Background, Methodology: Local Law 102 enacted in 2015 requires the Department of Education of the New York City School District to submit to the Council an annual report concerning physical education for the prior school year. This report provides information about average frequency and average total minutes per week of physical education as defined in Local Law 102 as reported through the 2015-2016 STARS database. It is important to note that schools self-report their scheduling information in STARS. The report also includes information regarding the number and ratio of certified physical education instructors and designated physical education instructional space. This report consists of six tabs: PE Instruction Borough-Level PE Instruction District-Level PE Instruction School-Level Certified PE Teachers PE Space Supplemental Programs PE Instruction Borough-Level This tab includes the average frequency and average total minutes per week of physical education by borough, disaggregated by grade, race and ethnicity, gender, special education status and English language learner status. This report only includes students who were enrolled in the same school across all academic terms in the 2015-16 school year. Data on students with disabilities and English language learners are as of the end of the 2015-16 school year. Data on adaptive PE is based on individualized education programs (IEP) finalized on or before 05/31/2016. PE Instruction District-Level This tab includes the average frequency and average total minutes per week of physical education by district, disaggregated by grade, race and ethnicity, gender, special education status and English language learner status. This report only includes students who were enrolled in the same school across all academic terms in the 2015-16 school year. Data on students with disabilities and English language learners are as of the end of the 2015-16 school year. Data on adaptive PE is based on individualized education programs (IEP) finalized on or before 05/31/2016. PE Instruction School-Level This tab includes the average frequency and average total minutes per week of physical education by school, disaggregated by grade, race and ethnicity, gender, special education status and English language learner status. This report only includes students who were enrolled in the same school across all academic terms in the 2015-16 school year. Data on students with disabilities and English language learners are as of the end of the 2015-16 school year. Data on adaptive PE is based on individualized education programs (IEP) finalized on or before 05/31/2016. Certified PE Teachers This tab provides the number of designated full-time and part-time physical education certified instructors. Does not include elementary, early childhood and K-8 physical education teachers that provide physical education instruction under a common branches license. Also includes ratio of full time instructors teaching in a physical education license to students by school. Data reported is for the 2015-2016 school year as of 10/31/2015. PE Space This tab provides information on all designated indoor, outdoor and off-site spaces used by the school for physical education as reported through the Principal Annual Space Survey and the Outdoor Yard Report. It is important to note that information on each room category is self-reported by principals, and principals determine how each room is classified. Data captures if the PE space is co-located, used by another school or used for another purpose. Includes gyms, athletic fields, auxiliary exercise spaces, dance rooms, field houses, multipurpose spaces, outdoor yards, off-site locations, playrooms, swimming pools and weight rooms as designated PE Space. Supplemental Programs This tab provides information on the department's supplemental physical education

Excellent sports performance student information..

This statistic shows the share of children who attended physical education once a week in the United States in 2020, by age. In 2020, approximately 95.9 percent of eight-year-olds attended gym class at least once a week.

Data presented here to evaluate the effects of CrossFit intervention on students’ health-related physical fitness during physical education process through a meta-analysis. The procedure started with systematic screening following PRISMA guidelines using databases: Web of Science, SCOPUS, ScienceDirect, PubMed. Searching strategy and eligibility criteria of the literatures used in the meta-analysis are described. In all, 60 literatures were identified through predefined database and 6 of which fit for eligibility criteria. Meta-analysis was conducted by using RevMan-5.4.1. The random effects model was used to evaluate the effects of CF intervention on students. The outcomes from comparison between experiment and control groups were descripted with studies’ 95% confidence intervals (CI). The heterogeneity within comparison groups was estimated based on p-value of chi-squared (Q) test. I2 value also used for quantifying heterogeneity. Publication bias was estimated by using Rosenthal’s fail-safe number test (Nfs-T). Nfs-T = 19S - N (S = number of studies, p < .05, N = number of studies, p > .05). Tolerance level (TL) = 5K + 10 (K = all included studies). Sensitivity and subgroup analysis were conducted to remove study (studies) with deficiency that might influence effect in pooled group. The procedure illustrated here allows scholars to conveniently access and expand the pooled literatures and to utilize these data in future meta-analyses.

