Physical education and sport in schools: a review of benefits and outcomes.

By Richard Bailey *. Journal of School Health, 2006

1,107 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Physical Therapy, Sports Therapy and Rehabilitation, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/0b84d6296f5a54d2847ebf2ca6b9af2fa610ae4e

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Martin Camiré
2. T. Forneris
3. Vibeke Hansen
4. J. Crane
5. Miloš Kankaraš
6. J. Suárez‐Álvarez
7. N. Green
8. Soyeon Ahn

In Physical Therapy, Sports Therapy and Rehabilitation

1. Martin Camiré
2. T. Forneris
3. P. Trudel
4. Vibeke Hansen
5. J. Crane
6. Miloš Kankaraš
7. J. Suárez‐Álvarez
8. N. Green

In Sociology and Political Science

1. Vibeke Hansen
2. J. Crane
3. Miloš Kankaraš
4. J. Suárez‐Álvarez
5. N. Green
6. Soyeon Ahn
7. Martin Camiré
8. Dwayne Patrick Sheehan

Citations in the corpus

• Coaching and Transferring Life Skills: Philosophies and Strategies Used by Model High School Coaches (2012, background): “Similarly, Bailey (2006) stated that school sport can support the social, academic, and cognitive development of student-athletes when coaches effectively work in this environment to support the development of youth.”
• A Quantitative Review of Physical Activity, Health, and Learning Outcomes Associated With Classroom-Based Physical Activity Interventions (2012, background): “Despite the number of studies documenting the relation between physical activity and children’s learning outcomes, there has yet to be a consensus on whether physical activity truly exerts a significant effect on children’s cognitions (Bailey, 2006; Sibley & Etnier, 2003), particularly with respect ”
• Charting Physical Literacy Journeys Within Physical Education Settings (2018, background): “Formative experiences of physical education are proposed to significantly impact on participation in later years (Bailey, 2006; McNamee, 2005; Talbot, 2001; Whitehead, 1990) and while we acknowledge the life course focus of physical literacy, this paper will concentrate on school age implications in”
• A systematic review of dropout from organized sport among children and youth (2015, background): “Sport, defined as a subset of physical activity that is structured, goal-oriented, competitive and contest-based (McPherson et al., 1989), has demonstrated physical, psychological and social benefits among children and youth (Bailey, 2006; Fox et al., 2010; Krustrup et al., 2010).”
• The relationship between PE biographies and PE teaching practices of classroom teachers (2008, background): “Despite literature describing the potential benefits to students who experience quality PE (Sallis & McKenzie, 1991 ; Bailey, 2006 ), two common criticisms of PE have been described in the literature: (i) a ‘games-oriented’ or competitive programme is presented where little teaching takes place; a”
• Incorporating Problem-Based Learning Strategies to Develop Learner Autonomy and Employability Skills in Sports Science Undergraduates (2008, background): “It should be noted that sporting populations are likely to have higher selfesteem scores than the normal population (Bailey, 2006).”
• Assessment framework of the OECD Study on Social and Emotional Skills (2019, background): “…the ability to work as part of a team, responsibility, negotiation, perseverance, self-control, self-esteem, self-efficacy and curiosity are all potential benefits of these types of activities (Covay and Carbonaro, 2010[171]; Bailey, 2006[172]; Winner, Goldstein and Vincent-Lancrin, 2013[173]).”