Objective:

Sport is an important source of physical, social and emotional health and well-being among children. Sports participation at school may provide young people with the opportunity to build interpersonal skills and develop supportive social relationships with peers and adults, which may translate to positive experiences during the school day. School climate represents the relationships, values and beliefs within a school system and is associated with positive social, emotional and psychological health outcomes. This research examines the influence of social relationships developed during an after-school sports programme on indicators of school climate.

Method:

Students in grades 4–8 (n = 230) at a school in Phoenix (Arizona) completed an online survey to measure perceptions of peer and coach relationships in after-school sports and indicators of school climate in the form of engagement with students, teachers and the school itself and perceptions of the school environment. Associations between sports relationships and school engagement and environment were examined through structural equation modelling (SEM).

Results:

Feeling coaches care about players and feeling like part of a team were positively associated with reported levels of school engagement. Feeling like other students shared similar values during sports, feeling a sense of belonging and feeling that coaches cared were associated with positive perceptions of school environment.

Conclusion:

Participation in an after-school sports programme can provide an opportunity for young people to develop positive social relationships with peers and coaches which may contribute to positive perceptions of the learning environment and student engagement during the school day. Findings support efforts to increase opportunities and accessibility to sports during the school day.

中文翻译：

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课余运动中同伴和教练关系对学校气候观念的影响

目的：

体育是儿童身体，社交和情感健康以及福祉的重要来源。在学校参加体育运动可以为年轻人提供建立人际交往能力并发展与同龄人和成年人的支持性社会关系的机会，这可能会转化为上学期间的积极经历。学校氛围代表了学校系统内的关系，价值观和信念，并与积极的社会，情感和心理健康状况相关。这项研究考察了课余体育项目期间发展的社会关系对学校气候指标的影响。

方法：

亚利桑那州凤凰城一所学校的4-8年级学生（n = 230）完成了一项在线调查，以测量课后运动中同伴和教练之间的关系，并通过与学生，老师互动的形式来衡量学校的气候指标以及学校本身和对学校环境的看法。通过结构方程模型（SEM）检验了运动关系与学校参与度和环境之间的关联。

结果：

感觉教练在乎球员，并且感觉自己像是团队的一员，与所报告的学校参与程度呈正相关。像其他学生一样，在运动中也有类似的价值观，感觉归属感和教练关心的感觉与对学校环境的积极认识有关。

结论：

参加课后体育活动可以为年轻人提供一个与同龄人和教练建立积极的社会关系的机会，这可能有助于在上课期间对学习环境和学生参与度产生积极的看法。调查结果支持在学校白天增加运动机会和可及性的努力。