Local Law 102 enacted in 2015 requires the Department of Education of the New York City School District to submit to the Council an annual report concerning physical education for the prior school year.
This report provides information about average frequency and average total minutes per week of physical education as defined in Local Law 102 as reported through the 2017-18 STARS database. It is important to note that schools self-report their scheduling information in STARS. The report also includes information regarding the number and ratio of certified physical education instructors and designated physical education instructional space. Schools with a comprehensive PE program, led by a certified or designated PE teacher, can become a Move-to-Improve All-Star school by training at least 85% of their eligible teachers in Move-to-Improve, maintaining that percentage of trained teachers each year, and implementing Move-to-Improve in their classrooms.

Local Law 102 enacted in 2015 requires the Department of Education of the New York City School District to submit to the Council an annual report concerning physical education for the prior school year. This report provides information about the provision of physical education instruction, including the average PE class size, average frequency and average total minutes per week of physical education as defined in Local Law 102, adapted PE and the granting of PE substitutions, as reported through the STARS database for the 2019-20 school year. It is important to note that schools self-report their scheduling information in STARS. Furthermore, with the shift to remote learning in March 2020, NYSED waived instructional seat time requirements for the remainder of the 2019-20 school year. As a result, PE instruction data is reported for all grade levels as of the midyear of the 2019-20 school year.

This statistic presents the percentage of students in Canada who reported that they had been physically active for at least 60 minutes per day at a moderate to vigorous level in 2002, 2006, 2010, 2014, and 2018. According to the survey, in 2018, 25 percent of students responded that they had been physically active every day for at least 60 minutes.

ABSTRACT It is clear that physical education is considered a compulsory subject and as such should be la-belled as an important subject, but this perspective is not always shared by the educational community. The aim of this study was to explore the perception of families with children enrolled in compulsory education about the subject of physical education. To this end, an ad hoc questionnaire was administered, consisting of 15 questions, two of which were socio-demographic in nature and the rest of which were Likert-type responses. The study is a non-experimental, descriptive, cross-sectional study. The study sample consisted of a total of 120 respondents (M=40.28 years; SD= 6.95). Participants were selected through non-probability purposive sampling. The results showed a lack of knowledge regarding the subject of physical education which implies that there are diverse opinions about the functioning and the proposed aim of this subject. However, physical education should be seen as an essential subject for the integral development of the student.

Local Law 102 enacted in 2015 requires the Department of Education of the New York City School District to submit to the Council an annual report concerning physical education for the prior year. This tab includes the average frequency and average total minutes per week of physical education by borough, disaggregated by grade, race and ethnicity, gender, special education status and English language learner status. This report only includes students who were enrolled in the same school across all academic terms in the 2015-16 school year. Data on students with disabilities and English language learners are as of the end of the 2015-16 school year. Data on adaptive PE is based on individualized education programs (IEP) finalized on or before 05/31/2016.

