Voices on a multicomponent school-based physical activity intervention: a qualitative study with school leaders, teachers, and students from the MOVESCHOOL study

Voices on a multicomponent school-based physical activity intervention: a qualitative study with school leaders, teachers, and students from the MOVESCHOOL study | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article Voices on a multicomponent school-based physical activity intervention: a qualitative study with school leaders, teachers, and students from the MOVESCHOOL study Francisco J. Bandera-Campos, David Sánchez-Oliva, María González-Pérez, and 3 more This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-8833749/v1 This work is licensed under a CC BY 4.0 License Status: Under Review Version 1 posted 10 You are reading this latest preprint version Abstract Background Adolescent physical inactivity is a global public health priority, and schools are identified as critical setting for health promotion. While multicomponent “whole-school” interventions are recommended, there is a lack of qualitative evidence regarding their implementation and the experiences of key agents, particularly in secondary education settings. This research explored the perceptions and experiences of school leaders, teachers, and students regarding the MOVESCHOOL study. Methods A qualitative study was conducted within the framework of the MOVESCHOOL study, a 29-week multicomponent intervention that integrated physically active learning, active breaks, and active recess in secondary education. A total of five school leaders, 20 teachers, and 141 students participated through semi-structured interviews and focus groups. Data were analysed using a hybrid qualitative content analysis, combining deductive and inductive coding. Results The findings indicate that the intervention, in addition to increasing students’ levels of physical activity, contributed positively to their social interactions, motivation towards school, attention capacity, and enjoyment during the school day, which in turn influenced their academic performance. Furthermore, four key pillars for the feasibility and sustainability of the intervention were identified: the commitment and engagement to the intervention of school leaders and teachers, sustained student involvement determined by enjoyment, the availability of resources, and the presence of an intervention specialist as a catalytic factor. Conclusions The MOVESCHOOL intervention provides both social and academic benefits, alongside increased physical activity, although its long-term feasibility and sustainability will depend on how this approach can be adapted to the contextual and structural conditions of each school, going beyond the intervention’s design itself. Trial registration: ClinicalTrials.gov, identifier NCT06254638. Registered on 12 February 2024. School-level physical activity intervention Physically active learning Active breaks Active recess Feasibility Sustainability Adolescents. Figures Figure 1 Background It is well established that physical activity (PA) during adolescence is a critical determinant of both present and future physical and psychological health ( 1 – 3 ). In addition to these benefits, PA can be considered a pedagogical tool of considerable and growing interest to educational institutions for its benefits in cognitive function and academic achievement ( 4 ). Integrating PA into the school day has been consistently associated with improved academic outcomes, including cognitive skills ( 5 ), attitude ( 6 ), academic behaviour ( 7 , 8 ), and academic outcomes ( 9 ). Indeed, within schools, the perceived educational benefits often carry greater weight than health promotion alone ( 10 ). Despite this potential, worldwide PA levels among adolescents remain alarmingly low, as only approximately 10% of adolescents meet the recommendation of achieving at least 60 minutes of daily moderate-to-vigorous PA (MVPA) ( 11 ). This global challenge is also concerning in Spain, where data indicate that only approximately 29.1% of adolescents meet this recommendation ( 12 ). Moreover, the school day itself is one of the main contributors to this problem, as adolescents spend around 80% of their time at school being sedentary ( 13 ), with less than a quarter accumulating at least 30 minutes of MVPA during the school day ( 14 ) as recommended by the American Heart Association ( 15 ). This presents a paradox, as schools represent an ideal setting for PA promotion, bringing together adolescents with diverse socioeconomic, cultural, and fitness profiles for a significant portion of their waking hours ( 10 ). To counteract the physical inactivity within the school setting, promising strategies have been introduced that increase PA opportunities throughout the school day without compromising academic learning time. Among the most prominent are physically active lessons (PAL), active breaks (AB), and active recess (AR). However, although previous studies support these strategies in primary education ( 16 – 18 ), their effectiveness in secondary education settings warrants further investigation, as the existing evidence base is currently limited. In addition, systematic reviews and meta-analyses of existing PA school-based interventions reveal that the majority have implemented a single component (e.g., only AB) ( 19 – 21 ). This poses a limitation, as the findings are not directly transferable to more complex contexts, such as secondary education (i.e., greater student autonomy, subject-specialist teachers) and interventions where more than one PA component must coexist. Furthermore, the rationale is that, despite the limited evidence, multicomponent school-based interventions are presented as a more promising approach to increase PA among school students ( 20 , 22 , 23 ); especially when aligned with a reference model ( 24 ) such as the WHO’s School Physical Activity Toolkit ( 25 ) or the Creating Active Schools framework ( 26 ), both situated within the broader Whole School Physical Activity (WSPA) approach on which the present MOVESCHOOL study was based. From a whole-of-school perspective, and considering the complexity of these multicomponent approaches, evaluating their true impact requires going beyond the quantitative variables on which the majority of the literature focuses, which limits the understanding of their broader educational impact. Therefore, understanding their implementation and sustainability by giving voice to the agents directly involved (i.e., school leaders, teachers, and students) and analysing their lived experiences can provide critical insights into practical challenges, benefits, and unforeseen consequences that are not readily captured through quantitative assessments alone. This allows interventions to be refined and adapted for enhanced acceptance and applicability to the real-world educational context ( 10 , 27 , 28 ). Regarding this qualitative approach, previous research has often focused on the perspective of a single agent, typically teachers independently ( 29 – 33 ). These teachers have often participated in settings with low ecological validity, as the intervention components were delivered directly by the research team and/or external organisations ( 24 ). Similarly, on many occasions, the pivotal role of school leaders has been overlooked, even though their support and leadership are essential for the adoption, implementation, and sustainability of any whole-of-school approach ( 26 , 34 ). Thus, the aim of the present study was to assess the perceptions and experiences of school leaders, teachers, and students following their participation in the MOVESCHOOL study, a multicomponent school-based PA intervention with a WSPA approach developed in secondary education. Through this analysis, the study hopes to provide critical insights into the practical challenges, potential benefits, and educational implications associated with its implementation and sustainability, thereby contributing to the broader evidence base on the implementation of multicomponent school-based PA interventions. Methods Design The present study constitutes a comprehensive qualitative inquiry conducted within the framework of the MOVESCHOOL study [trial registered at Clinicaltrials.gov: NCT06254638 on 12 February 2024; ( 35 )]. The MOVESCHOOL study was a multicomponent WSPA intervention evaluated using pre- and post-intervention measures, in which the experimental group implemented PAL, AB, and AR strategies over a 29-week period. The MOVESCHOOL study was approved by the Bioethics Committees of the University of Cadiz (Cadiz, Spain), and the Bioethics and Biosafety Committees of the University of Extremadura (Caceres, Spain). Likewise, the nature of the intervention was explained beforehand, and written informed consent was obtained from the participant(s), and minor(s)’ legal guardian/next of kin, for the participation in the study, as well as for the publication of any potentially identifiable data included in this article. To ensure the transparency and rigor of the research process, the reporting of this study adheres to the Consolidated Criteria for Reporting Qualitative Research guidelines ( 36 ). Setting and participants A total of 11 secondary schools from the Cadiz and Caceres (Spain) participated in the wider MOVESCHOOL study. Five of these schools were assigned to the experimental group based of convenience. From this group, a sub-sample was selected via convenience sampling for the present study. This sub-sample included a total of five school leaders (one from each school), 20 teachers from various subjects (four from each school), and 141 students aged 12 to 14 (six to eight students from each class). All selected participants belonged to the experimental group and therefore had been involved in the intervention. There were no refusals to participate. The five school leaders and 20 teachers participated in face-to-face individual interviews. Similarly, the 141 selected students were divided by their class group into focus groups of six to eight students for data collection (Table 1 ). Both the interviews and the focus groups were conducted in person and led by the same intervention specialist involved in each school, who were trained and adhered to a standardised protocol for data collection. The selection process for all participants (both teachers and students) aimed to create a sample with heterogeneous profiles, while ensuring a balanced gender distribution, to guarantee a diversity of perspectives and enrich the information obtained. None of the participants had prior experience with this type of intervention. Table 1 Summary of the sample of participants and intervention specialists. Intervention Specialist Students Specialist ID Age Gender Credentials Subject ID Age Gender Focal Gr. School Specialist 1 25 Female Specialist Technician Student 1 12 Male 1 1 Specialist 2 25 Male Specialist Technician Student 2 12 Male 1 1 Specialist 3 26 Male Specialist Technician Student 3 12 Male 1 1 Specialist 4 32 Female PhD Student Student 4 12 Female 1 1 Specialist 5 28 Female PhD Student Student 5 12 Male 1 1 Student 6 12 Female 1 1 School Leaders Student 7 12 Female 1 1 Subject ID Age Gender School Student 8 12 Male 1 1 School Leader 1 50 Male 1 Student 9 13 Female 2 1 School Leader 2 47 Male 2 Student 10 13 Female 2 1 School Leader 3 44 Male 3 Student 11 13 Male 2 1 School Leader 4 48 Female 4 Student 12 13 Male 2 1 School Leader 5 52 Male 5 Student 13 13 Male 2 1 Teachers Student 14 13 Female 2 1 Subject ID Age Gender School Student 15 13 Female 2 1 Teacher 1 35 Female 1 Student 16 13 Male 2 1 Teacher 2 54 Male 1 Student 17 14 Male 3 1 Teacher 3 30 Female 1 Student 18 14 Male 3 1 Teacher 4 46 Male 1 Student 19 14 Female 3 1 Teacher 5 58 Female 2 Student 20 14 Female 3 1 Teacher 6 29 Male 2 Student 21 14 Female 3 1 Teacher 7 39 Male 2 Student 22 14 Male 3 1 Teacher 8 52 Female 2 Student 23 14 Male 3 1 Teacher 9 31 Female 3 Student 24 14 Female 3 1 Teacher 10 55 Male 3 Student 25 12 Male 4 2 Teacher 11 42 Female 3 Student 26 12 Female 4 2 Teacher 12 36 Male 3 Student 27 12 Female 4 2 Teacher 13 56 Male 4 Student 28 12 Female 4 2 Teacher 14 37 Female 4 Student 29 12 Male 4 2 Teacher 15 44 Male 4 Student 30 13 Male 4 2 Teacher 16 41 Female 4 Student 31 12 Female 4 2 Teacher 17 27 Male 5 Student 32 12 Female 4 2 Teacher 18 52 Female 5 Student 33 12 Female 5 2 Teacher 19 25 Female 5 Student 34 12 Male 5 2 Teacher 20 41 Male 5 Student 35 12 Male 5 2 Student 36 12 Male 5 2 Student 37 13 Female 5 2 Student 38 12 Female 5 2 Student 39 12 Female 5 2 Student 40 12 Male 5 2 Student 41 13 Male 6 2 Student 42 13 Male 6 2 Student 43 13 Female 6 2 Student 44 13 Female 6 2 Student 45 13 Female 6 2 Student 46 13 Male 6 2 Student 47 14 Male 6 2 Student 48 13 Female 7 2 Student 49 14 Female 7 2 Student 50 13 Male 7 2 Student 51 13 Female 7 2 Student 52 13 Male 7 2 Student 53 13 Female 7 2 Student 54 14 Male 7 2 Student 55 12 Female 8 3 Student 56 12 Female 8 3 Student 57 12 Male 8 3 Student 58 12 Female 8 3 Student 59 12 Male 8 3 Student 60 12 Male 8 3 Student 61 12 Female 8 3 Student 62 12 Male 8 3 Student 63 12 Male 9 3 Student 64 13 Male 9 3 Student 65 12 Female 9 3 Student 66 12 Female 9 3 Student 67 12 Female 9 3 Student 68 12 Female 9 3 Student 69 12 Female 9 3 Student 70 12 Male 9 3 Student 71 13 Female 10 3 Student 72 13 Male 10 3 Student 73 13 Male 10 3 Student 74 13 Female 10 3 Student 75 13 Female 10 3 Student 76 14 Male 10 3 Student 77 13 Male 10 3 Student 78 13 Male 11 3 Student 79 13 Male 11 3 Student 80 13 Male 11 3 Student 81 13 Female 11 3 Student 82 13 Male 11 3 Student 83 13 Female 11 3 Student 84 13 Female 11 3 Student 85 13 Female 11 3 Student 86 12 Male 12 4 Student 87 12 Female 12 4 Student 88 12 Male 12 4 Student 89 12 Female 12 4 Student 90 12 Male 12 4 Student 91 12 Female 12 4 Student 92 12 Male 12 4 Student 93 13 Male 12 4 Student 94 12 Male 13 4 Student 95 12 Male 13 4 Student 96 12 Male 13 4 Student 97 13 Male 13 4 Student 98 13 Female 13 4 Student 99 12 Female 13 4 Student 100 12 Female 13 4 Student 101 12 Female 13 4 Student 102 12 Female 14 4 Student 103 12 Female 14 4 Student 104 13 Female 14 4 Student 105 12 Female 14 4 Student 106 12 Male 14 4 Student 107 12 Male 14 4 Student 108 12 Male 14 4 Student 109 12 Male 14 4 Student 110 13 Male 15 4 Student 111 12 Female 15 4 Student 112 12 Male 15 4 Student 113 12 Female 15 4 Student 114 12 Male 15 4 Student 115 12 Female 15 4 Student 116 12 Female 15 4 Student 117 12 Male 15 4 Student 118 13 Female 16 5 Student 119 13 Female 16 5 Student 120 13 Male 16 5 Student 121 13 Male 16 5 Student 122 13 Female 16 5 Student 123 13 Female 16 5 Student 124 13 Male 16 5 Student 125 13 Male 16 5 Student 126 13 Female 17 5 Student 127 13 Female 17 5 Student 128 13 Male 17 5 Student 129 13 Male 17 5 Student 130 13 Female 17 5 Student 131 13 Male 17 5 Student 132 13 Female 17 5 Student 133 13 Male 17 5 Student 134 14 Male 18 5 Student 135 13 Male 18 5 Student 136 13 Female 18 5 Student 137 13 Female 18 5 Student 138 14 Male 18 5 Student 139 13 Female 18 5 Student 140 13 Male 18 5 Student 141 13 Female 18 5 [Insert Table 1 here] Intervention The intervention consisted of a multicomponent school-based PA intervention that, with a WSPA approach, implemented three lines of action simultaneously over a period of 29 weeks: PAL, AB, and AR. The PAL component consisted of integrating PA into key learning area classes other than physical education (PE) (i.e., mathematics, history), which are typically conducted in a sedentary manner. A different subject was selected each week, with one 60-minute lesson per week dedicated to the intervention, conducted outdoors. Each session was fully designed to embed PA (i.e., jumping, throwing, moving) throughout the entire lesson while maintaining the academic integrity of the subject content. All sessions were co-designed by the subject teacher and an intervention specialist in the integration of PA into educational contexts to ensure that the PA complemented the curricular objectives, thereby guaranteeing the effective teaching of the subject content. During the PAL sessions, the subject teacher was responsible for delivering the lesson, with the support of the intervention specialist, who progressively reduced their assistance to foster the teacher’s independence. Examples of PAL activities can be found in Grao-Cruces et al. ( 37 ). The AB component consisted of implementing two daily ABs during regular academic lessons. The scheduling of these ABs was coordinated with the school’s leaders, with one AB conducted before recess and the other after. It was essential to ensure that ABs were not scheduled during PE lessons or the lesson immediately following PE, in order to prevent attributing the effects of the AB solely to the PA performed in the preceding PE class. To facilitate the implementation of the ABs, teachers used an adapted version of the digital platform “EUMOVE Active Breaks Platform,” specifically designed for the delivery of such breaks ( 38 ). Therefore, before launching the intervention, all ABs were programmed into the platform. This allowed teachers delivering the lesson at the scheduled time to simply access the platform and press “play” . From that point on, students followed the instructions of an avatar that guided them through the entire AB session. To ensure optimal use of the tool, the research team provided intensive training and continuous support to the teaching staff. According to Daly-Smith et al. ( 19 ), each AB lasted 5 minutes and consisted of four different exercises, organized into two sets (each comprising four rounds) of 20 seconds of activity followed by 10 seconds of rest. The session concluded with a cool-down phase involving deep breathing. The activities selected for each AB included aerobic and strength-based exercises (i.e., squats, lunges, jumps, or skipping). The AR component aimed to increase PA levels during school recess through three strategies: (i) environmental modification; (ii) free availability of sports equipment; and (iii) structured recess. Environmental modification involved creating a greater number of spaces where students could be physically active during recess. The playground was divided into zones and configured with different activities to diversify space usage. Students had free access to sports equipment to promote PA during recess. Structured recess included the organization of sports competitions and teacher-led activities. All these strategies were designed by the research team in collaboration with the school’s PE teachers and were supervised during implementation by the intervention specialist together with the teachers assigned to recess duty. To ensure the success of this intervention, several implementation strategies were employed (i.e., teacher training, continuous fidelity monitoring, structured coordination meetings). One of the key strategies was the assignment of a specialist technician to each intervention school. These technicians, referred to as the “intervention specialist”, were experts in integrating PA within the school context. Their main role was to empower the school to implement the intervention, and to gradually shape the school culture towards a WSPA perspective. Therefore, they were responsible for supervising the daily functioning of the project and maintained regular contact with the research groups and their counterparts in other schools. In addition, these intervention specialists maintained ongoing communication with teachers and school management teams in the participating schools. For further details on additional strategies implemented, see Bandera-Campos et al. ( 35 ). Data collection Semi-structured individual interviews were conducted with school leaders (n = 5) and selected teachers (n = 20). These interviews lasted approximately 30 minutes each. In addition, focus groups were conducted with students (n = 141). Each group was composed of 6–8 students from the same class with heterogeneous profiles. These lasted approximately 30–40 minutes. All interviews were conducted after the completion of the MOVESCHOOL study intervention period (June 2024) by the same intervention specialists who were present in each school throughout the intervention. No repeat interviews were carried out. In addition, they were conducted face-to-face in a designated classroom at each school, with only the interviewer and the participant/s present to ensure privacy. They were audio-recorded to ensure accurate capture of participants' perceptions and were subsequently fully transcribed verbatim for further analysis. To obtain rich and contextual data, an interview guide was developed prior to data collection based on Finn and McInnis ( 39 ). This guide was adapted by the research team to the multicomponent intervention. The interview guide was developed specifically for this study and is available as Additional file 1. The intervention specialists underwent prior training and strictly adhered to the interview guide throughout the data collection. As an example, school leaders were asked questions such as: “What do you consider the usefulness of developing this type of programme?” ; “Do you plan to continue supporting/promoting any of the programme’s actions in the upcoming school years? Why? What would need to change to make this easier?” . Teachers were asked questions such as: “How did you feel during the implementation of the interventions?” ; “Do you consider that, with the implementation of the MOVESCHOOL programme, your school promotes physical activity practice more than before this programme? Why?” . Students were asked questions such as: “Do you think the MOVESCHOOL programme has influenced your learning compared to the previous school year when the programme was not in place? In what way? For better? For worse? Did it not have any effect?” ; “Would you like to continue with the MOVESCHOOL programme? Why?” . Data analysis The data were analysed using a hybrid qualitative content analysis ( 40 ). The analysis began with a deductive structure based on the topics of the interview guide (directed content analysis), ensuring alignment with the study objectives. However, the generation of specific codes and subcategories was inductive (conventional content analysis), as these emerged directly from the participants' responses rather than fitting into a pre-existing coding frame. Firstly, the recordings were transcribed verbatim into a Microsoft Word document (Microsoft, Redmond, WA, USA). Subsequently, the data were analysed by a researcher in NVivo 14 software for Windows (QSR, Melbourne, VIC, Australia), used between January and March 2025, to facilitate the organisation and coding of the transcripts. This researcher read the transcripts three times to ensure thorough familiarisation with the content and to develop a comprehensive understanding of the data. Next, sentences and text segments reflecting the experiences and perceptions of the educational agents involved in the multicomponent intervention were identified and highlighted. From these identified units of meaning, inductive reasoning was used to generate codes, which led to the development of a map of interrelated categories and subcategories aligned with the study’s objectives (Fig. 1). For example, in response to the question “What advantages do you think this type of programme might have?” , one teacher stated: “…well, a benefit is the motivation, and even an improvement in attention in many ways, because I think they have managed to capture more attention in other subjects” . This statement was highlighted as a unit of meaning and coded as “increased motivation” and “increased attentional capacity” . These categories were refined and adjusted to accurately reflect the data collected. The process led to the development of a structured categorical framework, accompanied by the researchers’ interpretation. Multiple strategies were implemented to ensure the reliability and credibility of the data. First, an interview protocol and scripts were developed to standardise the process and minimise the interviewer’s influence on participants' responses. All interviews were conducted and transcribed by the same person at each school, which reduced variability in the data collection process. Subsequently, a researcher carried out an initial filtering and analysis of the interviews. This was followed by peer debriefing sessions within the research team to discuss, refine, and validate the coding framework and thematic categories. During these sessions, data saturation was also discussed and confirmed, ensuring that no new themes were emerging. This collaborative process contributed to minimising researcher bias in the final analysis and enhanced the rigour of the analytical approach. Results The results present the perceptions and experiences of school leaders, teachers, and students involved in the MOVESCHOOL intervention. This approach offers a qualitative perspective on the effects, feasibility and sustainability of a WSPA multicomponent intervention within the secondary education setting. To this end, three main categories were established: ( 1 ) Student Benefits, ( 2 ) Feasibility, and ( 3 ) Sustainability. Figure 1 illustrates the coding tree derived from the analysis. [Insert Fig. 1 here] Figure 1. Schematic representation of the study findings: emerging categories and subcategories. Student benefits This category examines the potential benefits of the multicomponent intervention on students and how this may influence their performance during the school day. Overall, all educational agents involved perceive a positive effect of this intervention, leading to health, social and academic benefits for students. Health benefits All the agents involved acknowledge that the intervention increases PA levels during the school day and reduces sedentary time. According to school leaders and teachers, this has a positive impact on students' physical and mental health. This is reflected in responses such as that of Teacher 3: “…allowing more movement during school hours, which are usually very sedentary, is undoubtedly a benefit for students’ health…” ; or Teacher 19: “I believe that promoting physical activity among young people, who are increasingly less involved in sports, is something that is super necessary, not only for motor development, but also for health in general, and as I said before, not just physical health, but also mental health” . All agents associate this benefit, and the intervention itself, with increased opportunities for students to engage in PA during the school day. For example, School Leader 3 stated: “…there has been an increase in physical activity opportunities among students, and all of this will result in benefits for their health” . Additionally, it is worth highlighting that students report feeling more motivated to engage in PA during the school day: “…we didn’t do anything before because we didn’t feel like it and because we didn’t have so many opportunities, now we are more motivated to engage in physical activity…” (Student 20); “The intervention has also motivated me to do more sport at school and to be much more active” (Student 34). Social benefits The three groups of agents involved reported an increase in social relationships, associated with the collaborative nature of the PAL