Recent research clearly demonstrates that a decrease of physical activity has occurred among young people. Hence, the purpose of this study was to examine the impact of external motivation on physical activity. Drawn from self-determination theory, the specific research question examined if academic incentives effectively motivated 7th grade students to participate in a 3-week fitness program. A quasi-experimental pre-post design examined treatment and control groups drawn from a sample of 24 students from three physical education classes. The treatment group received academic incentives whereas the control group received no external incentives but were asked to complete the same fitness Program. Independent-sample t-test of the physical activity section of the 2005 Youth Risk Behavior System Survey (YRBS) revealed no group differences on the posttest. Dependent-sample tests indicated little pretest-posttest change in YRBS scores, leading to the conclusion the academic incentive had no major effect on students' motivation to be physically active outside the school environment. This research contributes to positive social change by provided additional insight into what motivates or does not motivate 7th graders to be physically active.

<p>Bullying is a serious problem for many children and youths in today’s society. Surveys have shown that more than 145 000 children and youths are concerned by the problem as a victim or as bullies. The purpose with this survey is to obtain a clear picture of the students’ views of bullying in physical education and health.</p><p>The main questions in this study are:</p><p>·         Does bullying occur in a bigger extent within the subject physical education and health than within other subjects?</p><p>·         In which elements during physical education lessons is the risk highest to be exposed to bullying?</p><p>·         Are there any differences concerning the students’ views of physical education in relation to what age they are. </p><p>To acquire an understandable picture of bullying I have chosen to do a literature study where different kinds of definitions are presented. There are also different varieties of bullying such as physical or social.  Further, to answer my research questions, I have done interviews with students in secondary school.</p><p>Physical education and health is a subject where bullying is more common than in other school subjects according to my results. Further the survey shows that lessons in swimming is an element where the risk to be exposed to bullying is highest.</p><p>Since bullying is a big problem in today`s school I think that it`s important that the staff has good knowledge when it comes to bullying. With open eyes and a big commitment I think that we can go far when it comes to the problems with bullying.</p> / <p>Mobbning är i dagens samhälle ett allvarligt problem för många barn och ungdomar, och då framförallt i skolan men även på fritiden. Undersökningar har visat att mer än 145 000 barn och ungdomar är berörda av problemet som offer eller som mobbare. Syftet med den här undersökningen är att få en inblick i elevers uppfattningar angående mobbning inom ämnet idrott och hälsa.</p><p>Frågeställningarna jag använt mig av är:</p><p>·         Förekommer mobbning i större utsträckning inom ämnet idrott och hälsa än inom övriga ämnen?</p><p>·         Under vilket moment inom ramarna för idrott och hälsa är det störst risk att bli utsatt för mobbning?</p><p>·         Hur skiljer sig uppfattningarna i årskurserna 5-9 åt då det gäller mobbning under lektioner i idrott och hälsa?</p><p>Jag har genomfört en litteraturundersökning för att få en klarare bild av begreppet mobbning. I denna undersökning presenteras olika definitioner, liksom att det finns olika typer av mobbning såsom fysisk och social. För att få svar på mina frågeställningar har jag gjort en intervjuundersökning med elever i årskurserna 5-9.  Enligt mina resultat är ämnet idrott och hälsa ett ämne där mobbning förekommer i större utsträckning än inom övriga ämnen. Vidare visar också min undersökning på att bad är det moment inom ämnet där risken att bli utsatt för mobbning är som störst</p><p>Eftersom mobbning är ett stort problem i dagens skola anser jag att det är viktigt att all berörd personal har goda kunskaper om mobbning. Med öppna ögon och ett stort engagemang tror jag att det går att komma långt med mobbningsproblematiken.</p>