description: The Foods and Physical Activity in Public Elementary Schools, 2005 (FRSS 87), is a study that is part of the Fast Response Survey System (FRSS) program; program data is available since 1998-99 at https://nces.ed.gov/surveys/frss/downloads.asp. FRSS 87 (https://nces.ed.gov/surveys/frss/) is a sample survey that was designed to obtain current national information on availability of foods and opportunities for exercise in public elementary schools. Questionnaires were mailed to the principals of each sampled school. Respondents had the option of completing paper-and-pencil or web-based questionnaires. The study's weighted response rate was 91 percent. Key statistics produced from the study were types of food sold at one or more locations in their schools and in their cafeterias or lunchrooms; the types of food sold at vending machines and school stores or snack bars, and times when foods were available at those locations; food service operations and contracts with companies to sell foods at schools; scheduled recess, including the days per week, times per day, and minutes per day of recess; scheduled physical education, including the days per week, class length, and average minutes per week of physical education; activities to encourage physical activity among elementary students; and the physical assessment of students.; abstract: The Foods and Physical Activity in Public Elementary Schools, 2005 (FRSS 87), is a study that is part of the Fast Response Survey System (FRSS) program; program data is available since 1998-99 at https://nces.ed.gov/surveys/frss/downloads.asp. FRSS 87 (https://nces.ed.gov/surveys/frss/) is a sample survey that was designed to obtain current national information on availability of foods and opportunities for exercise in public elementary schools. Questionnaires were mailed to the principals of each sampled school. Respondents had the option of completing paper-and-pencil or web-based questionnaires. The study's weighted response rate was 91 percent. Key statistics produced from the study were types of food sold at one or more locations in their schools and in their cafeterias or lunchrooms; the types of food sold at vending machines and school stores or snack bars, and times when foods were available at those locations; food service operations and contracts with companies to sell foods at schools; scheduled recess, including the days per week, times per day, and minutes per day of recess; scheduled physical education, including the days per week, class length, and average minutes per week of physical education; activities to encourage physical activity among elementary students; and the physical assessment of students.

Abstract Aim: To compare high active (HA) and low active (LA) adolescent’s physical activity (PA) levels in three different domains: commuting to school, physical education (PE) class and recess time at school. Method: This is a cross-sectional study, with a quantitative approach and random sample of 176 (105 girls) adolescents aged 14 - 18 years old from 10 urban public high schools in southern from Brazil. PA levels were measured using a pedometer. The average number of steps was recorded on the way to school, during PE classes and during school recess time. Participants were classified as HA and LA according to Tudor-Locke’s cut-off points. Data were analyzed using descriptive statistics and One-Way ANOVA stratified by sex. Results: Data showed differences of mean values between school commuting PA for girls (LA: 1057.60; HA: 1624.54; Δ: 566.94; p

🇺🇸 미국 English Background, Methodology: Local Law 102 enacted in 2015 requires the Department of Education of the New York City School District to submit to the Council an annual report concerning physical education for the prior school year. This report provides information about average frequency and average total minutes per week of physical education as defined in Local Law 102 as reported through the 2015-2016 STARS database. It is important to note that schools self-report their scheduling information in STARS. The report also includes information regarding the number and ratio of certified physical education instructors and designated physical education instructional space. This report consists of six tabs: 1. PE Instruction Borough-Level 2. PE Instruction District-Level 3. PE Instruction School-Level 4. Certified PE Teachers 5. PE Space 6. Supplemental Programs 1. PE Instruction Borough-Level This tab includes the average frequency and average total minutes per week of physical education by borough, disaggregated by grade, race and ethnicity, gender, special education status and English language learner status. This report only includes students who were enrolled in the same school across all academic terms in the 2015-16 school year. Data on students with disabilities and English language learners are as of the end of the 2015-16 school year. Data on adaptive PE is based on individualized education programs (IEP) finalized on or before 05/31/2016. 2. PE Instruction District-Level This tab includes the average frequency and average total minutes per week of physical education by district, disaggregated by grade, race and ethnicity, gender, special education status and English language learner status. This report only includes students who were enrolled in the same school across all academic terms in the 2015-16 school year. Data on students with disabilities and English language learners are as of the end of the 2015-16 school year. Data on adaptive PE is based on individualized education programs (IEP) finalized on or before 05/31/2016. 3. PE Instruction School-Level This tab includes the average frequency and average total minutes per week of physical education by school, disaggregated by grade, race and ethnicity, gender, special education status and English language learner status. This report only includes students who were enrolled in the same school across all academic terms in the 2015-16 school year. Data on students with disabilities and English language learners are as of the end of the 2015-16 school year. Data on adaptive PE is based on individualized education programs (IEP) finalized on or before 05/31/2016. 4. Certified PE Teachers This tab provides the number of designated full-time and part-time physical education certified instructors. Does not include elementary, early childhood and K-8 physical education teachers that provide physical education instruction under a common branches license. Also includes ratio of full time instructors teaching in a physical education license to students by school. Data reported is for the 2015-2016 school year as of 10/31/2015. 5. PE Space This tab provides information on all designated indoor, outdoor and off-site spaces used by the school for physical education as reported through the Principal Annual Space Survey and the Outdoor Yard Report. It is important to note that information on each room category is self-reported by principals, and principals determine how each room is classified. Data captures if the PE space is co-located, used by another school or used for another purpose. Includes gyms, athletic fields, auxiliary exercise spaces, dance rooms, field houses, multipurpose spaces, outdoor yards, off-site locations, playrooms, swimming pools and weight rooms as designated PE Space. 6. Supplemental Programs This tab provides information on the department

