Introduction: The transition from primary to secondary school is a period when physical activity (PA) declines. Interventions delivered during curriculum time have had limited impact on PA. The after-school period may...Introduction: The transition from primary to secondary school is a period when physical activity (PA) declines. Interventions delivered during curriculum time have had limited impact on PA. The after-school period may offer a valuable opportunity to increase children’s PA. In order to identify how best to implement after-school PA interventions for older primary school children, more information regarding the provision of after-school clubs is required. This paper examined the current after-school club provision of English primary schools. Methods: All state-funded primary schools in England (n = 15,307) were sent an online questionnaire in two phases during 2013. Schools were asked about the active and non-active after-school clubs on offer to year 5 and year 6 pupils and the days on which they run, the number of children attending each after-school club, who funds the club and who leads the club. Results: Responding schools (501) were reasonably representative of the national profile. Of the 2413 clubs reported, more non-active than active clubs (5.3 vs. 4.8 per school) were described. Football was the most frequently reported activity (offered by 79.5% of schools), with netball and dance being offered by 45.3% and 44.1% of schools, respectively. A high proportion of clubs was funded by schools or parents (88.6%) and more than 40% were led by external parties. Conclusions: A number of PA programmes are provided after-school but current provision is dominated by team sports and thus, there is a need for non-sport specific PA clubs. Furthermore, there is a need to find cost-effective methods of delivering after-school PA programmes.展开更多
This paper examines how advisors perceive the voices made by Mr.A(pseudonym),the founder of after-school support for children(Initiative Z:pseudonym)in Japan,to advisors who support children.Furthermore,the purpose of...This paper examines how advisors perceive the voices made by Mr.A(pseudonym),the founder of after-school support for children(Initiative Z:pseudonym)in Japan,to advisors who support children.Furthermore,the purpose of this study is to find out how advisors think about the voices and that the voices have led or not advisors to support children,if to do so,what points are key to continuing support for children.Therefore,in Initiative Z,I conducted a survey of two advisors who were approached by Mr.A,who is involved in supporting children as an advisor.As a result of analyzing the narratives obtained from interviews with the two advisors,it was found that the advisor had a sense of being recognized by Mr.A because Mr.A acknowledged the advisor’s way of life.This feeling on the part of the advisor led to trust in Mr.A,and the advisor was in tune with Mr.A’s thoughts on after-school support,suggesting that the advisor was providing support to the child.展开更多
After-school service is an effective arrangement of time and space for students after school hours.Its demand and value are under the strong advocacy and implementation of national policies to establish a“people-orie...After-school service is an effective arrangement of time and space for students after school hours.Its demand and value are under the strong advocacy and implementation of national policies to establish a“people-oriented”concept while focusing on students’development and pursuing educational equity.展开更多
Promoting the online flow of high-quality teacher resources has emerged as an important way to pursue coordinated progress in burden reduction and quality improvement under the"double reduction"policy.Based ...Promoting the online flow of high-quality teacher resources has emerged as an important way to pursue coordinated progress in burden reduction and quality improvement under the"double reduction"policy.Based on the Open Online Tutoring Program of Secondary School Teachers(hereinafter referred to as"the open tutoring program")in City A,China,this study examined the factors influencing teachers'continuance intention to participate in the open tutoring program and their structural relationships,using a structural equation modeling analysis based on 1,159 sample data.The results show that:Firstly,teachers'reputation enhancement,perceived playfulness,perceived usefulness,and perceived ease of use have a positive effect on teachers'continuance intention to participate in online after-school teaching services.Secondly,online teaching efficacy has no direct effect on teachers'continuance intention,but rather impacts their reputation enhancement and beliefs about the value of the open tutoring program.Thirdly,social influence has a positive effect on teachers'reputation.Fourthly,perceived ease of use has a positive effect on teachers'perception of the value of the open tutoring program.In light of the above,relevant suggestions are proposed to encourage teachers to continue participating in online after-school teaching services.展开更多
文摘Introduction: The transition from primary to secondary school is a period when physical activity (PA) declines. Interventions delivered during curriculum time have had limited impact on PA. The after-school period may offer a valuable opportunity to increase children’s PA. In order to identify how best to implement after-school PA interventions for older primary school children, more information regarding the provision of after-school clubs is required. This paper examined the current after-school club provision of English primary schools. Methods: All state-funded primary schools in England (n = 15,307) were sent an online questionnaire in two phases during 2013. Schools were asked about the active and non-active after-school clubs on offer to year 5 and year 6 pupils and the days on which they run, the number of children attending each after-school club, who funds the club and who leads the club. Results: Responding schools (501) were reasonably representative of the national profile. Of the 2413 clubs reported, more non-active than active clubs (5.3 vs. 4.8 per school) were described. Football was the most frequently reported activity (offered by 79.5% of schools), with netball and dance being offered by 45.3% and 44.1% of schools, respectively. A high proportion of clubs was funded by schools or parents (88.6%) and more than 40% were led by external parties. Conclusions: A number of PA programmes are provided after-school but current provision is dominated by team sports and thus, there is a need for non-sport specific PA clubs. Furthermore, there is a need to find cost-effective methods of delivering after-school PA programmes.
基金This research is a revised version of the free research presentation at the 42nd Annual Conference of the Japan Society for Lifelong Education,“Prospects for the Role of Advisors in After-School Support for Children”.We would like to express my deepest gratitude to everyone who cooperated with this research.
文摘This paper examines how advisors perceive the voices made by Mr.A(pseudonym),the founder of after-school support for children(Initiative Z:pseudonym)in Japan,to advisors who support children.Furthermore,the purpose of this study is to find out how advisors think about the voices and that the voices have led or not advisors to support children,if to do so,what points are key to continuing support for children.Therefore,in Initiative Z,I conducted a survey of two advisors who were approached by Mr.A,who is involved in supporting children as an advisor.As a result of analyzing the narratives obtained from interviews with the two advisors,it was found that the advisor had a sense of being recognized by Mr.A because Mr.A acknowledged the advisor’s way of life.This feeling on the part of the advisor led to trust in Mr.A,and the advisor was in tune with Mr.A’s thoughts on after-school support,suggesting that the advisor was providing support to the child.
文摘After-school service is an effective arrangement of time and space for students after school hours.Its demand and value are under the strong advocacy and implementation of national policies to establish a“people-oriented”concept while focusing on students’development and pursuing educational equity.
基金funded by the National Social Science Fund of China in 2018,"Research on Promoting Equity in Basic Education in the New Era through Informatization"(No.18ZDA334).
文摘Promoting the online flow of high-quality teacher resources has emerged as an important way to pursue coordinated progress in burden reduction and quality improvement under the"double reduction"policy.Based on the Open Online Tutoring Program of Secondary School Teachers(hereinafter referred to as"the open tutoring program")in City A,China,this study examined the factors influencing teachers'continuance intention to participate in the open tutoring program and their structural relationships,using a structural equation modeling analysis based on 1,159 sample data.The results show that:Firstly,teachers'reputation enhancement,perceived playfulness,perceived usefulness,and perceived ease of use have a positive effect on teachers'continuance intention to participate in online after-school teaching services.Secondly,online teaching efficacy has no direct effect on teachers'continuance intention,but rather impacts their reputation enhancement and beliefs about the value of the open tutoring program.Thirdly,social influence has a positive effect on teachers'reputation.Fourthly,perceived ease of use has a positive effect on teachers'perception of the value of the open tutoring program.In light of the above,relevant suggestions are proposed to encourage teachers to continue participating in online after-school teaching services.