activities, the interaction between students generated during AB, and the social opportunities created during AR. As teacher 16 pointed out: “…because at the beginning I had students who didn’t know anyone in the classroom, who found it difficult to relate to others, and now, thanks to the physically active lessons and active breaks implemented, I see them much more integrated, open…”. This interaction was not only limited to student-student relationships; as reported by three teachers and seven students, teacher-student relationships also improved: “With this intervention, I feel that I have engaged with my students at an academic level in a more direct and closer way. Both physically active lessons and active breaks have placed us on the same level, which has improved my relationship with them” (Teacher 5); “We have gotten to know new sides of our teachers, and now we get along better” (Student 44). Similarly, as reported by five teachers, the effect of interaction was not limited to the class group. AR helped extend this interaction to the school-wide level, as this strategy led to increased interactions among students from different class groups during recess: “I believe that students have interacted much more during recess, and it has been a great opportunity for them to get to know people from other class groups and year levels” (Teacher 19). Academic benefits The findings identified three main domains: increased motivation, improved cognition, and greater enjoyment. One of the most frequently mentioned benefits in the interviews with the three groups involved was the increase in student motivation towards school. This motivation refers to the overall enthusiasm during the school day, which leads students to be more active and engaged in the activities carried out throughout the day. Students in particular reported feeling more motivated during the school day while the intervention was being implemented. This is reflected in statements such as that of Student 120: "...but the truth is that now, with this project, I feel more motivated. For example, when I come to school, I feel more eager, and then in class it's the same..."; or Student 138: “…this project motivated me more to go to school” . Similarly, three school leaders and 16 teachers reported an increase in students’ motivation towards learning. Specifically, they point out that PAL leads to greater motivation for the subject, with motivation referring to students’ drive and enthusiasm to actively participate in class. This effect is particularly valuable in today’s educational context, as highlighted by Teacher 9: “Motivating them at these ages is becoming increasingly difficult”; a perception shared by four other teachers. Agents involved, particularly students, report that AB appears to have a positive effect on cognition. On one hand, four teachers and 13 students mention that AB serves as a form of “mental restoration” . However, most commonly, as reported by one school leader, nine teachers, and 21 students, AB appeared to lead to an increase in attention span. After completing an AB, students were able to reconnect with the lesson more easily, as expressed by Student 118: “I think the benefit was disconnecting from the class, and that helped us to concentrate better afterwards”. The increase in motivation and attention span observed in subjects where PAL is applied seems closely tied to the presence of enjoyment. Seven teachers emphasize the impact of fun when combined with learning and movement, suggesting that this combination greatly enhances the teaching-learning process and produces valuable effects that positively influence academic performance, such as increased motivation and student engagement: “…I realised that with physically active lessons they had a great time, and they were also attentive and engaged” (Teacher 8); “…because I liked seeing that my students were learning while enjoying themselves… that made them more motivated and engaged in what we were doing” (Teacher 19). This effect is also acknowledged by students, as the term "fun" was mentioned 93 times in reference to PAL, making it one of the most appreciated aspects of the intervention and one they believe had the greatest impact. This is reflected in statements such as that of Student 3: “Active lessons helped us concentrate more because it’s more fun than using a textbook, which eventually gets boring and distracting” ; or Student 87: “...the best part was the active lessons because instead of sitting down, we were moving. Plus, you learned better while having fun, it made classes enjoyable...” . Fun has been a fundamental aspect of the intervention for the students and something that left a lasting impression on them. The presence of fun in the intervention is mentioned 182 times throughout the data. Feasibility This category captures the perceptions of the involved agents regarding the feasibility of the intervention. Feasibility refers to how practical it is to implement the intervention given the conditions and context in which it was developed. The feasibility of the intervention was associated with the commitment and engagement of school leaders and teachers, student involvement, the school’s available resources, and the role of the support intervention specialist. Commitment and engagement of school leaders and teachers According to the perceptions gathered, feasibility is strongly influenced by the agents' commitment to the intervention. Both school leaders and teachers felt engaged with the initiative, justifying their involvement by expressing the need to increase PA levels during the school day, which they perceive as “very sedentary” . As the School Leader 5 stated, “the intervention is useful to try to compensate for this lack of physical activity” , and he added, “six hours in a row without movement seems outrageous to us, and I believe this view is shared across the entire educational community” . Student involvement Overall, students felt engaged with the intervention. Regarding PAL, of the 141 students interviewed, only seven reported low levels of engagement. However, AB generated lower levels of engagement, with 24 students reporting low engagement, three of them with no engagement at all, and 21 showing fluctuating levels of involvement. This variability was mainly attributed to a decline in motivation caused by the “monotony of the active breaks” (10 students) and feelings of “laziness” (five students). Regarding AR, 18 students did not feel engaged, three of whom initially participated but dropped out due to a “lack of variety”. Students indicated that their engagement was primarily determined by enjoyment: “I got quite involved in this project because I had so much fun with all the activities” (Student 60); “… I got involved in all the activities that I found fun, but no in some of the active breaks that I found boring” (Student 16). School resources The availability and appropriateness of material, human and organisational resources within the school were key factors for the implementation and viability of the MOVESCHOOL intervention. In general, both school leaders and teachers stated that the resources available to them were sufficient for the proper development of the intervention, although some aspects could be improved. Regarding material resources, several teachers highlighted the positive impact of the free online platform for the implementation of the AB. This platform was conceived as a “facilitating tool to implement active breaks” . However, they also noted the need for improvements to avoid monotony and better adapt it to the targeted student population (e.g., Teacher 14 mentioned the platform felt childish, which negatively affected students' motivation). One of the most frequently mentioned issues by both school leaders and teachers was the lack of space. School Leaders 1, 2, 3 and 5 pointed out that although there had been greater use of material resources and available space, having more space would significantly support the effective implementation of the intervention components. Similarly, some teachers noted a lack of space specifically for AB, which negatively affected their development (i.e., safety issues, conflicts): “The space available for active breaks in some classrooms was very limited. No matter how much we tried to keep them within their area, it was difficult, and they ended up crowding together, pushing each other... sometimes it looked like ‘active fights’…” (Teacher 1). Additionally, Teachers 2 and 15 mentioned that having more space in the school would be beneficial for implementing PAL, as it would help avoid interference with other school activities (i.e., PE classes). Notably, Teacher 17 proposed the future development of “active classrooms” to better support this type of intervention. Regarding human and organisational resources, both school leaders and teachers agreed that these were adequate, although this was mainly attributed to the presence of an intervention specialist responsible for the intervention in each participating school. In the absence of such a figure, they pointed out that “greater workload relief is needed, someone to coordinate the intervention, or the presence of an intervention specialist” (Teachers 2 and 16), indicating a lack of human resources. This issue will be explored in more detail in the following sections. Role of the support intervention specialist The figure of the intervention specialist is perceived as a key element for the success and proper implementation of the intervention. All involved agents agree that the intervention specialist has been a fundamental catalyst in effectively launching the intervention. School leaders value the intervention specialist as a well-trained external figure who “has made it possible for the intervention to work well” (School Leader 4), highlighting their constant communication and support to school management teams and teaching staff to ensure the proper implementation of the MOVESCHOOL’s components. Teachers go even further, agreeing that the intervention specialist has greatly facilitated the process and relieved them of the workload that implementing the intervention would have otherwise entailed (e.g., co-creation of PAL, management of AR). Moreover, 15 teachers perceived the intervention specialist as a key figure due to their training and availability in coordinating the intervention: “We need a trained professional to coordinate this properly…” (Teacher 15). Seven teachers referred to the intervention specialist as a “guide” or “reference point” when implementing PA during the school day, also highlighting the training they received. Although 16 teachers reported feeling more “qualified” to implement PA in their teaching, the barrier posed by insufficient training is reflected in comments such as: “…because the intervention specialist helped and advised me; otherwise, it would have been difficult for me to carry it out, not because I didn’t want to engage with the subject, but because of my own lack of training” (Teacher 13); “…we need someone specialised to support us with this, like the intervention specialist…I’m trained to teach history, not to optimally include physical activity in my lessons” (Teacher 8). Sustainability Sustainability refers to the capacity to endure over time. In the context of this study, sustainability is understood not merely as the continuation of the proposed components (PAL, AB, and AR) but as the integration and assimilation of the intervention into the school’s organisational structure and culture. This implies the intervention’s ability to persist and be implemented with fidelity once external support is withdrawn. Prospective intentions All five school leaders expressed their intention to continue supporting and/or promoting the development of interventions that incorporate PA during the school day. They presented a shared perspective, illustrated by statements such as: “…our intention is for these three pillars on which we have focused the intervention to remain permanently in the school. In fact, we have already included in next year’s Improvement Plan an objective to create a working group that will continue with these activities or similar ones aimed at achieving the same goals” (School Leader 5). Similarly, seven teachers expressed their intention to implement and/or participate in interventions like MOVESCHOOL in future school years. In addition to these seven teachers who intend to continue with all components, 10 teachers specified their intention to implement only PAL in their future teaching, and two teachers expressed their intention to implement only AB or a similar strategy to break up long periods of sedentary time. Those who do not intend to implement one or more components in the future justify their decision by citing a lack of training, excessive workload, and/or the absence of an intervention specialist to support implementation: “...despite the training you provided us, I believe that not all teachers are adequately prepared to integrate physical activity into their teaching” (Teacher 19); “...it is an additional workload that is more than evident” (Teacher 13); “...and I would like to deliver this alternative type of lesson, but the problem is the lack of time” (Teacher 2). Regarding students, all of them reported a preference for continuing with the intervention (this intention was expressed on 123 occasions), compared to having a “normal” school day. This desire to continue is mainly associated with the “enjoyment” the intervention brings to students. Enjoyment, as a “driver of continuity” , is reflected in statements such as: “…I would do it every year, I have a great time” (Student 128). Nevertheless, 18 students expressed a preference to participate in future editions, but without the AB component or with more “appealing” versions. The monotony of the ABs is seen as a real threat to the sustainability of the intervention. The role of the intervention specialist As mentioned in the feasibility section, the role of the intervention specialist is considered key to the successful implementation of the intervention. Moreover, this role is also deemed fundamental when addressing sustainability. Both school leaders and teachers agreed that the intervention specialist has increased the school's capacity to implement this type of intervention. However, a need has been identified regarding the future absence of this figure, as there is a perceived "dependence" on this role. Both school leaders and teachers indicate that the absence of the specialist would make it more difficult to carry out the intervention effectively. School Leader 5 stated that “the issue I see is looking to the future; when the specialist is no longer here, it will be more complex, and we would have to adapt it to the resources we have” . Teachers highlight the need for this role in the long term to sustain the intervention, as its absence would mean an increased workload for them due to lack of time and/or lack of training. Teacher 13 points out, “… there has to be someone in charge, someone to lead the way… it’s difficult for teachers to get involved, not because they don’t want to, but because it’s an additional workload” . Monotony of AB On the other hand, the AB component has faced the greatest resistance. All agents involved agree that the ABs were “monotonous”, making it necessary to vary and/or adapt the ABs to the students to prevent the decline of this component over time. Eleven teachers mentioned that student motivation noticeably decreased: “Motivation started very high, but after three weeks, the novelty factor dropped significantly, and a change was needed…” (Teacher 17). As mentioned, teachers indicated that this was mainly due to the ABs being monotonous and repetitive: “…something that is so repetitive for a long time causes students to get tired and bored, which affects their participation…” (Teacher 20). To improve and avoid this decline due to monotony in the future, teachers proposed: increasing the variety of exercises or types of AB (Teachers 2, 5, 9, 12, 13, 14, and 17), adapting them to students’ interests (Teacher 7), and finding ways to “engage them” without coercing the students (Teachers 1 and 13). Regarding the students, 34 reported the monotony of these ABs, which significantly influenced their engagement. To improve and avoid this decline due to monotony in the future, students proposed: increasing the variety of exercises or types of AB (34 students), introducing “rewards” (four students), and avoiding “punishments or obligations” as these foster rejection of the ABs (six students). Discussion The aim of this study was to assess the perceptions and experiences of school leaders, teachers, and students following their participation in a multicomponent WSPA intervention in secondary education. To the best of our knowledge, this is the first study to analyse the combined perspectives of the involved agents following their experience with a multicomponent intervention in secondary education. The results provide valuable insights into the perceived benefits and barriers of implementing the MOVESCHOOL intervention. Student benefits Regarding the benefits for students, all agents perceived the intervention as effective in generating health, social, and academic benefits. The main findings of the study indicated that school leaders, teachers, and students considered the multicomponent intervention to be effective in increasing PA levels and, consequently, reducing sedentary time during the school day. This finding is particularly relevant given the scarcity of qualitative research specifically within the secondary education setting. Consequently, while these results align with previous studies that evaluated interventions from a qualitative perspective in primary education ( 41 , 42 ), they provide novel and much-needed qualitative evidence for adolescents, complementing existing quantitative research conducted in secondary schools ( 43 ). Therefore, this intervention emerges as a potential strategy to address the need to increase PA levels in this age group and to minimise sedentary time accumulated during the school day. This need has been expressed not only by school leaders and teachers but also by international organisations ( 25 ) and the Spanish legislative framework ( 44 ). Beyond increasing students' PA levels and the associated physical and psychological health benefits ( 1 – 3 ), this intervention also emerges as a tool with great pedagogical potential, as it appears to generate additional social, cognitive, and academic benefits. As reported by the agents involved, students’ social interactions increased during the school day. These results are consistent with the qualitative findings reported in the “Move for Well-being in Schools” programme ( 45 ). Although that study was conducted in a Danish context and included a broader age range encompassing primary education (9–13 years old), it similarly highlighted that classroom-based strategies and AR promoted social relationships among students. Specifically, the authors noted the ability of these interventions to create “socially inclusive environments” that support students’ well-being and influence their sense of competence and autonomy. This comparison suggests that the potential of multicomponent PA interventions to foster social cohesion is consistent across different educational stages and cultural contexts. Regarding cognitive effects, the main finding reported by the agents involved in this study was an improvement in students’ “attention capacity” . This perception aligns with findings from systematic reviews and meta-analyses that have associated school-based PA interventions with improvements in cognitive performance and, specifically, attention in students ( 46 , 47 ). Furthermore, regarding specific components, our results are supported by evidence linking PAL to improvements in inhibitory control, within which attention capacity is framed ( 48 ), and identifying AB as an effective strategy to increase attention without compromising learning time ( 49 ). Similarly, the involved agents reported that the intervention yielded academic benefits that enriched the school day and were perceived as a potential positive influence on students’ academic performance. These perceptions are supported by previous research, where the implementation of PA during the school day has been positively associated with academic outcomes ( 4 , 9 ). Specifically, the involved agents linked the intervention to increased motivation and enjoyment towards school, as well as towards subject learning when PAL was implemented. In this regard, our findings regarding increased school motivation and enjoyment align with previous research on multicomponent PA interventions ( 41 , 50 – 52 ). These studies suggest that integrating PA into schools promotes greater “enjoyment” and “motivation” towards school, leading to increased student satisfaction and contributing to an optimal learning environment that positively influences academic performance. This trend was also specifically observed with PAL, aligning with studies associating enjoyment and engagement in these sessions with more meaningful and high-quality learning ( 30 , 53 ). Moreover, it is worth highlighting that both students and previous literature identify “ enjoyment ” as a catalyst for student engagement ( 54 ). Feasibility and sustainability However, ensuring that these student benefits are maintained requires the intervention to be both feasible and sustainable over time. Regarding these dimensions, our findings indicate that they are intrinsically linked and shaped by a common set of factors: the commitment and engagement of school leaders and teachers, student involvement, the availability of resources (e.g., sports equipment, space), and, notably, the role of the intervention specialist. Consequently, the long-term maintenance of the intervention relies on managing these elements, as well as addressing emerging barriers (e.g., AB monotony) and supporting the school’s transition, initiated during implementation, towards a WSPA perspective. The findings revealed a positive commitment from the involved agents, with the majority expressing their intention to support, implement, and/or participate in similar initiatives in the future. This commitment demonstrated by school leaders and teachers is decisive both for implementation and for an initiative to endure over time. For school leaders, their role and influence within the school empower them to directly shape the adoption and implementation of PA interventions ( 34 ) and to sustain them over time ( 55 ). This responsibility is shared by teachers, since they are the main agents responsible for implementing the intervention in the classroom ( 56 ). Based on the findings, this commitment is grounded in the full conviction regarding the value of the intervention, which addresses the need to increase students’ PA levels, as well as in the positive impact observed on the students. Therefore, to guarantee sustainability, it is crucial to maintain this perception of value, cultivate generalised support at the school level and, as Riley-Gibson et al. ( 57 ) point out, ensure that the intervention aligns with the school’s priorities; a convergence that this intervention facilitated by promoting the integration of a WSPA culture within the school. Likewise, student involvement also proves decisive, since the majority of students reported an adequate level of engagement with the intervention. This level of involvement was determined by students’ well-being during the implementation of the components, with “enjoyment” acting as the main catalyst. In this regard, as noted by Bharara et al. ( 58 ), PA in adolescence is perceived as a source of enjoyment and social connection that promotes well-being. Therefore, to guarantee student involvement, it is fundamental to pay attention to how the components are implemented and the students’ response to them ( 59 ). In parallel, resource availability constitutes another fundamental pillar ( 60 ). Although generally perceived as sufficient by the agents, the findings highlighted specific limitations, particularly regarding physical space. School leaders and teachers noted limited spaces for AB, and a lack of alternative spaces for PAL which could be constrained by other academic activities. This manifested as a structural barrier that may limit implementation, a challenge which has also been found in other PA interventions in secondary education ( 61 ). Therefore, in accordance with the proposal of Teacher 17, a shift towards schools with more “flexible learning spaces” is suggested ( 62 ). In addition to the commitment of school leaders and teachers, student involvement, and the availability of resources, the findings position the “intervention specialist” as the cornerstone for guaranteeing feasibility and sustainability in a real educational context. School leaders and teachers agreed that this figure acted as a fundamental catalyst, coordinating the intervention and serving as a reference point in the implementation of components. However, despite the intervention specialist’s role transcending mere implementation to focus on training and instilling the WSPA perspective within the school culture, agents expressed concern regarding their future absence. This duality aligns with existing literature: while various authors confirm that having an external or internal agent to coordinate and support PA implementation in schools is indispensable for success ( 10 , 63 , 64 ), Porter et al. ( 24 ) warn that it is crucial to define the nature of this role to avoid external dependency and achieve ecological validity. Indeed, these authors suggest that many current interventions compromise their sustainability because components are delivered directly by researchers or external organisations who eventually leave. In this regard, the approach taken with the intervention specialist was not as an external executor, but as a critical implementation strategy to ensure fidelity and guide the school through a progressive transition: from expert support to full autonomy, transferring ownership of the intervention to school staff to guarantee its future sustainability. Nevertheless, the sense of “dependency” on a trained figure to manage the intervention persisted. This perception is not unfounded, as noted by the teachers, this figure acts as the necessary mechanism to overcome the barriers of “lack of time” and “lack of training” . These implementation barriers have been widely reported by numerous authors ( 9 , 31 , 33 , 65 , 66 ). Furthermore, works such as Viskari et al. ( 66 ) suggest that these barriers, among others (e.g., curricular demands), are the reason why existing school-based PA interventions have been more effective when led by external agents compared to those implemented by teachers without support. Consequently, despite the initial training and constant advice received from the intervention specialist, teachers reflect that it is imperative to address these barriers at their root. Firstly, at the training level, through proposals such as “Transform-Ed” ( 67 ), which appears effective in training future teachers across all specialities to integrate PA into the real educational context. Secondly, at the organisational