Title: NM PUBLIC ELEMENTARY SCHOOL PHYSICAL EDUCATION AND RELATED INDICATORS, 2016 - PESCHPE16

Summary: Number of Physical Education Teachers (with endorsement) and Number of PE Classes at 450 NM PUBLIC Elementary Schools, with related data on 40-day enrollment, student demographics and 3rd grade proficiency.

Source: NM Public Education Department, 4 files: School Enrollment, School Demographics, Combined Proficiency, PE Teachers and Classes

Master file: PUBLIC Subset of ESCHEDPRPE16_C_AC (Oct 30 2016)

Feature Service: http://nmcdc.maps.arcgis.com/home/item.html?id=976d1a5393244b1ca918fe40d845c88a

Map:

Geocoding: NEW MEXICO COMMUNITY DATA COLLABORATIVE, 2016 (FILE: NMSCH16 - first 33 variables)

Analyst: T Scharmen, thomas.scharmen@state.nm.us, 505-897-5700 x126

PUBLIC SUBSET

VARIABLE DEFINITION

UIDnum Unique Identification Number, NMPED District and Location Codes Combined, Numeric

UIDtxt Unique Identification Number, NMPED District and Location Codes Combined, TEXT

DISTCODEt NMPED District Code, TEXT

LOCIDt NMPED Location Code, TEXT

D_CODE NMPED District Code, Numeric

LOC_ID NMPED Location Code, Numeric

ALL NM SCHOOL DISTRICTS DNAMESHRT District Name, Shortened

ALL NM PUBLIC ELEMENTARY SCHOOLS SCHNAME School (Location) Name

NEW_2016 Flag for new entries as of March 2016 (From NMPED Enrollment and Demographic files)

NCESD_ID National Center for Education Statistics School District Code, TEXT

NCES_SID National Center for Education Statistics School District and School Location Codes Combined, TEXT

DKEY_FED Federal Census School (Location) Code, Numeric

LKEY_FED Federal Census School District Code, Numeric

LEV School Level (Elementary, High, etc, see table)

LEV_CODE School Level Abrreviated (ES, HS, etc, see table)

GRDRNG Range of Grade Levels Served at School

KF5YES School includes any grades within K to 5 range, 1 = YES

LORGTYPE Public, Charter, Off Site, State Supported

GCST Physical Address of School Location

GCCITY City

GCSTATE State

GCZIP Zip Code

LAT Latitude

LONG Longitude

GCCODE Geocoding Quality control

GCCOUNTY County

TRACT2010 Census Tract

SANO NM DOH Small Area Number

SANAME NM DOH Small Area Name

NMSCHD School District Number

ALL NM DISTRICTS NMSCHD_N School District Name

NMSENATE NM Senate District Number

NMHOUSE NM House District Number

BEGENRL BEGIN SECTION - SCHOOL ENROLLMENT, 2016 (MAR 2016; Enrollment by district by location by grade.xlsx)

