Aggressive Fighting in British Middle School Children

In study 1, the time when aggressive fighting involving 8 and 11 year‐old children took place was examined by means of direct playground observations during lunch‐time recess. There was a tendency, significant in the younger group, for there to have been more fights in the last quarter of recess. In study 2, the causes of fights, the sex of the participants, the proportion of fights that were escalated by other children joining in in a non‐conciliatory way, and the proportion in which children intervened to stop the fights were investigated, again by means of direct playground observations. The most common causes of fights were disputes over some aspect of a rule‐governed game, teasing, retaliations to accidental hurt/injury, and to a lesser extent disputes over space. Most of the fights that were observed involved boys only (90.5%), and only a minority involved boys and girls (7.9%) or just girls (1.6%). Most fights (82.5%) were not escalated by other children and most fights (92.1 %) did not involve attempts to stop them by other children. In study 3, interview data concerning children's views on fighting are reported. Many children expressed generally negative attitudes towards fighting, and there appeared to be several common ‘barriers’ that deterred children from participating. On the other hand, some children also articulated reasons why they sometimes felt it was necessary to fight. The significance of the results from the three studies for managing children's aggressive behaviour in schools is discussed.     

郴州市学校体育场地开放现状的调查研究

通过文献资料、问卷调查、座谈等研究方法,对郴州市11个县(市、区)的40所学校体育场地的开放情况进行调查,结果表明:学校体育场地设施在保证正常的教学前提下,课余时间向本校学生和周边广大居民开放,使之发挥更大的作用,从而可以缓解全民健身活动中体育场地设施不足的矛盾,促进学校体育和社会体育和谐发展.     

How Young Schoolboys Become Somebody: The role of the body in the construction of masculinity

This paper explores the key role of the body in the construction of identity in school boys aged 10-11. The findings are based on data gathered from a 1-year empirical study set in three UK junior schools. I argue that the body is used by the boys as a means of classification, inclusion and differentiation, and is the principal resource to establish status and position within the pupil peer group. The most prevalent and esteemed resource is physicality and athleticism (found particularly in sports and informal playground games), but I also examine how the body is used in tough and intimidating ways, and show how boys construct identities by using their bodies as a social symbol to display items of sports-related and brand-inscribed clothing. Finally, I consider how the body forms a major component in the construction of dominant and subordinated forms of masculinity.     

体育赛事中的法律问题探讨

近年来我国体育赛事无论是数量、还是规模、规格都呈上升趋势,这不仅仅是由于社会经济发展,生活水平的提高、余暇时间增多,使人们对能带来休闲娱乐的体育赛事的需求不断增大,更重要的是社会各方面普遍认识到体育赛事所具备的超越简单的休闲娱乐所具有的多元化功能和后续效益。伴随着体育赛事的发展,体育赛事中出现的各种纠纷也逐渐增多,由于体育赛事的公开性、社会性,使体育赛事纠纷会在社会上产生极大的影响。在这种情况下,单靠自身道德的约束或体育竞赛本身的规则、惯例已经不能解决或调控体育赛事中的各种问题,所以加强体育立法,实现以司法手段解决体育赛事中的各种纠纷刻不容缓。     

CURRICULUM RESEARCH IN SWEDEN II‐‐MATHEMATICS AND COMMUNICATION SKILLS IN SECONDARY SCHOOLS

In Study 1, eight‐ and 11‐year‐old children's participation in playground activities was examined by means of direct observations. At both ages, the two most common categories of behaviour engaged in were sociable activities and rule games. The older children spent significantly more time in rule games and significantly less time alone than the younger children. Girls spent significantly more time in sociable activities and significantly less time alone than boys. The proportion of time spent in these and other categories of behaviour was not found to differ from the beginning to the end of playtime. A more detailed analysis revealed the proportion of time spent in some more specific games and activities, as well as other age and sex differences. Many activities were found to be typically single sex and/or single age affairs, although others were more often played in mixed sex and/or mixed age groups. Some of the reasons for why this was the case were explored in Study 2, along with the children's feelings at being excluded by other groups. It appeared that the older boys were largely responsible for the lack of mixed age and mixed sex play on the playground.     