Bullying is a serious problem for many children and youths in today’s society. Surveys have shown that more than 145 000 children and youths are concerned by the problem as a victim or as bullies. The purpose with this survey is to obtain a clear picture of the students’ views of bullying in physical education and health. The main questions in this study are: ·         Does bullying occur in a bigger extent within the subject physical education and health than within other subjects? ·         In which elements during physical education lessons is the risk highest to be exposed to bullying? ·         Are there any differences concerning the students’ views of physical education in relation to what age they are.  To acquire an understandable picture of bullying I have chosen to do a literature study where different kinds of definitions are presented. There are also different varieties of bullying such as physical or social.  Further, to answer my research questions, I have done interviews with students in secondary school. Physical education and health is a subject where bullying is more common than in other school subjects according to my results. Further the survey shows that lessons in swimming is an element where the risk to be exposed to bullying is highest. Since bullying is a big problem in today`s school I think that it`s important that the staff has good knowledge when it comes to bullying. With open eyes and a big commitment I think that we can go far when it comes to the problems with bullying. / Mobbning är i dagens samhälle ett allvarligt problem för många barn och ungdomar, och då framförallt i skolan men även på fritiden. Undersökningar har visat att mer än 145 000 barn och ungdomar är berörda av problemet som offer eller som mobbare. Syftet med den här undersökningen är att få en inblick i elevers uppfattningar angående mobbning inom ämnet idrott och hälsa. Frågeställningarna jag använt mig av är: ·         Förekommer mobbning i större utsträckning inom ämnet idrott och hälsa än inom övriga ämnen? ·         Under vilket moment inom ramarna för idrott och hälsa är det störst risk att bli utsatt för mobbning? ·         Hur skiljer sig uppfattningarna i årskurserna 5-9 åt då det gäller mobbning under lektioner i idrott och hälsa? Jag har genomfört en litteraturundersökning för att få en klarare bild av begreppet mobbning. I denna undersökning presenteras olika definitioner, liksom att det finns olika typer av mobbning såsom fysisk och social. För att få svar på mina frågeställningar har jag gjort en intervjuundersökning med elever i årskurserna 5-9.  Enligt mina resultat är ämnet idrott och hälsa ett ämne där mobbning förekommer i större utsträckning än inom övriga ämnen. Vidare visar också min undersökning på att bad är det moment inom ämnet där risken att bli utsatt för mobbning är som störst Eftersom mobbning är ett stort problem i dagens skola anser jag att det är viktigt att all berörd personal har goda kunskaper om mobbning. Med öppna ögon och ett stort engagemang tror jag att det går att komma långt med mobbningsproblematiken.

This is an empirical study based on Physical Education and health (PE) teachers' experiences and builds on, for the study, significant literature. The study is about PE teachers’ consideration of gender in the assessment as well as in the selection of lesson content. Semi-structured interviews were employed as method for the data collecting process. Four teachers were interviewed, teachers of PE in elementary and upper secondary school with varied length of professional experience and ages. The interviews were analyzed by the means of content analysis. The results indicate that teachers are gender-aware in sense that they see the student or individual rather than a group of individuals, assesses students' progression rather than the immediate performance and offer a wide range of lesson content so that it will fit all students. Furthermore, the results indicate that gender-aware teachers reflect on their own gender awareness and on what they can do better. Without a gender thinking in school the teaching quality will suffer.   Keywords: Gender, Gender systems, Physical education and health, Sex, Pedagogy