5898 GRDPK Enrollment Grade = Pre-Kindergarten

23558 GRDKF Enrollment Grade = Kindergarten Full Day

0 GRDKN Enrollment Grade = Kindergarten _ (ALL ZEROES)

25411 GRD01 Enrollment Grade = 1

25682 GRD02 Enrollment Grade = 2

25456 GRD03 Enrollment Grade = 3

24675 GRD04 Enrollment Grade = 4

24401 GRD05 Enrollment Grade = 5

149183 GRDKF_05 TOTAL ENROLLMENT GRADES = KF, 1, 2, 3, 4 & 5

5786 GRD06 Enrollment Grade = 6

666 GRD07 Enrollment Grade = 7

661 GRD08 Enrollment Grade = 8

3 GRD09 Enrollment Grade = 9

3 GRD10 Enrollment Grade = 10

2 GRD11 Enrollment Grade = 11

6 GRD12 Enrollment Grade = 12

162208 TOTENR Total Enrollment All Grades

BEGDEMO BEGIN SECTION - SCHOOL DEMOGRAPHICS, 2016 (MAR 2016: School Demographics 1516 40d.xlsx)

162185 NALL All Students, NUMBER

83077 NM Male, NUMBER

79108 NF Female, NUMBER

1821 NAS Asian/Pacific, NUMBER

3372 NB African-American, NUMBER

100628 NH Hispanic, NUMBER

17381 NNA Native American, NUMBER

38670 NW Caucasian, NUMBER

122331 NED Economically Disadvantaged, NUMBER

39854 NNED Non Economically Disadvantaged, NUMBER

23550 NDSB Students with Disabilities, NUMBER

138635 NNDSB Students without Disabilities, NUMBER

29470 NELL English Language Learners, NUMBER

132715 NNELL Non English Language Learners, NUMBER

131546 NTS Title I - (T&S), NUMBER

396 NT Title I - (T), NUMBER

130831 NS Title I - (S), NUMBER

179 NMG Migrant, NUMBER

20478 NK3P K-3 Plus, NUMBER

100 PALL All Students, PERCENT

51.12 PM Male, PERCENT

48.88 PF Female, PERCENT

0.97 PAS Asian/Pacific, PERCENT

1.85 PB African-American, PERCENT

60.86 PH Hispanic, PERCENT

11.1 PNA Native American, PERCENT

25.05 PW Caucasian, PERCENT

78.53 PED Economically Disadvantaged, PERCENT

21.47 PNED Non Economically Disadvantaged, PERCENT

14.75 PDSB Students with Disabilities, PERCENT

85.25 PNDSB Students without Disabilities, PERCENT

16.74 PELL English Language Learners, PERCENT

83.26 PNELL Non English Language Learners, PERCENT

389 TS_YN Title I - (T&S), YES / NO

3 T_YN Title I - (T), YES / NO

385 S_YN Title I - (S), YES / NO

0.11 PMG Migrant, PERCENT

12.7 PK3P K-3 Plus, PERCENT

BEGPROF3 BEGIN SECTION - 3RD GRADE PROFICIENCY, 2016 (AUG 2016: Webfiles State, District, School by Grade Proficiencies 2016.xlsx)

24623 RTSTALL Number of 3rd Graders Tested for Reading

25.42338464 RPAALL Percent of 3rd Graders Tested for Reading who Scored Proficient of Advanced

24641 MTSTALL Number of 3rd Graders Tested for Math

30.14082221 MPAALL Percent of 3rd Graders Tested for Math who Scored Proficient or Anvanced

BEGPE16 BEGIN SECTION - ELEMENTARY PHYSICAL EDUCATION, 2016 (Oct 2016; DataReqElemPE_TchSY15-16.xlsx)

