Studien undersöker fritidshemslärares didaktiska arbete och samverkan med ämneslärare,samt rektorns roll i samverkan. Detta tema uppstod efter att vi deltagit i praktik och fåttobservera fritidshemslärarna i deras verksamhet. Tidigare forskning som används visar hurfritidshemslärare använder didaktiska arbetssätt för att planera och genomföraundervisningen. Den visar även att samverkan med ämneslärare spelar en roll i det didaktiskaarbetet på fritidsverksamheten, samt att rektorn har en betydande roll i samverkan. För attanalysera det empiriska materialet har sju begrepp använts, vilka alla har en koppling till detsociokulturella perspektivet. Det empiriska materialet består av intervjuer med fyra olikafritidshemslärare som arbetar på olika skolor. Intervjuerna spelades in och transkriberadessedan för att kunna bearbetas. Resultaten visar att fritidshemslärare planerar aktiviteter medtydliga syften, anpassar undervisningen efter elevernas behov och ser samverkan somavgörande för att uppnå detta. Trots utmaningar som tidsbrist och kommunikation, harrespondenterna en positiv syn på samverkan. De ser även rektorn som en trygghetspunkt trotseventuella brister. Resultaten och analysen jämförs därefter med den tidigare forskningen föratt ge en helhetsbild av forskningsområdet. Avslutningsvis diskuteras framtidaforskningsvägar, där en möjlig väg är att inkludera observationer i intervjuerna för att få endjupare förståelse för det didaktiska arbetet i praktiken. Därefter reflekterar vi över hur dennastudies resultat och diskussion har bidragit till professionsutveckling för lärare till fritidshem. / The study examines the didactic work of leisure-time educators and their collaboration with subject teachers, as well as the role of the principal in this collaboration. This theme emerged after our participation in practice and observation of leisure-time educators in their activities. Previous research utilized illustrates how leisure-time educators employ didactic approaches to plan and conduct teaching. It also demonstrates that collaboration with subject teachers plays a role in the didactic work of leisure-time activities, and that the principal has a significant role in this collaboration. To analyze the empirical material, seven concepts related to the sociocultural perspective have been employed. The empirical material consists of interviews with four different leisure-time educators working in different schools. The interviews were recorded and transcribed for analysis. The results indicate that leisure-time educators plan activities with clear objectives, adapt teaching to students' needs, and view collaboration as crucial for achieving this. Despite challenges such as time constraints and communication issues, respondents have a positive view of collaboration. They also perceive the principal as a point of security despite potential shortcomings. The results and analysis are then compared with previous research to provide a comprehensive overview of the research area. Finally, future research directions are discussed, with one potential avenue being the inclusion of observations in interviews to gain a deeper understanding of the didactic work in practice. Subsequently, we reflect on how the results and discussion of this study have contributed to the professional development of leisure-time educators.

L’étude du discours de guerre destiné aux enfants de Montréal, entre 1914 et 1918, concernant la Première Guerre mondiale n’a pas retenu l’attention des historiens canadiens. Pourtant, à travers une analyse des journaux montréalais, des revues pédagogiques du Québec, de certains écrits gouvernementaux, il est possible de comprendre comment la guerre est expliquée aux enfants. Ce mémoire vise à mettre en relief les caractéristiques et les objectifs du discours de guerre destiné aux enfants montréalais d’âge primaire. Le premier chapitre s’attardera aux connaissances factuelles transmises aux enfants afin d’établir les raisons qui leur sont présentées quant aux origines de la guerre. Nous constaterons la mise en place d’un triple discours : un discours de peur, un discours visant à rassurer et un discours culpabilisant pour sensibiliser les enfants à l’effort de guerre canadien. Le chapitre suivant analyse les principales caractéristiques des récits de guerre proposés aux enfants. Nous serons ainsi en mesure de cerner les objectifs de ce genre d’histoires. Enfin, nous verrons la place de l’enfant dans le discours de guerre. Nous montrerons comment l’enfant des récits de guerre devient un acteur dans le conflit et comment les écrits utilisent les actions héroïques enfantines. Dans cette guerre qui insiste sur la mobilisation de tous, le discours s’adresse aux filles et, surtout, aux garçons. La Première Guerre mondiale est un sujet incontournable à tel point qu’elle sert de prétexte pour inculquer aux enfants certaines connaissances traditionnelles et nouvelles. Elle s’immisce dans le quotidien de l’enfant, à l’école, dans ses loisirs et dans ses corvées familiales. L’enfant doit développer son patriotisme et les qualités « naturelles » propres à son sexe : les garçons doivent apprendre à faire la guerre et les filles à la soutenir. Le discours de guerre cherche à embrigader l’enfant dans l’effort de guerre canadien. Il insiste sur plusieurs nouvelles thématiques qui auparavant ne faisaient pas partie des enseignements habituels, comme la situation géopolitique de la Belgique. Il incite les petits Montréalais à devenir de bons futurs citoyens qui sauront, si l’occasion se représente, donner leur vie pour leur pays, mais, dans l’immédiat, il les incite surtout à participer à l’effort de guerre. / Canadian historians have neglected World War I’s discourse of war aimed at Montréal children between 1914 and 