The evidence for the impact of policy on physical activity outcomes within the school setting: A systematic review

Background:Despite the well-established health benefits of physical activity(PA)for young people(aged 419 years),most do not meet PA guidelines.Policies that support PA in schools may be promising,but their impact on PA behavior is poorly understood.The aim of this systematic review was to ascertain the level and type of evidence reported in the international scientific literature for policies within the school setting that contribute directly or indirectly to increasing PA.Methods:This systematic review is compliant with Preferred Reporting Items for Systematic Review and Meta-Analysis guidelines.Six databases were searched using key concepts of policy,school,evaluation,and PA.Following title and abstract screening of 2323 studies,25 progressed to data synthesis.Methodological quality was assessed using standardized tools,and the strength of the evidence of policy impact was described based on pre-determined codes:positive,negative,inconclusive,or untested statistically.Results:Evidence emerged for 9 policy areas that had a direct or indirect effect on PA within the school setting.These were whole school PA policy,physical education,sport/extracurricular PA,classroom-based PA,active breaks/recess,physical environment,shared use agreements,active school transport,and surveillance.The bulk of the evidence was significantly positive(54%),27%was inconclusive,9%was significantly negative,and 11%was untested(due to rounding,some numbers add to 99%or 101%).Frequency of evidence was highest in the primary setting(41%),34%in the secondary setting,and 24%in primary/secondary combined school settings.By policy area,frequency of evidence was highest for sport/extracurricular PA(35%),17%for physical education,and 12%for whole school PA policy,with evidence for shared use agreements between schools and local communities rarely reported(2%).Comparing relative strength of evidence,the evidence for shared use agreements,though sparse,was 100%positive,while 60%of the evidence for whole school PA policy,59%of the evidence for sport/extracurricular PA,57%of the evidence for physical education,50%of the evidence for PA in classroom,and 50%of the evidence for active breaks/recess were positive.Conclusion:The current evidence base supports the effectiveness of PA policy actions within the school setting but cautions against a“one-sizefits-all”approach and emphasizes the need to examine policy implementation to maximize translation into practice.Greater clarity regarding terminology,measurement,and methods for evaluation of policy interventions is needed.

Informing Primary School Nutritional Policy: Effects of Mid-Morning Snacks on Appetite and Energy Control

The purpose of this research was to inform primary school nutritional policy by identifying which mid-morning snack would be more beneficial to consume from an appetite control perspective. During morning break 14 girls and 11 boys were provided with 160 ml of semi-skimmed milk or153 gof apple in a randomised crossover manner. Visual analogue scales were used to record hunger, prospective food consumption and fullness, immediately before and after breakfast, immediately before and after the mid-morning snack, and every 60 min until 21:00 on each day. School dinner/packed lunch energy intakes were assessed 90 min following the mid-morning snacks, in addition to evening energy intake. Children felt less hungry and could eat less when apple was consumed, however lunch and evening energy intakes were not different. Fluctuations in appetite did not translate into differences in energy intake therefore both milk and fruit should be promoted as mid-morning snacks in primary schools.

Are school uniforms associated with gender inequalities in physical activity? A pooled analysis of population-level data from 135 countries/regions

Purpose:It is aimed to assess whether school uniforms are associated with population-level gender inequalities in physical activity,and whether associations differ by school level,country/region income,and assessment method.Methods:An ecological study design was employed.We collected data about global uniform practices using an online survey.We searched for country/region-level estimates of school-aged youth meeting physical activity guidelines from international surveillance studies.Study selection was conducted in duplicate using a systematic process,and a random sample of all data was checked to ensure extraction and pooling processes were accurate.We calculated absolute and relative gender inequalities in physical activity for each country.Linear regression examined associations between country/region-level uniform practices(binary yes/no exposure variable) and country/region-level gender inequalities in physical activity guideline compliance(absolute and relative inequalities).We investigated moderation by school level,stratified analyses by income group,and repeated primary analyses using device-measured data.Results:Pooling data from 135 countries/regions(n=1,089,852),we found no association between population-level uniform practices and gender inequalities in physical activity across all ages(absolute:β=-0.2;95% confidence interval(95%CI):-1.7 to 1.3,p=0.74;relative:β=0.1;95%CI:-0.1 to 0.2,p=0.51).Subgroup analysis suggested a positive association in primary school settings(absolute:β=4.3;95%CI:-0.0 to 8.6,p=0.05).Among high-income countries,absolute inequalities were significantly greater in countries/regions with uniform practices(N=37) compared to those without(N=48)(9.1(SD=3.6) vs.7.8 percentage points(SD=4.3)).Repeating analyses using device-measured data(n=32,130;N=24) did not alter our primary finding.From initial descriptive statistics,we found that in countries/regions where a maj ority of schools(>50%) reportedly use uniforms,there was lower compliance with physical activity guidelines among all genders(median:16.0%,interquartile range:13.2%-19.9%,N=103) compared to generally non-uniform countries/regions(median:19.5%,interquartile range:16.4%-23.5 %,N=32)(z=3.04,p=0.002).(N=countries,regions and studies repre sented;n=sample size or participants included).Conclusion:School uniforms are associated with greater gender inequalities in physical activity in primary school settings and in high-income countries.Our population-level findings warrant testing using individual-level data across contexts.

