海派学校体育文化形成、特征与传承

在回顾海派学校体育历史脉络的基础上,阐述了海派学校体育文化开放、创新、领先和务实的核心特征。并提出未来海派体育文化的传承,要处理好根与魂的关系、继承与创新的关系、形式与质量的关系、短期效应与长期效应的关系。     

海派文化在上海学校体育中的价值分析

本文采用文献资料法对海派文化在上海学校体育中的价值进行分析,得出其具有丰富上海学校体育内容、打造上海学校体育特色、拓宽上海学校体育的渠道等价值。     

海派体育文化下上海学校体育教育的改革创新

＂海纳百川＂的上海学校体育是一种文化存在和精神存在,在多年的体育教育实践过程中,以高度的文化自觉和文化自信,继承发扬着海派体育文化传统,并从引进先进教学理念、构建课程内容体系、传承民族传统项目等方面,凸显着上海特色的学校体育文化。     

中央苏区儿童团体育游戏研究

中央苏区儿童团体育游戏是在中国共产党的领导下,以儿童参与为主体且带有明显红色内涵的体育活动。该文通过文献资料法及实地考察法,对中央苏区儿童团体育游戏的开展状况和时代意义与当代价值进行研究,认为虽然受游戏开展的客观条件限制,且儿童素质参差不齐,但组织者因地制宜,充分利用场地器材,创新体育游戏教学内容,形成了形式多样、内容丰富、活动竞赛符合当时中央苏区的发展,且极具红色文化特征的儿童体育活动。该文认为,在艰苦的战争岁月里,共产党人组织开展儿童团体育游戏课程对当代中小学课外体育活动及课外兴趣班的开展有着重要的启示意义,对当代中国学校体育的开展有重要的指导意义。     

非体育教师教育专业学生体育素养的培养——基于美国教师教育专业学生培养的启示

通过对美国教师教育专业学生培养特色的分析,提出了开放性、多元性、创造性地培养上海学校体育组织管理与指导人才,从而创建＂中小学教师都能组织、指导中小学生参加校园体育活动＂这一海派学校体育文化特色观点。     

当代民间体育的价值重构与城市和谐社会构建——上海市承兴小区体育特色社区文化推动和谐社区建设的实证

流行于上世纪五、六十年代的弄堂游戏曾是上海里弄文化特色之一。在新形势下，上海市承兴小区挖掘、弘扬传统的民间体育资源，形成了有体育特色的社区文化，丰富了社区居民的精神文化生活，引领了一种健康向上的科学文明的生活方式，产生了巨大的社区凝聚力，为社区的和谐发展提供了可持续的推动力量。民间体育成为构建和谐社区的重要载体。     

“海派”文化与上海城市体育的转型发展

运用历史分析法、文本分析法等方法梳理了"海派"文化的发展历程,在此基础上提出"海派"体育的概念,分析体育与文化的关系,就"海派"文化与上海现代社会,包括政治、经济、文化、体育的发展关系进行研究,在社会转型经济转轨的历史新时期,借鉴国际知名体育城市的建设标准和发展路向,对上海城市体育的转型发展做了初步的探索。     

民间体育游戏在小学体育教育中的融合与运用探究

民间体育游戏是中华民族传统体育文化的重要组成部分,具有内容丰富、简单易学、促进健康等显著特点,近年来逐步进入学校体育的视野之中,深得广大中小学生的喜爱。本文运用文献资料法、逻辑分析法等,探究民间体育游戏在小学体育教育中的融合运用。研究认为：在小学体育教育中融入民间体育游戏不仅可以丰富学校体育教育的内容,还能够有效促进学生身心发展、激发运动兴趣,对于传承中华优秀传统文化具有重要意义。     

简议体育游戏的文化功能

游戏是一种社会文化现象 ,是人类社会存在的一种特殊的反映形式。体育游戏又称活动性游戏 ,是游戏的一种类型。它是以跑、跳、投等身体活动为基本内容 ,通过一定的规则和组织形式构成的健身娱乐方式 ,成为近代学校体育的重要内容和实现学校教育目的的有效手段。对体育游戏文化功能的探讨 ,对于丰富和发展体育科学 ,促进社会体育观念的革新 ,推动体育事业的发展大有裨益。1　体育游戏的文化渊源纵观人类社会的体育史 ,展现在我们面前的是一座体育方法的宝库 ,从中可以清晰地感受到这种文明进步中包藏着丰厚的文化底蕴。所谓文化 ,不外包括传…     

上海休闲体育文化解析

上海的文化源自于西方新教伦理和拉丁文化与中国儒教传统和江南文化的二元解构及二极融合,这种发展模式形成了具有鲜明特征的"海派文化",并影响着上海市民休闲体育行为.上海休闲体育文化发展形成了政府主导、市场主体和市民主流的体育文化模式.但存在体育文化的娱乐功能不足、相对的封闭性和"他人导向型"倾向,自主科技含量不足、市民传统体育文化项目日渐淡出等文化缺位.上海城市体育文化发展应立足于理性与价值的二重视野、技术与人文的二重高度、空间布局与文化分层的二重维度、娱乐功能与传统游戏的二重拓展.     