450 PEMATCH Flag, PE File school matched to NMSCH16 school

149053 PEENRL16 Enrollment K thru 5 as reported in PE File (K thru 5, 120-day enrollment)

746 PETEACH16 Number of PE Teachers, with Certification or Endorsement, at School

6188 PECLASS16 Number of PE Classes Offered to K thru 5 Students at School per (WEEK?)

0.005004931 TCHENRRAT Ratio, PE Teacher PER K-5 Enrolled Student (PETEACH16 / PEENRL16)

3rd Quartile TERAT4CAT TEXT, 4-WAY CATEGORIZATION OF TCHENRRAT, BY QUARTILES (1st Quartile = lowest opportunity; Classifies for zero teachers or classes)

3 TERAT4CATQ NUMERIC, 4-WAY CATEGORIZATION OF TCHENRRAT, BY QUARTILES

0.041515434 CLSENRRAT Ratio, PE Classes Offered per K-5 Enrolled Student (PECLASS16 / PEENRL16)

2nd Quartile CERAT4CAT TEXT, 4-WAY CATEGORIZATION OF CLSENRRAT, BY QUARTILES (1st Quartile = lowest opportunity; Classifies for zero classes)

2 CERAT4CATQ NUMERIC, 4-WAY CATEGORIZATION OF CLSENRRAT, BY QUARTILES

8.294906166 CLSTCHRAT Ratio, PE Classes Offered per PE Teacher (PECLASS16 / PETEACH16)

7.1 to 13.5 PE Classes CTRAT5CAT TEXT, 5-WAY CATEGORIZATION OF CLSTCHRAT, BY QUARTILES, (with last quartile split at 30 classes; Classifies for 'Zero PE Classes or PE Teachers')

3 CTRAT4CATQ NUMERIC, 4-WAY CATEGORIZATION OF CLSTCHRAT, BY QUARTILES

199.8029491 ENRTCHRAT Ratio, K-5 Enrolled Students per PE Teacher (PEENRL16 / PETEACH16)

189 to 299 Students per PE Teacher ETRAT4CAT TEXT, 4-WAY CATEGORIZATION OF ENRTCHRAT, BY QUARTILES (Classifies for 'No PE Teacher')

3 ETRAT4CATQ NUMERIC, 4-WAY CATEGORIZATION OF ENRTCHRAT, BY QUARTILES

24.08742728 ENRCLSRAT Ratio, K-5 Enrolled Students per PE Class Offered (PEENRL16 / PECLASS16 )

20 to 30 Students per PE Class ECRAT4CAT TEXT, 4-WAY CATEGORIZATION OF ENRCLSRAT (Classifies for 'No PE Classes')

4 ECRAT4CATQ NUMERIC, 4-WAY CATEGORIZATION OF ENRCLSRAT, BY QUARTILES

28 TCH0_CLS0 School has Zero PE Teachers AND Zero PE Classes

17 T0_CLS_GT0 School has Zero PE Teachers and 1 to 25 PE Classes

55 TCH_GT0_C0 School has 1 to 3 PE Teachers and Zero PE Classes

ABSTRACT This documentary research aimed to present considerations on the scenario of the expansion of Physical Education in the context of Brazilian higher education, focusing, on its main developments for the area. For this, we used data from the Statistical Synopses of the Higher Education Census, which were interpreted in light of the concepts of Pierre Bourdieu and Ulrich Beck. The results indicated that, on the basis of the expansion, there was the creation and opening of new Physical Education courses, presenting a considerable increase (874%),between 1991-2015. The expansion was mainly due to the private sector, which accounted for the highest growth (1,381%). This brings up side effects that have implied a set of challenges forPhysical Education in the country.

ABSTRACT Behavioral changes such as low levels of physical activity are observed in recently admitted students at the university, putting health at risk. Thus, the objective of this study was to investigate the physical activity level (PAL) in undergraduate physical education students of Federal University of Espírito Santo. Current study is a cross-sectional survey, composed by sample of 285 students of both genders at courses licentiate and bachelors' degree in Physical Education. The Short Form-International Physical Activity Questionnaire (IPAQ) was used to evaluate the physical activity. Students presented high prevalence of PAL classified as Very Active and Active (86%) and low prevalence of sedentarism (14%) classified as insufficiently physically active and sedentary. The results showed that students of Bachelor and Licentiate courses exhibited high prevalence of physical activity classified as Active and Very Active.