1918. Yet, through an analysis of Montréal newspapers, Québec pedagogical magazines, and some governmental publications, it is possible to understand how the war is explained to children. This thesis aims to highlight the characteristics and objectives of the discourse of war aimed at primary-age children in Montréal. The first chapter focuses on the factual information transmitted to children to determine how the origins of the war were explained to them. We observe the establishment of a triple discourse: a discourse of fear, a reassuring discourse, and a discourse to encourage guilt to sensitize children to the Canadian war effort. The following chapter analyses the principal characteristics of war stories for children. Thus, we will be able to distinguish the objectives of these types of stories. Finally, we will see the role of the child in the discourse of war. We will show how the child in war narratives becomes an actor in the conflict and how the publications use children’s heroic acts. In this war that stresses the mobilization of the entire population, the discourse is addressed to girls and boys, but especially the latter. The First World War is a rich subject in as much as it serves as a pretext for inculcating children with certain traditional and newer knowledge. It finds its way into children’s daily routines, into their leisure activities and household tasks. Children must develop their patriotism and the “natural” virtues appropriate to their gender: boys must learn to make war and girls to support them. The discourse of war seeks to draw the child into the Canadian war effort. It stresses a number of new themes not previously part of an ordinary education, such as Belgium’s geopolitical situation. It encourages young Montrealers to become model future citizens who, when the occasion arises, will know how to give their life for their country, but, in the shorter term, it particularly encourages them to participate in the war effort.

THE ATTITUDES OF SOCIALLY EXLUDED FAMILIES TOWARDS EDUCATION Abstract This graduation thesis is concerned with the families living in the localities of social exclusion and with their attitudes towards education. The main purpose of this work is to study attitudes towards education and to design potential solutions to existing problems. The theoretical part of the diploma thesis describes the basic concepts related to the topic, deals with the problems concerning education of people with the social and cultural disadvantage and describes the characteristcs of the locality of social exlusion Náhlov. The practical part is divided into the research part which explores attitudes of Náhlov families towards education and the project part which describes an attempt to solve some of the existing problems.

L’étude du discours de guerre destiné aux enfants de Montréal, entre 1914 et 1918, concernant la Première Guerre mondiale n’a pas retenu l’attention des historiens canadiens. Pourtant, à travers une analyse des journaux montréalais, des revues pédagogiques du Québec, de certains écrits gouvernementaux, il est possible de comprendre comment la guerre est expliquée aux enfants. Ce mémoire vise à mettre en relief les caractéristiques et les objectifs du discours de guerre destiné aux enfants montréalais d’âge primaire. Le premier chapitre s’attardera aux connaissances factuelles transmises aux enfants afin d’établir les raisons qui leur sont présentées quant aux origines de la guerre. Nous constaterons la mise en place d’un triple discours : un discours de peur, un discours visant à rassurer et un discours culpabilisant pour sensibiliser les enfants à l’effort de guerre canadien. Le chapitre suivant analyse les principales caractéristiques des récits de guerre proposés aux enfants. Nous serons ainsi en mesure de cerner les objectifs de ce genre d’histoires. Enfin, nous verrons la place de l’enfant dans le discours de guerre. Nous montrerons comment l’enfant des récits de guerre devient un acteur dans le conflit et comment les écrits utilisent les actions héroïques enfantines. Dans cette guerre qui insiste sur la mobilisation de tous, le discours s’adresse aux filles et, surtout, aux garçons. La Première Guerre mondiale est un sujet incontournable à tel point qu’elle sert de prétexte pour inculquer aux enfants certaines connaissances traditionnelles et nouvelles. Elle s’immisce dans le quotidien de l’enfant, à l’école, dans ses loisirs et dans ses corvées familiales. L’enfant doit développer son patriotisme et les qualités « naturelles » propres à son sexe : les garçons doivent apprendre à faire la guerre et les filles à la soutenir. Le discours de guerre cherche à embrigader l’enfant dans l’effort de guerre canadien. Il insiste sur plusieurs nouvelles thématiques qui auparavant ne faisaient pas partie des enseignements habituels, comme la situation géopolitique de la Belgique. Il incite les petits Montréalais à devenir de bons futurs citoyens qui sauront, si l’occasion se représente, donner leur vie pour leur pays, mais, dans l’immédiat, il les incite surtout à participer à l’effort de guerre. / Canadian historians have neglected World War I’s discourse of war aimed at Montréal children between 1914 and 1918. Yet, through an analysis of Montréal newspapers, Québec pedagogical magazines, and some governmental publications, it is possible to understand how the war is explained to children. This thesis aims to highlight the characteristics and objectives of the discourse of war aimed at primary-age children in Montréal. The first chapter focuses on the factual information transmitted to children to determine how the origins of the war were explained to them. We observe the establishment of a triple discourse: a discourse of fear, a reassuring discourse, and a discourse to encourage