School environments predict Hispanic children's physical education related outcomes through basic psychological need satisfaction

Chu, Tsz Lun; Zhang, Tao; Zhang, Xiaoxia; Thomas, Katherine T.; Gu, Xiangli

doi:10.1016/j.lindif.2020.101844

Cited by 8 publications

(10 citation statements)

References 43 publications

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“…The interview process conducted with the Principal regarding the arrangement of the school's physical environment to foster awareness of the values of Pancasila, obtained the result that directing all school members in managing the physical environment owned by the school so that it is always well guarded because it is the main means to instill awareness in students such as places of worship as a form of planting the value of God, classrooms, sports facilities, school gardens, reading rooms, and other supporting facilities as part of a tool to instill the values of Pancasila because of their function in the educational process. This is in line with the opinion that says that the school's physical environment such as facilities and infrastructure can give support to students in their activities at school [33].…”

Section: I) Structuring the School's Physical Environmentsupporting

confidence: 84%

“…For the structuring of the school's social environment, an interview process was carried out with the school principal with the results that showed that the school was very appreciative of every step taken to create a good school social environment, as evidenced by the existence of school safety that was guarded jointly with all school residents, visiting homes for students who are sick or hold social activities, there are social activities with Friday charity activities, schedules for recreation together, invites parents of students in deliberations for school progress, and cooperation activities as a form of maintaining the school's social environment remains conducive. The social environment of the school such as the support of teachers and peers can provide support to students in their activities at school [36]. This is very interesting to be used as a process of growing awareness of Pancasila values through the process of structuring the school's social environment because students will see how the school provides a good social environment for all students.…”

Section: Ii) Structuring the School's Social Environmentmentioning

confidence: 99%

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Internalization of School Culture to Foster Awareness of Pancasila Values in Elementary School Students

Nurizka¹,

Irawan²,

Sakti³

et al. 2020

ujer

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School culture is an integral part of the school that can affect the quality of behavior and can change students' cognitive patterns. The values of Pancasila as the ideology of the nation can be incorporated into school culture as a special feature of education in Indonesia. The importance of internalizing school culture as a process of habituation in growing student awareness must have the support of all school members. The purpose of this study is to foster student's awareness of the values of Pancasila as a view of the life of the Indonesian nation through the internalization of school culture. The research method used is descriptive qualitative. Data collection used in this study was field observations, interviews, and document analysis. Analysis of the data used is the display of data, data reduction, data presentation, and concluding. The results showed that the internalization of school culture to foster awareness of Pancasila values can be done through structuring the maintained and maintained physical environment of the school, structuring the school's social environment with social activities, structuring school personnel with the creation of security, order, and comfort of school residents, classroom management by applying the values of Pancasila in each learning process, the leadership of the principal by synergizing all components of the school, building a solid work spirit, improving school quality. The contribution of this research is that fostering awareness of the values of Pancasila must be done by all schools by optimizing the culture of the school they have.

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Section: I) Structuring the School's Physical Environmentsupporting

confidence: 84%

Section: Ii) Structuring the School's Social Environmentmentioning

confidence: 99%

Internalization of School Culture to Foster Awareness of Pancasila Values in Elementary School Students

Nurizka¹,

Irawan²,

Sakti³

et al. 2020

ujer

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show abstract

“…In congruence with previous studies, the results of this study confirmed a positive relationship between PA and both components of HRQoL, which suggests an important role of school-based PA programs (i.e., recess, PE) on health-related outcomes among underserved Hispanic children. Given the fact that underserved children have lack of community resources, recent studies suggest that creating a school-based physical activity environment can highly benefit underserved Hispanic children [16,17]. Additionally, when the school offered quality physical and social PA environments, underserved Hispanic children tended to put more effort into PE and engage in PA that can contribute to improving their actual motor skill competence [16].…”

Section: Discussionmentioning

confidence: 99%

“…Furthermore, although the health benefits of regular PA participation have been well documented, over half of the young children do not meet recommended PA guidelines (i.e., 60 minutes of daily MVPA) in the U.S.; the rate is higher among Hispanic children [14,15]. Promoting PA and eliminating health disparities among underserved Hispanic children from low-income families has become a public health priority [16,17].…”

