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This article utilizes information fusion technology to provide a more diversified and hierarchical teaching process for physical education, making the content of physical education classroom richer and more vivid. The article firstly discusses the multi-source heterogeneous information fusion technology. It proposes a mass function that combines the output results of the cumulative layer of probabilistic neural network to construct the D-S evidence theory. The D-S evidence theory realizes the decision-level information fusion of the primary results of probabilistic neural networks. In the study, the TPACK knowledge framework was combined with the informationization platform to establish an intelligent classroom for physical education teaching applicable to primary and secondary schools, and a teaching experiment was designed for the selected research subjects. The experiment was conducted to analyze the data mainly from three dimensions: teachers’ and students’ behaviors in the smart classroom, teaching effectiveness and teaching evaluation. The results of data analysis showed that the average time of each learning node of students at the school was more than 50 seconds. At the same time, the coding coverage of teachers’ teaching behaviors was 41.85% lower than the mean value of coding coverage of students’ learning behaviors. In the experimental group, students’ jump rope scores improved by about 9.05% to 20.44% after one month of learning. These findings suggest that an intelligent classroom for physical education teaching relying on information fusion technology can effectively integrate multi-source data, thus providing strong support for improving the effectiveness of physical education teaching in primary and secondary schools.

Using a three-part theoretical framework, the cultural relevance cycle - which consists of knowing community dynamics, knowing how community dynamics influence educational processes, and implementing strategies that reflect cultural knowledge of the community - the authors examined teachers' and students' perspectives on culturally relevant physical education in urban settings. The authors observed and interviewed 53 physical education teachers and 183 students in urban districts over 4 years. The authors identified themes of care, respect, language and communication, and curricular content that explained how these teachers enacted the cultural relevance cycle. Within these themes, teachers and students specified global and discipline-specific components of care, the flattening of social hierarchies among students and between students and teachers, accommodation of English as a second language and urban communication, and relevant curricular content as necessary for achieving cultural relevance. Enacting the cycle of cultural relevance resulted in respectful learning environments in which students were highly engaged; however, very few teachers enacted all three steps of the cycle. Verf.-Referat (geändert).

Background Schools play an important role in physical activity promotion for adolescents. The systematic review aimed to determine the proportion of secondary (middle and high) school physical education (PE) lesson time that students spend in moderate to vigorous physical activity (MVPA), and to assess if MVPA was moderated by school level (middle and high school), type of physical activity measurement and type of PE activities. Methods A systematic search of nine electronic databases was conducted (PROSPERO2014:CRD42014009649). Studies were eligible if they were published between 2005 and 2014; written in English; assessed MVPA in PE lessons of secondary (middle and high) school students; and used a quantitative MVPA measure (i.e., accelerometry, heart rate monitoring, pedometers or observational measures). Two reviewers examined the retrieved articles, assessed risk of bias, and performed data extraction. Random effects meta-analysis was used to calculate a pooled estimate of the percent of PE lesson time spent in MVPA and to assess moderator effects where data allowed. Results The search yielded 5,132 potentially relevant articles; 28 articles representing 25 studies (7 middle and 18 high school) from seven countries were included. Twelve studies measured MVPA through observational measures, seven used accelerometers, five used heart rate monitors and four used pedometers (including three studies using a mix of measures). Meta-analysis of 15 studies found that overall, students spent a mean (95% CI) of 40.5% (34.8–46.2%) of PE in MVPA. Middle school students spent 48.6% (41.3–55.9%) of the lesson in MVPA ( n  = 5 studies) and high school students 35.9% (28.3–43.6%) ( n  = 10 studies). Studies measuring MVPA using accelerometers ( n  = 5) showed that students spent 34.7% (25.1–44.4%) of the lesson in MVPA, while 44.4% (38.3–50.5%) was found for lessons assessed via observation ( n  = 9), 43.1% (24.3–61.9%) of the lesson for a heart rate based study, and 35.9% (31.0–40.8%) for a pedometer-measured study. Conclusions The proportion of PE spent in MVPA (40.5%) is below the US Centre for Disease Control and Prevention and the UK Associations for Physical Education recommendation of 50%. Findings differed according to the method of MVPA assessment. Additional strategies and intervention research are needed to build more active lesson time in PE.

