scholarly journals Sociodemographic Correlates of Organized Sports Participation in a Sample of Middle School Students in China

2021 ◽  
Vol 9 ◽  
Author(s):  
Tao Ren ◽  
Jin Yan ◽  
Qiang Sun
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Sport Participation ◽  
Sports Participation ◽  
School Students ◽  
Organized Sport ◽  
The Past ◽  
Han Ethnicity ◽  
Sociodemographic Correlates ◽  
Sport Skills

Background: Organized sport participation (OSP) is considered as one method with the potential to increase overall physical activity (PA) levels in young people. It is essential to understand the correlates of OSP to inform future PA interventions.Purpose: This study aimed to explore the sociodemographic correlates of OSP among middle school students from the Nanjing City of China.Methods: A total of 7,097 adolescents (50.1% girls) aged 12–15 years from Nanjing, China, were recruited in this survey. Self-reported data on sex, grade, race, residence areas, proficient sport skills, and parental highest education were obtained. OSP was assessed by the question asked in the questionnaire on whether participants were involved in any “sports club or team” with the binary answer options of “yes” and “no,” for statistical analysis purposes. Generalized linear models were used to determine the correlates of OSP.Results: Only 16.6% reported participating in any organized sport over the past whole year, while boys (OR = 1.34, 95% CI: 1.18–1.53) and 7th graders (OR = 1.40, 95% CI: 1.18–1.65) were more likely to participate in organized sport. Adolescents being Han ethnicity were less likely to either participate in organized sport (OR = 0.60, 95% CI: 0.40–0.92), or masterless (one or two) proficient sport skills [OR (one) = 0.27, 95%CI: 0.20–0.37; OR (two) = 0.43, 95% CI: 0.36–0.50]. Besides, both residence area and parental highest education were not significantly associated with OSP among the participating adolescents.Conclusion: The current study confirmed that only one-sixth of adolescents participate in the organized sport over the past year. At-risk population subgroups include girls, older adolescents, being Han ethnicity, and those proficient in fewer sport skills. Sex, grades, race, and proficient sport skills were significant correlates of OSP. School, community, and families need to provide more resources and support for disadvantaged populations in OSP.

“Just Let Me Play!”—Understanding Constraints That Limit Adolescent Sport Participation

2011 ◽  
Vol 8 (s1) ◽  
pp. S32-S39 ◽  
Author(s):  
Jonathan M. Casper ◽  
Jason N. Bocarro ◽  
Michael A. Kanters ◽  
Myron F. Floyd
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Sport Participation ◽  
Descriptive Analysis ◽  
School Students ◽  
Web Based ◽  
Organized Sport ◽  
Participation Level ◽  
8Th Grade ◽  
Perceived Constraints

Background:Organized sport is viewed as a viable medium for promoting more physical activity among youth. However, participation in youth sport declines significantly among both boys and girls during their middle school years. This study examined middle school students’ perceived constraints to sport participation.Methods:Middle school students from 4 schools (6th−8th grade, N = 2465) completed a web based survey (97.3% response rate). Descriptive analysis, t tests, and ANOVA were used to assess extent of perceived constraints and differences among demographic and sport participation level subgroups.Results:The most salient constraint perceived by respondents was time, while knowledge was perceived as the lowest among the overall sample. Significant (P < .01) differences in perceived constraints were found among all comparisons groups. Girls, Latinos, lower SES students, and students who did not play sports reported more constraints than respective comparisons groups.Discussion:The sociodemographic characteristics of middle school students appear to be a significant factor in their perception of constraints to sport participation. Identifying constraints associated with sport participation can enable policy-makers and administrators to be more deliberate in channeling resources.

scholarly journals Relationships Among Extreme Sports Participation, Sensation Seeking, and Negative Risky Behaviors of Middle-School Students

2021 ◽  
Vol 12 ◽  
Author(s):  
Hu Chunmei ◽  
He Lingling ◽  
Ge Ning ◽  
Li Yang
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Sensation Seeking ◽  
Participation Rate ◽  
Sports Participation ◽  
Risky Behaviors ◽  
Gambling Behavior ◽  
Drinking Alcohol ◽  
School Students ◽  
Extreme Sports