Bakgrund: Skillnaden mellan de fysisk aktiva och de fysiskt inaktiva ungdomarna blir allt större idag. Hjärt och kärl-sjukdomar är en av de dominerande folksjukdomarna som kan uppstå av fysisk inaktivitet. Skolan är en arena där barn utvecklas och får en möjlighet att röra på sig under skoltid. Som blivande idrottslärare är det då viktigt att kunna motivera eleverna i ämnet för ett fortsatt fysisk aktivitet. Syfte: Det primära syftet med undersökningen är att undersöka hur några idrottslärare arbetar för att motivera sina elever i idrott och hälsa. Därför valdes det att studera hur ett begränsat urval av idrottslärare i Karlstad kommun motiverar sina elever i ämnet idrott och hälsa. Metod: Arbetat är en kvalitativ metod i form av intervjuer vilket också har använts i undersökningen. Sex idrottslärare, tre som arbetar på ett högstadium och tre idrottslärare inom Karlstad kommun har undersökts. Intervjuerna har sammanställts och blivit resultatet av min studie. Respondenterna är konfidentiella och är skyddade av etiska rättigheter. Resultat: Resultaten visar att många av respondenterna upplever att motivationen är bra på skolorna och det har och göra med att många är fysiskt aktiva på fritiden. Resultaten visar även att variation i undervisningen och att det är viktigt att se eleverna och kunna erbjuda aktiviteter där varje elevs behov tillfredsställs samtidigt som eleverna får inflytande på idrottslektionerna. Detta leder i sin tur att de tre psykologiska behoven som kompetens, självständighet och samhörighet uppfylls och den inre motivationen stärks i ämnet. Studien har även kopplats i hop med tidigare studier och Self Determination Theory som är studiens teoretiska utgångspunkt. Nyckelord: Idrottslärare. Idrott och hälsa. Motivation. Skola. / Background: The difference between the physically active and the physically inactive young people is increasing today. Cardiovascular disease is one of the dominant endemic diseases that can be caused by physical inactivity. The school is an arena in which children develop and get an opportunity to move on during school hours. As future physical education teachers, it is then important to be able to motivate students in the subject of continued physical activity. Purpose: The primary objective of the study is to examine how physical education teachers can work to motivate their students in sports and health. Therefore it was chosen to study how a limited selection of the teachers in Karlstad municipality works to motivate their students in physical education and health. Method: I have used a qualitative approach in the form of interviews, which has also been used in the investigation. Six education teachers, three working at a high school and three physical education teachers in the municipality of Karlstad have participated in the investigation. The interviews were compiled and became the result of my study. The respondents are confidential and are protected by moral rights. Result: The results show that many of the respondents feel that the motivation is good at the schools and it has to do with the fact that many are physically active during their leisure time. The results also show that the variation in teaching, and that it is important to see the students on a more personal level and offer activities where each student's needs are met while students gain influence in PE classes. This leads in turn to the three psychological needs of competence, autonomy and affinity are met and internal motivation is strengthened in the subject. The study has also been linked to previous studies and Self Determination Theory is the study's theoretical base.   Keywords: Physical education teacher. Physical education and health. Motivation. School.

Aim The aim of this study has been to examine how health enhancement teachers in Montana, USA, view the value of physical activity from a lifelong perspective. In what way does the health enhancement teacher think the importance of physical activity from a lifelong perspective could be presented? What resources are available for teachers to present the value of physical activity from a lifelong perspective? Method The issue has been answered through qualitative interviews consisting of six health enhancement teachers, four women and two men, in Montana, USA. One of the teachers worked at an elementary school (for 30 years), three teachers worked at middle schools (20, 10 and 8 years of work experience) and two of the teachers interviewed worked at a high school (30 and 3 years).   Results The majority of teachers feel that a wide variety of activities, adapted to an individual level, and the understanding of a healthy lifestyle are important in order for the teacher to present the value of physical activity from a lifelong perspective. The teachers felt they had sufficient material in order to present the value of physical activity, where the school budget provided the teachers with materials every year. In addition to the budget, all the teachers had 12 hours of professional development every year where they could attend conferences or their own choice of professional development. Conclusion With the help in forms of professional development offered by the school, conferences, meeting with other teachers, and their own choice of development, the teachers instruction techniques could increase which could help the teachers to find the pupils’ interest for different kinds of physical activities. Keywords Physical education and health, physical activity, SOC, sense of coherence. / Syfte och frågeställningar Syftet med studien har varit att undersöka hur lärare, i ämnet idrott och hälsa på skolor i Montana, USA, ser på värdet av fysisk aktivitet i ett livslångt perspektiv. På vilket sätt anser läraren i idrott och hälsa att vikten av fysisk aktivitet i ett livslångt perspektiv kan förmedlas till eleverna?  Vilka hjälpmedel finns till förfogande för läraren att förmedla värdet av fysisk aktivitet i ett livslångt perspektiv? Metod Frågeställningen har besvarats genom kvalitativa intervjuer gjorda på sex lärare, i ämnet idrott och hälsa, i Montana, USA. Lärarna som medverkade bestod av fyra kvinnor och två män. En lärare arbetade på låg- och mellanstadiet (30 år som lärare), tre lärare på högstadiet (20, 10 respektive 8 år som lärare) samt två lärare på gymnasienivå (30 respektive 3 år inom yrket). Resultat Majoriteten av lärarna ansåg att en bred variation av aktiviteter, anpassning till individnivå samt kunskaper om en hälsosam livsstil är viktiga medel för att kunna förmedla vikten av fysisk aktivitet i ett livslångt perspektiv. Lärarna ansåg sig ha tillräckligt med hjälpmedel, i form av utrustning, för att förmedla värdet av fysisk aktivitet, där skolans budget erbjuder lärarna att inhandla material varje år. Utöver budgeten hade samtliga lärare 12 timmar av professionell utveckling varje år i form av konferencer eller annan egen vald professionell utveckling. Slutsats Med hjälp av de hjälpmedel som skolan erbjuder i form av konferenser, samtal med andra lärare samt egna valda alternativ för utveckling, kan lärarens undervisning förbättras och på sätt fånga fler elevers intressen. Nyckelord Idrott och hälsa, fysisk aktivitet, KASAM, känsla av sammanhang.

