The Subject

The implementation of sustainability and green public procurement (GPP) initiatives in school districts has been the subject of some debate; questions over definitions and programme goals have led to inconsistency and concerns about programme achievements. The legitimacy of programmes rests not only with the announcement of policy by officials, but with adherence to policy and staff buy-in. This study examines barriers districts face, and makes recommendations based upon district experience on ways to successfully implement sustainability and GPP initiatives. A review of the literature on GPP and legitimacy in the execution of public functions within the education domain begins the study. Major components relative to best practices for GPP programmes are studied through the review of GPP-related documents from a school district in New Jersey considered as an exemplar of such programmes. Analysis of an interview with the district’s representatives suggests that, despite the normative approval such programmes receive, and widespread understanding of the rationale for pursuing such initiatives, there remain critical failings in implementation of these programmes, stemming from education, resourcing of initiatives and prioritization of green procurement in relation to other district priorities. The study concludes with lessons learned from this case, which is important given its positioning within New Jersey as an exemplar and recommendations for future research where work in this area is needed.

Macro-level Criminological Perspectives and School Delinquency: A Meta-analysis

2021 ◽  
pp. 0044118X2110223
Author(s):  
Natasha Pusch
Keyword(s):  
Social Cohesion ◽  
Meta Analysis ◽  
School Level ◽  
Effect Sizes ◽  
Macro Level ◽  
Future Research ◽  
Concentrated Disadvantage ◽  
Individual Level ◽  
School Differences ◽  
Academic Implications

School delinquency in public elementary, middle, and high schools has decreased in recent years, but is still a major issue that has negative mental health and academic implications for adolescents. Although research has focused on both individual-level and school-level explanations of school delinquency, it is not yet clear which macro-level criminological perspectives best explains it. Using 656 effect sizes nested within 75 studies and 30 unique datasets, this study addresses two questions using meta-analytic methods: Which macro-level criminological perspectives explain between-school differences in delinquency? Are effect sizes invariant across samples and research design? Results indicate that only concentrated disadvantage and social cohesion are significantly related to school delinquency. With the exception of concentrated disadvantage, effects are homogenous. This suggests that some school-level explanations are useful and future research should not exclude these factors. Practical implications suggest that improving social cohesion in schools may be more effective at preventing violence than target-hardening efforts.

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