Relationships between Elementary School Children’s Participation in After-school Sports Activities and Happiness and Positive Emotions

2013 ◽  
Vol 17 (4) ◽  
pp. 1261-1278
Author(s):  
PhilHwan Cho ◽  
김성모
Childhood ◽  
2020 ◽  
Vol 27 (4) ◽  
pp. 545-561
Author(s):  
Satu Lehto ◽  
Kristiina Eskelinen

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.


2021 ◽  
Vol 2 (1) ◽  
pp. 13-18
Author(s):  
Donie Donie ◽  
Irfan Arifianto ◽  
Hermanzoni Hermanzoni

Badminton sport coaching which tends to be instant causes a gap between athletes' achievements in Sijunjung Regency and sports activities for potential athletes of elementary school age. It takes a program that can socialize badminton among elementary school students that is able to foster interest and motivation to play badminton and form a coaching forum into the badminton coaching club. The integrated Shuttle Time program is an effort to socialize and increase interest in playing badminton in elementary school students in general in Sijunjung Regency. The partner in this activity is the Sijunjung Regency Sports Facilities Association (ISORI). The key to implementing badminton with Shuttle Time is to provide badminton lessons that are cheaper, more interesting, fun and safe for elementary school students. The method used in this activity is through several stages, namely the first stage of direct field observation and coordination with related parties in this activity. The second stage provides Shuttle Time training for elementary school sports teachers and the third stage the teacher implements the shuttle time for students. The result of this activity is that the training activities will be carried out for 3 days and the teacher will get provisions in implementing this shuttle time in learning badminton in class hours and extracurricular development activities


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