Abstract：
BACKGROUND: Physical activity is beneficial to physical, social, and emotional well-being, and schools are required to provide opportunities to engage in physical activity. While physical education and school sport have been extensively researched, little is known about the value of informal, unstructured, exercise opportunities.
METHODS: This study involved interviews with 19 adolescent girls who attended \"extra\" exercise opportunities provided by their school. The 3 opportunities were: (1) informal before-school exercise sessions at school, (2) before-school sport training, and (3) externally provided exercise sessions in a community setting during school hours.
RESULTS: Students perceived all opportunities as valuable with benefits to confidence, social well-being, and emotional well-being. The informal exercise sessions held greater benefits to confidence as confidence transferred from the physical activity context into the academic classroom more so than for those participating in sport. Social benefits were greater for those exercising before school as this opportunity created new relationships with teachers and with students from other classes and year groups.
CONCLUSIONS: The opportunity to engage in informal exercise with peers before school widened social networks, increased confidence, changed the overall school climate, and increased attendance.
METHODS: This study involved interviews with 19 adolescent girls who attended \"extra\" exercise opportunities provided by their school. The 3 opportunities were: (1) informal before-school exercise sessions at school, (2) before-school sport training, and (3) externally provided exercise sessions in a community setting during school hours.
RESULTS: Students perceived all opportunities as valuable with benefits to confidence, social well-being, and emotional well-being. The informal exercise sessions held greater benefits to confidence as confidence transferred from the physical activity context into the academic classroom more so than for those participating in sport. Social benefits were greater for those exercising before school as this opportunity created new relationships with teachers and with students from other classes and year groups.
CONCLUSIONS: The opportunity to engage in informal exercise with peers before school widened social networks, increased confidence, changed the overall school climate, and increased attendance.
摘要：
背景：身体活动对身体有益，社会,和情感上的幸福，学校必须提供参加体育活动的机会。虽然体育和学校体育已经得到了广泛的研究，人们对非正式的价值知之甚少，非结构化,锻炼机会。
方法：本研究对参加学校提供的“额外”锻炼机会的19名少女进行了访谈。3个机会是：（1）在学校进行非正式的课前练习，(2)课前运动训练,和（3）在学校时间在社区环境中外部提供的锻炼课程。
结果：学生认为所有的机会都是有价值的，并能带来自信，社会福祉,和情感幸福。非正式锻炼会议对信心有更大的好处，因为信心从体育活动环境转移到学术课堂上，而不是参加体育运动的人。对于那些在学校前锻炼的人来说，社会效益更大，因为这个机会创造了与教师以及其他班级和年级学生的新关系。
结论：在学校之前与同龄人进行非正式锻炼的机会扩大了社交网络，增强信心,改变了学校的整体氛围，增加出勤率。
方法：本研究对参加学校提供的“额外”锻炼机会的19名少女进行了访谈。3个机会是：（1）在学校进行非正式的课前练习，(2)课前运动训练,和（3）在学校时间在社区环境中外部提供的锻炼课程。
结果：学生认为所有的机会都是有价值的，并能带来自信，社会福祉,和情感幸福。非正式锻炼会议对信心有更大的好处，因为信心从体育活动环境转移到学术课堂上，而不是参加体育运动的人。对于那些在学校前锻炼的人来说，社会效益更大，因为这个机会创造了与教师以及其他班级和年级学生的新关系。
结论：在学校之前与同龄人进行非正式锻炼的机会扩大了社交网络，增强信心,改变了学校的整体氛围，增加出勤率。