level, by transitioning from an external intervention specialist, as in the present approach, to a figure assumed by internal school staff with appropriate training (e.g., PE teachers, teachers with prior preparation) and time availability (e.g., through restructuring teaching loads) to perform the relevant tasks. This type of “internal intervention specialist” can be observed in works such as “Transform-Us” with the “school/programme champion” figure (34), or in “Activa-mente” with the role played by the PE teacher ( 68 ). Implementing these solutions would not only resolve the lack of time and training but would also empower teachers to manage emerging barriers and enact effective solutions. A critical example of this was the monotony of AB, identified by both teachers and students as a threat to the intervention. Although teachers identified solutions such as the “variety” and “flexibility” of the component, which align with the literature ( 19 ), the intervention specialist was still required. Ultimately, progressing towards school autonomy and consolidating a school culture oriented towards WSPA would pave the way for a progressive and sustainable transition of PA implementation in current secondary education. Strengths and limitations The present study has several strengths that should be highlighted: (i) a hybrid analysis approach was adopted, allowing for the evaluation of the intervention based on established theoretical frameworks (deductive) while maintaining the flexibility to identify unique emerging themes from the agents' experiences (inductive); (ii) it is the first study in secondary education to assess the perceptions and experiences of school leaders, teachers, and students regarding a multicomponent intervention, providing a valuable contrast of perspectives and a more comprehensive understanding of the implementation and impact of PA interventions in a real-world school context; (iii) the research was conducted in a real school environment, and the interviews were conducted immediately following the intervention, granting it high ecological validity; and (iv) the sample selection resulted in a diverse range of profiles (i.e., students with varying levels of engagement, teachers with different levels of proactivity) and an equitable gender distribution, allowing for a more complete understanding of the different perspectives and experiences. On the other hand, certain limitations must also be acknowledged: (i) the sample was selected through purposive rather than random sampling. While this strategy was deliberately chosen to include a diversity of profiles and perspectives that enriched the data, it may limit the representativeness and transferability of the findings; (ii) the generalisability of the study's findings may be limited to the specific school context and the characteristics of the participants involved (i.e., school culture, teachers' predisposition, student motivation); (iii) the interviews and focus groups were conducted by five different interviewers. Although they were trained for data collection and rigorously adhered to a standardised guide with structured questions developed by the research team, the possibility of interviewer bias cannot be ruled out; and (iv) the nature of the interviews and focus groups may have introduced social desirability bias, as some participants may have provided responses they believed the interviewers expected to hear. Conclusion This study provides qualitative insights into the perceived benefits, feasibility, and sustainability of a multicomponent WSPA intervention integrating PAL, AB, and AR in secondary education. Based on the perceptions and experiences of school leaders, teachers, and students, the findings suggest that the intervention not only increases students’ PA levels, but also positively impacts their social interactions, motivation towards school, attention capacity, and enjoyment during the school day. The results highlight that the feasibility and sustainability of such interventions in school settings depend on a complex interplay of factors that extend beyond the intervention's design. In particular, the commitment and engagement of school leaders and teachers, the students' involvement driven by enjoyment, and the availability of resources are identified as indispensable conditions. However, the catalytic factor is the presence of an intervention specialist who, in addition to coordinating and supporting PA implementation, promotes the WSPA perspective and consolidates it within the school culture. In light of these results, relevant areas for future research include addressing implementation barriers such as the lack of teacher training, exploring teacher training models, and examining sustainable organisational approaches, such as the designation of internal intervention specialists. These insights also provide valuable implications for the development of future interventions and policies aimed at incorporating PA during the school day within real-world secondary education contexts. Abbreviations PA Physical Activity MVPA Moderate-to-Vigorous Physical Activity PAL Physically Active Lessons AB Active Breaks AR Active Recess WSPA Whole School Physical Activity PE Physical Education Declarations Ethics and consent statements Ethical approval for this study was obtained from the Bioethics Committees of the University of Cadiz (Cadiz, Spain; approval nº 008/2022), and the Bioethics and Biosafety Committess of the University of Extremadura (Caceres, Spain; nº 174/2023). It was also conducted in accordance with the local legislation and institutional requirements. Written informed consent was obtained from the participants and the minors’ legal guardians for their participation in this study. Written informed consent was obtained from the participants and the minors’ legal guardians for the publication of any potentially identifiable data included in this article. Data availability The datasets generated and analysed during the present study cannot be made publicly available due to ethical restrictions and data-protection regulations applicable to minors. However, the data may be requested from the corresponding author upon reasonable request and subject to ethical approval. Conflict of interest The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest. Funding The authors declare that financial support was received for the research and/or publication of this article. This study is part of the R&D&i project PID2022-137450OA-I00 funded by MCIN/AEI/10.13039/501100011033 and ERDF/EU [AGC]; and of the grant CNS2022-135604 funded by MCIN/AEI/10.13039/501100011033 and “European Union NextGenerationEU” [DSO]. MGP and FBC are PhD students funded by a grant from the Spanish Ministry of Education (FPU22/01430 and FPU21/03385, respectively). FMA has a grant from the Own Plan of the University of Cadiz (PU/EPIF-FPI-CT/CP/2023-046). The funders had no role in study design, data collection and analysis, decision to publish, or preparation of the manuscript. Authors’ contributions DSO, DCM and AGC contributed to the conceptualization and design of the study. MGP and FMA conducted the data collection. FBC performed the formal analysis and interpretation of the data. FBC drafted the initial manuscript, and DSO, MGP, FMA, DCM and AGC provided critical revisions for important intellectual content. All authors read and approved the final manuscript. 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A Qualitative Exploration of Implementation, Adaptation, and Sustainability of a School-Based Physical Activity Intervention: Move for Well-Being in School. Sage Open. 2021;11(1). Naylor PJ, Nettlefold L, Race D, Hoy C, Ashe MC, Wharf Higgins J, et al. Implementation of school based physical activity interventions: A systematic review. Prev Med (Baltim). 2015;72:95–115. Riley-Gibson E, Hall A, Shoesmith A, Shelton RC, Lecathelinais C, Hodder RK, et al. Identifying key determinants influencing the sustainment of physical activity and nutrition programs in Australian primary schools. Int J Behav Nutr Phys Activity. 2025;22(1):116. Bharara G, Duncan S, Jarden A, Hinckson E. A prototype analysis of New Zealand adolescents’ conceptualizations of wellbeing. Int J Wellbeing. 2019;9(4):1–25. Durlak JA, DuPre EP. Implementation Matters: A Review of Research on the Influence of Implementation on Program Outcomes and the Factors Affecting Implementation. Am J Community Psychol. 2008;41(3–4):327–50. Hatfield DP, Chomitz VR. Increasing Children’s Physical Activity During the School Day. Curr Obes Rep. 2015;4(2):147–56. Morton KL, Atkin AJ, Corder K, Suhrcke M, van Sluijs EMF. The school environment and adolescent physical activity and sedentary behaviour: a mixed-studies systematic review. Obes Rev. 2016;17(2):142–58. Larose D, Massie CL, St-Aubin A, Boulay-Pelletier V, Boulanger E, Lavoie MD, et al. Effects of flexible learning spaces, active breaks, and active lessons on sedentary behaviors, physical activity, learning, and musculoskeletal health in school-aged children: a scoping review. J Activity Sedentary Sleep Behav. 2024;3(1):30. Kibbe DL, Hackett J, Hurley M, McFarland A, Schubert KG, Schultz A, et al. Ten Years of TAKE 10!®: Integrating physical activity with academic concepts in elementary school classrooms. Prev Med (Baltim). 2011;52:S43–50. McKay HA, Macdonald HM, Nettlefold L, Masse LC, Day M, Naylor PJ. Action Schools! BC implementation: from efficacy to effectiveness to scale-up. Br J Sports Med. 2015;49(4):210–8. Dyrstad SM, Kvalø SE, Alstveit M, Skage I. Physically active academic lessons: acceptance, barriers and facilitators for implementation. BMC Public Health. 2018;18(1):322. Viskari T, Koivumäki T, Appelqvist-Schmidlechner K, Ståhl T, Ruiz‐Ariza A, Fröjd S. The Effectiveness of School‐Based Physical Activity Promotion on Mental Health Among Children and Adolescents: A Systematic Review. Scand J Med Sci Sports. 2025;35(10). Lander N, Mazzoli E, Orr J, Verswijveren SJJM, Contardo Ayala AM, Brown T, et al. TransformEd: an innovative model to support professional growth of pre-service teachers. Teach Educ. 2025;36(2):177–98. Moreno H, Pulido-Gil JM. Del proyecto Sinergia al Programa Activa-mente. Revista Española de Educación Física y Deportes. 2025;439(1):83–97. Additional Declarations No competing interests reported. Supplementary Files Additionalfile1.docx Cite Share Download PDF Status: Under Review Version 1 posted Editorial decision: Revision requested 14 Apr, 2026 Reviews received at journal 02 Apr, 2026 Reviews received at journal 29 Mar, 2026 Reviewers agreed at journal 24 Mar, 2026 Reviewers agreed at journal 20 Mar, 2026 Reviewers invited by journal 09 Mar, 2026 Editor assigned by journal 04 Mar, 2026 Editor invited by journal 13 Feb, 2026 Submission checks completed at journal 12 Feb, 2026 First submitted to journal 12 Feb, 2026 You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. As a division of Research Square Company, we’re committed to making research communication faster, fairer, and more useful. We do this by developing innovative software and high quality services for the global research community. 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Bandera-Campos","email":"","orcid":"","institution":"University of Cádiz","correspondingAuthor":false,"prefix":"","firstName":"Francisco","middleName":"J.","lastName":"Bandera-Campos","suffix":""},{"id":603910058,"identity":"b9772d6e-6f2d-4217-b075-7e80414ecb7d","order_by":1,"name":"David Sánchez-Oliva","email":"data:image/png;base64,iVBORw0KGgoAAAANSUhEUgAAAZAAAAAyAQMAAABI0h/eAAAABlBMVEX///8AAABVwtN+AAAACXBIWXMAAA7EAAAOxAGVKw4bAAAA5ElEQVRIiWNgGAWjYDCCA0DEA2JIAPEHkrUwziBWCwNMCzMPMTr4jp8xPPDmj10e/+zmw59t2+7IGRxgPozXgZJncgwOzm1LLpa4cyzBOLftmbFkA1uaBD4tBgfSEg7zNjAnbpDIMUjObTuc2M/AY4bXYQbnnyUc5vlTD9SS/+GwZdvh+jYG/s94HWZwI/nAYR62wyBbGJsZ2w4n8ANDA6/DJG88PgD0y/HEGTfSjBl7zh02nNnMZoZXC9/5xOYPb/5UJ/bPSH784UfZYXmD482PiYtSBGAmUf0oGAWjYBSMAkwAADdSUeF5sKZvAAAAAElFTkSuQmCC","orcid":"","institution":"University of Extremadura","correspondingAuthor":true,"prefix":"","firstName":"David","middleName":"","lastName":"Sánchez-Oliva","suffix":""},{"id":603910059,"identity":"cf400796-7e42-4783-b748-08e175629238","order_by":2,"name":"María González-Pérez","email":"","orcid":"","institution":"University of Cádiz","correspondingAuthor":false,"prefix":"","firstName":"María","middleName":"","lastName":"González-Pérez","suffix":""},{"id":603910060,"identity":"2359cec5-b46b-482e-abe5-7e2b9daf5680","order_by":3,"name":"Fátima Martín-Acosta","email":"","orcid":"","institution":"University of Cádiz","correspondingAuthor":false,"prefix":"","firstName":"Fátima","middleName":"","lastName":"Martín-Acosta","suffix":""},{"id":603910061,"identity":"0382fe9a-b4ed-4765-89d3-3ae0a2ae0488","order_by":4,"name":"Daniel Camiletti-Moirón","email":"","orcid":"","institution":"University of Cádiz","correspondingAuthor":false,"prefix":"","firstName":"Daniel","middleName":"","lastName":"Camiletti-Moirón","suffix":""},{"id":603910062,"identity":"dabea0de-2673-4203-9285-7a132094e35a","order_by":5,"name":"Alberto Grao-Cruces","email":"","orcid":"","institution":"University of Cádiz","correspondingAuthor":false,"prefix":"","firstName":"Alberto","middleName":"","lastName":"Grao-Cruces","suffix":""}],"badges":[],"createdAt":"2026-02-09 19:08:13","currentVersionCode":1,"declarations":"","doi":"10.21203/rs.3.rs-8833749/v1","doiUrl":"https://doi.org/10.21203/rs.3.rs-8833749/v1","draftVersion":[],"editorialEvents":[],"editorialNote":"","failedWorkflow":false,"files":[{"id":104485104,"identity":"e1e33022-9382-4035-9383-43c96af12c7e","added_by":"auto","created_at":"2026-03-12 10:20:18","extension":"png","order_by":1,"title":"Figure 1","display":"","copyAsset":false,"role":"figure","size":4011964,"visible":true,"origin":"","legend":"\u003cp\u003eSchematic representation of the study findings: emerging categories and subcategories.\u003c/p\u003e","description":"","filename":"Figure1.png","url":"https://assets-eu.researchsquare.com/files/rs-8833749/v1/333bda8273c908d0a45c868b.png"},{"id":104485107,"identity":"23d6a7b2-2eb0-4289-b332-f3bd54e2900d","added_by":"auto","created_at":"2026-03-12 10:20:27","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":5837780,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-8833749/v1/f02344db-fe57-4698-8d8e-94d4dbcd26f7.pdf"},{"id":104485105,"identity":"0e14113e-cd31-457d-99b8-22c9f27009f3","added_by":"auto","created_at":"2026-03-12 10:20:18","extension":"docx","order_by":0,"title":"","display":"","copyAsset":false,"role":"supplement","size":22420,"visible":true,"origin":"","legend":"","description":"","filename":"Additionalfile1.docx","url":"https://assets-eu.researchsquare.com/files/rs-8833749/v1/b604350d45e6c3f6953af5b9.docx"}],"financialInterests":"No competing interests reported.","formattedTitle":"Voices on a multicomponent school-based physical activity intervention: a qualitative study with school leaders, teachers, and students from the MOVESCHOOL study","fulltext":[{"header":"Background","content":"\u003cp\u003eIt is well established that physical activity (PA) during adolescence is a critical determinant of both present and future physical and psychological health (\u003cspan additionalcitationids=\"CR2\" citationid=\"CR1\" class=\"CitationRef\"\u003e1\u003c/span\u003e\u0026ndash;\u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e3\u003c/span\u003e). In addition to these benefits, PA can be considered a pedagogical tool of considerable and growing interest to educational institutions for its benefits in cognitive function and academic achievement (\u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e4\u003c/span\u003e). Integrating PA into the school day has been consistently associated with improved academic outcomes, including cognitive skills (\u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e5\u003c/span\u003e), attitude (\u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e6\u003c/span\u003e), academic behaviour (\u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e7\u003c/span\u003e, \u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e8\u003c/span\u003e), and academic outcomes (\u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e9\u003c/span\u003e). Indeed, within schools, the perceived educational benefits often carry greater weight than health promotion alone (\u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e10\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eDespite this potential, worldwide PA levels among adolescents remain alarmingly low, as only approximately 10% of adolescents meet the recommendation of achieving at least 60 minutes of daily moderate-to-vigorous PA (MVPA) (\u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e11\u003c/span\u003e). This global challenge is also concerning in Spain, where data indicate that only approximately 29.1% of adolescents meet this recommendation (\u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e12\u003c/span\u003e). Moreover, the school day itself is one of the main contributors to this problem, as adolescents spend around 80% of their time at school being sedentary (\u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e13\u003c/span\u003e), with less than a quarter accumulating at least 30 minutes of MVPA during the school day (\u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e14\u003c/span\u003e) as recommended by the American Heart Association (\u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e15\u003c/span\u003e). This presents a paradox, as schools represent an ideal setting for PA promotion, bringing together adolescents with diverse socioeconomic, cultural, and fitness profiles for a significant portion of their waking hours (\u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e10\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eTo counteract the physical inactivity within the school setting, promising strategies have been introduced that increase PA opportunities throughout the school day without compromising academic learning time. Among the most prominent are physically active lessons (PAL), active breaks (AB), and active recess (AR). However, although previous studies support these strategies in primary education (\u003cspan additionalcitationids=\"CR17\" citationid=\"CR16\" class=\"CitationRef\"\u003e16\u003c/span\u003e\u0026ndash;\u003cspan citationid=\"CR18\" class=\"CitationRef\"\u003e18\u003c/span\u003e), their effectiveness in secondary education settings warrants further investigation, as the existing evidence base is currently limited. In addition, systematic reviews and meta-analyses of existing PA school-based interventions reveal that the majority have implemented a single component (e.g., only AB) (\u003cspan additionalcitationids=\"CR20\" citationid=\"CR19\" class=\"CitationRef\"\u003e19\u003c/span\u003e\u0026ndash;\u003cspan citationid=\"CR21\" class=\"CitationRef\"\u003e21\u003c/span\u003e). This poses a limitation, as the findings are not directly transferable to more complex contexts, such as secondary education (i.e., greater student autonomy, subject-specialist teachers) and interventions where more than one PA component must coexist. Furthermore, the rationale is that, despite the limited evidence, multicomponent school-based interventions are presented as a more promising approach to increase PA among school students (\u003cspan citationid=\"CR20\" class=\"CitationRef\"\u003e20\u003c/span\u003e, \u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e22\u003c/span\u003e, \u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e23\u003c/span\u003e); especially when aligned with a reference model (\u003cspan citationid=\"CR24\" class=\"CitationRef\"\u003e24\u003c/span\u003e) such as the WHO\u0026rsquo;s School Physical Activity Toolkit (\u003cspan citationid=\"CR25\" class=\"CitationRef\"\u003e25\u003c/span\u003e) or the Creating Active Schools framework (\u003cspan citationid=\"CR26\" class=\"CitationRef\"\u003e26\u003c/span\u003e), both situated within the broader Whole School Physical Activity (WSPA) approach on which the present MOVESCHOOL study was based.\u003c/p\u003e \u003cp\u003eFrom a whole-of-school perspective, and considering the complexity of these multicomponent approaches, evaluating their true impact requires going beyond the quantitative variables on which the majority of the literature focuses, which limits the understanding of their broader educational impact. Therefore, understanding their implementation and sustainability by giving voice to the agents directly involved (i.e., school leaders, teachers, and students) and analysing their lived experiences can provide critical insights into practical challenges, benefits, and unforeseen consequences that are not readily captured through quantitative assessments alone. This allows interventions to be refined and adapted for enhanced acceptance and applicability to the real-world educational context (\u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e10\u003c/span\u003e, \u003cspan citationid=\"CR27\" class=\"CitationRef\"\u003e27\u003c/span\u003e, \u003cspan citationid=\"CR28\" class=\"CitationRef\"\u003e28\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eRegarding this qualitative approach, previous research has often focused on the perspective of a single agent, typically teachers independently (\u003cspan additionalcitationids=\"CR30 CR31 CR32\" citationid=\"CR29\" class=\"CitationRef\"\u003e29\u003c/span\u003e\u0026ndash;\u003cspan citationid=\"CR33\" class=\"CitationRef\"\u003e33\u003c/span\u003e). These teachers have often participated in settings with low ecological validity, as the intervention components were delivered directly by the research team and/or external organisations (\u003cspan citationid=\"CR24\" class=\"CitationRef\"\u003e24\u003c/span\u003e). Similarly, on many occasions, the pivotal role of school leaders has been overlooked, even though their support and leadership are essential for the adoption, implementation, and sustainability of any whole-of-school approach (\u003cspan citationid=\"CR26\" class=\"CitationRef\"\u003e26\u003c/span\u003e, \u003cspan citationid=\"CR34\" class=\"CitationRef\"\u003e34\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eThus, the aim of the present study was to assess the perceptions and experiences of school leaders, teachers, and students following their participation in the MOVESCHOOL study, a multicomponent school-based PA intervention with a WSPA approach developed in secondary education. Through this analysis, the study hopes to provide critical insights into the practical challenges, potential benefits, and educational implications associated with its implementation and sustainability, thereby contributing to the broader evidence base on the implementation of multicomponent school-based PA interventions.\u003c/p\u003e"},{"header":"Methods","content":"\u003cdiv id=\"Sec3\" class=\"Section2\"\u003e \u003ch2\u003eDesign\u003c/h2\u003e \u003cp\u003eThe present study constitutes a comprehensive qualitative inquiry conducted within the framework of the MOVESCHOOL study [trial registered at Clinicaltrials.gov: NCT06254638 on 12 February 2024; (\u003cspan citationid=\"CR35\" class=\"CitationRef\"\u003e35\u003c/span\u003e)]. The MOVESCHOOL study was a multicomponent WSPA intervention evaluated using pre- and post-intervention measures, in which the experimental group implemented PAL, AB, and AR strategies over a 29-week period. The MOVESCHOOL study was approved by the Bioethics Committees of the University of Cadiz (Cadiz, Spain), and the Bioethics and Biosafety Committees of the University of Extremadura (Caceres, Spain). Likewise, the nature of the intervention was explained beforehand, and written informed consent was obtained from the participant(s), and minor(s)\u0026rsquo; legal guardian/next of kin, for the participation in the study, as well as for the publication of any potentially identifiable data included in this article.\u003c/p\u003e \u003cp\u003eTo ensure the transparency and rigor of the research process, the reporting of this study adheres to the Consolidated Criteria for Reporting Qualitative Research guidelines (\u003cspan citationid=\"CR36\" class=\"CitationRef\"\u003e36\u003c/span\u003e).\u003c/p\u003e \u003c/div\u003e\n\u003ch3\u003eSetting and participants\u003c/h3\u003e\n\u003cp\u003e A total of 11 secondary schools from the Cadiz and Caceres (Spain) participated in the wider MOVESCHOOL study. Five of these schools were assigned to the experimental group based of convenience. From this group, a sub-sample was selected via convenience sampling for the present study. This sub-sample included a total of five school leaders (one from each school), 20 teachers from various subjects (four from each school), and 141 students aged 12 to 14 (six to eight students from each class). All selected participants belonged to the experimental group and therefore had been involved in the intervention. There were no refusals to participate.\u003c/p\u003e \u003cp\u003e The five school leaders and 20 teachers participated in face-to-face individual interviews. Similarly, the 141 selected students were divided by their class group into focus groups of six to eight students for data collection (Table\u0026nbsp;\u003cspan refid=\"Tab1\" class=\"InternalRef\"\u003e1\u003c/span\u003e). Both the interviews and the focus groups were conducted in person and led by the same intervention specialist involved in each school, who were trained and adhered to a standardised protocol for data collection. The selection process for all participants (both teachers and students) aimed to create a sample with heterogeneous profiles, while ensuring a balanced gender distribution, to guarantee a diversity of perspectives and enrich the information obtained. None of the participants had prior experience with this type of intervention.\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab1\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 1\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eSummary of the sample of participants and intervention specialists.\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"15\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c7\" colnum=\"7\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c8\" colnum=\"8\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c9\" colnum=\"9\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c10\" colnum=\"10\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c11\" colnum=\"11\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c12\" colnum=\"12\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c13\" colnum=\"13\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c14\" colnum=\"14\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c15\" colnum=\"15\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colspan=\"7\" nameend=\"c7\" namest=\"c1\"\u003e \u003cp\u003eIntervention Specialist\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colspan=\"2\" nameend=\"c9\" namest=\"c8\"\u003e\u0026nbsp;\u003c/th\u003e \u003cth align=\"left\" colspan=\"5\" nameend=\"c14\" namest=\"c10\"\u003e \u003cp\u003eStudents\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colspan=\"1\" nameend=\"c15\" namest=\"c15\"\u003e\u0026nbsp;\u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eSpecialist ID\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c3\" namest=\"c2\"\u003e \u003cp\u003eAge\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c5\" namest=\"c4\"\u003e \u003cp\u003eGender\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c7\" namest=\"c6\"\u003e \u003cp\u003eCredentials\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c10\" namest=\"c9\"\u003e \u003cp\u003eSubject ID\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e \u003cp\u003eAge\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c12\"\u003e \u003cp\u003eGender\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e \u003cp\u003eFocal Gr.