Applying HOPSCOTCH as an exer-learning game in English lessons: two exploratory studies

This article describes HOPSCOTCH, a design concept for an exer-learning game to engage elementary school children in learning. Exer-learning is a new genre of digital learning games that combines playing and learning with physical activity (exercise). HOPSCOTCH is a first design concept for exer-learning games that can be applied to support the acquisition of factual knowledge. HOPSCOTCH is based on the popular playground game in which a course is drawn on the pavement with numbers that indicate the course to be hopped. In two exploratory studies at a German elementary school, we investigated the potential of HOPSCOTCH to engage students, as well as to facilitate the acquisition of factual knowledge (English vocabulary) and to improve the attitudes of students towards learning English as a second language. The results of these studies indicated that the students remembered and correctly spelled about the same number of new vocabulary words after learning with HOPSCOTCH as they did after a teacher-centred lesson. Importantly however, the students enjoyed playing this exer-learning game very much and they reported better attitudes towards studying English after learning vocabulary with HOPSCOTCH compared to a teacher-centred lesson. These encouraging first results support the assumption that HOPSCOTCH as a design concept may have the potential to actively engage players in learning activities leading to a virtuous circle of reduced low level disruption and self-exclusion, increased assimilation of knowledge and greater engagement in lessons to the benefit of the whole class, not just the better-motivated individual. As such we suggest that exer-learning games could serve as additional classroom control and teaching aids in schools.     

Sharing the same world: boys' relations with girls during their last year of primary school

This paper explores the effect of cross gender relations on the construction of boys' masculine identities. The findings are based on data gathered from a year long empirical study of 10 to 11‐year‐old boys set in three UK junior schools. Although masculinity is defined against femininity and boys needed to mark out a set of distinctions from themselves and girls, I found that most boys categorized girls as different (they are not us) rather than oppositional, and the most common reaction was one of detachment and disinterest. Rather than maintaining that there are two separate worlds, I argue that there are two complementary gendered cultures, sharing the one overall school world, which are further nuanced by social class and race/ethnicity. Although there was a tendency of boys to dominate space and girls were often excluded from playground games, many girls refused to be dominated by boys, and some were able to deliberately exercise power over them.     

The school playground experience: opportunities and challenges for children and school staff

The school playground experience is an inevitable part of school life for primary school children. For most children, the experience is a positive and enjoyable one that contributes to their physical and social well-being and has been associated with enhanced attention and learning in the classroom. For some children, however, the playground can be a frightening and dangerous place in which aggressive behaviour and bullying can be experienced and/or witnessed. The recognition of this fact has, in some cases, led to the reduction or elimination of playground time. Many intervention programmes aimed at promoting positive in-school behaviour and preventing negative behaviours, including bullying, have been developed and used with positive results in schools. This paper provides a research-based commentary on some of the positive and negative features of playground life for children and some of the successful intervention programmes that have been developed and used. It is argued that facing the issues and problems presented by negative playground behaviour and dealing with them in a positive way, rather than avoiding them with policies that restrict the freedom of children to interact and engage with peers in the playground, is essential for the well-being of children and school staff. The paper calls for further research to inform school policy and action in this area.     

Primary music

This article reports on the findings of a small-scale investigation into the views of children on potential changes to the playground in a large primary school. As a parent, midday supervisor and member of the school Grounds Development Committee I was interested in how views gathered to underpin change to the playground of one school might fit with the wider research on children's use of and views of school playgrounds more generally. I also wished to examine how ways of collecting the views of children and their parents may have affected the reporting of those views. The investigation revealed an appreciation of segregation of spaces, a desire for more equipment and a passion for active games. Despite the small sample and discrete context, the voices echo those expressed in previous research.     

中职生网络游戏成瘾的现状调查分析

对浙江237名在校中职生问卷调查发现，中职生网络游戏成瘾比率高于同龄青少年；男生上网游戏成瘾的比率高于女生；学业成绩差的网络游戏成瘾率高于成绩一般的，而成绩一般的高于成绩优秀的；二年级学生网络游戏成瘾率高于一年级，一年级高于三年级；网络游戏成瘾者的社会支持低于非成瘾者，在社会支持利用度上二者存在显著差异。解决中职生网络游戏成瘾问题，需要国家、社会、学校、家庭多管齐下，加以预防，以促进他们的成才。     

论网络虚拟财产的法律保护

随着网络游戏的发展,网络游戏中的虚拟财产成为纠纷发生的焦点之一。而我国现行法律并没有针对此问题做出明确的规定。加快进行相关的法律制度建设以保护具有中国特色的网络游戏业的健康发展,已成为网络游戏产业发展的重要课题。     

Primary school playgrounds as spaces of inclusion/exclusion in New South Wales,Australia

The purpose of this study was to determine how the design and organisation of primary school playground spaces may result in the inclusion or exclusion of some groups of children. Two primary school playgrounds in rural New South Wales, Australia, were selected for this investigation. Data were collected through observations and unstructured interactional interviews. Data analysis revealed the design and organisation of primary school play spaces may lead to segregation among school children. Gender, safety concerns and school rules were also established as factors restricting full use of the playground space. The identification of these factors is vital in guiding future school reform programmes and policies aimed at enhancing participation in play and a sense of belonging for all children. The results suggest that there is need to promote schools’ understandings of the significance of playground spaces in children’s social lives so children can fully benefit from the time they spend in school playgrounds.     