guilt to sensitize children to the Canadian war effort. The following chapter analyses the principal characteristics of war stories for children. Thus, we will be able to distinguish the objectives of these types of stories. Finally, we will see the role of the child in the discourse of war. We will show how the child in war narratives becomes an actor in the conflict and how the publications use children’s heroic acts. In this war that stresses the mobilization of the entire population, the discourse is addressed to girls and boys, but especially the latter. The First World War is a rich subject in as much as it serves as a pretext for inculcating children with certain traditional and newer knowledge. It finds its way into children’s daily routines, into their leisure activities and household tasks. Children must develop their patriotism and the “natural” virtues appropriate to their gender: boys must learn to make war and girls to support them. The discourse of war seeks to draw the child into the Canadian war effort. It stresses a number of new themes not previously part of an ordinary education, such as Belgium’s geopolitical situation. It encourages young Montrealers to become model future citizens who, when the occasion arises, will know how to give their life for their country, but, in the shorter term, it particularly encourages them to participate in the war effort.

Stumbo and Peterson (2004:9) argue that the participation in meaningful leisure activities may lead to the improvement of elderly people’s health, well-being and quality of life. Changes which are associated with old age, such as the increase in adverse health conditions; however has a significant impact on leisure participation of the elderly (Austin et al., 2006:49). For the purpose of this study, the following questions need to be answered: a) Are physical, social, spiritual and cognitive leisure activities part of the leisure profile of persons sixty years and older? b) Do structural, interpersonal and intrapersonal constraints play a role in limiting the leisure participation of persons sixty years and older? c) Does a relationship exist between participation in physical, social, spiritual and cognitive leisure activities and perceived well-being of people sixty years and older? d) Can a leisure activity paradigm be compiled to indicate the leisure participation of persons sixty years and older? To answer these questions, this study focused on using a phenomenological research design to enquire about the meaning of the leisure phenomenon in elderly people’s lives (Fouché, 2005:270). This study was developed in accordance with the mixed methodological approach referred to by De Vos (2005b:361) as a combination of quantitative and qualitative research used in a single study. For the purpose of this study, one hundred and ten elderly people (men and women), sixty years and older and members of the Potchefstroom Service Centre for the Aged, participated. An availability sample was used to identify the participants who completed the questionnaire and participated in the focus group interview. Seventy two participants (60 females and 12 males) completed the questionnaire, whereby eight participants (5 females and 3 males) participated in the focus group interview. According to the results, respondents 60-64 years old indicated that they participate more in social, creative and cultural, and general leisure activities. Although 60% of these respondents (60-64 years) experience low levels of health, 80% still participate in physical leisure activities. The results suggested that these respondents (60-64 years) also participate less in travelling and outdoor leisure activities than respondents 65-74 years old and 75 years and older. Regarding respondents 65-74 years old, the results indicated higher levels of participation in social leisure activities, followed by general leisure activities. These respondents (65-74 years) participate more in travelling and outdoor leisure activities than the other age groups (60-64; 75 and older). Compared to the respondents 60-64 years, the leisure participation in creative and cultural and physical activities of respondents 65-74 years is significantly lower, even if the results showed they have a healthier health profile than respondents 60-64 years. The results showed that respondents 75 years and older participate more in general leisure activities, followed by social leisure activities and creative and cultural leisure activities. In comparison with respondents 60-64 years, respondents 75 years and older participate more in travelling and outdoor leisure activities. Although respondents 75 years and older, according to the results, have a healthier health profile than respondents 60-64 years and 65-74 years, participation in physical leisure activities was still very low. Regarding the relation between the leisure profile and the different types of living arrangements, it showed that respondents living in retirement villages participate more in social, general and physical leisure activities whereas respondents living in their own homes, participate more in general, social and creative and cultural leisure activities. However, respondents living with their children or family, or in a communal home, participate more in social leisure activities. In terms of the importance of leisure participation in elderly people’s life, the results indicated that 60% respondents 60-64 years, acknowledge leisure participation as very important in their lives, whereas 6% respondents 65-74 years and 75 years and older (21%), indicated leisure participation as not important. According to the respondents’ health profile, in relation to living arrangements and gender, women respondents living in retirement villages