不同锻炼水平大学生体质特征与体育活动健康干预研究

根据《学生体质健康标准》测试的基础数据,分析不同锻炼水平大学生的身体形态、身体机能和身体素质等体质特征．结果表明：不同锻炼水平的大学生体质健康测试指标差异有统计学意义;通过构建多元化课外体育活动管理模式培养和提高学生的自主锻炼意识、兴趣、能力以及体育文化素养,能增进学生体质健康水平．     

学校心理健康教育探究

学校心理健康教育对于学校心理学科建设极为重要。在学校中,人们将注意力集中于消除儿童和青少年学习障碍、提高发展其身心健康等规划方面。本文恰如其分地指出学校心理学在这场改革和变化中所发挥的重要作用,强调了学校心理健康教育的两个相关主题——实证应用和面向预防的总体调节,最后对两大相关主题展开详细讨论,研究其取得进步的事实,并评价其在学校心理学教育中的暗示作用．     

Children’s Physical Activity and On-Task Behavior Following Active Academic Lessons

Sitting for extended periods of time is detrimental to children’s physical health and may cause off-task behavior in the classroom. The purpose of this study was to examine the effect of a classroom physical activity (PA) program, TAKE 10!®, on children’s PA and on-task behavior. Participants in the program included 137 children from six classes (third to fifth grades) in one ethnically diverse elementary school in the Southwestern United States. Classroom teachers implemented 10-minute bouts of active academic TAKE 10!® lessons for 12 weeks (four weeks baseline and eight weeks intervention). PA was measured using pedometers and on-task behavior was measured using systematic observation in the classrooms. Children’s step counts increased significantly (p < 0.05) by 853 from baseline to end-intervention. There was also significant (p < 0.05) improvement in on-task behavior of 5.5%. Active academic lessons were effective in increasing children’s in-school PA and on-task behavior in the classroom.     

体育干预措施对高职高专学生体质与健康的影响

为探索提高高职高专学生体质健康水平的体育锻炼方法,运用实验法、数理统计法对齐齐哈尔高等师范专科学校07级一个班的学生进行了实验研究,结果表明,所采用的体育干预措施对学生体质健康水平的改善有着积极的促进作用。     

Children’s perceptions of factors related to physical activity in schools

Background: Increasing numbers of children are facing health problems as a result of physical inactivity. Besides the home, school is a natural place to promote children’s daily physical activity (PA). Knowledge about factors promoting or preventing children’s PA at school, from the perspective of children, is limited.

Purpose: The purpose of this study is to learn the factors that eight- and nine-year-old schoolchildren identify from their school environment related to physical activity during their school day. This study was established as a sub-project within a larger, sixteen-country collaboration project by HEPCOM (Promoting Healthy Eating and Physical Activity in Local Communities) and reports on a piloting phase.

Sample: Finnish second-graders (age 8–9 years, n = 22) from one primary school participated in the study.

Method: A photo-elicitation methodology was used, including photographs taken by children and interviews in groups based on the photographs. The data were analysed qualitatively by inductive content analysis.

Results: The children described factors appearing in the physical environment, such as the playground, and those in the nonmaterial, abstract environment, such as the weather. According to the findings, three categories emerged: (1) personal and economic, related to children’s individual preferences and opportunities; (2) sociocultural, related to friends and belonging in a group; and (3) environmental, related to physical and political outdoor and indoor solutions at the school, as well as to policies and rules in the school community. Children emphasised the importance of friends and games, but play areas were also experienced as significant. Based on children’s experiences, rules and laws direct all activities at school, which was not always perceived as a positive thing.

Conclusions: Although the findings of this small-scale study cannot be generalised, the children’s perceptions suggest some crucial areas for future research. Playing and exercising during the school day are important in fulfilling the recommendations for daily PA for children, as well as in promoting their mental and social health. To enable equal possibilities for an active lifestyle for all children at school, positive and encouraging adults, as well as age-appropriate and safe infrastructure, are needed. The children’s day should be viewed as a whole, not as single situations, where physical activities are offered.     

