Stella Meireles Siqueira, Gabriella Campos-do-Carmo, Paulo Ricardo Garcia da Silva, Isabele Ávila Small, Andreia Cristina De Melo
The prognostic role of PD-L1 expression and the presence of polyomavirus in Merkel cell carcinoma cases
Infectious agents and cancer
physical activity pa remains primary behavioral outcome associated school recess many potentially relevant indicators recess remain unexamined studies assessed observations teacherstudent interactions peer conflict social interactions safety within recess environment furthermore psychometricallysound instrument exist examine safety resources student engagement adult engagement prosocialantisocial behavior student empowerment playground purpose current study develop valid reliable assessment tool intended use measurement contextual factors associated recess iterative multistep process used develop tool measures safety structure adult engagement supervision student behaviors transitions recess exploratory structural equation modeling mplus v 74 used examine underlying measurement model observational data recess environment collected 649 schoolbased recess periods spanned across 22 urbanmetropolitan areas usa data also collected two researchers 162 recess sessions across 9 schools examine reliability 17item observation instrument great recess framework observational tool grfot created findings exploratory structural equation modeling esem analyses supported factorial validity 4factor solution linear regressions established convergent validity structure safety adult engagement supervision student behaviors significantly related observed activity levels subscale grfot showed adequate levels interrater reliability testretest reliability analysis indicated higher level stability grfot using threeday average across two time points compared twoday average initial evidence valid reliable assessment tool observationally measure recess environment specific focus safety resources student engagement adult engagement prosocialantisocial behavior student empowerment established study use grfot inspire evaluation subsequent intervention strategically create consistent appropriate engaging school recess impact childrens physical cognitive social emotional development