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c15\" namest=\"c14\"\u003e \u003cp\u003eSchool\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eSpecialist 1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c3\" namest=\"c2\"\u003e \u003cp\u003e25\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c5\" namest=\"c4\"\u003e \u003cp\u003eFemale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c7\" namest=\"c6\"\u003e \u003cp\u003eSpecialist Technician\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c10\" namest=\"c9\"\u003e \u003cp\u003eStudent 1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e \u003cp\u003e12\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c12\"\u003e \u003cp\u003eMale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c15\" namest=\"c14\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eSpecialist 2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c3\" namest=\"c2\"\u003e \u003cp\u003e25\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c5\" namest=\"c4\"\u003e \u003cp\u003eMale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c7\" namest=\"c6\"\u003e \u003cp\u003eSpecialist Technician\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c10\" namest=\"c9\"\u003e \u003cp\u003eStudent 2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e \u003cp\u003e12\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c12\"\u003e \u003cp\u003eMale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c15\" namest=\"c14\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eSpecialist 3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c3\" namest=\"c2\"\u003e \u003cp\u003e26\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c5\" namest=\"c4\"\u003e \u003cp\u003eMale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c7\" namest=\"c6\"\u003e \u003cp\u003eSpecialist Technician\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c10\" namest=\"c9\"\u003e \u003cp\u003eStudent 3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e \u003cp\u003e12\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c12\"\u003e \u003cp\u003eMale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c15\" namest=\"c14\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eSpecialist 4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c3\" namest=\"c2\"\u003e \u003cp\u003e32\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c5\" namest=\"c4\"\u003e \u003cp\u003eFemale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c7\" namest=\"c6\"\u003e \u003cp\u003ePhD Student\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c10\" namest=\"c9\"\u003e \u003cp\u003eStudent 4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e \u003cp\u003e12\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c12\"\u003e \u003cp\u003eFemale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c15\" namest=\"c14\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003eSpecialist 5\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" morerows=\"1\" nameend=\"c3\" namest=\"c2\" rowspan=\"2\"\u003e \u003cp\u003e28\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" morerows=\"1\" nameend=\"c5\" namest=\"c4\" rowspan=\"2\"\u003e \u003cp\u003eFemale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" morerows=\"1\" nameend=\"c7\" namest=\"c6\" rowspan=\"2\"\u003e \u003cp\u003ePhD Student\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c10\" namest=\"c9\"\u003e \u003cp\u003eStudent 5\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e \u003cp\u003e12\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c12\"\u003e \u003cp\u003eMale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c15\" namest=\"c14\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c10\" namest=\"c9\"\u003e \u003cp\u003eStudent 6\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e \u003cp\u003e12\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c12\"\u003e \u003cp\u003eFemale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c15\" namest=\"c14\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"7\" nameend=\"c7\" namest=\"c1\"\u003e \u003cp\u003e\u003cb\u003eSchool Leaders\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c10\" namest=\"c9\"\u003e \u003cp\u003eStudent 7\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e \u003cp\u003e12\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c12\"\u003e \u003cp\u003eFemale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c15\" namest=\"c14\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e \u003cp\u003eSubject ID\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e \u003cp\u003eAge\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c6\" namest=\"c5\"\u003e \u003cp\u003eGender\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003eSchool\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c10\" namest=\"c9\"\u003e \u003cp\u003eStudent 8\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e \u003cp\u003e12\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c12\"\u003e \u003cp\u003eMale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c15\" namest=\"c14\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e \u003cp\u003eSchool Leader 1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e \u003cp\u003e50\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c6\" namest=\"c5\"\u003e \u003cp\u003eMale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c10\" namest=\"c9\"\u003e \u003cp\u003eStudent 9\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e \u003cp\u003e13\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c12\"\u003e \u003cp\u003eFemale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c15\" namest=\"c14\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e \u003cp\u003eSchool Leader 2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e \u003cp\u003e47\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c6\" namest=\"c5\"\u003e \u003cp\u003eMale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c10\" namest=\"c9\"\u003e \u003cp\u003eStudent 10\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e \u003cp\u003e13\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c12\"\u003e \u003cp\u003eFemale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c15\" namest=\"c14\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e \u003cp\u003eSchool Leader 3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e \u003cp\u003e44\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c6\" namest=\"c5\"\u003e \u003cp\u003eMale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c10\" namest=\"c9\"\u003e \u003cp\u003eStudent 11\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e \u003cp\u003e13\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c12\"\u003e \u003cp\u003eMale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c15\" namest=\"c14\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e \u003cp\u003eSchool Leader 4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e \u003cp\u003e48\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c6\" namest=\"c5\"\u003e \u003cp\u003eFemale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c10\" namest=\"c9\"\u003e \u003cp\u003eStudent 12\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e \u003cp\u003e13\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c12\"\u003e \u003cp\u003eMale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c15\" namest=\"c14\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e \u003cp\u003eSchool Leader 5\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e \u003cp\u003e52\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c6\" namest=\"c5\"\u003e \u003cp\u003eMale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e5\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c10\" namest=\"c9\"\u003e \u003cp\u003eStudent 13\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e \u003cp\u003e13\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c12\"\u003e \u003cp\u003eMale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c15\" namest=\"c14\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"7\" nameend=\"c7\" namest=\"c1\"\u003e \u003cp\u003e\u003cb\u003eTeachers\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c10\" namest=\"c9\"\u003e \u003cp\u003eStudent 14\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e \u003cp\u003e13\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c12\"\u003e \u003cp\u003eFemale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c15\" namest=\"c14\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e \u003cp\u003eSubject ID\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e \u003cp\u003eAge\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c6\" namest=\"c5\"\u003e \u003cp\u003eGender\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003eSchool\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c10\" namest=\"c9\"\u003e \u003cp\u003eStudent 15\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e \u003cp\u003e13\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c12\"\u003e \u003cp\u003eFemale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c15\" namest=\"c14\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e \u003cp\u003eTeacher 1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e \u003cp\u003e35\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c6\" namest=\"c5\"\u003e \u003cp\u003eFemale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c10\" namest=\"c9\"\u003e \u003cp\u003eStudent 16\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e \u003cp\u003e13\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c12\"\u003e \u003cp\u003eMale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c15\" namest=\"c14\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e \u003cp\u003eTeacher 2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e \u003cp\u003e54\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c6\" namest=\"c5\"\u003e \u003cp\u003eMale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c10\" namest=\"c9\"\u003e \u003cp\u003eStudent 17\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e \u003cp\u003e14\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c12\"\u003e \u003cp\u003eMale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c15\" namest=\"c14\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e \u003cp\u003eTeacher 3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e \u003cp\u003e30\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c6\" namest=\"c5\"\u003e \u003cp\u003eFemale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c10\" namest=\"c9\"\u003e \u003cp\u003eStudent 18\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e \u003cp\u003e14\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c12\"\u003e \u003cp\u003eMale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c15\" namest=\"c14\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e \u003cp\u003eTeacher 4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e \u003cp\u003e46\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c6\" namest=\"c5\"\u003e \u003cp\u003eMale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c10\" namest=\"c9\"\u003e \u003cp\u003eStudent 19\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e \u003cp\u003e14\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c12\"\u003e \u003cp\u003eFemale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c15\" namest=\"c14\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e \u003cp\u003eTeacher 5\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e \u003cp\u003e58\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c6\" namest=\"c5\"\u003e \u003cp\u003eFemale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c10\" namest=\"c9\"\u003e \u003cp\u003eStudent 20\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e \u003cp\u003e14\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c12\"\u003e \u003cp\u003eFemale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c15\" namest=\"c14\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e \u003cp\u003eTeacher 6\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e \u003cp\u003e29\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c6\" namest=\"c5\"\u003e \u003cp\u003eMale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c10\" namest=\"c9\"\u003e \u003cp\u003eStudent 21\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e \u003cp\u003e14\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c12\"\u003e \u003cp\u003eFemale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c15\" namest=\"c14\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e \u003cp\u003eTeacher 7\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e \u003cp\u003e39\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c6\" namest=\"c5\"\u003e \u003cp\u003eMale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c10\" namest=\"c9\"\u003e \u003cp\u003eStudent 22\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e \u003cp\u003e14\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c12\"\u003e \u003cp\u003eMale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c15\" namest=\"c14\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e \u003cp\u003eTeacher 8\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e \u003cp\u003e52\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c6\" namest=\"c5\"\u003e \u003cp\u003eFemale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c10\" namest=\"c9\"\u003e \u003cp\u003eStudent 23\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e \u003cp\u003e14\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c12\"\u003e \u003cp\u003eMale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c15\" namest=\"c14\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e \u003cp\u003eTeacher 9\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e \u003cp\u003e31\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c6\" namest=\"c5\"\u003e \u003cp\u003eFemale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c10\" namest=\"c9\"\u003e \u003cp\u003eStudent 24\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e \u003cp\u003e14\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c12\"\u003e \u003cp\u003eFemale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c15\" namest=\"c14\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e \u003cp\u003eTeacher 10\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e \u003cp\u003e55\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c6\" namest=\"c5\"\u003e \u003cp\u003eMale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c10\" namest=\"c9\"\u003e \u003cp\u003eStudent 25\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e \u003cp\u003e12\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c12\"\u003e \u003cp\u003eMale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c15\" namest=\"c14\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e \u003cp\u003eTeacher 11\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e \u003cp\u003e42\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c6\" namest=\"c5\"\u003e \u003cp\u003eFemale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c10\" namest=\"c9\"\u003e \u003cp\u003eStudent 26\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e \u003cp\u003e12\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c12\"\u003e \u003cp\u003eFemale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c15\" namest=\"c14\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e \u003cp\u003eTeacher 12\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e \u003cp\u003e36\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c6\" namest=\"c5\"\u003e \u003cp\u003eMale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c10\" namest=\"c9\"\u003e \u003cp\u003eStudent 27\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e \u003cp\u003e12\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c12\"\u003e \u003cp\u003eFemale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c15\" namest=\"c14\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e \u003cp\u003eTeacher 13\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e \u003cp\u003e56\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c6\" namest=\"c5\"\u003e \u003cp\u003eMale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c10\" namest=\"c9\"\u003e \u003cp\u003eStudent 28\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e \u003cp\u003e12\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c12\"\u003e \u003cp\u003eFemale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c15\" namest=\"c14\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e \u003cp\u003eTeacher 14\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e \u003cp\u003e37\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c6\" namest=\"c5\"\u003e \u003cp\u003eFemale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c10\" namest=\"c9\"\u003e \u003cp\u003eStudent 29\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e \u003cp\u003e12\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c12\"\u003e \u003cp\u003eMale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c15\" namest=\"c14\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e \u003cp\u003eTeacher 15\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e \u003cp\u003e44\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c6\" namest=\"c5\"\u003e \u003cp\u003eMale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c10\" namest=\"c9\"\u003e \u003cp\u003eStudent 30\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e \u003cp\u003e13\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c12\"\u003e \u003cp\u003eMale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c15\" namest=\"c14\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e \u003cp\u003eTeacher 16\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e \u003cp\u003e41\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c6\" namest=\"c5\"\u003e \u003cp\u003eFemale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c10\" namest=\"c9\"\u003e \u003cp\u003eStudent 31\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e \u003cp\u003e12\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c12\"\u003e \u003cp\u003eFemale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c15\" namest=\"c14\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e \u003cp\u003eTeacher 17\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e \u003cp\u003e27\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c6\" namest=\"c5\"\u003e \u003cp\u003eMale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e5\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c10\" namest=\"c9\"\u003e \u003cp\u003eStudent 32\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e \u003cp\u003e12\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c12\"\u003e \u003cp\u003eFemale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c15\" namest=\"c14\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e \u003cp\u003eTeacher 18\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e \u003cp\u003e52\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c6\" namest=\"c5\"\u003e \u003cp\u003eFemale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e5\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c10\" namest=\"c9\"\u003e \u003cp\u003eStudent 33\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e \u003cp\u003e12\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c12\"\u003e \u003cp\u003eFemale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e \u003cp\u003e5\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c15\" namest=\"c14\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e \u003cp\u003eTeacher 19\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e \u003cp\u003e25\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c6\" namest=\"c5\"\u003e \u003cp\u003eFemale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e5\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c10\" namest=\"c9\"\u003e \u003cp\u003eStudent 34\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e \u003cp\u003e12\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c12\"\u003e \u003cp\u003eMale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e \u003cp\u003e5\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c15\" namest=\"c14\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e \u003cp\u003eTeacher 20\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e \u003cp\u003e41\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c6\" namest=\"c5\"\u003e \u003cp\u003eMale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e5\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c10\" namest=\"c9\"\u003e \u003cp\u003eStudent 35\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e \u003cp\u003e12\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c12\"\u003e \u003cp\u003eMale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e \u003cp\u003e5\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c15\" namest=\"c14\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c6\" namest=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c10\" namest=\"c9\"\u003e \u003cp\u003eStudent 36\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e \u003cp\u003e12\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c12\"\u003e \u003cp\u003eMale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e \u003cp\u003e5\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c15\" namest=\"c14\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c6\" namest=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c10\" namest=\"c9\"\u003e \u003cp\u003eStudent 37\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e \u003cp\u003e13\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c12\"\u003e \u003cp\u003eFemale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e \u003cp\u003e5\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c15\" namest=\"c14\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c6\" namest=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c10\" namest=\"c9\"\u003e \u003cp\u003eStudent 38\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e \u003cp\u003e12\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c12\"\u003e \u003cp\u003eFemale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e \u003cp\u003e5\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c15\" namest=\"c14\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c6\" namest=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c10\" namest=\"c9\"\u003e \u003cp\u003eStudent 39\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e \u003cp\u003e12\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c12\"\u003e \u003cp\u003eFemale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e \u003cp\u003e5\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c15\" namest=\"c14\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c6\" namest=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c10\" namest=\"c9\"\u003e \u003cp\u003eStudent 40\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e \u003cp\u003e12\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c12\"\u003e \u003cp\u003eMale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e \u003cp\u003e5\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c15\" namest=\"c14\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c6\" namest=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c10\" namest=\"c9\"\u003e \u003cp\u003eStudent 41\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e \u003cp\u003e13\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c12\"\u003e \u003cp\u003eMale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e \u003cp\u003e6\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c15\" namest=\"c14\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c6\" namest=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c10\" namest=\"c9\"\u003e \u003cp\u003eStudent 42\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e \u003cp\u003e13\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c12\"\u003e \u003cp\u003eMale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e \u003cp\u003e6\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c15\" namest=\"c14\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c6\" namest=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c10\" namest=\"c9\"\u003e \u003cp\u003eStudent 43\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e \u003cp\u003e13\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c12\"\u003e \u003cp\u003eFemale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e \u003cp\u003e6\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c15\" namest=\"c14\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c6\" namest=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c10\" namest=\"c9\"\u003e \u003cp\u003eStudent 44\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e \u003cp\u003e13\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c12\"\u003e \u003cp\u003eFemale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e \u003cp\u003e6\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c15\" namest=\"c14\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c6\" namest=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c10\" namest=\"c9\"\u003e \u003cp\u003eStudent 45\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e \u003cp\u003e13\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c12\"\u003e \u003cp\u003eFemale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e \u003cp\u003e6\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c15\" namest=\"c14\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c6\" namest=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c10\" namest=\"c9\"\u003e \u003cp\u003eStudent 46\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e \u003cp\u003e13\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c12\"\u003e \u003cp\u003eMale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e \u003cp\u003e6\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c15\" namest=\"c14\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c6\" namest=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c10\" namest=\"c9\"\u003e \u003cp\u003eStudent 47\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e \u003cp\u003e14\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c12\"\u003e \u003cp\u003eMale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e \u003cp\u003e6\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c15\" namest=\"c14\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c6\" namest=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c10\" namest=\"c9\"\u003e \u003cp\u003eStudent 48\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e \u003cp\u003e13\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c12\"\u003e \u003cp\u003eFemale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e \u003cp\u003e7\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c15\" namest=\"c14\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c6\" namest=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c10\" namest=\"c9\"\u003e \u003cp\u003eStudent 49\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e \u003cp\u003e14\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c12\"\u003e \u003cp\u003eFemale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e \u003cp\u003e7\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c15\" namest=\"c14\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c6\" namest=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c10\" namest=\"c9\"\u003e \u003cp\u003eStudent 50\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e \u003cp\u003e13\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c12\"\u003e \u003cp\u003eMale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e \u003cp\u003e7\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c15\" namest=\"c14\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c6\" namest=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c10\" namest=\"c9\"\u003e \u003cp\u003eStudent 51\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e \u003cp\u003e13\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c12\"\u003e \u003cp\u003eFemale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e \u003cp\u003e7\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c15\" namest=\"c14\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c6\" namest=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c10\" namest=\"c9\"\u003e \u003cp\u003eStudent 52\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e \u003cp\u003e13\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c12\"\u003e \u003cp\u003eMale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e \u003cp\u003e7\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c15\" namest=\"c14\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c6\" namest=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c10\" namest=\"c9\"\u003e \u003cp\u003eStudent 53\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e \u003cp\u003e13\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c12\"\u003e \u003cp\u003eFemale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e \u003cp\u003e7\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c15\" namest=\"c14\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c6\" namest=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c10\" namest=\"c9\"\u003e \u003cp\u003eStudent 54\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e \u003cp\u003e14\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c12\"\u003e \u003cp\u003eMale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e \u003cp\u003e7\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c15\" namest=\"c14\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c6\" namest=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c10\" namest=\"c9\"\u003e \u003cp\u003eStudent 55\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e \u003cp\u003e12\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c12\"\u003e \u003cp\u003eFemale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e \u003cp\u003e8\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c15\" namest=\"c14\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c6\" namest=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c10\" namest=\"c9\"\u003e \u003cp\u003eStudent 56\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e \u003cp\u003e12\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c12\"\u003e \u003cp\u003eFemale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e \u003cp\u003e8\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c15\" namest=\"c14\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c6\" namest=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c10\" namest=\"c9\"\u003e \u003cp\u003eStudent 57\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e \u003cp\u003e12\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c12\"\u003e \u003cp\u003eMale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e \u003cp\u003e8\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c15\" namest=\"c14\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c6\" namest=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c10\" namest=\"c9\"\u003e \u003cp\u003eStudent 58\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e \u003cp\u003e12\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c12\"\u003e \u003cp\u003eFemale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e \u003cp\u003e8\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c15\" namest=\"c14\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c6\" namest=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c10\" namest=\"c9\"\u003e \u003cp\u003eStudent 59\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e \u003cp\u003e12\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c12\"\u003e \u003cp\u003eMale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e \u003cp\u003e8\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c15\" namest=\"c14\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c6\" namest=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c10\" namest=\"c9\"\u003e \u003cp\u003eStudent 60\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e \u003cp\u003e12\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c12\"\u003e \u003cp\u003eMale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e \u003cp\u003e8\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c15\" namest=\"c14\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c6\" namest=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c10\" namest=\"c9\"\u003e \u003cp\u003eStudent 61\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e \u003cp\u003e12\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c12\"\u003e \u003cp\u003eFemale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e \u003cp\u003e8\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c15\" namest=\"c14\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c6\" namest=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c10\" namest=\"c9\"\u003e \u003cp\u003eStudent 62\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e \u003cp\u003e12\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c12\"\u003e \u003cp\u003eMale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e \u003cp\u003e8\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c15\" namest=\"c14\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c6\" namest=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c10\" namest=\"c9\"\u003e \u003cp\u003eStudent 63\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e \u003cp\u003e12\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c12\"\u003e \u003cp\u003eMale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e \u003cp\u003e9\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c15\" namest=\"c14\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c6\" namest=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c10\" namest=\"c9\"\u003e \u003cp\u003eStudent 64\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e \u003cp\u003e13\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c12\"\u003e \u003cp\u003eMale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e \u003cp\u003e9\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c15\" namest=\"c14\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c6\" namest=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c10\" namest=\"c9\"\u003e \u003cp\u003eStudent 65\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e \u003cp\u003e12\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c12\"\u003e \u003cp\u003eFemale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e \u003cp\u003e9\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c15\" namest=\"c14\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c6\" namest=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c10\" namest=\"c9\"\u003e \u003cp\u003eStudent 66\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e \u003cp\u003e12\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c12\"\u003e \u003cp\u003eFemale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e \u003cp\u003e9\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c15\" namest=\"c14\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c6\" namest=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c10\" namest=\"c9\"\u003e \u003cp\u003eStudent 67\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e \u003cp\u003e12\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c12\"\u003e \u003cp\u003eFemale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e \u003cp\u003e9\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c15\" namest=\"c14\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c6\" namest=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c10\" namest=\"c9\"\u003e \u003cp\u003eStudent 68\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e \u003cp\u003e12\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c12\"\u003e \u003cp\u003eFemale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e \u003cp\u003e9\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c15\" namest=\"c14\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c6\" namest=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c10\" namest=\"c9\"\u003e \u003cp\u003eStudent 69\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e \u003cp\u003e12\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c12\"\u003e \u003cp\u003eFemale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e \u003cp\u003e9\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c15\" namest=\"c14\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c6\" namest=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c10\" namest=\"c9\"\u003e \u003cp\u003eStudent 70\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e \u003cp\u003e12\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c12\"\u003e \u003cp\u003eMale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e \u003cp\u003e9\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c15\" namest=\"c14\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c6\" namest=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c10\" namest=\"c9\"\u003e \u003cp\u003eStudent 71\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e \u003cp\u003e13\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c12\"\u003e \u003cp\u003eFemale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e \u003cp\u003e10\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c15\" namest=\"c14\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c6\" namest=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c10\" namest=\"c9\"\u003e \u003cp\u003eStudent 72\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e \u003cp\u003e13\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c12\"\u003e \u003cp\u003eMale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e \u003cp\u003e10\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c15\" namest=\"c14\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c6\" namest=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c10\" namest=\"c9\"\u003e \u003cp\u003eStudent 73\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e \u003cp\u003e13\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c12\"\u003e \u003cp\u003eMale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e \u003cp\u003e10\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c15\" namest=\"c14\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c6\" namest=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c10\" namest=\"c9\"\u003e \u003cp\u003eStudent 74\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e \u003cp\u003e13\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c12\"\u003e \u003cp\u003eFemale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e \u003cp\u003e10\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c15\" namest=\"c14\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c6\" namest=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c10\" namest=\"c9\"\u003e \u003cp\u003eStudent 75\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e \u003cp\u003e13\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c12\"\u003e \u003cp\u003eFemale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e \u003cp\u003e10\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c15\" namest=\"c14\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c6\" namest=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c10\" namest=\"c9\"\u003e \u003cp\u003eStudent 76\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e \u003cp\u003e14\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c12\"\u003e \u003cp\u003eMale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e \u003cp\u003e10\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c15\" namest=\"c14\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c6\" namest=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c10\" namest=\"c9\"\u003e \u003cp\u003eStudent 77\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e \u003cp\u003e13\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c12\"\u003e \u003cp\u003eMale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e \u003cp\u003e10\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c15\" namest=\"c14\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c6\" namest=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c10\" namest=\"c9\"\u003e \u003cp\u003eStudent 78\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e \u003cp\u003e13\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c12\"\u003e \u003cp\u003eMale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e \u003cp\u003e11\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c15\" namest=\"c14\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c6\" namest=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c10\" namest=\"c9\"\u003e \u003cp\u003eStudent 79\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e \u003cp\u003e13\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c12\"\u003e \u003cp\u003eMale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e \u003cp\u003e11\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c15\" namest=\"c14\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c6\" namest=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c10\" namest=\"c9\"\u003e \u003cp\u003eStudent 80\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e \u003cp\u003e13\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c12\"\u003e \u003cp\u003eMale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e \u003cp\u003e11\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c15\" namest=\"c14\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c6\" namest=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c10\" namest=\"c9\"\u003e \u003cp\u003eStudent 81\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e \u003cp\u003e13\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c12\"\u003e \u003cp\u003eFemale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e \u003cp\u003e11\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c15\" namest=\"c14\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c6\" namest=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c10\" namest=\"c9\"\u003e \u003cp\u003eStudent 82\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e \u003cp\u003e13\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c12\"\u003e \u003cp\u003eMale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e \u003cp\u003e11\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c15\" namest=\"c14\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c6\" namest=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c10\" namest=\"c9\"\u003e \u003cp\u003eStudent 83\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e \u003cp\u003e13\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c12\"\u003e \u003cp\u003eFemale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e \u003cp\u003e11\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c15\" namest=\"c14\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c6\" namest=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c10\" namest=\"c9\"\u003e \u003cp\u003eStudent 84\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e \u003cp\u003e13\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c12\"\u003e \u003cp\u003eFemale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e \u003cp\u003e11\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c15\" namest=\"c14\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c6\" namest=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c10\" namest=\"c9\"\u003e \u003cp\u003eStudent 85\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e \u003cp\u003e13\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c12\"\u003e \u003cp\u003eFemale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e \u003cp\u003e11\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c15\" namest=\"c14\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c6\" namest=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c10\" namest=\"c9\"\u003e \u003cp\u003eStudent 86\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e \u003cp\u003e12\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c12\"\u003e \u003cp\u003eMale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e \u003cp\u003e12\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c15\" namest=\"c14\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c6\" namest=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c10\" namest=\"c9\"\u003e \u003cp\u003eStudent 87\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e \u003cp\u003e12\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c12\"\u003e \u003cp\u003eFemale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e \u003cp\u003e12\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c15\" namest=\"c14\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c6\" namest=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c10\" namest=\"c9\"\u003e \u003cp\u003eStudent 88\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e \u003cp\u003e12\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c12\"\u003e \u003cp\u003eMale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e \u003cp\u003e12\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c15\" namest=\"c14\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c6\" namest=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c10\" namest=\"c9\"\u003e \u003cp\u003eStudent 89\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e \u003cp\u003e12\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c12\"\u003e \u003cp\u003eFemale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e \u003cp\u003e12\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c15\" namest=\"c14\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c6\" namest=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c10\" namest=\"c9\"\u003e \u003cp\u003eStudent 90\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e \u003cp\u003e12\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c12\"\u003e \u003cp\u003eMale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e \u003cp\u003e12\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c15\" namest=\"c14\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c6\" namest=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c10\" namest=\"c9\"\u003e \u003cp\u003eStudent 91\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e \u003cp\u003e12\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c12\"\u003e \u003cp\u003eFemale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e \u003cp\u003e12\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c15\" namest=\"c14\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c6\" namest=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c10\" namest=\"c9\"\u003e \u003cp\u003eStudent 92\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e \u003cp\u003e12\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c12\"\u003e \u003cp\u003eMale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e \u003cp\u003e12\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c15\" namest=\"c14\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c6\" namest=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c10\" namest=\"c9\"\u003e \u003cp\u003eStudent 93\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e \u003cp\u003e13\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c12\"\u003e \u003cp\u003eMale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e \u003cp\u003e12\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c15\" namest=\"c14\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c6\" namest=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c10\" namest=\"c9\"\u003e \u003cp\u003eStudent 94\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e \u003cp\u003e12\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c12\"\u003e \u003cp\u003eMale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e \u003cp\u003e13\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c15\" namest=\"c14\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c6\" namest=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c10\" namest=\"c9\"\u003e \u003cp\u003eStudent 95\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e \u003cp\u003e12\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c12\"\u003e \u003cp\u003eMale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e \u003cp\u003e13\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c15\" namest=\"c14\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c6\" namest=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c10\" namest=\"c9\"\u003e \u003cp\u003eStudent 96\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e \u003cp\u003e12\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c12\"\u003e \u003cp\u003eMale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e \u003cp\u003e13\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c15\" namest=\"c14\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c6\" namest=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c10\" namest=\"c9\"\u003e \u003cp\u003eStudent 97\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e \u003cp\u003e13\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c12\"\u003e \u003cp\u003eMale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e \u003cp\u003e13\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c15\" namest=\"c14\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c6\" namest=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c10\" namest=\"c9\"\u003e \u003cp\u003eStudent 98\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e \u003cp\u003e13\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c12\"\u003e \u003cp\u003eFemale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e \u003cp\u003e13\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c15\" namest=\"c14\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c6\" namest=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c10\" namest=\"c9\"\u003e \u003cp\u003eStudent 99\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e \u003cp\u003e12\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c12\"\u003e \u003cp\u003eFemale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e \u003cp\u003e13\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c15\" namest=\"c14\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c6\" namest=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c10\" namest=\"c9\"\u003e \u003cp\u003eStudent 100\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e \u003cp\u003e12\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c12\"\u003e \u003cp\u003eFemale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e \u003cp\u003e13\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c15\" namest=\"c14\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c6\" namest=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c10\" namest=\"c9\"\u003e \u003cp\u003eStudent 101\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e \u003cp\u003e12\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c12\"\u003e \u003cp\u003eFemale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e \u003cp\u003e13\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c15\" namest=\"c14\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c6\" namest=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c10\" namest=\"c9\"\u003e \u003cp\u003eStudent 102\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e \u003cp\u003e12\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c12\"\u003e \u003cp\u003eFemale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e \u003cp\u003e14\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c15\" namest=\"c14\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c6\" namest=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c10\" namest=\"c9\"\u003e \u003cp\u003eStudent 103\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e \u003cp\u003e12\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c12\"\u003e \u003cp\u003eFemale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e \u003cp\u003e14\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c15\" namest=\"c14\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c6\" namest=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c10\" namest=\"c9\"\u003e \u003cp\u003eStudent 104\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e \u003cp\u003e13\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c12\"\u003e \u003cp\u003eFemale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e \u003cp\u003e14\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c15\" namest=\"c14\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c6\" namest=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c10\" namest=\"c9\"\u003e \u003cp\u003eStudent 105\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e \u003cp\u003e12\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c12\"\u003e \u003cp\u003eFemale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e \u003cp\u003e14\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c15\" namest=\"c14\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c6\" namest=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c10\" namest=\"c9\"\u003e \u003cp\u003eStudent 106\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e \u003cp\u003e12\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c12\"\u003e \u003cp\u003eMale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e \u003cp\u003e14\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c15\" namest=\"c14\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c6\" namest=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c10\" namest=\"c9\"\u003e \u003cp\u003eStudent 107\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e \u003cp\u003e12\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c12\"\u003e \u003cp\u003eMale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e \u003cp\u003e14\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c15\" namest=\"c14\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c6\" namest=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c10\" namest=\"c9\"\u003e \u003cp\u003eStudent 108\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e \u003cp\u003e12\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c12\"\u003e \u003cp\u003eMale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e \u003cp\u003e14\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c15\" namest=\"c14\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c6\" namest=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c10\" namest=\"c9\"\u003e \u003cp\u003eStudent 109\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e \u003cp\u003e12\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c12\"\u003e \u003cp\u003eMale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e \u003cp\u003e14\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c15\" namest=\"c14\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c6\" namest=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c10\" namest=\"c9\"\u003e \u003cp\u003eStudent 110\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e \u003cp\u003e13\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c12\"\u003e \u003cp\u003eMale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e \u003cp\u003e15\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c15\" namest=\"c14\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c6\" namest=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c10\" namest=\"c9\"\u003e \u003cp\u003eStudent 111\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e \u003cp\u003e12\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c12\"\u003e \u003cp\u003eFemale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e \u003cp\u003e15\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c15\" namest=\"c14\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c6\" namest=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c10\" namest=\"c9\"\u003e \u003cp\u003eStudent 112\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e \u003cp\u003e12\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c12\"\u003e \u003cp\u003eMale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e \u003cp\u003e15\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c15\" namest=\"c14\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c6\" namest=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c10\" namest=\"c9\"\u003e \u003cp\u003eStudent 113\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e \u003cp\u003e12\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c12\"\u003e \u003cp\u003eFemale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e \u003cp\u003e15\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c15\" namest=\"c14\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c6\" namest=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c10\" namest=\"c9\"\u003e \u003cp\u003eStudent 114\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e \u003cp\u003e12\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c12\"\u003e \u003cp\u003eMale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e \u003cp\u003e15\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c15\" namest=\"c14\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c6\" namest=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c10\" namest=\"c9\"\u003e \u003cp\u003eStudent 115\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e \u003cp\u003e12\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c12\"\u003e \u003cp\u003eFemale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e \u003cp\u003e15\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c15\" namest=\"c14\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c6\" namest=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c10\" namest=\"c9\"\u003e \u003cp\u003eStudent 116\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e \u003cp\u003e12\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c12\"\u003e \u003cp\u003eFemale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e \u003cp\u003e15\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c15\" namest=\"c14\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c6\" namest=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c10\" namest=\"c9\"\u003e \u003cp\u003eStudent 117\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e \u003cp\u003e12\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c12\"\u003e \u003cp\u003eMale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e \u003cp\u003e15\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c15\" namest=\"c14\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c6\" namest=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c10\" namest=\"c9\"\u003e \u003cp\u003eStudent 118\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e \u003cp\u003e13\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c12\"\u003e \u003cp\u003eFemale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e \u003cp\u003e16\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c15\" namest=\"c14\"\u003e \u003cp\u003e5\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c6\" namest=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c10\" namest=\"c9\"\u003e \u003cp\u003eStudent 119\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e \u003cp\u003e13\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c12\"\u003e \u003cp\u003eFemale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e \u003cp\u003e16\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c15\" namest=\"c14\"\u003e \u003cp\u003e5\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c6\" namest=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c10\" namest=\"c9\"\u003e \u003cp\u003eStudent 120\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e \u003cp\u003e13\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c12\"\u003e \u003cp\u003eMale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e \u003cp\u003e16\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c15\" namest=\"c14\"\u003e \u003cp\u003e5\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c6\" namest=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c10\" namest=\"c9\"\u003e \u003cp\u003eStudent 121\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e \u003cp\u003e13\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c12\"\u003e \u003cp\u003eMale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e \u003cp\u003e16\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c15\" namest=\"c14\"\u003e \u003cp\u003e5\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c6\" namest=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c10\" namest=\"c9\"\u003e \u003cp\u003eStudent 122\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e \u003cp\u003e13\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c12\"\u003e \u003cp\u003eFemale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e \u003cp\u003e16\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c15\" namest=\"c14\"\u003e \u003cp\u003e5\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c6\" namest=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c10\" namest=\"c9\"\u003e \u003cp\u003eStudent 123\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e \u003cp\u003e13\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c12\"\u003e \u003cp\u003eFemale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e \u003cp\u003e16\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c15\" namest=\"c14\"\u003e \u003cp\u003e5\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c6\" namest=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c10\" namest=\"c9\"\u003e \u003cp\u003eStudent 124\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e \u003cp\u003e13\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c12\"\u003e \u003cp\u003eMale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e \u003cp\u003e16\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c15\" namest=\"c14\"\u003e \u003cp\u003e5\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c6\" namest=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c10\" namest=\"c9\"\u003e \u003cp\u003eStudent 125\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e \u003cp\u003e13\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c12\"\u003e \u003cp\u003eMale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e \u003cp\u003e16\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c15\" namest=\"c14\"\u003e \u003cp\u003e5\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c6\" namest=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c10\" namest=\"c9\"\u003e \u003cp\u003eStudent 126\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e \u003cp\u003e13\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c12\"\u003e \u003cp\u003eFemale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e \u003cp\u003e17\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c15\" namest=\"c14\"\u003e \u003cp\u003e5\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c6\" namest=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c10\" namest=\"c9\"\u003e \u003cp\u003eStudent 127\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e \u003cp\u003e13\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c12\"\u003e \u003cp\u003eFemale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e \u003cp\u003e17\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c15\" namest=\"c14\"\u003e \u003cp\u003e5\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c6\" namest=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c10\" namest=\"c9\"\u003e \u003cp\u003eStudent 128\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e \u003cp\u003e13\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c12\"\u003e \u003cp\u003eMale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e \u003cp\u003e17\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c15\" namest=\"c14\"\u003e \u003cp\u003e5\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c6\" namest=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c10\" namest=\"c9\"\u003e \u003cp\u003eStudent 129\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e \u003cp\u003e13\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c12\"\u003e \u003cp\u003eMale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e \u003cp\u003e17\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c15\" namest=\"c14\"\u003e \u003cp\u003e5\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c6\" namest=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c10\" namest=\"c9\"\u003e \u003cp\u003eStudent 130\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e \u003cp\u003e13\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c12\"\u003e \u003cp\u003eFemale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e \u003cp\u003e17\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c15\" namest=\"c14\"\u003e \u003cp\u003e5\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c6\" namest=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c10\" namest=\"c9\"\u003e \u003cp\u003eStudent 131\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e \u003cp\u003e13\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c12\"\u003e \u003cp\u003eMale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e \u003cp\u003e17\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c15\" namest=\"c14\"\u003e \u003cp\u003e5\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c6\" namest=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c10\" namest=\"c9\"\u003e \u003cp\u003eStudent 132\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e \u003cp\u003e13\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c12\"\u003e \u003cp\u003eFemale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e \u003cp\u003e17\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c15\" namest=\"c14\"\u003e \u003cp\u003e5\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c6\" namest=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c10\" namest=\"c9\"\u003e \u003cp\u003eStudent 133\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e \u003cp\u003e13\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c12\"\u003e \u003cp\u003eMale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e \u003cp\u003e17\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c15\" namest=\"c14\"\u003e \u003cp\u003e5\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c6\" namest=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c10\" namest=\"c9\"\u003e \u003cp\u003eStudent 134\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e \u003cp\u003e14\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c12\"\u003e \u003cp\u003eMale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e \u003cp\u003e18\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c15\" namest=\"c14\"\u003e \u003cp\u003e5\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c6\" namest=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c10\" namest=\"c9\"\u003e \u003cp\u003eStudent 135\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e \u003cp\u003e13\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c12\"\u003e \u003cp\u003eMale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e \u003cp\u003e18\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c15\" namest=\"c14\"\u003e \u003cp\u003e5\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c6\" namest=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c10\" namest=\"c9\"\u003e \u003cp\u003eStudent 136\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e \u003cp\u003e13\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c12\"\u003e \u003cp\u003eFemale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e \u003cp\u003e18\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c15\" namest=\"c14\"\u003e \u003cp\u003e5\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c6\" namest=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c10\" namest=\"c9\"\u003e \u003cp\u003eStudent 137\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e \u003cp\u003e13\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c12\"\u003e \u003cp\u003eFemale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e \u003cp\u003e18\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c15\" namest=\"c14\"\u003e \u003cp\u003e5\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c6\" namest=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c10\" namest=\"c9\"\u003e \u003cp\u003eStudent 138\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e \u003cp\u003e14\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c12\"\u003e \u003cp\u003eMale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e \u003cp\u003e18\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c15\" namest=\"c14\"\u003e \u003cp\u003e5\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c6\" namest=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c10\" namest=\"c9\"\u003e \u003cp\u003eStudent 139\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e \u003cp\u003e13\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c12\"\u003e \u003cp\u003eFemale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e \u003cp\u003e18\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c15\" namest=\"c14\"\u003e \u003cp\u003e5\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c6\" namest=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c10\" namest=\"c9\"\u003e \u003cp\u003eStudent 140\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e \u003cp\u003e13\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c12\"\u003e \u003cp\u003eMale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e \u003cp\u003e18\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c15\" namest=\"c14\"\u003e \u003cp\u003e5\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c6\" namest=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c10\" namest=\"c9\"\u003e \u003cp\u003eStudent 141\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e \u003cp\u003e13\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c12\"\u003e \u003cp\u003eFemale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e \u003cp\u003e18\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c15\" namest=\"c14\"\u003e \u003cp\u003e5\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003e[Insert Table\u0026nbsp;\u003cspan refid=\"Tab1\" class=\"InternalRef\"\u003e1\u003c/span\u003e here]\u003c/p\u003e\n\u003ch3\u003eIntervention\u003c/h3\u003e\n\u003cp\u003eThe intervention consisted of a multicomponent school-based PA intervention that, with a WSPA approach, implemented three lines of action simultaneously over a period of 29 weeks: PAL, AB, and AR.\u003c/p\u003e \u003cp\u003eThe PAL component consisted of integrating PA into key learning area classes other than physical education (PE) (i.e., mathematics, history), which are typically conducted in a sedentary manner. A different subject was selected each week, with one 60-minute lesson per week dedicated to the intervention, conducted outdoors. Each session was fully designed to embed PA (i.e., jumping, throwing, moving) throughout the entire lesson while maintaining the academic integrity of the subject content. All sessions were co-designed by the subject teacher and an intervention specialist in the integration of PA into educational contexts to ensure that the PA complemented the curricular objectives, thereby guaranteeing the effective teaching of the subject content. During the PAL sessions, the subject teacher was responsible for delivering the lesson, with the support of the intervention specialist, who progressively reduced their assistance to foster the teacher\u0026rsquo;s independence. Examples of PAL activities can be found in Grao-Cruces et al. (\u003cspan citationid=\"CR37\" class=\"CitationRef\"\u003e37\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eThe AB component consisted of implementing two daily ABs during regular academic lessons. The scheduling of these ABs was coordinated with the school\u0026rsquo;s leaders, with one AB conducted before recess and the other after. It was essential to ensure that ABs were not scheduled during PE lessons or the lesson immediately following PE, in order to prevent attributing the effects of the AB solely to the PA performed in the preceding PE class. To facilitate the implementation of the ABs, teachers used an adapted version of the digital platform \u0026ldquo;EUMOVE Active Breaks Platform,\u0026rdquo; specifically designed for the delivery of such breaks (\u003cspan citationid=\"CR38\" class=\"CitationRef\"\u003e38\u003c/span\u003e). Therefore, before launching the intervention, all ABs were programmed into the platform. This allowed teachers delivering the lesson at the scheduled time to simply access the platform and press \u003cem\u003e\u0026ldquo;play\u0026rdquo;\u003c/em\u003e. From that point on, students followed the instructions of an avatar that guided them through the entire AB session. To ensure optimal use of the tool, the research team provided intensive training and continuous support to the teaching staff. According to Daly-Smith et al. (\u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e19\u003c/span\u003e), each AB lasted 5 minutes and consisted of four different exercises, organized into two sets (each comprising four rounds) of 20 seconds of activity followed by 10 seconds of rest. The session concluded with a cool-down phase involving deep breathing. The activities selected for each AB included aerobic and strength-based exercises (i.e., squats, lunges, jumps, or skipping).\u003c/p\u003e \u003cp\u003eThe AR component aimed to increase PA levels during school recess through three strategies: (i) environmental modification; (ii) free availability of sports equipment; and (iii) structured recess. Environmental modification involved creating a greater number of spaces where students could be physically active during recess. The playground was divided into zones and configured with different activities to diversify space usage. Students had free access to sports equipment to promote PA during recess. Structured recess included the organization of sports competitions and teacher-led activities. All these strategies were designed by the research team in collaboration with the school\u0026rsquo;s PE teachers and were supervised during implementation by the intervention specialist together with the teachers assigned to recess duty.\u003c/p\u003e \u003cp\u003eTo ensure the success of this intervention, several implementation strategies were employed (i.e., teacher training, continuous fidelity monitoring, structured coordination meetings). One of the key strategies was the assignment of a specialist technician to each intervention school. These technicians, referred to as the \u0026ldquo;intervention specialist\u0026rdquo;, were experts in integrating PA within the school context. Their main role was to empower the school to implement the intervention, and to gradually shape the school culture towards a WSPA perspective. Therefore, they were responsible for supervising the daily functioning of the project and maintained regular contact with the research groups and their counterparts in other schools. In addition, these intervention specialists maintained ongoing communication with teachers and school management teams in the participating schools. For further details on additional strategies implemented, see Bandera-Campos et al. (\u003cspan citationid=\"CR35\" class=\"CitationRef\"\u003e35\u003c/span\u003e).\u003c/p\u003e\n\u003ch3\u003eData collection\u003c/h3\u003e\n\u003cp\u003eSemi-structured individual interviews were conducted with school leaders (n\u0026thinsp;=\u0026thinsp;5) and selected teachers (n\u0026thinsp;=\u0026thinsp;20). These interviews lasted approximately 30 minutes each. In addition, focus groups were conducted with students (n\u0026thinsp;=\u0026thinsp;141). Each group was composed of 6\u0026ndash;8 students from the same class with heterogeneous profiles. These lasted approximately 30\u0026ndash;40 minutes. All interviews were conducted after the completion of the MOVESCHOOL study intervention period (June 2024) by the same intervention specialists who were present in each school throughout the intervention. No repeat interviews were carried out. In addition, they were conducted face-to-face in a designated classroom at each school, with only the interviewer and the participant/s present to ensure privacy. They were audio-recorded to ensure accurate capture of participants' perceptions and were subsequently fully transcribed verbatim for further analysis.\u003c/p\u003e \u003cp\u003eTo obtain rich and contextual data, an interview guide was developed prior to data collection based on Finn and McInnis (\u003cspan citationid=\"CR39\" class=\"CitationRef\"\u003e39\u003c/span\u003e). This guide was adapted by the research team to the multicomponent intervention. The interview guide was developed specifically for this study and is available as Additional file 1. The intervention specialists underwent prior training and strictly adhered to the interview guide throughout the data collection.\u003c/p\u003e \u003cp\u003eAs an example, school leaders were asked questions such as: \u003cem\u003e\u0026ldquo;What do you consider the usefulness of developing this type of programme?\u0026rdquo;\u003c/em\u003e; \u003cem\u003e\u0026ldquo;Do you plan to continue supporting/promoting any of the programme\u0026rsquo;s actions in the upcoming school years? Why? What would need to change to make this easier?\u0026rdquo;\u003c/em\u003e. Teachers were asked questions such as: \u003cem\u003e\u0026ldquo;How did you feel during the implementation of the interventions?\u0026rdquo;\u003c/em\u003e; \u003cem\u003e\u0026ldquo;Do you consider that, with the implementation of the MOVESCHOOL programme, your school promotes physical activity practice more than before this programme? Why?\u0026rdquo;\u003c/em\u003e. Students were asked questions such as: \u003cem\u003e\u0026ldquo;Do you think the MOVESCHOOL programme has influenced your learning compared to the previous school year when the programme was not in place? In what way? For better? For worse? Did it not have any effect?\u0026rdquo;\u003c/em\u003e; \u003cem\u003e\u0026ldquo;Would you like to continue with the MOVESCHOOL programme? Why?\u0026rdquo;\u003c/em\u003e.\u003c/p\u003e \u003cdiv id=\"Sec7\" class=\"Section2\"\u003e \u003ch2\u003eData analysis\u003c/h2\u003e \u003cp\u003eThe data were analysed using a hybrid qualitative content analysis (\u003cspan citationid=\"CR40\" class=\"CitationRef\"\u003e40\u003c/span\u003e). The analysis began with a deductive structure based on the topics of the interview guide (directed content analysis), ensuring alignment with the study objectives. However, the generation of specific codes and subcategories was inductive (conventional content analysis), as these emerged directly from the participants' responses rather than fitting into a pre-existing coding frame.\u003c/p\u003e \u003cp\u003eFirstly, the recordings were transcribed verbatim into a Microsoft Word document (Microsoft, Redmond, WA, USA). Subsequently, the data were analysed by a researcher in NVivo 14 software for Windows (QSR, Melbourne, VIC, Australia), used between January and March 2025, to facilitate the organisation and coding of the transcripts. This researcher read the transcripts three times to ensure thorough familiarisation with the content and to develop a comprehensive understanding of the data. Next, sentences and text segments reflecting the experiences and perceptions of the educational agents involved in the multicomponent intervention were identified and highlighted. From these identified units of meaning, inductive reasoning was used to generate codes, which led to the development of a map of interrelated categories and subcategories aligned with the study\u0026rsquo;s objectives (Fig.\u0026nbsp;1). For example, in response to the question \u003cem\u003e\u0026ldquo;What advantages do you think this type of programme might have?\u0026rdquo;\u003c/em\u003e, one teacher stated: \u003cem\u003e\u0026ldquo;\u0026hellip;well, a benefit is the motivation, and even an improvement in attention in many ways, because I think they have managed to capture more attention in other subjects\u0026rdquo;\u003c/em\u003e. This statement was highlighted as a unit of meaning and coded as \u003cem\u003e\u0026ldquo;increased motivation\u0026rdquo;\u003c/em\u003e and \u003cem\u003e\u0026ldquo;increased attentional capacity\u0026rdquo;\u003c/em\u003e.\u003c/p\u003e \u003cp\u003eThese categories were refined and adjusted to accurately reflect the data collected. The process led to the development of a structured categorical framework, accompanied by the researchers\u0026rsquo; interpretation. Multiple strategies were implemented to ensure the reliability and credibility of the data. First, an interview protocol and scripts were developed to standardise the process and minimise the interviewer\u0026rsquo;s influence on participants' responses. All interviews were conducted and transcribed by the same person at each school, which reduced variability in the data collection process. Subsequently, a researcher carried out an initial filtering and analysis of the interviews. This was followed by peer debriefing sessions within the research team to discuss, refine, and validate the coding framework and thematic categories. During these sessions, data saturation was also discussed and confirmed, ensuring that no new themes were emerging. This collaborative process contributed to minimising researcher bias in the final analysis and enhanced the rigour of the analytical approach.