Equipping the Public Primary Schools in Puebla： The Case of the Enciclomedia System in the State of Puebla, Mexico

The primary school system in Mexico is affected by serious shortfalls in the installation of related information and communication technologies resources in the teaching-learning process. This lack of resources has an impact of the context of the digital divide as well as in joining the knowledge society. The present article will deal with the outfitting of classrooms with the enciclomedia system in the 5tb and 6th grade in the State of Puebla. It will demonstrate important findings, demonstrating the deepening digital divide between the state capital and the rest of the municipalities in this state. In fact, the furthest （300 km far away from Puebla city） the less primary school equipped with the enciclomedia system. We will also demonstrate the resource distribution by school-type and inhabitants. Another finding is the influence in resource distribution by political party. This study should provide public policy decision-makers with valuable information for the apportionment of resources in all municipalities of the State of Puebla.

The potential of a year-round school calendar for maintaining children’s weight status and fitness:Preliminary outcomes from a natural experiment

Purpose: To evaluate the potential of a year-round school calendar (180-day school year distributed across 12 months) as an intervention comparedto a traditional school calendar (180-day school year distributed across 9 months) for mitigating children's weight gain and fitness loss viaa natural experiment.Methods. Height, weight, and cardiorespiratory fitness (CRF) (i.e., Fitnessgram Progressive Aerobic Cardiovascular Endurance Run) were measured inchildren (5—12 years old) in 3 schools (2 traditional, 1 year-round, n = 990 students, age = 8.6 土 2.4 years, 53.1% male, 68.9% African American) from1 school district. Structure (represented by the presence of a school day) was the independent variable. Changes in body mass index (BMI), age- andsex-specific BMI z-scores (zBMI), BMI percentile, percent of overweight or obese children, and CRF (Progressive Aerobic Cardiovascular EnduranceRun laps completed) were assessed for summer 2017 (May—August 2017), school year 2017/2018 (August 2017—May 2018), and summer 2018(May—August 2018). Primary analyses examined the overall change in weight and CRF from summer 2017 until summer 2018 via multilevel mixedeffects regression, with group (traditional vs. year-round calendar), time, and a group-by-time interaction as the independent variables. Secondaryregression analyses estimated differences in change within and between groups during each time period, separately.Results. Year-round students gained less BMI (difference in A = —0.44, 95% confidence interval (CI): —0.67 to —0.03) and less CRF (differencein △ = — 1.92, 95%CI: —3.56 to —0.28) than students attending a traditional school overall. Compared with traditional students, during both sum・mers, year-round students gained less BMI (summer 2017 difference in A = —0.15, 95%CI: —0.21 to —0.08;summer 2018 difference in△ = —0.16, 95%CI: —0.24 to —0.07) and zBMI (summer 2017 difference in A = —0.032, 95%CI: —0.050 to —0.010;summer 2018 difference in△ = —0.033, 95%CI: —0.056 to —0.009), and increased CRF (summer 2017 difference in A = 0.40, 95%CI: 0.02—0.85;summer 2018 differencein A = 0.23, 95%CI: —0.25 to 0.74). However, the opposite was observed for the school year, with traditional students gaining less BMI andzBMI and increasing CRF compared with year-round students (difference in BMI A = 0.05, 95%CI: 0.03—0.07;difference in zBMI A = 0.012,95%CI: 0.005—0.019;difference in Progressive Aerobic Cardiovascular Endurance Run laps A = —0.43, 95%CI: —0.58 to —0.28).Conclusion'. The year-round school calendar had a small beneficial impact on children's weight status but not CRF. It is unclear if this benefit tochildren's weight would be maintained because gains made in the summer were largely erased during the school year. Trajectories of weight andCRF gain/loss were consistent with the structured days hypothesis.