experience lower health levels than those living with their children or family, or in communal homes as well as male respondents. The results indicated that most of the respondents who experience average to low health levels, participate in social leisure activities whereas those who participate in outdoor leisure activities experience average health levels. In terms of happiness, well-being and quality of life, the male respondents living in retirement villages experience higher levels of happiness, well-being and quality of life compared to those living with children or family, or in communal homes. Women respondents living in their own homes or with their children or family, or in communal homes experience the highest levels of happiness, well-being and quality of life. This study also suggests that elderly people’s leisure participation can be programmed and planned by using a leisure activity pyramid. This leisure activity pyramid place social activities at the foundation of the leisure program, from where general, creative and cultural, physical, outdoor and travelling leisure activities can develop. The results showed, elderly people have a need to experience leisure benefits; hence the leisure benefits respondents 65-74 years old experience, includes interaction with others, whereas respondents 75 years and older indicated that they experience personal growth as a leisure benefit. Respondents (male and female) 65-74 years old indicated that meeting other people was the biggest leisure benefit, whereas respondents 60-64 years indicated that they participate in leisure activities to experience physical challenges while respondents 75 years and older participate in leisure activities to experience relaxation. In terms of the constraints which can limit participants’ leisure participation or exclude them from it, the respondents experience financial shortages as the most important constraint. The results showed that constraints are experienced differently between gender and age groups. Hence, the male respondents 65-74 years old and female respondents 75 years and older, indicated a shortage of time as the most important constraint, while male respondents 75 years and older, as well as female respondents between 60 and 74 years, indicated financial shortages as the most important constraint. According to the results, it seemed that respondents 85 years and older experience time and security, economic and structural, personal and programming as constraints. Respondents living in a flat on the same premises as children or family, experience time and security as constraints in contrast to those living with children or family, who experience economic and personal constraints. According to this study it is clear that old age and the provision of leisure services to older people, is a very complex issue. In the light of this information it is necessary for tertiary institutions to provide specialized training for recreation students, in the field of providing leisure services to older people, to meet the complex leisure needs of the elderly. / Thesis (PhD (Recreation Science))--North-West University, Potchefstroom Campus, 2013

Stumbo and Peterson (2004:9) argue that the participation in meaningful leisure activities may lead to the improvement of elderly people’s health, well-being and quality of life. Changes which are associated with old age, such as the increase in adverse health conditions; however has a significant impact on leisure participation of the elderly (Austin et al., 2006:49). For the purpose of this study, the following questions need to be answered: a) Are physical, social, spiritual and cognitive leisure activities part of the leisure profile of persons sixty years and older? b) Do structural, interpersonal and intrapersonal constraints play a role in limiting the leisure participation of persons sixty years and older? c) Does a relationship exist between participation in physical, social, spiritual and cognitive leisure activities and perceived well-being of people sixty years and older? d) Can a leisure activity paradigm be compiled to indicate the leisure participation of persons sixty years and older? To answer these questions, this study focused on using a phenomenological research design to enquire about the meaning of the leisure phenomenon in elderly people’s lives (Fouché, 2005:270). This study was developed in accordance with the mixed methodological approach referred to by De Vos (2005b:361) as a combination of quantitative and qualitative research used in a single study. For the purpose of this study, one hundred and ten elderly people (men and women), sixty years and older and members of the Potchefstroom Service Centre for the Aged, participated. An availability sample was used to identify the participants who completed the questionnaire and participated in the focus group interview. Seventy two participants (60 females and 12 males) completed the questionnaire, whereby eight participants (5 females and 3 males) participated in the focus group interview. According to the results, respondents 60-64 years old indicated that they participate more in social, creative and cultural, and general leisure activities. Although 60% of these respondents (60-64 years) experience low levels of health, 80% still participate in physical leisure activities. The results suggested that these respondents (60-64 years) also participate less in travelling and outdoor leisure activities than respondents 65-74 years old and 75 years and older. Regarding respondents 65-74 years old, the results indicated higher levels of participation in social leisure activities, followed by general leisure activities. These respondents (65-74 years) participate more in travelling and outdoor leisure activities than the