Background The purpose of this study is to explore the association between class-level factors, such as lesson start time, class size, lesson location, PE content, and PE context, and student engagement in moderate-to-vigorous physical activity (MVPA) during PE lessons in both elementary and middle schools. Methods A total of 284 PE lessons from ten schools in Shanghai, Eastern China, were included in the study. Students’ MVPA during PE lessons was recorded using accelerometry, and lesson context was evaluated using the System for Observing Fitness Instruction Time (SOFIT). Mixed linear regression analysis was applied to assess the association between class-level factors and MVPA during elementary and middle school PE lessons. Results Students in elementary school spent 40.3 ± 8.1% of PE lesson time in MVPA, while middle school students spent 40.5 ± 7.1%. Significant relationships were found between MVPA and class-level factors like lesson location, PE content, and PE context. Specifically, elementary school students recorded a higher percentage of MVPA during lessons with team games, individual games, individual activities, and more time spent on skill practice and game play context. In middle schools, higher MVPA was connected to outdoor lessons, a focus on individual games, and more time devoted to fitness context. Conclusions Class-level factors may affect students’ MVPA differently depending on the school level, and these modifiable factors should be targeted to increase MVPA time in elementary and middle school PE classes. Future studies should investigate ways to modify these factors, strategically plan lesson time across different contexts, and optimizing PE content to boost MVPA in PE lessons.

Background Patient education is an important aspect of physiotherapy. Effective education is based on quality communication and understanding of patients’ needs. For a successful practice, it is necessary to recognize the factors that affect the ability to teach the patient and prepare new physiotherapists for this task. The research aims to determine the effect of training on the self-efficacy and skills of physiotherapy students in patient education. Methods Final-year physiotherapy students were randomized into an intervention group (52 students) and a control group (51 students). The intervention group participated in 2.5 hours of lectures, discussions, simulated exercises with colleagues, and video examples of patient education. Students in the control group received standardized instruction without the additional intervention provided to the experimental group. All students performed a self-assessment of their teaching abilities. Patient education was assessed by a blinded evaluator using the Objective Structured Clinical Examination from an audio-recorded simulated clinical practice task. Results The results show no differences in demographic variables, while a significant improvement was achieved for the intervention group after the training. The intervention group before the experiment did not perform differently than the control group on self-efficacy items ( p >.05), but they did perform significantly better than the control group after the experiment ( p <.001). The intervention group showed better results than the control group in almost all observed fields. Conclusion Short-term educational intervention significantly enhances physiotherapy students’ self-efficacy and patient education skills, emphasizing the value of structured educational interventions.

Parents gauge school quality in part by the level of student achievement and a school's racial and socioeconomic mix. The importance of school characteristics in the housing market can be seen in the jump in house prices at school district boundaries where peer characteristics change. The question of whether schools with more attractive peers are really better in a value-added sense remains open, however. This paper uses a fuzzy regression-discontinuity design to evaluate the causal effects of peer characteristics. Our design exploits admissions cutoffs at Boston and New York City's heavily over-subscribed exam schools. Successful applicants near admissions cutoffs for the least selective of these schools move from schools with scores near the bottom of the state SAT score distribution to schools with scores near the median. Successful applicants near admissions cutoffs for the most selective of these schools move from above-average schools to schools with students whose scores fall in the extreme upper tail. Exam school students can also expect to study with fewer nonwhite classmates than unsuccessful applicants. Our estimates suggest that the marked changes in peer characteristics at exam school admissions cutoffs have little causal effect on test scores or college quality.

This study explores the relationship between physical education teachers’ support and middle school students’ participation in sports. It also clarifies this relationship’s mediating roles of perceived competence and exercise persistence. A questionnaire survey involved 879 Chinese middle school students, consisting of 434 males and 445 females. The results indicate a significant positive correlation between teachers’ competence support and students’ participation in sports (p < 0.01). Perceived competence and exercise persistence as important mediators between teachers’ competence support and students’ involvement in sports, with the mediation effect comprising independent mediation by perceived competence and exercise persistence and a chain mediation effect involving both. The effect value was 0.156, with contributions of 60.4%, 43.6%, and 73.1% to the total mediating effect, respectively. In physical education courses, teachers should enhance their competence to support students, increase students’ interest in learning, and promote the development of sports participation. By understanding the predictive roles of teacher support, perceived competence, and exercise persistence on sports participation, strategies can be developed to better enhance students’ levels of participation in physical activities, thereby improving their beliefs about physical health and their confidence in exercising.

