北京市高中体育课堂教学时效性评价量表的开发研究

以北京市第一零一中学2013届421名高一年级学生（男209人、女生212人）为研究对象.1.2研究时间2010年9月至2013年12月,为期三年.1.3研究方法1.3.1文献资料法查阅了国内外有关教学评价的书籍、杂志、报刊等文献资料近50余篇,为课题研究提供了理论支持和参考依据.     

北京市义务教育体育与健康考核评价改革的主要变化及关键理念

<正>按照北京市体育考核评价改革推进步骤,2023年9月升入四年级、六年级和八年级的全部学生将陆续参加由各区统一组织的《国家学生体质健康标准（2014年修订）》（以下简称《标准》）测试工作（以下简称“统测”）。据初步统计,全市参加统测的学生人数高达53万余人,这是北京市教育发展史上从未有过的大规模体育测试,     

浅析民族传统体育专业毕业年级学生就业心理状况——以沈阳体育学院为实例

文章采用问卷调查法、文献资料研究法、数理统计法等研究方法,对民族传统体育专业的毕业年级就业心理现状进行较全面系统的调查,经分析得出如下结果：（1）民族传统体育专业毕业年级的就业形势比较严峻,就业压力较大;（2）民族传统体育专业毕业年级学生对自身缺乏了解,不清楚自己适合从事什么样的工作,这是造成择业时盲gl从众的一个重要原因;（3）“先就业再择业”正被民族传统体育专业毕业年级学生所认同,同时,在就业地区的选择上,如果无法在理想地区就业的情况下,也会考虑到西部、基层就业;（4）民族传统体育专业毕业年级学生的从业自信心不高,缺乏对自己专业发展现状及前景的正确认识,更不清楚从业过程中的流程。     

瑜伽健身术融入健美操教学的实验研究

本研究试图通过瑜伽与健美操的教学相结合,在教学中使学生达到良好的心境背景,克服传统的健美操教学的弊端,以提高健美操教学的质量,为健美操教学改革提供理论与实践的依据。研究对象:随机选取广州体育学院参加健美操选修的大学二年级学生两个班,每个班30名学生,其中实验组男生16人,女生14人,对照组男生15人,女生15人。研究方法:文献资料法、调查访问法、实验法、数理统计法及逻辑分析法。结果与分析:1.瑜伽健身术对学生课堂中心理状态的影响实验前后在“疲劳”“抑郁”这两维度上有显著性差异,在“抑郁”这一维度上对心境产生了积极的影响,…     

“进步幅度评分法”在高中学生体育学习中的运用

一、“进步幅度评分法”的定义“进步幅度评分法”是指将两次测量的成绩差作为原始数据,再采用标准百分法或百分位数法确定的评分标准。该方法关注过程性评价,有利于鼓励后进学生。 二、“进步幅度评分法”的具体操作方法制定模块教学计划时,教师根据方面。模块教学一开始对学生灌输“进步幅度评分法”的理念,详细介绍方法,成绩评定时采用“进步幅度评分法”进行评价。     

体育课对高校女生体质健康影响的评价研究

依据2003-2006年浙江省高校女生《学生体质健康标准》的测试数据,对开设体育课（1、2年级）与未开设体育课（3、4年级）女生的身体形态、身体机能和身体素质的各项指标进行差异性分析与评价。旨在了解和掌握浙江省高校女生开设体育课与未开设体育课女生体质健康状况的变化规律,为促进本省高校女生体质健康的进一步完善和提高提供理论支撑,为学校和相关教育主管部门提供决策理论依据。     

健美操教学中实施开放式教学对大学生体育学习能力影响的研究

为了探讨“开放式”教学对大学一年级女生体育学习能力的影响,本研究采用文献资料法、问卷调查法、教学实验法、数理统计法。通过实验研究验证“开放式”教学对女大学生体育学习能力的影响并对其做出客观评价。为高校教师对“开放式”教学的应用提供参考。     

健美操课中实施探究式教学对女大学生社会适应能力的影响研究

为了探讨“探究式”教学对大学一年级女生社会适应能力的影响,本文采用文献资料法、问卷调查珐、教学实验法、文理统计法。通过在正德职业技术学院2011级女生健美操选项课中进行“探究式”教学的实验研究,并对实验结果分析,验证“探究式”教学对女大学生社会适应能力的影响并对其做出客观评价。为高校教师对“探究式”教学的应用提供参考。     