Implementing physically active learning:Future directions for research,policy,and practice

Purpose:To identify co-produced multi-stakeholder perspectives important for successful widespread physically active learning(PAL) adoption and implementation.Methods:A total of 35 stakeholders(policymakers n=9;commercial education sector,n=8;teachers,n=3;researchers,n=15) attended a design thinking PAL workshop.Participants formed 5 multi-disciplinary groups with at least 1 representative from each stakeholder group.Each group,facilitated by a researcher,undertook 2 tasks:(1) using Post-it Notes,the following question was answered:within the school day,what are the opportunities for learning combined with movement?and(2) structured as a washing-line task,the following question was answered:how can we establish PAL as the norm?All discussions were audio-recorded and transcribed.Inductive analyses were conducted by 4 authors.After the analyses were complete,the main themes and subthemes were assigned to 4 predetermined categories:(1) PAL design and implementation,(2) priorities for practice,(3) priorities for policy,and(4) priorities for research.Results:The following were the main themes for PAL implementation:opportunities for PAL within the school day,delivery environments,learning approaches,and the intensity of PAL.The main themes for the priorities for practice included teacher confidence and competence,resources to support delivery,and community of practice.The main themes for the policy for priorities included self-governance,the Office for Standards in Education,Children’s Services,and Skill,policy investment in initial teacher training,and curriculum reform.The main themes for the research priorities included establishing a strong evidence base,school-based PAL implementation,and a whole-systems approach.Conclusion:The present study is the first to identify PAL implementation factors using a combined multi-stakeholder perspective.To achieve wider PAL adoption and implementation,future interventions should be evidence based and address implementation factors at the classroom level(e.g.,approaches and delivery environments),school level(e.g.,communities of practice),and policy level(e.g.,initial teacher training).

A comparative analysis of information literacy curriculum standards in the educational programs of high schools in China and in the United States

Our study aims to take a closer look at China's current information literacy(IL) program standards at secondary schools and to analyze their level of success and/or failures in a comparative way with those of the United States in terms of fulfilling their each other's mission-oriented mandates. Our research findings show that China's current IL standards of high schools contain a disproportionate emphasis on information technology(IT). Moreover, the stipulations of these IL standards are narrowly construed and without being solidly grounded on a broad and comprehensive educational perspective. We also suggest that there are two underlying causes for this set of unsound IL standards in China.Firstly, there is a lack of collaboration between two major competing forces engaged in the curricular development and research of IL in China: Those professionals in educational IT discipline vis-à-vis those in Library and Information Science. Secondly, library professionals have a very limited influence on major socio-cultural policies, even at their own institutions. As a result, this paper recommends the following three possible measures,which may help remedy this situation strategically: 1) Establishing a set of new IL curriculum standards based on an IL-centered educational perspective; 2) establishing a teacher-librarian's training program to promote school librarians' role in IL education; and 3) strengthening the research and development of an online IL education program and an accompanied evaluation mechanism.

Global Standards and Local Policies for School Diabetes Care

Objectives: The purpose of this study is to analyse the practical implementation of regional and na-tional policies through the Protocol of Care of Children and Adolescents in School (2010) in Extremadura Region (Spain), and to compare its contents with the international standards of diabetes care at school defined by American Diabetes Association and International Diabetes Federation. The measures not only affect the security and diabetes care, but also inclusion and the right to health. Methods: A documental comparative analysis between the local and international standards about diabetes care in school setting is carried out. This analysis is framed in a larger project focused on the study of health promoting school and diabetes education, in which perceptions of children and adolescents with diabetes, their parents and school staff were studied. Results: The Protocol of Care of Children and Adolescents in School (2010) contains some international recommendations about the care of T1DM at school, but in other cases the measures are non-specific. The distribution of responsibilities for care at school is unclear and no monitoring and evaluation indicators are defined. Some elements are identified to be implemented in the tool to favour the security, management of T1DM care and wellbeing. In general, these elements refer to school plan for diabetes care, school organization and teachers, and school community training. Conclusion: It is required to develop specific policies and decisive action to ensure the right to health of children with diabetes and the full application of international standards for diabetes care at school.