other age groups (60-64; 75 and older). Compared to the respondents 60-64 years, the leisure participation in creative and cultural and physical activities of respondents 65-74 years is significantly lower, even if the results showed they have a healthier health profile than respondents 60-64 years. The results showed that respondents 75 years and older participate more in general leisure activities, followed by social leisure activities and creative and cultural leisure activities. In comparison with respondents 60-64 years, respondents 75 years and older participate more in travelling and outdoor leisure activities. Although respondents 75 years and older, according to the results, have a healthier health profile than respondents 60-64 years and 65-74 years, participation in physical leisure activities was still very low. Regarding the relation between the leisure profile and the different types of living arrangements, it showed that respondents living in retirement villages participate more in social, general and physical leisure activities whereas respondents living in their own homes, participate more in general, social and creative and cultural leisure activities. However, respondents living with their children or family, or in a communal home, participate more in social leisure activities. In terms of the importance of leisure participation in elderly people’s life, the results indicated that 60% respondents 60-64 years, acknowledge leisure participation as very important in their lives, whereas 6% respondents 65-74 years and 75 years and older (21%), indicated leisure participation as not important. According to the respondents’ health profile, in relation to living arrangements and gender, women respondents living in retirement villages experience lower health levels than those living with their children or family, or in communal homes as well as male respondents. The results indicated that most of the respondents who experience average to low health levels, participate in social leisure activities whereas those who participate in outdoor leisure activities experience average health levels. In terms of happiness, well-being and quality of life, the male respondents living in retirement villages experience higher levels of happiness, well-being and quality of life compared to those living with children or family, or in communal homes. Women respondents living in their own homes or with their children or family, or in communal homes experience the highest levels of happiness, well-being and quality of life. This study also suggests that elderly people’s leisure participation can be programmed and planned by using a leisure activity pyramid. This leisure activity pyramid place social activities at the foundation of the leisure program, from where general, creative and cultural, physical, outdoor and travelling leisure activities can develop. The results showed, elderly people have a need to experience leisure benefits; hence the leisure benefits respondents 65-74 years old experience, includes interaction with others, whereas respondents 75 years and older indicated that they experience personal growth as a leisure benefit. Respondents (male and female) 65-74 years old indicated that meeting other people was the biggest leisure benefit, whereas respondents 60-64 years indicated that they participate in leisure activities to experience physical challenges while respondents 75 years and older participate in leisure activities to experience relaxation. In terms of the constraints which can limit participants’ leisure participation or exclude them from it, the respondents experience financial shortages as the most important constraint. The results showed that constraints are experienced differently between gender and age groups. Hence, the male respondents 65-74 years old and female respondents 75 years and older, indicated a shortage of time as the most important constraint, while male respondents 75 years and older, as well as female respondents between 60 and 74 years, indicated financial shortages as the most important constraint. According to the results, it seemed that respondents 85 years and older experience time and security, economic and structural, personal and programming as constraints. Respondents living in a flat on the same premises as children or family, experience time and security as constraints in contrast to those living with children or family, who experience economic and personal constraints. According to this study it is clear that old age and the provision of leisure services to older people, is a very complex issue. In the light of this information it is necessary for tertiary institutions to provide specialized training for recreation students, in the field of providing leisure services to older people, to meet the complex leisure needs of the elderly. / Thesis (PhD (Recreation Science))--North-West University, Potchefstroom Campus, 2013

The thesis deals with investigation of activities of Catholic sports association Czechoslovak Eagle from the beginning of the century to the Second World War. It describes its history and explains its most important activity with reference to the activities in South Bohemia, in particular in Jindřichův Hradec and Třeboň. It explains the aims of its work as well as the historical value with reference to particular examples. Its how is the main meaning in connection of spirituality and materialism. The first part describes the history of Czechoslovak Eagle, its foundation, organization, and, its most interesting historical moments. The second part describes its activities in the region of South Bohemia. The third part sets the Eagle's work in Třeboň into the historical context. The fourth does the same with the Eagle's work in Jindřichův Hradec.