<p> The efficiency and efficacy of the U.S. healthcare system has been in question for decades. We spend more per capita than any other industrialized nation while consistently realizing inferior health outcomes for our population as a whole when compared with many industrialized nations. In 1965, the proportion of U.S. gross domestic product (GDP) attributed to healthcare was approximately 6%. Today, the share of GDP spent on healthcare by the United States is almost 18%. This number is 5% higher than the next two countries, the Netherlands and France (spending 12.0% and 11.8% of their GDP on healthcare respectively) according to the Organization for Economic Co-operation and Development (OECD). The proportion of GDP spent on healthcare in 2020 is estimated to reach 20%, with the nation's increasing healthcare expeditors reducing resources available for other worthy government programs, eroding wages, and undermining the competitiveness of U.S. industry. </p><p> This dissertation explores longitudinal outcome data for Malcolm Baldrige National Quality Award recipients in healthcare in the dimensions of patient outcomes (mortality, complications and patient safety), as well as hospital financial and efficiency measures (average length of stay, expense per discharge and profitability). Source data from Truven Health Analytics (formerly Thomson Reuters) are used to evaluate changes in level, immediacy/latency and trend in the years prior to versus the years after becoming a Malcolm Baldrige National Quality Award recipient. In support of the hypothesis, being a recipient of the Malcolm Baldrige National Quality Award in healthcare explains slight enhancements in clinical outcomes, while hospital financial and efficiency measures all showed overwhelmingly positive operating results.</p>

<p> Healthy nutrition is essential for everyone but in some periods, including pregnancy, people are more susceptible and demand attention for nutrition. According to the United States Food and Drug Administration (FDA), approximately 300 extra calories are needed daily to maintain a healthy pregnancy for women. This study analyzes the effects of health education that is provided to pregnant women who are either seeking an office visit for routine or high-risk pregnancy. This study predicted there is no difference in being referred for any type of health education offered to pregnant women between those who received routine pregnancy care and those with high-risk care. It also predicted there is no difference in whether pregnant women are offered nutrition health education/exercise for receiving routine prenatal care and high-risk care. The Statistical Package for Social Services (SPSS) was applied to analyze the 2010 National Ambulatory Medical Care Survey (NAMCS) data using Chi Square statistics. The results from this study indicated no significant relationship between pregnant women who are either seeking an office visit for routine or high-risk pregnancy, as it relates to health education. These results reassure the importance of health education.</p>

<p> The purpose of the qualitative phenomenological study was to describe the phenomenon of being a student-parent by identifying the lived experiences of nursing students that are parents, specifically their perceptions of their experiences of how they balance their family life with their academic life successfully. Two participants were involved in the pilot test and 21 main study participants were included in the sample. The data obtained through semi-structured one-on-one interviews were analyzed using Giorgi&rsquo;s method of phenomenological research. The findings of this study identified eight themes resulting from descriptions provided by the student-parents while in undergraduate nursing school and included: (1) <i>All challenges are subjective to the personal circumstance</i> reflecting the unique home situation, (2) <i>Unmet personal expectations occur while in nursing school</i> through role conflict and guilt, (3) <i>Post-secondary education has particular demands</i> through financial and academic obligations, (4) <i>Support is essential to nursing school success</i>, (5) <i> Processes enabling student-parent success</i> contain compromises and strategizing balance with flexibility, (6) <i>Interactions and outcome from negative spillover</i> imbalance family and academic obligations, (7) <i>Organization culture of campus attributes to the student-parent perspective</i>, and (8) <i>Participant recommendations to stakeholders </i>. The essence of the student-parent experience influenced a formation of a comprehensive model, titled PARENTS to inform campus leaders of strategies to enhance the student-parent experience and accommodate family influences brought to campus. Future qualitative research suggestions include exploring support systems of student-parents, children experiences of student-parents, and campus stakeholder perspectives of breastfeeding and parent planning and family-centred accommodation on campus.</p>