\u003c/p\u003e \u003c/div\u003e"},{"header":"Results","content":"\u003cp\u003eThe results present the perceptions and experiences of school leaders, teachers, and students involved in the MOVESCHOOL intervention. This approach offers a qualitative perspective on the effects, feasibility and sustainability of a WSPA multicomponent intervention within the secondary education setting. To this end, three main categories were established: (\u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e1\u003c/span\u003e) Student Benefits, (\u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2\u003c/span\u003e) Feasibility, and (\u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e3\u003c/span\u003e) Sustainability. Figure\u0026nbsp;1 illustrates the coding tree derived from the analysis.\u003c/p\u003e \u003cp\u003e[Insert Fig.\u0026nbsp;1 here]\u003c/p\u003e \u003cp\u003eFigure 1. Schematic representation of the study findings: emerging categories and subcategories.\u003c/p\u003e\n\u003ch3\u003eStudent benefits\u003c/h3\u003e\n\u003cp\u003eThis category examines the potential benefits of the multicomponent intervention on students and how this may influence their performance during the school day. Overall, all educational agents involved perceive a positive effect of this intervention, leading to health, social and academic benefits for students.\u003c/p\u003e\n\u003ch3\u003eHealth benefits\u003c/h3\u003e\n\u003cp\u003eAll the agents involved acknowledge that the intervention increases PA levels during the school day and reduces sedentary time. According to school leaders and teachers, this has a positive impact on students' physical and mental health. This is reflected in responses such as that of Teacher 3: \u003cem\u003e\u0026ldquo;\u0026hellip;allowing more movement during school hours, which are usually very sedentary, is undoubtedly a benefit for students\u0026rsquo; health\u0026hellip;\u0026rdquo;\u003c/em\u003e; or Teacher 19: \u003cem\u003e\u0026ldquo;I believe that promoting physical activity among young people, who are increasingly less involved in sports, is something that is super necessary, not only for motor development, but also for health in general, and as I said before, not just physical health, but also mental health\u0026rdquo;\u003c/em\u003e.\u003c/p\u003e \u003cp\u003eAll agents associate this benefit, and the intervention itself, with increased opportunities for students to engage in PA during the school day. For example, School Leader 3 stated: \u003cem\u003e\u0026ldquo;\u0026hellip;there has been an increase in physical activity opportunities among students, and all of this will result in benefits for their health\u0026rdquo;\u003c/em\u003e. Additionally, it is worth highlighting that students report feeling more motivated to engage in PA during the school day: \u003cem\u003e\u0026ldquo;\u0026hellip;we didn\u0026rsquo;t do anything before because we didn\u0026rsquo;t feel like it and because we didn\u0026rsquo;t have so many opportunities, now we are more motivated to engage in physical activity\u0026hellip;\u0026rdquo;\u003c/em\u003e (Student 20); \u003cem\u003e\u0026ldquo;The intervention has also motivated me to do more sport at school and to be much more active\u0026rdquo;\u003c/em\u003e (Student 34).\u003c/p\u003e \u003cdiv id=\"Sec11\" class=\"Section2\"\u003e \u003ch2\u003eSocial benefits\u003c/h2\u003e \u003cp\u003eThe three groups of agents involved reported an increase in social relationships, associated with the collaborative nature of the PAL activities, the interaction between students generated during AB, and the social opportunities created during AR. As teacher 16 pointed out: \u003cem\u003e\u0026ldquo;\u0026hellip;because at the beginning I had students who didn\u0026rsquo;t know anyone in the classroom, who found it difficult to relate to others, and now, thanks to the physically active lessons and active breaks implemented, I see them much more integrated, open\u0026hellip;\u0026rdquo;.\u003c/em\u003e This interaction was not only limited to student-student relationships; as reported by three teachers and seven students, teacher-student relationships also improved: \u003cem\u003e\u0026ldquo;With this intervention, I feel that I have engaged with my students at an academic level in a more direct and closer way. Both physically active lessons and active breaks have placed us on the same level, which has improved my relationship with them\u0026rdquo;\u003c/em\u003e (Teacher 5); \u003cem\u003e\u0026ldquo;We have gotten to know new sides of our teachers, and now we get along better\u0026rdquo;\u003c/em\u003e (Student 44). Similarly, as reported by five teachers, the effect of interaction was not limited to the class group. AR helped extend this interaction to the school-wide level, as this strategy led to increased interactions among students from different class groups during recess: \u003cem\u003e\u0026ldquo;I believe that students have interacted much more during recess, and it has been a great opportunity for them to get to know people from other class groups and year levels\u0026rdquo;\u003c/em\u003e (Teacher 19).\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec12\" class=\"Section2\"\u003e \u003ch2\u003eAcademic benefits\u003c/h2\u003e \u003cp\u003eThe findings identified three main domains: increased motivation, improved cognition, and greater enjoyment. One of the most frequently mentioned benefits in the interviews with the three groups involved was the increase in student motivation towards school. This motivation refers to the overall enthusiasm during the school day, which leads students to be more active and engaged in the activities carried out throughout the day. Students in particular reported feeling more motivated during the school day while the intervention was being implemented. This is reflected in statements such as that of Student 120: \u003cem\u003e\"...but the truth is that now, with this project, I feel more motivated. For example, when I come to school, I feel more eager, and then in class it's the same...\";\u003c/em\u003e or Student 138: \u003cem\u003e\u0026ldquo;\u0026hellip;this project motivated me more to go to school\u0026rdquo;\u003c/em\u003e.\u003c/p\u003e \u003cp\u003eSimilarly, three school leaders and 16 teachers reported an increase in students\u0026rsquo; motivation towards learning. Specifically, they point out that PAL leads to greater motivation for the subject, with motivation referring to students\u0026rsquo; drive and enthusiasm to actively participate in class. This effect is particularly valuable in today\u0026rsquo;s educational context, as highlighted by Teacher 9: \u003cem\u003e\u0026ldquo;Motivating them at these ages is becoming increasingly difficult\u0026rdquo;;\u003c/em\u003e a perception shared by four other teachers.\u003c/p\u003e \u003cp\u003eAgents involved, particularly students, report that AB appears to have a positive effect on cognition. On one hand, four teachers and 13 students mention that AB serves as a form of \u003cem\u003e\u0026ldquo;mental restoration\u0026rdquo;\u003c/em\u003e. However, most commonly, as reported by one school leader, nine teachers, and 21 students, AB appeared to lead to an increase in attention span. After completing an AB, students were able to reconnect with the lesson more easily, as expressed by Student 118: \u003cem\u003e\u0026ldquo;I think the benefit was disconnecting from the class, and that helped us to concentrate better afterwards\u0026rdquo;.\u003c/em\u003e\u003c/p\u003e \u003cp\u003eThe increase in motivation and attention span observed in subjects where PAL is applied seems closely tied to the presence of enjoyment. Seven teachers emphasize the impact of fun when combined with learning and movement, suggesting that this combination greatly enhances the teaching-learning process and produces valuable effects that positively influence academic performance, such as increased motivation and student engagement: \u003cem\u003e\u0026ldquo;\u0026hellip;I realised that with physically active lessons they had a great time, and they were also attentive and engaged\u0026rdquo;\u003c/em\u003e (Teacher 8); \u003cem\u003e\u0026ldquo;\u0026hellip;because I liked seeing that my students were learning while enjoying themselves\u0026hellip; that made them more motivated and engaged in what we were doing\u0026rdquo;\u003c/em\u003e (Teacher 19). This effect is also acknowledged by students, as the term \u003cem\u003e\"fun\"\u003c/em\u003e was mentioned 93 times in reference to PAL, making it one of the most appreciated aspects of the intervention and one they believe had the greatest impact. This is reflected in statements such as that of Student 3: \u003cem\u003e\u0026ldquo;Active lessons helped us concentrate more because it\u0026rsquo;s more fun than using a textbook, which eventually gets boring and distracting\u0026rdquo;\u003c/em\u003e; or Student 87: \u003cem\u003e\u0026ldquo;...the best part was the active lessons because instead of sitting down, we were moving. Plus, you learned better while having fun, it made classes enjoyable...\u0026rdquo;\u003c/em\u003e. Fun has been a fundamental aspect of the intervention for the students and something that left a lasting impression on them. The presence of fun in the intervention is mentioned 182 times throughout the data.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec13\" class=\"Section2\"\u003e \u003ch2\u003eFeasibility\u003c/h2\u003e \u003cp\u003eThis category captures the perceptions of the involved agents regarding the feasibility of the intervention. Feasibility refers to how practical it is to implement the intervention given the conditions and context in which it was developed. The feasibility of the intervention was associated with the commitment and engagement of school leaders and teachers, student involvement, the school\u0026rsquo;s available resources, and the role of the support intervention specialist.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec14\" class=\"Section2\"\u003e \u003ch2\u003eCommitment and engagement of school leaders and teachers\u003c/h2\u003e \u003cp\u003eAccording to the perceptions gathered, feasibility is strongly influenced by the agents' commitment to the intervention. Both school leaders and teachers felt engaged with the initiative, justifying their involvement by expressing the need to increase PA levels during the school day, which they perceive as \u003cem\u003e\u0026ldquo;very sedentary\u0026rdquo;\u003c/em\u003e. As the School Leader 5 stated, \u003cem\u003e\u0026ldquo;the intervention is useful to try to compensate for this lack of physical activity\u0026rdquo;\u003c/em\u003e, and he added, \u003cem\u003e\u0026ldquo;six hours in a row without movement seems outrageous to us, and I believe this view is shared across the entire educational community\u0026rdquo;\u003c/em\u003e.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec15\" class=\"Section2\"\u003e \u003ch2\u003eStudent involvement\u003c/h2\u003e \u003cp\u003eOverall, students felt engaged with the intervention. Regarding PAL, of the 141 students interviewed, only seven reported low levels of engagement. However, AB generated lower levels of engagement, with 24 students reporting low engagement, three of them with no engagement at all, and 21 showing fluctuating levels of involvement. This variability was mainly attributed to a decline in motivation caused by the \u003cem\u003e\u0026ldquo;monotony of the active breaks\u0026rdquo;\u003c/em\u003e (10 students) and feelings of \u003cem\u003e\u0026ldquo;laziness\u0026rdquo;\u003c/em\u003e (five students). Regarding AR, 18 students did not feel engaged, three of whom initially participated but dropped out due to a \u003cem\u003e\u0026ldquo;lack of variety\u0026rdquo;.\u003c/em\u003e\u003c/p\u003e \u003cp\u003eStudents indicated that their engagement was primarily determined by enjoyment: \u003cem\u003e\u0026ldquo;I got quite involved in this project because I had so much fun with all the activities\u0026rdquo;\u003c/em\u003e (Student 60); \u003cem\u003e\u0026ldquo;\u0026hellip; I got involved in all the activities that I found fun, but no in some of the active breaks that I found boring\u0026rdquo;\u003c/em\u003e (Student 16).\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec16\" class=\"Section2\"\u003e \u003ch2\u003eSchool resources\u003c/h2\u003e \u003cp\u003eThe availability and appropriateness of material, human and organisational resources within the school were key factors for the implementation and viability of the MOVESCHOOL intervention. In general, both school leaders and teachers stated that the resources available to them were sufficient for the proper development of the intervention, although some aspects could be improved. Regarding material resources, several teachers highlighted the positive impact of the free online platform for the implementation of the AB. This platform was conceived as a \u003cem\u003e\u0026ldquo;facilitating tool to implement active breaks\u0026rdquo;\u003c/em\u003e. However, they also noted the need for improvements to avoid monotony and better adapt it to the targeted student population (e.g., Teacher 14 mentioned the platform felt childish, which negatively affected students' motivation).\u003c/p\u003e \u003cp\u003eOne of the most frequently mentioned issues by both school leaders and teachers was the lack of space. School Leaders 1, 2, 3 and 5 pointed out that although there had been greater use of material resources and available space, having more space would significantly support the effective implementation of the intervention components. Similarly, some teachers noted a lack of space specifically for AB, which negatively affected their development (i.e., safety issues, conflicts): \u003cem\u003e\u0026ldquo;The space available for active breaks in some classrooms was very limited. No matter how much we tried to keep them within their area, it was difficult, and they ended up crowding together, pushing each other... sometimes it looked like \u0026lsquo;active fights\u0026rsquo;\u0026hellip;\u0026rdquo;\u003c/em\u003e (Teacher 1). Additionally, Teachers 2 and 15 mentioned that having more space in the school would be beneficial for implementing PAL, as it would help avoid interference with other school activities (i.e., PE classes). Notably, Teacher 17 proposed the future development of \u003cem\u003e\u0026ldquo;active classrooms\u0026rdquo;\u003c/em\u003e to better support this type of intervention.\u003c/p\u003e \u003cp\u003eRegarding human and organisational resources, both school leaders and teachers agreed that these were adequate, although this was mainly attributed to the presence of an intervention specialist responsible for the intervention in each participating school. In the absence of such a figure, they pointed out that \u003cem\u003e\u0026ldquo;greater workload relief is needed, someone to coordinate the intervention, or the presence of an intervention specialist\u0026rdquo;\u003c/em\u003e (Teachers 2 and 16), indicating a lack of human resources. This issue will be explored in more detail in the following sections.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec17\" class=\"Section2\"\u003e \u003ch2\u003eRole of the support intervention specialist\u003c/h2\u003e \u003cp\u003eThe figure of the intervention specialist is perceived as a key element for the success and proper implementation of the intervention. All involved agents agree that the intervention specialist has been a fundamental catalyst in effectively launching the intervention. School leaders value the intervention specialist as a well-trained external figure who \u003cem\u003e\u0026ldquo;has made it possible for the intervention to work well\u0026rdquo;\u003c/em\u003e (School Leader 4), highlighting their constant communication and support to school management teams and teaching staff to ensure the proper implementation of the MOVESCHOOL\u0026rsquo;s components.\u003c/p\u003e \u003cp\u003eTeachers go even further, agreeing that the intervention specialist has greatly facilitated the process and relieved them of the workload that implementing the intervention would have otherwise entailed (e.g., co-creation of PAL, management of AR). Moreover, 15 teachers perceived the intervention specialist as a key figure due to their training and availability in coordinating the intervention: \u003cem\u003e\u0026ldquo;We need a trained professional to coordinate this properly\u0026hellip;\u0026rdquo;\u003c/em\u003e (Teacher 15). Seven teachers referred to the intervention specialist as a \u003cem\u003e\u0026ldquo;guide\u0026rdquo;\u003c/em\u003e or \u003cem\u003e\u0026ldquo;reference point\u0026rdquo;\u003c/em\u003e when implementing PA during the school day, also highlighting the training they received. Although 16 teachers reported feeling more \u003cem\u003e\u0026ldquo;qualified\u0026rdquo;\u003c/em\u003e to implement PA in their teaching, the barrier posed by insufficient training is reflected in comments such as: \u003cem\u003e\u0026ldquo;\u0026hellip;because the intervention specialist helped and advised me; otherwise, it would have been difficult for me to carry it out, not because I didn\u0026rsquo;t want to engage with the subject, but because of my own lack of training\u0026rdquo;\u003c/em\u003e (Teacher 13); \u003cem\u003e\u0026ldquo;\u0026hellip;we need someone specialised to support us with this, like the intervention specialist\u0026hellip;I\u0026rsquo;m trained to teach history, not to optimally include physical activity in my lessons\u0026rdquo;\u003c/em\u003e (Teacher 8).\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec18\" class=\"Section2\"\u003e \u003ch2\u003eSustainability\u003c/h2\u003e \u003cp\u003eSustainability refers to the capacity to endure over time. In the context of this study, sustainability is understood not merely as the continuation of the proposed components (PAL, AB, and AR) but as the integration and assimilation of the intervention into the school\u0026rsquo;s organisational structure and culture. This implies the intervention\u0026rsquo;s ability to persist and be implemented with fidelity once external support is withdrawn.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec19\" class=\"Section2\"\u003e \u003ch2\u003eProspective intentions\u003c/h2\u003e \u003cp\u003eAll five school leaders expressed their intention to continue supporting and/or promoting the development of interventions that incorporate PA during the school day. They presented a shared perspective, illustrated by statements such as: \u003cem\u003e\u0026ldquo;\u0026hellip;our intention is for these three pillars on which we have focused the intervention to remain permanently in the school. In fact, we have already included in next year\u0026rsquo;s Improvement Plan an objective to create a working group that will continue with these activities or similar ones aimed at achieving the same goals\u0026rdquo;\u003c/em\u003e (School Leader 5).\u003c/p\u003e \u003cp\u003eSimilarly, seven teachers expressed their intention to implement and/or participate in interventions like MOVESCHOOL in future school years. In addition to these seven teachers who intend to continue with all components, 10 teachers specified their intention to implement only PAL in their future teaching, and two teachers expressed their intention to implement only AB or a similar strategy to break up long periods of sedentary time. Those who do not intend to implement one or more components in the future justify their decision by citing a lack of training, excessive workload, and/or the absence of an intervention specialist to support implementation: \u003cem\u003e\u0026ldquo;...despite the training you provided us, I believe that not all teachers are adequately prepared to integrate physical activity into their teaching\u0026rdquo;\u003c/em\u003e (Teacher 19); \u003cem\u003e\u0026ldquo;...it is an additional workload that is more than evident\u0026rdquo;\u003c/em\u003e (Teacher 13); \u003cem\u003e\u0026ldquo;...and I would like to deliver this alternative type of lesson, but the problem is the lack of time\u0026rdquo;\u003c/em\u003e (Teacher 2).\u003c/p\u003e \u003cp\u003eRegarding students, all of them reported a preference for continuing with the intervention (this intention was expressed on 123 occasions), compared to having a \u003cem\u003e\u0026ldquo;normal\u0026rdquo;\u003c/em\u003e school day. This desire to continue is mainly associated with the \u003cem\u003e\u0026ldquo;enjoyment\u0026rdquo;\u003c/em\u003e the intervention brings to students. Enjoyment, as a \u003cem\u003e\u0026ldquo;driver of continuity\u0026rdquo;\u003c/em\u003e, is reflected in statements such as: \u003cem\u003e\u0026ldquo;\u0026hellip;I would do it every year, I have a great time\u0026rdquo;\u003c/em\u003e (Student 128). Nevertheless, 18 students expressed a preference to participate in future editions, but without the AB component or with more \u003cem\u003e\u0026ldquo;appealing\u0026rdquo;\u003c/em\u003e versions. The monotony of the ABs is seen as a real threat to the sustainability of the intervention.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec20\" class=\"Section2\"\u003e \u003ch2\u003eThe role of the intervention specialist\u003c/h2\u003e \u003cp\u003eAs mentioned in the feasibility section, the role of the intervention specialist is considered key to the successful implementation of the intervention. Moreover, this role is also deemed fundamental when addressing sustainability. Both school leaders and teachers agreed that the intervention specialist has increased the school's capacity to implement this type of intervention. However, a need has been identified regarding the future absence of this figure, as there is a perceived \u003cem\u003e\"dependence\"\u003c/em\u003e on this role. Both school leaders and teachers indicate that the absence of the specialist would make it more difficult to carry out the intervention effectively. School Leader 5 stated that \u003cem\u003e\u0026ldquo;the issue I see is looking to the future; when the specialist is no longer here, it will be more complex, and we would have to adapt it to the resources we have\u0026rdquo;\u003c/em\u003e. Teachers highlight the need for this role in the long term to sustain the intervention, as its absence would mean an increased workload for them due to lack of time and/or lack of training. Teacher 13 points out, \u003cem\u003e\u0026ldquo;\u0026hellip; there has to be someone in charge, someone to lead the way\u0026hellip; it\u0026rsquo;s difficult for teachers to get involved, not because they don\u0026rsquo;t want to, but because it\u0026rsquo;s an additional workload\u0026rdquo;\u003c/em\u003e.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec21\" class=\"Section2\"\u003e \u003ch2\u003eMonotony of AB\u003c/h2\u003e \u003cp\u003eOn the other hand, the AB component has faced the greatest resistance. All agents involved agree that the ABs were \u0026ldquo;monotonous\u0026rdquo;, making it necessary to vary and/or adapt the ABs to the students to prevent the decline of this component over time. Eleven teachers mentioned that student motivation noticeably decreased: \u003cem\u003e\u0026ldquo;Motivation started very high, but after three weeks, the novelty factor dropped significantly, and a change was needed\u0026hellip;\u0026rdquo;\u003c/em\u003e (Teacher 17). As mentioned, teachers indicated that this was mainly due to the ABs being monotonous and repetitive: \u003cem\u003e\u0026ldquo;\u0026hellip;something that is so repetitive for a long time causes students to get tired and bored, which affects their participation\u0026hellip;\u0026rdquo;\u003c/em\u003e (Teacher 20). To improve and avoid this decline due to monotony in the future, teachers proposed: increasing the variety of exercises or types of AB (Teachers 2, 5, 9, 12, 13, 14, and 17), adapting them to students\u0026rsquo; interests (Teacher 7), and finding ways to \u003cem\u003e\u0026ldquo;engage them\u0026rdquo;\u003c/em\u003e without coercing the students (Teachers 1 and 13).\u003c/p\u003e \u003cp\u003eRegarding the students, 34 reported the monotony of these ABs, which significantly influenced their engagement. To improve and avoid this decline due to monotony in the future, students proposed: increasing the variety of exercises or types of AB (34 students), introducing \u003cem\u003e\u0026ldquo;rewards\u0026rdquo;\u003c/em\u003e (four students), and avoiding \u003cem\u003e\u0026ldquo;punishments or obligations\u0026rdquo;\u003c/em\u003e as these foster rejection of the ABs (six students).\u003c/p\u003e \u003c/div\u003e"},{"header":"Discussion","content":"\u003cp\u003eThe aim of this study was to assess the perceptions and experiences of school leaders, teachers, and students following their participation in a multicomponent WSPA intervention in secondary education. To the best of our knowledge, this is the first study to analyse the combined perspectives of the involved agents following their experience with a multicomponent intervention in secondary education. The results provide valuable insights into the perceived benefits and barriers of implementing the MOVESCHOOL intervention.\u003c/p\u003e \u003cdiv id=\"Sec23\" class=\"Section2\"\u003e \u003ch2\u003eStudent benefits\u003c/h2\u003e \u003cp\u003eRegarding the benefits for students, all agents perceived the intervention as effective in generating health, social, and academic benefits. The main findings of the study indicated that school leaders, teachers, and students considered the multicomponent intervention to be effective in increasing PA levels and, consequently, reducing sedentary time during the school day.