传统体育养生在未来学校体育中的地位和作用

文章通过对传统体育养生的鲜明特点的阐述和传统体育养生在学校中的兴起和发展,着重论述了传统体育养生在学校体育中的地位和作用。     

高校教师体育锻炼及健康状况调查分析

通过对陕西省8所高校教师参加体育锻炼情况和健康状况进行调查分析,结果发现,高校教师参加体育锻炼的状况不容乐观;高校教师总体健康水平不佳,且随着年龄增长有加速下降趋势。这种状况应引起高校领导和教师的高度重视,采取积极有效的措施加以改变。     

竞技运动对学校体育的作用

“健康第一”是学校体育教育必须遵循的内容,健康教育理所当然是学校体育的重心和核心。但理论和实践告诉我们,除了健康教育外,合理开发竞技运动对丰富和活跃学校体育的内涵,保障学校体育的地位,帮助和促进学校体育目标的实现都有着积极意义。     

学校体育教育中渗透健康教育的思考

运用文献资料法,分析了学校健康教育的现状,探讨了学校体育教育与健康教育的关系以及两者相结合的价值和意义,并提出学校体育与健康教育结合的可行性建议。通过健康教育和传授体育知识技能及锻炼方法,为学生养成终身锻炼身体的良好习惯提供了一定的依据。     

学校健康教育必须与学校体育相结合

本文通过对学校健康教育与学校体育之间的关系分析,阐述了学校健康教育不能游离于其它学科之外而孤立存在,在学校教育系统中,健康教育与体育这两个关系较为密切的学科,应该紧密地结合,共同为培养全面发展的、跨世纪的人才做出贡献。     

Primary school children's health-enhancing physical activity patterns: the school as a significant environment?

The moderate-to-vigorous physical activity (MVPA) of 70 children (age 8.6 years; 40 boys) was measured and gender and age differences were compared. Boys spent 28 minutes per day more than girls in MVPA (p=0.02, d=0.54), and younger children accumulated 24 minutes more MVPA than older peers (p=0.0001, d=0.91). Similar gender and age-related trends were apparent during segmented periods of the day. The majority of daily MVPA was accrued during school-related time (56.4±9.1%; p=0.0001, d=1.57). The findings reinforce the significance of schools as key environments for MVPA participation and promotion.     

体育教育与健康教育之我见

体育是学校教育的重要组成部分 ,是培养德、智、体全面发展人才的重要方面 .本文从分析传统的学校体育模式开始 ,提出了现代化学校体育的发展构想 ,即学校体育应该与健康教育相结合 ,全面发展素质教育     

大学生体力活动影响体质健康的研究

大学生是祖国的未来和希望,他们的体质健康状况也影响着整个群体的发展以及国家的发展。这些年来,关于大学生体质健康方面的问题一直困扰着人们,甚至大学生的体质健康出现了一些不和谐的因素。体力活动对于体质健康产生直接性的影响,最为明显的体现就是影响了体质的指数,而体质的指数在一定程度上也体现了体质健康水平。在这样的背景下,对大学生体力活动影响体质健康开展进一步的研究,能够找到大学生体力活动开展的对策,为提高大学生的体质健康提供指导。     

Teaching Physical Activity—a Matter of Health and Equality?

The aim of this study is to understand the mechanisms supporting equality and social health in physical activity (PA) practices by analysing didactic choices. Social health is understood as equal distribution of power. Thereby, a healthy PA practice needs to be inclusive. 3 PA activities are analysed as cases. Issues of inclusion and exclusion are scrutinized. The analysis shows how the power in PA classes may be reallocated by didactic choices and tools such as the teaching content, the rules, the organization, and the leader attitude. Additionally, to increase the possibilities of conducting healthy PA teaching in physical education and health (PEH), humane values need to take precedence before the competitive sport logic governed by a scientific paradigm.     

论学校体育与体质健康教育

本文"论体育与健康"必须从理论与实践上清楚的认识到体育与健康的内涵和相互关系,及其在素质教育中的作用.在实施中,必须树立"健康第一"的指导思想,健康是目标,体育是手段,是过程;要强化体育与健康课程观念,充分发挥其功能,指导青少年科学锻炼身体,全面提高素质,促进其全面发展.     

中学生身体自尊与锻炼态度关系的研究

经常性地参加身体活动和体育锻炼对生理和心理健康都有积极的作用.随着社会的进步,物质生活水平的提高,独生子女的增加,以及学习任务压力的加大,中学生从事体育锻炼的程度相对减少.外在因素固然影响体育锻炼参与,但内在动机更是影响中学生参与体育锻炼的重要的因素.阐述中学生身体自尊与锻炼态度的关系.     

“健康第一”指导思想是学校体育发展的基本理念

健康第一指导思想是党中央从当代世界发展和中华民族伟大复兴的战略高度,针对应试教育现象做出的英明决策.健康第一指导思想不仅明晰了学校体育在学校教育界中的地位,同时也为深化学校体育改革指明了方向。