大学生体育价值观念的特征分析——以湖南省高校为例

通过问卷调查法、逻辑分析法、比较分析法,考察了大学生体育价值观念在价值认识、判断、取向三个维度上的特征.研究结果表明：三个维度都存在年级、学科和性别的群体性差异.在体育价值认识维度,二年级学生、理科生、男生更注重体育课的教育功能,二年级学生更注重体育知识和行为的内化,理科生更注重操作层面的学习目标,文科生更注重文化层面的学习目标,男生乐于对体育进行全面了解,女生则偏重于关注体育对自身的效用;在体育价值判断维度,理科生更注重体育课带来的身体舒畅度,文科生更重视体育知识的获取度,男生更重视体育知识的获取度与集体参与度,女生更重视身体舒畅与精神愉悦度;在体育价值取向维度,一年级学生、理科生、男生更能习惯整齐划一的组织形式,二年级学生、文科生、女生则更期望有一种相对松散的组织形式,一年级学生、女生的课堂行为更容易受同学的影响,二年级学生、男生则更容易受教师教学能力的影响.     

体育与健康课程中增值评价的探索与应用

《义务教育体育与健康课程标准（2022年版）》“评价建议”部分提出“积极探索增值评价”。增值评价符合新课标“关注学生个体差异”的课程理念和发展学生核心素养的教育目标,而且适应于体育与健康课程改革中的体育课堂教学与学业评价,有利于激发学生体育学习的积极性与运动的参与性。本文运用文献资料法、逻辑分析法等研究方法,探析增值评价的内涵、特点以及增值评价在体育与健康课程中的应用价值,并提出增值评价的实践策略,旨在为体育教师科学运用增值评价提供参考。     

近10年哈尔滨体育学院学生体质健康状况比较研究

为了全面了解哈尔滨体育学院学生近10年的体质健康变化情况,采用实验法对哈尔滨体育学院2003至2012级学生进行身高、体重、肺活量、握力（男）、坐位体前屈（女）、立定跳远、台阶实验测试,并将测试数据进行整理,对比10年变化情况。结果表明,近10年,学生身高、体重和体质指数变化不大,其中男生平均体质批量数较高,女生正常;台阶指数、立定跳远和坐位体前屈总体上呈下降趋势,其中立定跳远和台阶指数总本上处于良好水平,坐位体前屈虽呈下降趋势,但各年级均处于优秀水平;肺活量和握力出现波动,且处于及格水平,但哈尔滨体育学院学生体质健康状况好于其他普通高校,与同类体育院校相当;所有年级中2004级、2（107级和2012级学生体质健康状况好于其他年级,2009级、2010级和2011级则较差。哈尔滨体育学院学生体质健康状况整体上呈下降趋势,各年级学生呼吸机能一般,心肺功能和下肢爆发力较好;男生超重,上肢手臂力量偏低;女生身体形态发育正常,柔韧素质好。     

An Analysis of the Effectiveness of Team Teaching Compared to Traditional Teaching of Health to High School Sophomore Students

Abstract

This study compared the effectiveness of team teaching and traditional teaching methods in increasing the health knowledge of 114 sophomore high school health students. To determine the difference between the methods, the following groups were analyzed: (a) girls and boys combined, (b) girls separately, (c) boys separately, (d) girls and boys of superior mental abilities, (e) girls and boys of average mental abilities, and (f) girls and boys of below-average mental abilities. All students participating in the study were given the Shaw Health Knowledge Test as a pretest and final test. Although the groups taught by the team-teaching method showed a greater increase in health knowledge than those taught by the traditional method, only the students of superior mental ability taught by the team-teaching method showed a statistically significant gain according to an analysis of variance.     

Intercultural education in physical education: results of a quasi-experimental intervention study with secondary school students