Background Few studies have evaluated teacher- and school-level characteristics associated with implementation of recommended physical activity (PA) promoting practices. The purpose of this study is to examine associations between teachers’ PA practices and: [1] teacher-level factors, including their own PA, and [2] school-level factors. Methods This cross-sectional study examined time spent daily in light PA (LPA) and moderate-vigorous PA (MVPA) in association with 7 teacher PA practices among 288 classroom/special area teachers and teaching assistants in 20 urban, suburban and rural schools (recruited through a school wellness trial) in 4 districts. LPA and MVPA was assessed using 24-h ankle accelerometry (up to seven consecutive days). A sum score for teacher PA practices was assessed via survey (7 items; sum score range: 7–35; Cronbach’s alpha = 0.73; higher scores indicate more PA promoting practices). Teacher-level factors included gender, race, self-reported height/weight, years teaching, and education. School-level factors included school type, free-and-reduced-price meal eligibility, student racial/ethnic composition, and urbanicity. Analyses included multilevel regression models, accounting for clustering within schools and adjusting for demographic covariates and school district. Results Teachers were 91% female, 63% elementary, 60% white, mean age 43.2 years ( SD  = 11.3), and 41% obese). Teachers wore accelerometers an average of 5.8 days, spent 399.6 min in LPA ( SD  = 85.0) per day, 24.1 min in MVPA ( SD  = 14.4) per day, and the mean teacher PA practices sum score was 22.4 ( SD  = 5.0). Every 15-min increase in MVPA was related to an increase in teacher PA practices sum score (coeff =1.07; SE  = 0.28; p  < 0.001). Female gender (versus males; coeff = − 1.95; SE  = 0.92, p  = 0.034), an obese weight status (versus non-obese; coeff = − 1.38; SE  = 0.54, p  = 0.010), and teaching in a middle school (versus elementary; coeff = − 3.86; SE  = 0.54, p  < 0.001) were associated with lower teacher PA practices scores. LPA was not associated with teacher PA promoting practices. Conclusions Teachers with higher MVPA, but not higher LPA, and those without obesity were more likely to implement PA promoting practices that could positively impact their students’ PA. Similar to prior studies, these practices were more commonly implemented in elementary schools and by male teachers. Future studies in schools should explore whether improvement of teacher health behaviors subsequently impacts student health behaviors. Trial registration Clinical Trials, NCT03432715 ; Registered on 02/2/2018.

This study aimed to determine current levels of physical activity and sedentary behavior in middle school students on the basis of grade, sex, student attitudes toward physical education, and residence location. In 2013, a cross-sectional study of 1793 students aged 12 to 15 years was conducted across eight middle schools in Beijing, China. Four schools were selected from an urban district and another four schools were from a suburban district. Physical activity and sedentary behavior data were collected using the commonly used school-based Chinese version of the China Health and Nutrition Survey. The mean age of sampled students was 13.3 ± 1.0 years; 51.5% were boys. Approximately 76.6% of students reported having three 45-minute physical education classes every week. A total of 35.6% students spent ≥ 1 h/day performing moderate to vigorous physical activity (MVPA) during school, and 34.9% spent ≥ 1 h/day in MVPA outside school time. Approximately half (49.7%) of the students engaged in reading, writing, or drawing for ≥ 2 h/day, and 42.9% reported screen time for ≥ 2 h/day. Although boys spent more time engaged in physical activity than girls did, they also spent more time exhibiting sedentary behavior. Each 10-unit increase in attitudes toward physical education was associated with an increased odds of 1.15 (95%CI: 1.09-1.20) for spending more than 1 h/day on MVPA. Students in suburban schools reported engaging in physical activity less when compared with those in urban schools. The majority of our students did not meet the current physical activity recommendations, and about half of the students spent excessive time engaging in sedentary behaviors. Findings from this study highlight a positive association between student attitudes toward physical education and physical activity. Studies are needed to further explore the role of student attitudes toward physical education in promoting physical activity among Chinese students.