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ERIC Number: EJ1017207
Record Type: Journal
Publication Date: 2013-Aug-3
Pages: 51
Abstractor: As Provided
Reference Count: 190
ISBN: N/A
ISSN: ISSN-1207-7798
School Culture and Physical Activity: A Systematic Review
Rickwood, Greg
Canadian Journal of Educational Administration and Policy, n143 Aug 2013
This review examines literature on aspects of school culture and students' physical activity participation. The following questions were addressed: (1) what aspects of school culture have been examined in relation to physical activity, (2) what is the weight of evidence concerning the relationships between school culture factors and physical activity participation, and (3) what are the areas of need in this line of research. Edgar Schein's organizational culture model offered the framework for analysis in which pertinent articles were categorized into one of three levels of school culture: (1) artifacts, (2) espoused values, and (3) underlying member assumptions. School artifacts associated with physical activity were used more frequently by students and staff when these spaces and equipment were maintained, relevant to the school context and when daily practices allowed access to these artifacts during leisure times. A secondary theme revealed the importance of school-based, adult and student role models; when both were plentiful in schools, students and staff were more active at school on a daily basis. Another key finding indicated that students in Physical Education (PE) classes that reinforced traditional, team games (i.e., basketball, volleyball) were less active than students in PE classes that incorporated culturally relevant, lifestyle, and small-sided games.
Faculty of Education, University of Manitoba. Winnipeg, MB R3T 2N2, Canada. Tel: 204-474-9004; Fax: 204-474-7564; e-mail: cjeapadm@cc.umanitoba.ca; Web site: http://www.umanitoba.ca/publications/cjeap
Publication Type: Journal Articles; Information Analyses; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A