\u003c/p\u003e \u003cp\u003eThis finding is particularly relevant given the scarcity of qualitative research specifically within the secondary education setting. Consequently, while these results align with previous studies that evaluated interventions from a qualitative perspective in primary education (\u003cspan citationid=\"CR41\" class=\"CitationRef\"\u003e41\u003c/span\u003e, \u003cspan citationid=\"CR42\" class=\"CitationRef\"\u003e42\u003c/span\u003e), they provide novel and much-needed qualitative evidence for adolescents, complementing existing quantitative research conducted in secondary schools (\u003cspan citationid=\"CR43\" class=\"CitationRef\"\u003e43\u003c/span\u003e). Therefore, this intervention emerges as a potential strategy to address the need to increase PA levels in this age group and to minimise sedentary time accumulated during the school day. This need has been expressed not only by school leaders and teachers but also by international organisations (\u003cspan citationid=\"CR25\" class=\"CitationRef\"\u003e25\u003c/span\u003e) and the Spanish legislative framework (\u003cspan citationid=\"CR44\" class=\"CitationRef\"\u003e44\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eBeyond increasing students' PA levels and the associated physical and psychological health benefits (\u003cspan additionalcitationids=\"CR2\" citationid=\"CR1\" class=\"CitationRef\"\u003e1\u003c/span\u003e\u0026ndash;\u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e3\u003c/span\u003e), this intervention also emerges as a tool with great pedagogical potential, as it appears to generate additional social, cognitive, and academic benefits. As reported by the agents involved, students\u0026rsquo; social interactions increased during the school day. These results are consistent with the qualitative findings reported in the \u003cem\u003e\u0026ldquo;Move for Well-being in Schools\u0026rdquo;\u003c/em\u003e programme (\u003cspan citationid=\"CR45\" class=\"CitationRef\"\u003e45\u003c/span\u003e). Although that study was conducted in a Danish context and included a broader age range encompassing primary education (9\u0026ndash;13 years old), it similarly highlighted that classroom-based strategies and AR promoted social relationships among students. Specifically, the authors noted the ability of these interventions to create \u003cem\u003e\u0026ldquo;socially inclusive environments\u0026rdquo;\u003c/em\u003e that support students\u0026rsquo; well-being and influence their sense of competence and autonomy. This comparison suggests that the potential of multicomponent PA interventions to foster social cohesion is consistent across different educational stages and cultural contexts.\u003c/p\u003e \u003cp\u003eRegarding cognitive effects, the main finding reported by the agents involved in this study was an improvement in students\u0026rsquo; \u003cem\u003e\u0026ldquo;attention capacity\u0026rdquo;\u003c/em\u003e. This perception aligns with findings from systematic reviews and meta-analyses that have associated school-based PA interventions with improvements in cognitive performance and, specifically, attention in students (\u003cspan citationid=\"CR46\" class=\"CitationRef\"\u003e46\u003c/span\u003e, \u003cspan citationid=\"CR47\" class=\"CitationRef\"\u003e47\u003c/span\u003e). Furthermore, regarding specific components, our results are supported by evidence linking PAL to improvements in inhibitory control, within which attention capacity is framed (\u003cspan citationid=\"CR48\" class=\"CitationRef\"\u003e48\u003c/span\u003e), and identifying AB as an effective strategy to increase attention without compromising learning time (\u003cspan citationid=\"CR49\" class=\"CitationRef\"\u003e49\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eSimilarly, the involved agents reported that the intervention yielded academic benefits that enriched the school day and were perceived as a potential positive influence on students\u0026rsquo; academic performance. These perceptions are supported by previous research, where the implementation of PA during the school day has been positively associated with academic outcomes (\u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e4\u003c/span\u003e, \u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e9\u003c/span\u003e). Specifically, the involved agents linked the intervention to increased motivation and enjoyment towards school, as well as towards subject learning when PAL was implemented. In this regard, our findings regarding increased school motivation and enjoyment align with previous research on multicomponent PA interventions (\u003cspan citationid=\"CR41\" class=\"CitationRef\"\u003e41\u003c/span\u003e, \u003cspan additionalcitationids=\"CR51\" citationid=\"CR50\" class=\"CitationRef\"\u003e50\u003c/span\u003e\u0026ndash;\u003cspan citationid=\"CR52\" class=\"CitationRef\"\u003e52\u003c/span\u003e). These studies suggest that integrating PA into schools promotes greater \u003cem\u003e\u0026ldquo;enjoyment\u0026rdquo;\u003c/em\u003e and \u003cem\u003e\u0026ldquo;motivation\u0026rdquo;\u003c/em\u003e towards school, leading to increased student satisfaction and contributing to an optimal learning environment that positively influences academic performance. This trend was also specifically observed with PAL, aligning with studies associating enjoyment and engagement in these sessions with more meaningful and high-quality learning (\u003cspan citationid=\"CR30\" class=\"CitationRef\"\u003e30\u003c/span\u003e, \u003cspan citationid=\"CR53\" class=\"CitationRef\"\u003e53\u003c/span\u003e). Moreover, it is worth highlighting that both students and previous literature identify \u0026ldquo;\u003cem\u003eenjoyment\u003c/em\u003e\u0026rdquo; as a catalyst for student engagement (\u003cspan citationid=\"CR54\" class=\"CitationRef\"\u003e54\u003c/span\u003e).\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec24\" class=\"Section2\"\u003e \u003ch2\u003eFeasibility and sustainability\u003c/h2\u003e \u003cp\u003eHowever, ensuring that these student benefits are maintained requires the intervention to be both feasible and sustainable over time. Regarding these dimensions, our findings indicate that they are intrinsically linked and shaped by a common set of factors: the commitment and engagement of school leaders and teachers, student involvement, the availability of resources (e.g., sports equipment, space), and, notably, the role of the intervention specialist. Consequently, the long-term maintenance of the intervention relies on managing these elements, as well as addressing emerging barriers (e.g., AB monotony) and supporting the school\u0026rsquo;s transition, initiated during implementation, towards a WSPA perspective.\u003c/p\u003e \u003cp\u003eThe findings revealed a positive commitment from the involved agents, with the majority expressing their intention to support, implement, and/or participate in similar initiatives in the future. This commitment demonstrated by school leaders and teachers is decisive both for implementation and for an initiative to endure over time. For school leaders, their role and influence within the school empower them to directly shape the adoption and implementation of PA interventions (\u003cspan citationid=\"CR34\" class=\"CitationRef\"\u003e34\u003c/span\u003e) and to sustain them over time (\u003cspan citationid=\"CR55\" class=\"CitationRef\"\u003e55\u003c/span\u003e). This responsibility is shared by teachers, since they are the main agents responsible for implementing the intervention in the classroom (\u003cspan citationid=\"CR56\" class=\"CitationRef\"\u003e56\u003c/span\u003e). Based on the findings, this commitment is grounded in the full conviction regarding the value of the intervention, which addresses the need to increase students\u0026rsquo; PA levels, as well as in the positive impact observed on the students.\u003c/p\u003e \u003cp\u003eTherefore, to guarantee sustainability, it is crucial to maintain this perception of value, cultivate generalised support at the school level and, as Riley-Gibson et al. (\u003cspan citationid=\"CR57\" class=\"CitationRef\"\u003e57\u003c/span\u003e) point out, ensure that the intervention aligns with the school\u0026rsquo;s priorities; a convergence that this intervention facilitated by promoting the integration of a WSPA culture within the school.\u003c/p\u003e \u003cp\u003eLikewise, student involvement also proves decisive, since the majority of students reported an adequate level of engagement with the intervention. This level of involvement was determined by students\u0026rsquo; well-being during the implementation of the components, with \u003cem\u003e\u0026ldquo;enjoyment\u0026rdquo;\u003c/em\u003e acting as the main catalyst. In this regard, as noted by Bharara et al. (\u003cspan citationid=\"CR58\" class=\"CitationRef\"\u003e58\u003c/span\u003e), PA in adolescence is perceived as a source of enjoyment and social connection that promotes well-being. Therefore, to guarantee student involvement, it is fundamental to pay attention to how the components are implemented and the students\u0026rsquo; response to them (\u003cspan citationid=\"CR59\" class=\"CitationRef\"\u003e59\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eIn parallel, resource availability constitutes another fundamental pillar (\u003cspan citationid=\"CR60\" class=\"CitationRef\"\u003e60\u003c/span\u003e). Although generally perceived as sufficient by the agents, the findings highlighted specific limitations, particularly regarding physical space. School leaders and teachers noted limited spaces for AB, and a lack of alternative spaces for PAL which could be constrained by other academic activities. This manifested as a structural barrier that may limit implementation, a challenge which has also been found in other PA interventions in secondary education (\u003cspan citationid=\"CR61\" class=\"CitationRef\"\u003e61\u003c/span\u003e). Therefore, in accordance with the proposal of Teacher 17, a shift towards schools with more \u003cem\u003e\u0026ldquo;flexible learning spaces\u0026rdquo;\u003c/em\u003e is suggested (\u003cspan citationid=\"CR62\" class=\"CitationRef\"\u003e62\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eIn addition to the commitment of school leaders and teachers, student involvement, and the availability of resources, the findings position the \u003cem\u003e\u0026ldquo;intervention specialist\u0026rdquo;\u003c/em\u003e as the cornerstone for guaranteeing feasibility and sustainability in a real educational context. School leaders and teachers agreed that this figure acted as a fundamental catalyst, coordinating the intervention and serving as a reference point in the implementation of components. However, despite the intervention specialist\u0026rsquo;s role transcending mere implementation to focus on training and instilling the WSPA perspective within the school culture, agents expressed concern regarding their future absence. This duality aligns with existing literature: while various authors confirm that having an external or internal agent to coordinate and support PA implementation in schools is indispensable for success (\u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e10\u003c/span\u003e, \u003cspan citationid=\"CR63\" class=\"CitationRef\"\u003e63\u003c/span\u003e, \u003cspan citationid=\"CR64\" class=\"CitationRef\"\u003e64\u003c/span\u003e), Porter et al. (\u003cspan citationid=\"CR24\" class=\"CitationRef\"\u003e24\u003c/span\u003e) warn that it is crucial to define the nature of this role to avoid external dependency and achieve ecological validity. Indeed, these authors suggest that many current interventions compromise their sustainability because components are delivered directly by researchers or external organisations who eventually leave. In this regard, the approach taken with the intervention specialist was not as an external executor, but as a critical implementation strategy to ensure fidelity and guide the school through a progressive transition: from expert support to full autonomy, transferring ownership of the intervention to school staff to guarantee its future sustainability.\u003c/p\u003e \u003cp\u003eNevertheless, the sense of \u003cem\u003e\u0026ldquo;dependency\u0026rdquo;\u003c/em\u003e on a trained figure to manage the intervention persisted. This perception is not unfounded, as noted by the teachers, this figure acts as the necessary mechanism to overcome the barriers of \u003cem\u003e\u0026ldquo;lack of time\u0026rdquo;\u003c/em\u003e and \u003cem\u003e\u0026ldquo;lack of training\u0026rdquo;\u003c/em\u003e. These implementation barriers have been widely reported by numerous authors (\u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e9\u003c/span\u003e, \u003cspan citationid=\"CR31\" class=\"CitationRef\"\u003e31\u003c/span\u003e, \u003cspan citationid=\"CR33\" class=\"CitationRef\"\u003e33\u003c/span\u003e, \u003cspan citationid=\"CR65\" class=\"CitationRef\"\u003e65\u003c/span\u003e, \u003cspan citationid=\"CR66\" class=\"CitationRef\"\u003e66\u003c/span\u003e). Furthermore, works such as Viskari et al. (\u003cspan citationid=\"CR66\" class=\"CitationRef\"\u003e66\u003c/span\u003e) suggest that these barriers, among others (e.g., curricular demands), are the reason why existing school-based PA interventions have been more effective when led by external agents compared to those implemented by teachers without support.\u003c/p\u003e \u003cp\u003eConsequently, despite the initial training and constant advice received from the intervention specialist, teachers reflect that it is imperative to address these barriers at their root. Firstly, at the training level, through proposals such as \u003cem\u003e\u0026ldquo;Transform-Ed\u0026rdquo;\u003c/em\u003e (\u003cspan citationid=\"CR67\" class=\"CitationRef\"\u003e67\u003c/span\u003e), which appears effective in training future teachers across all specialities to integrate PA into the real educational context. Secondly, at the organisational level, by transitioning from an external intervention specialist, as in the present approach, to a figure assumed by internal school staff with appropriate training (e.g., PE teachers, teachers with prior preparation) and time availability (e.g., through restructuring teaching loads) to perform the relevant tasks. This type of \u003cem\u003e\u0026ldquo;internal intervention specialist\u0026rdquo;\u003c/em\u003e can be observed in works such as \u003cem\u003e\u0026ldquo;Transform-Us\u0026rdquo;\u003c/em\u003e with the \u003cem\u003e\u0026ldquo;school/programme champion\u0026rdquo;\u003c/em\u003e figure (34), or in \u003cem\u003e\u0026ldquo;Activa-mente\u0026rdquo;\u003c/em\u003e with the role played by the PE teacher (\u003cspan citationid=\"CR68\" class=\"CitationRef\"\u003e68\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eImplementing these solutions would not only resolve the lack of time and training but would also empower teachers to manage emerging barriers and enact effective solutions. A critical example of this was the monotony of AB, identified by both teachers and students as a threat to the intervention. Although teachers identified solutions such as the \u003cem\u003e\u0026ldquo;variety\u0026rdquo;\u003c/em\u003e and \u003cem\u003e\u0026ldquo;flexibility\u0026rdquo;\u003c/em\u003e of the component, which align with the literature (\u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e19\u003c/span\u003e), the intervention specialist was still required. Ultimately, progressing towards school autonomy and consolidating a school culture oriented towards WSPA would pave the way for a progressive and sustainable transition of PA implementation in current secondary education.\u003c/p\u003e \u003cdiv id=\"Sec25\" class=\"Section3\"\u003e \u003ch2\u003eStrengths and limitations\u003c/h2\u003e \u003cp\u003eThe present study has several strengths that should be highlighted: (i) a hybrid analysis approach was adopted, allowing for the evaluation of the intervention based on established theoretical frameworks (deductive) while maintaining the flexibility to identify unique emerging themes from the agents' experiences (inductive); (ii) it is the first study in secondary education to assess the perceptions and experiences of school leaders, teachers, and students regarding a multicomponent intervention, providing a valuable contrast of perspectives and a more comprehensive understanding of the implementation and impact of PA interventions in a real-world school context; (iii) the research was conducted in a real school environment, and the interviews were conducted immediately following the intervention, granting it high ecological validity; and (iv) the sample selection resulted in a diverse range of profiles (i.e., students with varying levels of engagement, teachers with different levels of proactivity) and an equitable gender distribution, allowing for a more complete understanding of the different perspectives and experiences.\u003c/p\u003e \u003cp\u003eOn the other hand, certain limitations must also be acknowledged: (i) the sample was selected through purposive rather than random sampling. While this strategy was deliberately chosen to include a diversity of profiles and perspectives that enriched the data, it may limit the representativeness and transferability of the findings; (ii) the generalisability of the study's findings may be limited to the specific school context and the characteristics of the participants involved (i.e., school culture, teachers' predisposition, student motivation); (iii) the interviews and focus groups were conducted by five different interviewers. Although they were trained for data collection and rigorously adhered to a standardised guide with structured questions developed by the research team, the possibility of interviewer bias cannot be ruled out; and (iv) the nature of the interviews and focus groups may have introduced social desirability bias, as some participants may have provided responses they believed the interviewers expected to hear.\u003c/p\u003e \u003c/div\u003e \u003c/div\u003e"},{"header":"Conclusion","content":"\u003cp\u003eThis study provides qualitative insights into the perceived benefits, feasibility, and sustainability of a multicomponent WSPA intervention integrating PAL, AB, and AR in secondary education. Based on the perceptions and experiences of school leaders, teachers, and students, the findings suggest that the intervention not only increases students\u0026rsquo; PA levels, but also positively impacts their social interactions, motivation towards school, attention capacity, and enjoyment during the school day.\u003c/p\u003e \u003cp\u003eThe results highlight that the feasibility and sustainability of such interventions in school settings depend on a complex interplay of factors that extend beyond the intervention's design. In particular, the commitment and engagement of school leaders and teachers, the students' involvement driven by enjoyment, and the availability of resources are identified as indispensable conditions. However, the catalytic factor is the presence of an intervention specialist who, in addition to coordinating and supporting PA implementation, promotes the WSPA perspective and consolidates it within the school culture.\u003c/p\u003e \u003cp\u003eIn light of these results, relevant areas for future research include addressing implementation barriers such as the lack of teacher training, exploring teacher training models, and examining sustainable organisational approaches, such as the designation of internal intervention specialists. These insights also provide valuable implications for the development of future interventions and policies aimed at incorporating PA during the school day within real-world secondary education contexts.\u003c/p\u003e"},{"header":"Abbreviations","content":"\u003cdiv class=\"DefinitionList\"\u003e \u003cdiv class=\"DefinitionListEntry\"\u003e \u003cdiv class=\"Term\"\u003ePA\u003c/div\u003e \u003cdiv class=\"Description\"\u003e \u003cp\u003ePhysical Activity\u003c/p\u003e \u003c/div\u003e \u003c/div\u003e \u003cdiv class=\"DefinitionListEntry\"\u003e \u003cdiv class=\"Term\"\u003eMVPA\u003c/div\u003e \u003cdiv class=\"Description\"\u003e \u003cp\u003eModerate-to-Vigorous Physical Activity\u003c/p\u003e \u003c/div\u003e \u003c/div\u003e \u003cdiv class=\"DefinitionListEntry\"\u003e \u003cdiv class=\"Term\"\u003ePAL\u003c/div\u003e \u003cdiv class=\"Description\"\u003e \u003cp\u003ePhysically Active Lessons\u003c/p\u003e \u003c/div\u003e \u003c/div\u003e \u003cdiv class=\"DefinitionListEntry\"\u003e \u003cdiv class=\"Term\"\u003eAB\u003c/div\u003e \u003cdiv class=\"Description\"\u003e \u003cp\u003eActive Breaks\u003c/p\u003e \u003c/div\u003e \u003c/div\u003e \u003cdiv class=\"DefinitionListEntry\"\u003e \u003cdiv class=\"Term\"\u003eAR\u003c/div\u003e \u003cdiv class=\"Description\"\u003e \u003cp\u003eActive Recess\u003c/p\u003e \u003c/div\u003e \u003c/div\u003e \u003cdiv class=\"DefinitionListEntry\"\u003e \u003cdiv class=\"Term\"\u003eWSPA\u003c/div\u003e \u003cdiv class=\"Description\"\u003e \u003cp\u003eWhole School Physical Activity\u003c/p\u003e \u003c/div\u003e \u003c/div\u003e \u003cdiv class=\"DefinitionListEntry\"\u003e \u003cdiv class=\"Term\"\u003ePE\u003c/div\u003e \u003cdiv class=\"Description\"\u003e \u003cp\u003ePhysical Education\u003c/p\u003e \u003c/div\u003e \u003c/div\u003e \u003c/div\u003e"},{"header":"Declarations","content":"\u003cp\u003e\u003cstrong\u003eEthics and consent statements\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eEthical approval for this study was obtained from the Bioethics Committees of the University of Cadiz (Cadiz, Spain; approval n\u0026ordm; 008/2022), and the Bioethics and Biosafety Committess of the University of Extremadura (Caceres, Spain; n\u0026ordm; 174/2023). It was also conducted in accordance with the local legislation and institutional requirements.\u003c/p\u003e\n\u003cp\u003eWritten informed consent was obtained from the participants and the minors\u0026rsquo; legal guardians for their participation in this study.\u003c/p\u003e\n\u003cp\u003eWritten informed consent was obtained from the participants and the minors\u0026rsquo; legal guardians for the publication of any potentially identifiable data included in this article.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eData availability\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe datasets generated and analysed during the present study cannot be made publicly available due to ethical restrictions and data-protection regulations applicable to minors. However, the data may be requested from the corresponding author upon reasonable request and subject to ethical approval.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eConflict of interest\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eFunding\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe authors declare that financial support was received for the research and/or publication of this article. This study is part of the R\u0026amp;D\u0026amp;i project PID2022-137450OA-I00 funded by MCIN/AEI/10.13039/501100011033 and ERDF/EU [AGC]; and of the grant CNS2022-135604 funded by MCIN/AEI/10.13039/501100011033 and \u0026ldquo;European Union NextGenerationEU\u0026rdquo; [DSO]. MGP and FBC are PhD students funded by a grant from the Spanish Ministry of Education (FPU22/01430 and FPU21/03385, respectively). FMA has a grant from the Own Plan of the University of Cadiz (PU/EPIF-FPI-CT/CP/2023-046). The funders had no role in study design, data collection and analysis, decision to publish, or preparation of the manuscript.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAuthors\u0026rsquo; contributions\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eDSO, DCM and AGC contributed to the conceptualization and design of the study. MGP and FMA conducted the data collection. FBC performed the formal analysis and interpretation of the data. FBC drafted the initial manuscript, and DSO, MGP, FMA, DCM and AGC provided critical revisions for important intellectual content. All authors read and approved the final manuscript.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAcknowledgments\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe authors gratefully acknowledge the participation and collaboration of all school leaders, teachers, students, and families in this study. The authors also extend their sincere gratitude to the specialist technicians for their dedication and support during the development and implementation of the intervention.\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\u003cli\u003e\u003cspan\u003eRodriguez-Ayllon M, Cadenas-S\u0026aacute;nchez C, Est\u0026eacute;vez-L\u0026oacute;pez F, Mu\u0026ntilde;oz NE, Mora-Gonzalez J, Migueles JH, et al. Role of Physical Activity and Sedentary Behavior in the Mental Health of Preschoolers, Children and Adolescents: A Systematic Review and Meta-Analysis. 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Teach Educ. 2025;36(2):177\u0026ndash;98.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eMoreno H, Pulido-Gil JM. Del proyecto Sinergia al Programa Activa-mente. Revista Espa\u0026ntilde;ola de Educaci\u0026oacute;n F\u0026iacute;sica y Deportes. 2025;439(1):83\u0026ndash;97.\u003c/span\u003e\u003c/li\u003e\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":false,"hideJournal":false,"highlight":"","institution":"","isAcceptedByJournal":true,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"bmc-public-health","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"pubh","sideBox":"Learn more about [BMC Public Health](http://bmcpublichealth.biomedcentral.com/)","snPcode":"","submissionUrl":"https://www.editorialmanager.com/pubh/default.aspx","title":"BMC Public Health","twitterHandle":"@BMC_series","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"em","reportingPortfolio":"BMC Series","inReviewEnabled":true,"inReviewRevisionsEnabled":true},"keywords":"School-level physical activity intervention, Physically active learning, Active breaks, Active recess, Feasibility, Sustainability, Adolescents.","lastPublishedDoi":"10.21203/rs.3.rs-8833749/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-8833749/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003ch2\u003eBackground\u003c/h2\u003e \u003cp\u003eAdolescent physical inactivity is a global public health priority, and schools are identified as critical setting for health promotion. While multicomponent \u0026ldquo;whole-school\u0026rdquo; interventions are recommended, there is a lack of qualitative evidence regarding their implementation and the experiences of key agents, particularly in secondary education settings. This research explored the perceptions and experiences of school leaders, teachers, and students regarding the MOVESCHOOL study.\u003c/p\u003e\u003ch2\u003eMethods\u003c/h2\u003e \u003cp\u003eA qualitative study was conducted within the framework of the MOVESCHOOL study, a 29-week multicomponent intervention that integrated physically active learning, active breaks, and active recess in secondary education. A total of five school leaders, 20 teachers, and 141 students participated through semi-structured interviews and focus groups. Data were analysed using a hybrid qualitative content analysis, combining deductive and inductive coding.\u003c/p\u003e\u003ch2\u003eResults\u003c/h2\u003e \u003cp\u003eThe findings indicate that the intervention, in addition to increasing students\u0026rsquo; levels of physical activity, contributed positively to their social interactions, motivation towards school, attention capacity, and enjoyment during the school day, which in turn influenced their academic performance. Furthermore, four key pillars for the feasibility and sustainability of the intervention were identified: the commitment and engagement to the intervention of school leaders and teachers, sustained student involvement determined by enjoyment, the availability of resources, and the presence of an intervention specialist as a catalytic factor.\u003c/p\u003e\u003ch2\u003eConclusions\u003c/h2\u003e \u003cp\u003eThe MOVESCHOOL intervention provides both social and academic benefits, alongside increased physical activity, although its long-term feasibility and sustainability will depend on how this approach can be adapted to the contextual and structural conditions of each school, going beyond the intervention\u0026rsquo;s design itself.\u003c/p\u003e\u003ch2\u003eTrial registration:\u003c/h2\u003e \u003cp\u003eClinicalTrials.gov, identifier NCT06254638. 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