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Differences in physical activity at recess and school-related social factors in four Finnish lower secondary schools
This study investigated the differences in physical activity (PA) at recess and school-related social factors, and described school PA promotion processes and staff experiences at four lower secondary schools from the Finnish Schools on the Move programme. Recess PA, peer relationships at school, re...
Autores principales: | , , , , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
Oxford University Press
2017
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5914423/ https://www.ncbi.nlm.nih.gov/pubmed/29096026 http://dx.doi.org/10.1093/her/cyx069 |
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author | Haapala, H L Hirvensalo, M H Laine, K Laakso, L Hakonen, H Lintunen, T Tammelin, T H |
author_facet | Haapala, H L Hirvensalo, M H Laine, K Laakso, L Hakonen, H Lintunen, T Tammelin, T H |
author_sort | Haapala, H L |
collection | PubMed |
description | This study investigated the differences in physical activity (PA) at recess and school-related social factors, and described school PA promotion processes and staff experiences at four lower secondary schools from the Finnish Schools on the Move programme. Recess PA, peer relationships at school, relatedness to school, and school climate were assessed via surveys with eighth-grade students in spring 2011 (n = 385) and spring 2013 (n = 373). Local contact people in the school projects (n = 6), school staff (n = 83) and principals (n = 3) provided information on the PA promotion process via telephone interviews and surveys. Differences in student-level data in years 2011 and 2013 were analysed by gender using two-way ANOVA. Data on school processes were analysed using a combination of classification, narrative approach and content analysis. In two of the four schools, male students reported higher levels of recess PA in 2013 compared to 2011. In three schools, school-related social factors did not differ between 2011 and 2013. School cultures and routes towards a more physically active school day differed; the project was highly visible in all schools, but staff participation varied. More research is needed to determine the effective physically active strategies to promote positive social well-being and to enhance staff engagement. |
format | Online Article Text |
id | pubmed-5914423 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2017 |
publisher | Oxford University Press |
record_format | MEDLINE/PubMed |
spelling | pubmed-59144232018-05-04 Differences in physical activity at recess and school-related social factors in four Finnish lower secondary schools Haapala, H L Hirvensalo, M H Laine, K Laakso, L Hakonen, H Lintunen, T Tammelin, T H Health Educ Res Original Articles This study investigated the differences in physical activity (PA) at recess and school-related social factors, and described school PA promotion processes and staff experiences at four lower secondary schools from the Finnish Schools on the Move programme. Recess PA, peer relationships at school, relatedness to school, and school climate were assessed via surveys with eighth-grade students in spring 2011 (n = 385) and spring 2013 (n = 373). Local contact people in the school projects (n = 6), school staff (n = 83) and principals (n = 3) provided information on the PA promotion process via telephone interviews and surveys. Differences in student-level data in years 2011 and 2013 were analysed by gender using two-way ANOVA. Data on school processes were analysed using a combination of classification, narrative approach and content analysis. In two of the four schools, male students reported higher levels of recess PA in 2013 compared to 2011. In three schools, school-related social factors did not differ between 2011 and 2013. School cultures and routes towards a more physically active school day differed; the project was highly visible in all schools, but staff participation varied. More research is needed to determine the effective physically active strategies to promote positive social well-being and to enhance staff engagement. Oxford University Press 2017-12 2017-10-31 /pmc/articles/PMC5914423/ /pubmed/29096026 http://dx.doi.org/10.1093/her/cyx069 Text en � The Author 2017. Published by Oxford University Press. http://creativecommons.org/licenses/by-nc/4.0/ This is an Open Access article distributed under the terms of the Creative Commons Attribution Non-Commercial License (http://creativecommons.org/licenses/by-nc/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited. For commercial re-use, please contact journals.permissions@oup.com |
spellingShingle | Original Articles Haapala, H L Hirvensalo, M H Laine, K Laakso, L Hakonen, H Lintunen, T Tammelin, T H Differences in physical activity at recess and school-related social factors in four Finnish lower secondary schools |
title | Differences in physical activity at recess and school-related social factors in four Finnish lower secondary schools |
title_full | Differences in physical activity at recess and school-related social factors in four Finnish lower secondary schools |
title_fullStr | Differences in physical activity at recess and school-related social factors in four Finnish lower secondary schools |
title_full_unstemmed | Differences in physical activity at recess and school-related social factors in four Finnish lower secondary schools |
title_short | Differences in physical activity at recess and school-related social factors in four Finnish lower secondary schools |
title_sort | differences in physical activity at recess and school-related social factors in four finnish lower secondary schools |
topic | Original Articles |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5914423/ https://www.ncbi.nlm.nih.gov/pubmed/29096026 http://dx.doi.org/10.1093/her/cyx069 |
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