Background: Due to migration processes, cultural diversity and strangeness are becoming characteristics of modern society. The competence to handle this heterogeneity – the so-called intercultural competence – is a key competence for all children and youths. Sports and physical education (PE) are often considered as a particular field for enhancing intercultural competence. However, until now there is no theory-based empirical study that proves this assumption. Purpose: This study was designed to examine the effects of a standardised, theoretically driven programme in PE on the development of underlying cognitive concepts of intercultural competence: acculturation attitudes and attitudes towards cultural diversity. Research design: The research design consists of a quasi-experimental design with four measurement points. The intervention group (N?=?69; mean age?=?11.6 years (SD?=?0.60)) followed standardised and theory-driven intervention lessons following the didactical guidelines of the concept of ‘Intercultural Movement Education’ (IME). The developed games tend to trigger ‘crises’ with the aim to insecure students. These experienced insecurities were afterwards reflected upon with the students. The internal control group (N?=?63; mean age?=?11.8 years (SD?=?0.62)) and external control group (N?=?93; mean age?=?10.8 years (SD?=?0.69)) were taught in a unspecific manner. The impact of the intervention study programme was tested with a reliable and valid questionnaire. Results: A significant time by group interaction effect for the subscale ‘assimilation/segregation’ of acculturation attitudes was found in boys and in girls. The attitudes increased significantly after the intervention. For the girls, the intervention group showed also a significant decrease of the attitude ‘integration’. No significant impact of the intervention study on the attitudes towards cultural diversity could be identified either with boys or girls. Discussion: The effects of the study are ambivalent. The significantly increased assimilative attitudes can be interpreted as a need for a sense of security. This is also underlined by the decrease of the integration attitude that values the maintenance of cultural integrity. It must be critically discussed whether the ‘crises’ were too intense and not adapted to the children’s skills to overcome them. Second, we have to critically analyse whether the discussions with the students about their experiences were sufficiently focused to debrief the students. Summary for practitioners: The competence to handle heterogeneity – the so-called intercultural competence – is a key competence for children and youths. Sports and PE are often considered as a particular field for enhancing intercultural competence. However, until now there has been no theory-based empirical study that proves this assumption. This paper describes the development, implementation and evaluation of an intervention programme on intercultural learning in PE along the didactic guidelines of IME. This programme tries to trigger ‘crises’ that stimulate the students to react and think about their self- and world relations. The statistical analyses show that the ‘crises’ were probably too intense as the students’ scores in assimilation attitudes increased. This lead to the didactical reflection of the implementation of intercultural learning processes in PE.     

傣族与汉族中学生身体素质对比分析

为了掌握傣族与汉族中学生的身体素质现状,文章运用文献资料法、对比分析法、数理统计法等,对汉族与傣族中学生的速度素质、耐力素质、力量素质、柔韧素质进行对比分析,结果表明:在速度素质方面,汉族男生优于傣族男生,傣族女生则优于汉族女生;在耐力素质中方面,13岁这个年龄段傣族男女生均优于汉族男女生,14、15岁则汉族男女生优于傣族男女生;力量素质方面,傣族男女生总体上优于汉族男女生;柔韧素质方面,汉族男女生优于傣族男女生。     

Secular changes in total steps and moderate-to-vigorous physical activity among fourth-grade students in Japan in 2003/2004 and 2016/2017

ABSTRACT

No study has investigated secular changes in both total steps and moderate-to-vigorous physical activity (MVPA) among Japanese children. This study examined the secular changes of total steps and MVPA among fourth-grade students in Japan in 2003/2004 and 2016/2017. It was performed at a school in Okayama Prefecture in Japan. A total of 452 participants (226 boys and 226 girls; mean age, 9.6 ± 0.5 years) participated in the study. We measured total steps and MVPA of the participants by using the same methods in 2003/2004 and 2016/2017. An uniaxial accelerometer was used to measure total steps and MVPA. On weekdays and weekends, the total steps and MVPA were lowered by approximately 1,000–3,000 steps/day and 10 min/day, respectively, in boys and by 1,000 steps/day and 5 min/day, respectively, in girls in 2016/2017 in comparison to 2003/2004. In both boys and girls, the percentage of children meeting 60 minutes/day of MVPA decreased in 2016/2017(weekdays: boys 21.8%, girls 6.0%; weekends: boys 3.8%, girls 4.1%) compared with 2003/2004 (weekdays: boys 48.2%, girls 11.6%; weekends: boys 7.8%, girls 7.6%). In conclusion, the results demonstrated that total steps and MVPA of fourth-grade students in Japan were lower in 2016/2017 than in 2003/2004.     