Knowing in primary physical education in the UK: negotiating movement culture

This paper aims to understand how pupils and teachers actions-in-context constitute being-a-pupil and being-a-teacher within a primary school physical education (PE) movement culture. Dewey and Bentley's theory of transaction, which views organism-in-environment-as-a-whole, enables the researcher to explore how actions-in-ongoing activities constitute and negotiate PE movement culture. Video footage from seven primary school PE lessons from a school in the West Midlands in the UK was analysed by focusing upon the ends-in-view of actions as they appeared through the educational content (what) and pedagogy (how) of the recorded PE experiences. Findings indicated that the movement culture within the school was a monoculture of looks-like-sport characterised by the privileging of the functional coordination of cooperative action. Three themes of pupils' and teachers' negotiation of the movement culture emerged U-turning, Knowing the game and Moving into and out of games. This movement culture required teachers to ensure pupils looked busy and reproduced cooperative looks-like-sport actions. In fulfilling this role, they struggled to negotiate between their knowledge of sport-for-real and directing pupils towards educational ends-in-view within games activities. Simply being good at sports was not a prerequisite for pupils' success in this movement culture. In order to re-actualise their knowledge of sport, pupils were required to negotiate the teacher's ‘how’ and ‘what’ by exploring what constituted cooperative actions within the spatial and social dimensions of the activities they were set. These findings suggest that if PE is to be more than just the reproduction of codified sport, careful adjustment and consideration of ends-in-view is of great importance. Without regard for the latter there is potential to create significant complexity for both teachers and pupils beyond that required by learning and performing sport.     

Verständnisvolles Lernen im Schulfach Sport

At latest in the upper school, physical education (PE) offers opportunities to deal with games and sport not only in a motor but also in a cognitive manner. The present paper asks if and under what conditions an instructional design integrating theory and practice in PE promotes meaningful learning and knowledge construction. It brings out the less considered cognitive learning potential of upper school PE and advances hypotheses about their occurrence. The results of the empirical study show that pupils in upper school PE already use learning activities that promote meaningful learning. It also shows that meaningful learning activities are restricted to a self-regulated and intrinsic learning motivation. Intrinsic learning motivation itself is highly dependent on the pupils’ academic self-concept in PE.     

小学低年级开展体育双语教学的几种途径

遵循"低起点,重渗透"原则,采用问卷调查法、观察法、数理统计法,根据小学生的特点和英语基础,从英语体育口令入手,从一年级开始逐步实施体育双语教学,将英语谚语、歌曲、童谣、游戏引入到教学中,以完成学科任务为主,渗透体育英语知识为辅,使体育知识与英语紧密地结合起来,使学校形成一种体育双语教学的氛围。     

Public policy,physical education and sport in English-speaking Africa

Background: Physicality in human movement characteristic of indigenous sporting forms in Africa is grounded in a multitude of cultures. During the period of colonial Africa, there was the introduction of British sporting forms, policies, and practices in schools and society. It was through schools and missions that the colonists introduced sport activities, with colonial administrators and officers prioritizing athleticism over other activities, evident in after-school sports and games. Thus, schools along with Christian missions served as the instruments of colonial education, culture, and sport, with resources allocated selectively to advance racialized and classist education.

Purpose: This paper explores how colonialism, particularly British forms of sport physicality, impacted African people and deconstructs how curriculum and teaching in physical education (PE) during the post-colonial era is lost to the politics of knowledge in the school–society nexus, revealing how the school curriculum serves as a contested terrain. This contestation discloses how colonial and post-colonial narratives intertwine to influence public policy and school practices in the development and implementation of PE curriculum.

Themes: Examination of the literature produced themes associated with stratification of school subjects and marginalization of PE in particular – the exam-oriented and elitist-oriented education – which characterized British Africa, and made British education part and parcel of policy development and implementation, influencing the nature of education, and PE in particular. The elitist education influenced public policy initiatives, frameworks, and corresponding reforms resulting in stratification of school subjects, the use of public school expenditure, and in the type of teacher training followed. In addition, negative school-wide practices became apparent with public policy, rules, and regulations being loosely coupled with school realities, leading PE to be considered as a ‘toothless subject' in the school curriculum. Besides physicality and learning in PE are not distinguishable from sporting forms and practices, bringing out the emphasis on competitive school sport that has been used to promote nation's prestige, social engineering, and economic development.

Conclusion: A development of way forward for PE in British Africa is considered critical and warranted for adequate development of children and youth and for promotion of the health welfare of society. PE plays a critical part in the nexus between education and development; including meeting individual and social welfare goals of post-colonial British Africa; and as such the needs of all children should be at the forefront of policy development and implementation. What is warranted is a development of a standard-based reform that is grounded in a strong formulated public policy that acknowledges diversity in the centralized system of education; with its implementation showing a balance of PE with after-school sport programs and incorporation of indigenous sporting forms.     