Section: Introductionmentioning

confidence: 99%

Accessing Physical Activity and Health Disparities among Underserved Hispanic Children: The Role of Actual and Perceived Motor Competence

Zhang

Lee

Chu

et al. 2020

IJERPH

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Promoting physical activity (PA) and eliminating health disparities among underserved minority children is a public health priority. The main purpose of this study was to examine the relationship of actual motor competence (a set of object control skills) and perceived motor competence with PA participation and health-related quality of life (HRQoL) among underserved Hispanic children who were born in the U.S. Guided by Stodden et al.’s conceptual model, we tested the direct and indirect effects (mediational model) of actual motor competence on health-related outcomes (PA and HRQoL) through perceived motor competence. Participants were 215 underserved Hispanic children (Mage = 10.55 years, SD = 0.53 [age range 10–12]; 51.6% boys), recruited from four elementary schools in the southwestern U.S., who completed validated questionnaires assessing their perceived motor competence, PA, and HRQoL. Their actual motor skills were assessed using PE MetricsTM. After examining the associations among the variables, we tested the hypothesized model using structural equation modeling (SEM; AMOS 25). The hypothesized model indicated a good fit (χ²/df = 38.427/24 = 1.60 < 5; non-normed fit index (NFI) = 0.93; comparative fit index (CFI) = 0.968; root mean square error of approximation (RMSEA) = 0.053 [0.016, 0.083]). The effect of actual motor competence on PA and HRQoL was fully mediated by perceived motor competence. The findings demonstrated the mediating role of perceived motor competence between actual motor competence and health-related outcomes (PA and HRQoL) among underserved Hispanic children. The results highlight that actual motor competence significantly predicted underserved Hispanic children’ perceived motor competence, which in turn positively predicted their PA and HRQoL. These findings have significant practical implications for future intervention strategies of randomized clinical trials in schools aimed at promoting PA and HRQoL and eliminating health disparities among underserved Hispanic children.

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“…That change may be due to more schools in the U.S. that now have swimming pools and, as a result, are able to provide swimming lessons and activities inside of schools. Some studies demonstrated that secondary-school students with a larger number of outdoor facilities available had almost three times higher odds to participate in daily PA during recess compared with students with fewer facilities [ 40 , 41 ].…”

Section: Discussionmentioning

confidence: 99%

U.S. Children and Youth’s Physical Activities Inside and Outside of School PE: 1985 vs. 2012

Zhao

Zhu

Chen

et al. 2021

IJERPH

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The purpose of this study was, by taking advantage of the rich data from two U.S. national fitness surveys, to examine the physical activity (PA) students engaged in, both inside and outside school physical education (PE), determine if there are differences by grade, sex, and weight status, and if there was a change between 1985 and 2012. The data from the 1985 National Children and Youth Fitness Study (NCYFS) and the 2012 NHANES National Youth Fitness Survey (NNYFS) were matched, merged (N = 6178, 3107 boys and 3071 girls), and analyzed. It was found that basketball remained the most popular PA inside school PE across both surveys. Swimming was the most popular PA outside of school PE in 1985, but was replaced by running in 2012. Although PA taught and promoted inside of school PE and that such PA practiced outside were moderately correlated across the surveys, some disconnections were noticed. The impact of grade, sex, and weight status on PA preference and participation was also confirmed. What is needed is to the design and integration of more lifelong and individual PAs in future school PE curricula and school and community children and youth sport and PA programs.

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School environments predict Hispanic children's physical education related outcomes through basic psychological need satisfaction

Cited by 8 publications

References 43 publications

Internalization of School Culture to Foster Awareness of Pancasila Values in Elementary School Students

Internalization of School Culture to Foster Awareness of Pancasila Values in Elementary School Students

Accessing Physical Activity and Health Disparities among Underserved Hispanic Children: The Role of Actual and Perceived Motor Competence

U.S. Children and Youth’s Physical Activities Inside and Outside of School PE: 1985 vs. 2012

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