Prevention of Children Obesity: A Nutrition Education Intervention Model on Dietary Habits in Basic Schools in Chile

The objective of this study is to describe the process and results of a three-year project designed to create a nutrition education intervention model that promotes healthy dietary habits among teachers, students and their families. The methodology consisted in surveys, focus groups and Delphi method to assess teachers’, students’ and parents’ dietary habits, followed by an intervention for parents, and a participative nutritional education intervention with information and communication technologies applied to teachers, with the purpose to transfer nutritional knowledge and habits to school children and their families. Qualitative results were measured in all the phases of the project with positive results, and quantitative results demonstrated significant changes in food knowledge and healthy dietary habits in parents, teachers and students, compared with the control groups, without changes in students’ nutritional status during the short period of the intervention. With the results, an integral school nutrition education model in healthy eating was developed with children, parents, teachers and support for school management. This model should be applied in the educational sector to address the problem of unhealthy diet and childhood obesity that affects Chile and the world.

Concept, Interests and Systems: Logical Consciousness of the China Campus Football Policy Trip

Based on the “Healthy China 2030 Planning Outline”, the literature method and logical analysis method are used to review and analyze the implementation process of China’s school football policy from three dimensions: value, interest appeal and institutional background. The study believes that in order to break through the bottleneck of policy implementation and improve the effect of policy implementation, it is necessary to establish correct values and form broad recognition of policies;meet the reasonable interests of all parties and form a synergy for policy implementation;optimize the institutional environment for policy implementation and form effective incentives.

Language Policy Debate in Ghana： A Means of Elite Closure

The language policy in Ghana＇s educational system has become an issue of debate in recent years. A change in the language policy from the local languages as the medium of instruction to English for the first three years of primary school in the year 2002 was reversed in 2004. It is obvious that the language policy adopted does not reflect in improvement in school achievement. The debate must go beyond the use of English or the local languages for the first three years of primary education to address the real issues that hinder school achievement. This paper examines the factors that hinder school achievement in Ghana and other developing countries. The paper argues that the problem of poor academic performance in Ghana is not due to the language policy adopted. The paper points out that the language policy is just a veil that the politicians use to perpetuate the use of English as the language of rule in the higher domains in order to preserve the privileges with which this language is associated. The paper concludes that politicians in Ghana use the language policy in education as a means to perpetuate elite closure.

“双减”背景下中小学办学质量评价体系构建

将“双减”政策要求转化为中小学办学质量评价内容并建立与之相适应的评价机制,是当前教育评价改革面临的一项重要课题。学校办学质量评价应遵循质量为本、注重增值、尊重差异、多元参与的原则,通过细化指标形成测评点、研发适用于不同主体的测评工具、确定评价标准、构建学校办学质量指数等技术路径开展评价;同时还要建立政府部门协同联动、专业机构提供支撑、学校积极参与的组织管理机制,构建评价—反馈—改进—追踪的政策闭环,发挥以评促建的作用。

“混合学街”的样态表征、实践价值与政策贡献

“混合学街”是温州市第二职业中等专业学校首创的职业院校混合所有制办学新模式,其样态表征体现在三个方面:基础在“混合”、关键在“治理”、核心在“育人”。对“混合学街”的实践探索深化了产教融合、优化了产教资源的合理配置、推动了职业学校高质量发展,不仅为混合所有制办学政策创新提供了典型模式、路径方法,也为混合所有制办学政策创新增添了勇气信心。

“双减”背景下家校合作实施生命教育的困境与路径

学业负担过重已成为青少年自杀率上升的重要原因,生命教育的实施到了紧要关头。“双减”政策为生命教育“返场”提供了契机,家校合作是实施生命教育的关键之举,其必要性包括响应教育改革、扫除教育盲点、破解教育难题、促进终身教育。然而在实施过程中存在着一定困境,主要体现在家校合作“育分”观念根深蒂固、“家弱校强”合作格局难破解、家校育人素养差异大、家校“以人为本”初心迷失,致使生命教育边缘化、学校化、低效化、生态恶化。基于“双减”背景,突破家校合作实施生命教育的现有困境,积极探索路径,推动我国中小学生命教育从“应然”走向“实然”。