<p> Problem: Paramedic educators have a short time frame (840 didactic/laboratory plus 500 clinical/internship hours) and limited resources to prepare their students to have competent clinical skills, safe medical practice, and appropriate leadership and teamwork skills. New learning approaches including simulation, audiovisual feedback, and structured debriefing have been suggested as a way to meet this challenge within paramedic education. While some individual components have been studied, no study has examined these three technologies together in paramedic training programs. The overarching research question that guided this study was: What and how do paramedic students learn in a high-fidelity healthcare simulation program that includes audio/video and instructor-facilitated feedback? </p><p> Method: The investigation was a mixed methods study; however, the study tended towards qualitative methods primarily using intrinsic case study methodology based on the work of Yin and Stake. The investigation reviewed the outcomes achieved through the use of high-fidelity healthcare simulation coupled with audio-visual feedback, when implemented within a paramedic education program. A variety of data was collected including audio-visual recordings of briefs, simulations, and debriefs, multiple student documents and logs, and copious researcher notes and documents. </p><p> Results: The simulation laboratory was a realistic, safe, controlled setting allowing students to make autonomous decisions without potential harm to human life as a consequence of errors. Simulation technology augmented traditional clinical experiences by providing more uniformity of experiences between students, providing less familiar clinical experiences, and acting as a time-efficient method for achieving deficit competencies. In evaluating student skill performance, simulation provided better quantified measures and observation accuracy. </p><p> Leadership skills were developed in simulation by taking advantage of safe learning aspects; an environment to learn from mistakes which used leadership skill autonomous practice. Participation as a leader and follower allowed the learner a better understanding of the leadership role when exposed to well-crafted scenarios. Simulation was a unique methodology facilitating safe learning from errors committed by students, a result of knowledge gaps within individual learning. Simulation was unlike traditional learning methods such as lecture, laboratory, or clinical experiences. </p><p> The facilitator/debriefer assisted the paramedic in learning within the simulation environment by: creating a safe learning environment, helping learners identify what knowledge was needed, reinforcing identified needed learning, assisting participants to identify correct actions in response to individualized errors, and promoting learner reflection. A debriefing provided the environment whereby the bulk of learning took place in the simulation experience. The simulation environment contributed to student growth in three domains (cognitive, psychomotor and affective) of learning identifying knowledge or performance gaps for students in the specific practice of assessment, leadership, treatments, planning, evaluation, situational awareness, communications, and teamwork. Simulation provided an alternate method for achieving clinical experiences not available in the actual setting. During the debriefing, the audio-visual feedback and interactive probing procedures worked together to promote student learning. The audio-visual component provided a "big picture" viewpoint for the learner used by the debriefer during interactive probing to help students identify errors and alternate actions. </p><p> A learning model was constructed which represented how students learn. The use of simulation allowed the participant to determine unknown knowledge gaps from previous learning through processes of simulation experience, identification during debriefing, and reflection on alternate-decision pathways. Learning occurred in learning process conclusion: the application of alternate pathways in behavior. The learning process has been summarized in a simulation learning model presented in this study. The simulation learning model is applicable for cognitive, affective, and psychomotor elements. </p><p> Within the study, analysis developed emergent themes. Emergent themes included: <i>Context Is Vital, We Often Don't Know What We Don't Know, Learning From Mistakes, Learners Must Have a Safe Learning Environment, Learning Lessons From Other Industries, and Teaching Leadership Challenges for Paramedics.</i> </p><p> Conclusions and Recommendations: Students often don't know what they don't know in individualized previous learned knowledge; thus, a learning mechanism is required, such as simulation with facilitated debriefing interactive audiovisual feedback. Simulation technology acts as a safe and non-threatening environment to allow learning from mistakes without a human cost. Valid fidelity healthcare simulations augment traditional clinical experiences by providing unfamiliar virtual realities in a uniform way to strengthen the participants' overall experience repertoire. This study recommends that the Emergency Medical Services (EMS) industry, educators, and policy makers establish standards requiring simulation learning within initial training programs to decrease the potential for loss of human lives as a result of human error.</p>