Includes 24 hour recall data that children were instructed to fill-out describing the previous day’s activities at baseline, weeks 2 and 4 of the intervention, after the intervention (6 weeks), and after washout (10 weeks). Includes accelerometer data using an ActiGraph to assess usual physical and sedentary activity at baseline, 6 weeks, and 10 weeks. Includes demographic data such as weight, height, gender, race, ethnicity, and birth year. Includes relative reinforcing value data showing how children rated how much they would want to perform both physical and sedentary activities on a scale of 1-10 at baseline, week 6, and week 10. Includes questionnaire data regarding exercise self-efficacy using the Children’s Self-Perceptions of Adequacy in and Predilection of Physical Activity Scale (CSAPPA), motivation for physical activity using the Behavioral Regulations in Exercise Questionnaire, 2nd edition (BREQ-2), motivation for active video games using modified questions from the BREQ-2 so that the question refers to motivation towards active video games rather than physical activity, motivation for sedentary video games using modified questions from the BREQ-2 so that the question refers to motivation towards sedentary video games behavior rather than physical activity, and physical activity-related parenting behaviors using The Activity Support Scale for Multiple Groups (ACTS-MG). Resources in this dataset:Resource Title: 24 Hour Recall Data. File Name: 24 hour recalldata.xlsxResource Description: Children were instructed to fill out questions describing the previous day's activities at baseline, week 2, and week 4 of the intervention, after the intervention (6 weeks), and after washout (10 weeks).Resource Title: Actigraph activity data. File Name: actigraph activity data.xlsxResource Description: Accelerometer data using an ActiGraph to assess usual physical and sedentary activity at baseline, 6 weeks, and 10 weeks.Resource Title: Liking Data. File Name: liking data.xlsxResource Description: Relative reinforcing value data showing how children rated how much they would want to perform both physical and sedentary activities on a scale of 1-10 at baseline, week 6, and week 10.Resource Title: Demographics. File Name: Demographics (Birthdate-Year).xlsxResource Description: Includes demographic data such as weight, height, gender, race, ethnicity, and year of birth.Resource Title: Questionnaires. File Name: questionnaires.xlsxResource Description: Questionnaire data regarding exercise self-efficacy using the Children's Self-Perceptions of Adequacy in and Predilection of Physical Activity Scale (CSAPPA), motivation for physical activity using the Behavioral Regulations in Exercise Questionnaire, 2nd edition (BREQ-2), motivation for active video games using modified questions from the BREQ-2 so that the question refers to motivation towards active video games rather than physical activity, motivation for sedentary video games using modified questions from the BREQ-2 so that the question refers to motivation towards sedentary video games behavior rather than physical activity, and physical activity-related parenting behaviors using The Activity Support Scale for Multiple Groups (ACTS-MG).

1) Data Introduction Children's Physical Fitness Metrics is a dataset containing information about the physical fitness and health of children aged 6 to 12. This dataset is valuable for monitoring and analyzing children's growth and physical development. It includes measurements such as gender, age, height, weight, BMI, flexibility (sit-and-reach), and explosiveness (standing long jump).

2) Data Utilization

(1) Characteristics of Children's Physical Fitness Metrics ? This dataset provides fundamental physical fitness indicators of children and serves as an essential resource for evaluating growth patterns and physical development. ? Indicators such as BMI help to estimate children's health conditions, while flexibility and explosiveness data aid in understanding physical activity levels and fitness status.

(2) Applications of Children's Physical Fitness Metrics ? Health Monitoring and Assessment: This dataset can be used to analyze growth rates in children and predict health issues such as obesity or underweight in advance. ? Physical Education Program Design: The dataset enables the development of tailored physical education programs appropriate for different ages and fitness levels, promoting overall physical activity in children. ? Academic Research and Policy Development: Children's fitness and health data can serve as foundational material for public policy formulation and educational program improvements.