从“圈养学生”事件对学校体育若干问题的思考

从上海部分小学课间禁止学生进入操场,实行课间“圈养学生”的新闻事件,对学校体育中“健康第一”的人才观的树立、家长对学校体育的要求、学校执行国家有关学校体育的规定、体育教师的保险措施等方面进行了探讨和思考,为更好地实现学校体育教育的功能提供一些参考．     

Classroom and playground interaction of students with and without disabilities

The classroom and playground behaviors of students with disabilities, in an integrated classroom, are frequently cited as reasons for rejection of these students by their regular-class peers. We compared the classroom and playground behavior of 95 students with mild disabilities with that of 95 students without disabilities, age and sex matched, and enrolled in the same classes. The children, age 8-13 years, attended state government elementary schools. Behaviors were observed using a time-sampling method with nine categories of behavior in each setting. The behavior of both groups of students was in many ways similar, regardless of the presence of disabilities.     

体育游戏的组织与教学

教学内容的兴趣性、娱乐性是中小学体育教育的发展方向。体育游戏是集运动与娱乐于一体的一种体育活动项目,从组织与教学两方面对体育游戏进行了探讨,并提出了合理的建议。     

民间儿童体育游戏对于学校体育的意义

研究结果表明：我国儿童民间体育游戏在学校中的开展尚未引起足够的重视。儿童民间体育游戏蕴涵着优秀的民族文化,其特性、价值对儿童身心健康的影响有着独到之处。课程内容的改革是基础教育体育课程改革的一个重要变革,这一变化为民间体育游戏更广泛地进入学校体育课堂教学提供了可能。民间儿童体育游戏立足于学校,对民族体育文化的传承和再发掘,具有深远意义。     

体育游戏在现代体育教学中的作用及运用

本文对体育游戏的特点和它在体育教学中的作用进行了分析,进而探讨了体育游戏在体育教学中的运用。     

Spirit of the game: Empowering students as designers in schools?

The aim of this paper and the one which follows is to explore how the potential of computer games may be taken up in schools to support learning engagement among students. It is not the intention of the papers to dismiss existing classroom practices or overlook accounts of innovative practices in schools; the papers' aim is to provide educators who are interested in exploring the use of computer games in schools with information and ideas about how these games may be effectively used to engage students in their learning. This paper questions whether the empowerment of students to create games for one another based on the school curriculum may address the insignificance of computer games in the sociocultural setting of the school. Both papers have been commissioned by Microsoft (Asia‐Pacific) under the Partners‐In‐Learning Initiative. Under this initiative, Microsoft establishes partnerships with ministries of education, national and local government bodies, and other stakeholders to empower students and teachers to realize their full potential, mediated by information and communication technologies.     

云南省中小学体育经费使用调查研究

由于受地区经济发展水平和地理环境的制约,云南省中小学的体育经费低于全国平均水平;最近3a来,有一半以上的学校没有场地建设费、体育行政办公费和体育服装费;各学校间体育经费分配、支出极不均衡,悬殊过大;部分学校领导对学校体育缺乏全面、深入的认识,体育经费被挪用、占用．因此,学校应严格执行体育经费在学校教育经费中所占比例的有关规定,合理分配使用体育经费．     

Modifying socially withdrawn behavior: A playground intervention for students with internalizing behaviors

There is little research regarding interventions for children with internalizing behaviors in schools, both within classrooms and in nonclassroom environments. In response to this need, a nonclassroom treatment package, consisting of (a) social skills instruction, (b) mediated self‐management, and (c) a reinforcement system, was implemented to modify the socially withdrawn behavior of 3 elementary students. The effects of this treatment package were evaluated on the school playground—during recess—by recording both the number of communicative acts and the total time spent engaged in appropriate peer play for each target student. All target students showed marked improvement in their playground, social interaction. Future research should be conducted with similar populations, using variations of the described methods in other school settings. © 2007 Wiley Periodicals, Inc. Psychol Schs 44: 779–794, 2007.