“双减”背景下课后服务协同治理的现实困境与纾解策略

课后服务是深入推进“双减”政策的重要制度补充和保障,从“自上而下”的行政推动走向“上下互动”的协同治理是提升课后服务质量的必然选择。课后服务协同治理的核心是通过“价值共识—权力配置—行动网络—制度支持”四维联动,重构政府、学校、社会、家庭等多元主体之间的新型关系,协同推进课后服务质量的提升。基于课后服务协同治理分析框架发现,当前课后服务协同治理存在价值目标分离、多元主体权责模糊、协同合作机制缺位、制度保障供给不足等问题。课后服务协同治理应构建以公共利益为核心的目标导向,重构政府主导、学校主阵地、家庭主人翁、社会积极参与的多元治理主体权责关系,搭建合作、互动、协商的行动网络,持续增加资源、制度供给创新,构建良好的课后服务治理生态,助推“双减”走深走实。

“学校—培训机构”特色课后服务合作行为机理及困境突破——基于社会交换理论的分析

“学校—培训机构”合作是特色课后服务供给的重要模式。从社会交换理论视角分析学校与培训机构的合作行为机理发现,报酬吸引与组织支持促成双方的合作动机,资源吸纳与权力依赖促使双方合作达成,信任维系与秩序强化保证双方的持续性合作。但是,“学校—培训机构”合作仍存在组织信息不对称导致合作动机减弱、监管机制不到位导致资源吸纳利用率低、主体沟通不顺畅导致合作难以持续等问题。因此,应强化信息透明,稳固特色课后服务的吸引力;加强运行监管,增加特色课后服务的吸纳度;畅通交流渠道,保障特色课后服务的持续性,以更好地发挥课后服务的育人功能,满足学生的多样化需求。

新时代中国特色学徒制制度特征及优化路径--基于对2012-2022年81份学徒制政策文本的分析

中国特色学徒制制度是现代学徒制在新时代中国的制度实现形态,是中国特色学徒制政策发展的逻辑起点。以2012-2022年中国特色学徒制政策文本内容为依据,从政策视角对新时代中国特色学徒制制度进行分析表明,中国特色学徒制制度是中国特色职业教育和培训制度改革发展的必然结果,它建立在新时代学徒制本土化实践试验的基础上,融汇聚力政校行企等多元主体参与学徒人才培养,最终为中国式现代化提供技术技能人才支撑。针对中国特色学徒制制度构建中所面临的难点,未来还需进一步优化顶层设计、强化制度供给,协调各方利益、构建共治网络,引导行业参与、增强校企合力,完善质量体系、提升应用价值,由此推动中国特色学徒制实现高质量内涵式发展。

中国式学校体育现代化中的“五育并举”

历经四个发展阶段,党的教育方针从德、智、体“三育全面发展”拓展成德、智、体、美、劳“五育并举”,这是中国教育在新时代面对人才培养的现实主题,是应对新征程中国教育的发展要求而进行的目标拓展和改革举措。研究发现,从中国式学校体育现代化的视角来看,“五育”中的体育是一个极具特殊性的教育和学科,它在功能上与德育、智育、美育及劳动教育有着深刻内在的结构性联系,因此它具有与其他“四育”可以深入融合共育的广泛可能性。鉴于推进“五育并举”过程中会遇到的结构性障碍与困难,分别提出了体育与其他“四育”并举并进的途径与方法,推进体育成为“五育并举”的主渠道、主战场和主力军。

“双减”政策下体育课后服务协同治理的机制与路径

“双减”政策推动下,体育课后服务协同治理,能够有效发挥各参与主体的功能及职能,为学生提供优质的延伸性教育服务,促进各方的协同引导、协同推进和协同发展。运用文献资料、实地调查等方法,从“双减”政策下体育课后服务协同治理的逻辑内涵入手,针对治理主体的权责与次位不明晰、标准不完善、支持性资源不足以及各主体协调失衡等协同治理困境,构建“目标协同—资源协同—行为协同—管理协同—环境协同”的五维协同创新机制。在此基础上,对区域内体育课后服务多元主体治理协同度进行实证评价,从宏观引导、中观策划和微观操作层面,提出“制度规范—战略体系—具体举措”三位一体的协同治理优化路径。

“双减”政策下小学数学课后作业设计研究

“双减”政策的颁布落实对各学科课后作业设计提出更高要求。为了最大程度发挥作业的功能,小学各科科任教师需聚焦作业设计,提升作业质量和效果。当前小学数学课后作业设计存在一些问题,因此“双减”政策下课后作业设计应坚持目的性原则、生活性原则与实践性原则。“双减”政策下课后作业设计应遵循明确作业设计目标、丰富作业设计类型及完善作业评价三条路径。