Objective: The aim was to investigate the relationships among extreme sports participation, sensation seeking, and negative risky behaviors (smoking, drinking alcohol, and gambling) for middle-school students.Methods: Using a convenience sampling procedure, all students from a middle school in a district of Chongqing were selected to participate in the survey, which included questions on their extreme sports participation rate, and smoking, drinking alcohol, and gambling behavior.Results: A sample of 2,987 middle-school students participated in this study. The results showed that the proportions of students participating in extreme sports, smoking, drinking alcohol, and gambling were 19.9, 4.8, 18.4, and 3.0%, respectively. There were significant differences between different genders, schools, place of residence, smoking, drinking, gambling, and sensation seeking of the participation rate of students of extreme sports, the rate of boys, junior middle-school students, urban students, smokers, alcohol drinkers, gamblers, and high-sensation-seeking students were relatively higher than that of girls, senior middle-school students, rural students, no-smokers, no-alcohol drinkers, no-gamblers, and low-sensation-seeking students. Alcohol drinking, gambling, and sensation seeking were associated with extreme sports participation, and the students who drank alcohol, who gambled, and who were high sensation seeking were more likely to participate in extreme sports than those who did not drink alcohol, who did not gamble, and who were low sensation seeking.Conclusion: Middle schools should integrate extreme sports education into physical education and risky-behavior education, strengthen relevant knowledge and safety training, and guide students to meet their sensation-seeking needs through participation in extreme sports instead of risky behaviors.

The Arcs of Archaeology

1996 ◽  
Vol 1 (9) ◽  
pp. 688-693
Author(s):  
Bonnie S. Spence
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Real World ◽  
School Students ◽  
The Real ◽  
The Past ◽  
Hands On ◽  
New Ideas

For the past several years, i have sought out opportunities outside mathematics for personal enrichment and enjoyment. These experiences have caused me to become more aware of the connections between mathematics and other areas. As a result, I have begun developing lessons to show my students how mathematics is used in the real world. One summer I joined another teacher and twelve middle school students and decided to brave the eighteen-hour drive from Oklahoma to the Crow Canyon Archaeological Center in Co1tez, Colorado. The mathematical lesson discussed in this article emerged from one week of learning about the Anasazi culture and experiencing hands-on archaeology. Throughout the years, this lesson has been revised and expanded as both students and experience have given me new ideas.

Take Time for Action: Perimeter or Area? Which Measure Is It?

1999 ◽  
Vol 5 (1) ◽  
pp. 20-23
Author(s):  
Michaele F. Chappell ◽  
Denisse R. Thompson
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Conceptual Understanding ◽  
Physical Environment ◽  
Mathematics Curriculum ◽  
School Students ◽  
The Past ◽  
Fundamental Understanding ◽  
K 12

During the past twenty years, documents have recommended that the mathematics curriculum include measurement for all grades, K–12 (NCTM 1980, 1989). Indeed, students interact daily with measurement in their physical environment, for example, by finding the distance from home to school, their height and weight, and wall space for posters. Adolescents bring to the classroom varied conceptions of measurement, which may be in the form of basic applications or general formulas. All too often, a fundamental understanding of these ideas is sacrificed while students learn general formulas. This situation is particularly true for attributes of perimeter and area. To what extent do middle school students possess a conceptual understanding of these measurement concepts?

Students Perspectives Of Bullying In Schools

2012 ◽  
Vol 5 (2) ◽  
pp. 117 ◽  
Author(s):  
Bonni Gourneau
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Review Literature ◽  
School Students ◽  
The Past ◽  
The Future ◽  
Short Messages ◽  
Bullying In Schools

Bullying has proven to be a major problem in our society, one that can no longer be ignored. Unfortunately, every day children of various ages leave schools feeling scared, sad, anxious, and embarrassed, which greatly interferes with their ability to learn and to enjoy their childhood. This paper will review literature on bullying as well as the typical characteristics of the bully, the bullied, and the bystander. This paper will also describe a 2011 bullying survey and program that was presented to 500 middle school students by the author. In the Anti-Bullying Presentation, students were given short messages that could easily be remembered in the future when confronted with bullying situations. For example the scars that bullying leaves are like tattoos, everyone comes to school with a bag of chips; some bags are full and some only have crumbs left, everyone can make a decision on what kind of person they want to be in life, or what shirt they want to wear in life, etc. The term pro-respect was also emphasized with the students. If bullying is ever going to be a thing of the past, parents, students, and teachers must collaborate to overcome this epidemic of a lack of empathy for others feelings amongst todays youth.

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