江苏省青少年的学校体育教育分析

运用问卷调查法、数理统计法、文献资料法和逻辑分析法等,对江苏省青少年的学校体育教育现状进行分析,结果表明青少年的体育课堂教育重技术、技能轻理知识与理论,青少年对体育课的满意度并不是很高;体育教师的教学行为并没有得到青少年的高度评价,且失常行为如粗暴或不公平对待学生的现象仍然不少,而体育课被文化课占据的发生率过半;虽然青少年表现出对课外体育活动较高的兴趣,但学校课外体育活动的开展还未能全面满足青少年的需求;青少年对体育运动的认知度尚可,但其体育行为则易受学校及其周边人群的影响。最后指出了相关的对策与建议。     

Effects of two physical education programmes on health- and skill-related physical fitness of Albanian children

This study aims to evaluate the effectiveness of two school-based physical education (PE) programmes (exercise-based and games-based) compared with traditional PE, on health- and skill-related physical fitness components in children in Tirana, Albania.

Participants were 378 first-grade (6.8 years) and 389 fourth-grade (9.8 years) children attending four randomly selected schools in Tirana. Twenty-four school classes within these schools were randomly selected (stratified by school and school grade) to participate as exercise group (EG), games group (GG) and control group (CG). Both EG and GG intervention programmes were taught by professional PE teachers using station/circuit teaching framework while CG referred to traditional PE school lessons by a general teacher. All programmes ran in parallel and lasted 5 months, having the same frequency (twice weekly) and duration (45 min). Heart rate (HR) monitoring showed that intensity during PE lessons was significantly higher in the intervention groups compared with control (P < 0.001). Both PE exercise- and games programmes significantly improved several health- and skill-related fitness indicators compared with traditional PE lessons (e.g. gross motor skill summary score: 9.4 (95% CI 7.9; 10.9) for exercise vs. control and 6.5 (95% CI 5.1; 8.1) for games vs. control, cardiorespiratory fitness: 2.0 ml O₂ · min^?1 · kg^?1 (95% CI 1.5; 2.4) for exercise vs. control and 1.4 ml O₂ · min^?1 · kg^?1 (95% CI 1.0; 1.8) for games vs. control). Furthermore, compared to games-based PE, exercise-based PE showed more positive changes in some gross motor coordination skills outcomes, coordination skills outcomes and cardiorespiratory fitness. The results from this study show that exercise- and games-based PE represents a useful strategy for improving health- and skill-related physical fitness in Albanian elementary school children. In addition, the study shows that exercise-based PE was more effective than games-based PE in improving gross motor function and cardiorespiratory fitness.     

Examining student-designed games through Suits' theory of games

This paper documents how a unit of student-designed games can create a more meaningful version of physical education (PE) for disengaged students, a version that enhances the educational legitimacy of the subject matter by affording it worth in and of itself rather than being justified for other, extrinsic or instrumental reasons. Furthermore, it seeks to develop new knowledge relating to the conduct of game instruction within PE, by using Suits' theory of games. Drawing on Suits' theory, we develop a conceptual model that is intended to represent the hierarchical processes that occur in gameplay through student-designed games. This model is then tested via examination of the experiences of a cohort of teachers and their year 10 students from a mixed secondary school in the greater London area. From our discussions with the students, it is argued that the key focus of the games that these students were used to playing was the need to ‘play the game well’. By contrast, we suggest that it is possible to provide more meaningful experiences to students if a more philosophically driven and less efficiency-driven approach to games is taken, following Suits' lead more closely. By exploring the loop between and around lusory means, lusory goals and constitutive rules (the aspects of Suits' theory that have been shown to represent student-designed games), students engage with a more meaningful games experience than simply playing the game well. This ‘new’ approach to games may offer counterbalance to the ideological tendencies now emphasized in countries and contexts that celebrate instrumental outcomes of performative PE and sport rather than affording worth in and of itself to the curriculum’s subject matter.     

中学体育教学中的"拔河现象"

中学体育教学中的“拔河现象”是指在体育教学中师生间的一种矛盾现象。它的产生主要有大纲、教材对体育教学的制约;师生对体育教学所追求的目标的差距;体育教学改革的力度不大等原因。因而解决“拔河现象”必须要在体育教学中牢固树立以人为本的思想,充分发挥学生在体育教学中的主体作用;体育教学大纲、教材宜多纲多本;要更新观念,改变教法,加大体育教学改革的力度;初中体育教学游戏化,高中体育教学选项化,是一种可供选择的体育教学模式。     

基于“健康第一”指导思想的体育特色学校建设

运用文献资料等方法对体育特色学校的建设误区进行反思,认为由体育特色项目到学校体育特色,再到特色学校文化最后发展成为体育特色学校,这是一个局部到整体不断推进的过程。体育特色项目立足于使个体习得某项体育知识与体育技能,而体育特色学校立足于文化引领。指出从体育项目到学校文化、体育与艺术相结合以及开发体育特色课程是"健康第一"指导思想下体育特色学校的建设途径。