The main aim of the present dissertation has been the proposition and the following verification of tourist routes of the Kožlany region, so that they would comply with the pedagogic/recreational needs of first grade pupils. The routes are also eligible for pupils of higher grades, without losing value or meaning. I have chosen the Kožlany region for the vast majority of the tourist routes because of its unusual and picturesque scenery with slight terrain elevation and unpredictable landscape changes, thus being a surprisingly refreshing and interesting region to travel through. Besides differentiated terrain Kožlany is a region with a large wood covered area of remarkable beauty and historical monuments which are rarely mentioned yet deliver an unforgettable experience of history and greatness. Among the most important edifices are the monasteries of Plasy and Marianská Tynice. Although other monuments have lesser historical importance than the mentioned monasteries, they do not fail to captivate with their uniqueness and splendor. Examples of such monuments and historical sites are the ruined fortresses of Krašov and Krakovec, the hunting chateau Angerbach, the Jewish cemetery in Kožlany and others. The town of Kožlany is a small, but on the other hand a very interesting place. Two important historical figures are linked with the town, concretely the Czech king Vaclav I. and the second President of the Czechoslovak Republic, Dr. Edward Beneš. Both personalities are mentioned in the dissertation in concordance with their relevance to the tourist routes. The routes have been conceived for hiking, some of them also for cycling tourism, taking in account the amazing nature around Kožlany. The dissertation further includes a theoretical part which concentrates on the content, forms and especially on the importance of tourism in education. It also deals with the representation of tourism related activities in the instructional basis for the first grade development programs for primary, general and national schools. Each of the designed routes is thoroughly characterized according to its length, difficulty, duration, initial point, target point and the attractiveness of spots which should not be missed on the way. A detailed description of each journey's course with maps and additional photographic materials is to be found in the dissertation. Legends or fairy-tales are included in the case of some routes to make them more pleasant and meaningful for the travelling children, eventually adults. Every route has a specific name to keep a clear overview of all the routes as well as to motivate the possible travellers. The dissertation provides a wide range of materials and facts that will help the teacher orientate in the concrete journey and pass new knowledge to his pupils. A variety of games that could be relevantly played in the course of the journey are offered as well.\\

The thesis deals with the eyes of a teacher's free time in order to select appropriate teaching methods for children with ADHD and ADD to these methods allowed the efficient learning with maximum possible use of the potential of the child. The paper discusses selected-art leisure activities, their fillings, forms, methods of teaching in the context of teaching children with ADHD and ADD. Theoretical knowledge is used in the practical part of the analysis of the data collected by means of questionnaires, interviews and observation. At the conclusion of the detailed preparation of the lesson, implementation of educational and training programs and job description of children with ADHD and ADD with the use of available resources and teaching aids. On the basis of the data, it is possible to use art resources-live to work with children with ADHD and ADD, that can help the child with self expression., may act therapeutically and relaxing. At the same time, you can use techniques to indulge the child a sense of accomplishment, which is otherwise the child may receive in the normal school too.

A higher level of education increases the chances of getting work, therefore, this can improve the socio-economic status and social position. Besides, higher education ensures improved health by providing fundamental health knowledge. Completing high school even with low grades increases the chances of getting a job, whereas, unemployment is three times more common among the students with incomplete high school education which leads to low socio-economic status and an unhealthy lifestyle in the long run. This study aims to gain a better understanding of high school students’ perspectives living in Västerås and Eskilstuna regarding meaningful leisure activities and perceived quality of education from their school which may lead to complete high school education. This study will also investigate whether there are any associations between membership in sports and perceived quality of education by adolescents at different gender and socio-economic levels. A cross-sectional study design was applied in this study. The result shows there are many available outdoor activities where the adolescents live to spend their leisure, among them parks are the most reported (314, 58%); walking and cycling paths, running track, outdoor gym and soccer field are the second most reported available opportunity (309, 56.8%) followed by the free sports activities (295, 55.9%). The most popular activities to adolescents are free sports (71, 13.2%) together with homework help at school (70, 13.1%); and more adolescents have membership in sports associations compared to other associations. Also, the study finds that adolescents who either have membership in sports or not do not make any change to the perceived quality of education by students whether they get a very good education, good education, and less than good education in high schools at different gender and self-reported socioeconomic levels. / ACTION: Actions for sustainable education and health among youth