Search Results

You are looking at 1 - 2 of 2 items for

  • Author: Symeon Dagkas x
Clear All Modify Search
Restricted access

Symeon Dagkas and Thomas Quarmby

Drawing from Bourdieu, this study investigated the multifaceted influences that operate in and through combinations of family and social class with regard to the embodiment of physical activity in young adolescents in the UK. The findings suggest that pedagogical practices within the family environment are crucial to the development of embodied dispositions toward physical activity and health. The results illustrate that the family operates as a “pedagogical” field where personal histories and prevailing social circumstances exert a strong influence on children’s embodied physicalities.

Restricted access

Whitney B. Curry, Symeon Dagkas and Marcia Wilson

Background:

The Newman’s Every Child a Sports Person (NECaSP) intervention aspires to increase sport and physical activity (PA) participation among young people in the United Kingdom. The aims of this article are to report on a summative process evaluation of the NECaSP and make recommendations for future interventions.

Methods:

Seventeen schools provided data from students aged 11 to 13 years (n = 1226), parents (n = 192), and teachers (n = 14) via direct observation and questionnaires. Means, SDs, and percentages were calculated for sociodemographic data. Qualitative data were analyzed via directed content analysis and main themes identified.

Results:

Findings indicate further administrative, educational, and financial support will help facilitate the success of the program in improving PA outcomes for young people and of other similar intervention programs globally. Data highlighted the need to engage parents to increase the likelihood of intervention success.

Conclusions:

One main strength of this study is the mixed-methods nature of the process evaluation. It is recommended that future school-based interventions that bridge sports clubs and formal curriculum provision should consider a broader approach to the delivery of programs throughout the academic year, school week, and school day. Finally, changes in the school curriculum can be successful once all parties are involved (community, school, families).