Analysis of ‘2015-2016 Physical Education - PE Space’ provided by Analyst-2 (analyst-2.ai), based on source dataset retrieved from https://catalog.data.gov/dataset/5f9ec101-e3c7-4f51-b17e-d3ed524c0851 on 30 September 2021.

--- Dataset description provided by original source is as follows ---

Background, Methodology:

Local Law 102 enacted in 2015 requires the Department of Education of the New York City School District to submit to the Council an annual report concerning physical education for the prior school year.

This report provides information about average frequency and average total minutes per week of physical education as defined in Local Law 102 as reported through the 2015-2016 STARS database. It is important to note that schools self-report their scheduling information in STARS. The report also includes information regarding the number and ratio of certified physical education instructors and designated physical education instructional space.

This report consists of six tabs:

1. PE Instruction Borough-Level
2. PE Instruction District-Level
3. PE Instruction School-Level
4. Certified PE Teachers
5. PE Space

6. Supplemental Programs

7. PE Instruction Borough-Level

This tab includes the average frequency and average total minutes per week of physical education by borough, disaggregated by grade, race and ethnicity, gender, special education status and English language learner status. This report only includes students who were enrolled in the same school across all academic terms in the 2015-16 school year. Data on students with disabilities and English language learners are as of the end of the 2015-16 school year. Data on adaptive PE is based on individualized education programs (IEP) finalized on or before 05/31/2016.

1. PE Instruction District-Level

This tab includes the average frequency and average total minutes per week of physical education by district, disaggregated by grade, race and ethnicity, gender, special education status and English language learner status. This report only includes students who were enrolled in the same school across all academic terms in the 2015-16 school year. Data on students with disabilities and English language learners are as of the end of the 2015-16 school year. Data on adaptive PE is based on individualized education programs (IEP) finalized on or before 05/31/2016.

1. PE Instruction School-Level

This tab includes the average frequency and average total minutes per week of physical education by school, disaggregated by grade, race and ethnicity, gender, special education status and English language learner status. This report only includes students who were enrolled in the same school across all academic terms in the 2015-16 school year. Data on students with disabilities and English language learners are as of the end of the 2015-16 school year. Data on adaptive PE is based on individualized education programs (IEP) finalized on or before 05/31/2016.

1. Certified PE Teachers

This tab provides the number of designated full-time and part-time physical education certified instructors. Does not include elementary, early childhood and K-8 physical education teachers that provide physical education instruction under a common branches license. Also includes ratio of full time instructors teaching in a physical education license to students by school. Data reported is for the 2015-2016 school year as of 10/31/2015.

1. PE Space

This tab provides information on all designated indoor, outdoor and off-site spaces used by the school for physical education as reported through the Principal Annual Space Survey and the Outdoor Yard Report. It is important to note that information on each room category is self-reported by principals, and principals determine how each room is classified. Data captures if the PE space is co-located, used by another school or used for another purpose. Includes gyms, athletic fields, auxiliary exercise spaces, dance rooms, field houses, multipurpose spaces, outdoor yards, off-site locations, playrooms, swimming pools and weight rooms as designated PE Space.

1. Supplemental Programs

This tab provides information on the department's supplemental physical education program and a l

--- Original source retains full ownership of the source dataset ---

ABSTRACT This study problematizes the understanding of quality of education/physical education in schools from the interlocution with public university researchers in Latin American countries. In order to achieve this goal, the authors made theoretical incursions into the literature and collected data through an online questionnaire, answered by seven researchers from Higher Education Institutions in Argentina, Chile and Colombia, whose work is connected to issues on the formation of teachers. It was concluded that the discourses of the Latin American interlocutors are approaching an understanding of quality in education/physical education in schools that does not fragment the subject in its relation with the world, but that values it in its diversity, corporality and autonomy, distancing themselves from market approaches that assess quality in the form of tests, competition and supremacy of one another.