The Reliability of Distance Run Tests for Children in Grades K—4

Abstract

The purpose of this study was to determine test–retest reliability for the 1-mile, 3/4-mile, and 1/2-mile distance run/walk tests for children in Grades K—4. Fifty-one intact physical education classes were randomly assigned to one of the three distance run conditions. A total of 1,229 (621 boys, 608 girls) complied the test–retests in the fall (October), with 1,050 of these students (543 boys, 507 girls) repeating the tests in the spring (May). Results indicated that the 1-mile run/walk distance, as recommended for young children in most national test batteries, has acceptable intraclass reliability (.83 < R < .90) for both boys and girls in Grades 3 and 4, has minimal (fall) to acceptable (spring) reliability for Grade 2 students (.70 < R < .83), but is not reliable for children in Grades K and 1 (.34 < R < .56). The 1/2 mile was the only distance meeting minimal reliability standards for boys and girls in Grades K and 1 (.73 < R < .82). Results also indicated that reliability estimates remained fairly stable across gender and age groups from the fall to spring testing periods, with the exception of the noticeably improved values for Grade 2 students on the 1-mile run/walk test. Criterion-referenced reliability (P, percent agreement) was also estimated relative to Physical Best and Fitnessgram run/walk standards. Reliability coefficients for all age group standards were acceptable to high (.70 < P < .95), except for Fitnessgram standards for 5-year-old girls on the 1-mile test for both fall and spring and for 6-year-old boys and girls on the 1-mile test administered in the spring.     

合作学习对中学生心理健康的促进效应

本研究综合运用文献资料法,专家访谈法,实验法。采用社交行为、交往焦虑量表,主观锻炼诱导情绪体验量表,对实验对象进行心理测量法和数据统计,配对样本T检验结果显示：实验组在心理指标交往焦虑和锻炼主观情绪体验指标上实验前后差异均具有显著性,试验后独立样本T检验表明：实验后横向与对照组比较也具有显著性差异。研究发现合作学习能够有效的培养学生交往的意识,降低交往焦虑提高交际交往能力,促进良好的人际关系形成和维持;合作学习能够营造良好的学习氛围,使得学生在活动中获得成功的体验,提高学生的学习兴趣和参与激情,利于形成终身体育意识和习惯。     

Muslim girls' experiences in physical education in Norway: What role does religiosity play?

Recent years have seen an increase in scholarly attention to minority pupils and their experience of physical education (PE). UK research identifies specific challenges related to Muslim pupils' participation in PE. In Norway, little research has been undertaken on Muslim pupils' experiences in PE, something this paper hopes to redress in part. In particular, it addresses the role and significance of religiosity to their experience of PE. The work is positioned within third-wave feminism; as such it aims to be sensitive to issues of cultural and religious diversity. The study is based on life-history interviews with 21 Muslim girls aged between 16 and 25. All the girls had attended PE lessons at school, mostly in mixed-gender classes, but with some gender-segregated PE as well. In terms of religious affiliation, the girls describe themselves as Muslim, though their degree of religiosity varies. Five wear the hijab. The general picture drawn by the data shows that the Muslim girls enjoy their PE lessons and the majority preferred gender-mixed PE. Religiosity seems to have little influence on Muslim girls' experience of PE, with the exception of swimming lessons and showering facilities. We can understand the objections of some of the girls to gender-mixed PE by looking at the dominance of the male gender, and, as such, their experiences are similar to those of non-Muslim girls. However, objections to gender-mixed swimming classes are best explained by the girls' gendered religious identities and embodied faith. In term of intersectionality, the study shows that different categories dominate in different PE contexts. As such, what Muslim girls make of PE is not always dictated by religiosity.     

Rethinking the ‘aspirations’ of Chinese girls within and beyond Health and Physical Education and physical activity in Greater Western Sydney

This paper aims to explore young Chinese girls’ aspirations and ideal environments for engagement in Health and Physical Education (HPE) and physical activity (PA) in Greater Western Sydney. Interviews are used to elicit these girls’ perceptions of their future and ideal environments in relation to HPEPA. Their data offer insights into key influences regarding what is thinkable, desirable and achievable in their HPEPA environments. Results showed dimensions of environments, such as social and pedagogical aspects, that are conducive to these girls’ aspirations in HPEPA (e.g. social support from parents, and functional built environment for HPE). This paper aligns with a strengths-based approach to understanding and recognising young Chinese girls’ perceived aspirations within their socio-cultural environment. In doing so, we discuss how feminism and femininity are positioned from a Chinese perspective that may provide alternative views to a post-feminist panorama in promoting advancement of all young girls in HPEPA. Results invite us to take into account some of the girls’ ambivalence towards being an ‘autonomous’ and ‘dependent’ modern Chinese young girl. This paper calls for a rethinking of how aspirations that shape young people’s future in HPEPA in much of the contemporary Western world are conceptualised in academic research.