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Jan Toftegaard-Stoeckel Vivian Groenfeldt Lars Bo Andersen 《Journal of sports sciences》2013,31(12):1369-1375
Abstract The associations between physical competence, self-perceived bodily competence, parental concern for their children's motor skill development, and teachers' evaluation of their bodily competence were assessed in 646 six- to seven-year-olds. Physical competence was assessed by the German motor ability test “Körperkoordinationstest für Kinder”, while the children's, their parents', and their teachers' evaluations were obtained through questionnaires. Parental concern, teacher evaluation, and a high body mass index were the strongest predictors of low physical competence (motor skill quotient <85). Teachers' evaluation of bodily competence was associated with low self-perceived bodily competence in the children even after adjustment for motor skill quotient, with an odds ratio of 2.3 (P < 0.05) between the lowest and highest of the three levels after correction for motor skill competence. Results indicate that teachers' evaluation of children's motor skills should be considered a key factor when tracking and assessing physical competencies among youth. 相似文献
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文章基于对河南省留守儿童体育教育现状的调查和访谈,从家庭教育、学校教育、社会教育三个方面多角度地对河南省农民工留守儿童的体育教育现状以及存在的问题进行了分析,并在此基础上提出了相关建议。 相似文献
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Danielle D. Wadsworth Mary E. Rudisill Jacqueline M. Irwin Mynor G. Rodriguez-Hernandez 《Research quarterly for exercise and sport》2017,88(3):339-345
Purpose: This study sought to determine how children’s participation in physical activity during a mastery-motivational climate changed during a 20-week intervention and to compare it to children’s free-play activity during a typical day at their local day-care facility. Method: Twelve 4-year-old children participated in a mastery-motivational climate physical activity program delivered 2 days a week for 20 weeks during a period of 8 months. All children were fitted with an Actigraph GT3X triaxial accelerometer. Data from the accelerometers were reduced to determine minutes of sedentary time, light physical activity, and moderate-to-vigorous physical activity (MVPA) during (a) all 20 weeks, and (b) Weeks 1 through 4, Weeks 9 through 12, and Weeks 17 to 20 for the mastery climate. Activity levels in the mastery condition were compared to the children’s activity during unplanned free play in Weeks 1, 10, and 20. Results: During the course of the mastery-motivational climate program, participation in sedentary behavior decreased statistically significantly, while participation in MVPA increased statistically significantly. Within the free-play condition, there were no changes in the levels of activity across time, with the children spending on average more than 80% of their time being sedentary. Conclusions: Findings indicate that when specific task structures associated with a mastery climate are included in an instructional setting, these climate manipulations seem to have a direct effect on physical activity levels once the children learned how to manage themselves in the setting. Free-play activity in and of itself does not appear to stimulate MVPA. 相似文献
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Wendy J. Bignold 《Sport, Education and Society》2013,18(2):184-199
This article emerges from a background of UK policy concerns about young people's participation in physical activity. It rehearses the arguments for lifestyle sports as a rich ground for enhancing students' engagement with physical education (PE). A review of the still limited literature suggests that lifestyle sports may have an under-exploited potential to develop skills, confidence and personal identity in learners that transfer to other areas of learning and life. To illustrate the argument, the article takes unicycling as an instructive case of lifestyle sport, and draws on survey data from a study of unicyclists carried out in several countries. A discussion of these data explores the beneficial characteristics of this unusual sport as participants in the study perceive them. A conclusion suggests a need for greater flexibility in PE curricula which might ‘mainstream’ lifestyle sports for both inherent achievement and exponential personal development of students. 相似文献
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运用文献综述法,从体育意识的培养在女大学生体育教学中的重要性人手,以新的角度阐述了体育教学中体育意识范围内的体育认识、体育情感、体育意识的培养,并提出对征对现代女大学生的个性特点,提出体育意识培养途径及方法的建议,以帮助现代女大学生建立起终身体育观. 相似文献
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Deborah Tannehill Ann MacPhail Julia Walsh Catherine Woods 《Sport, Education and Society》2015,20(4):442-462
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Background: School Health and Physical Education (HPE) and sport has increasingly become a complex cultural contact zone. With global population shifts, schools need policies and strategies to attend to the interests and needs of diverse student populations. School HPE and sport is a particularly significant site as it is a touchpoint for a range of cultural values and practices related to physical activity, the body, health and lifestyle proprieties.
Purpose: While there is a high Chinese student population in Australian schools, little research has been undertaken to understand their needs, experiences and perceptions in schools HPE and sport. In addition, research in the physical activity field is accentuated by paradigms that assume and perpetuate the binary notion of cultural beliefs and practices such as ‘West’ versus ‘East’ and in association with ‘Normal’ versus ‘Problematic’ lifestyles in relation to physical activity. We argue that, without conceding the epistemological understanding of ‘difference’, policies and practices that promote diversity can remain socially unjust and superficial.
Research design: This paper focuses on two schools in Queensland. The data collection process was underpinned by critical and interpretive ethnographic methods. The participants in Sage College consisted of seven girls of whom three were in Year 8, three in Year 9 and one in Year 10. At Routledge State High, a state-owned, secular and coeducational secondary school, the cohort consisted of two girls in Year 8, one girl and two boys from Year 9.
Results: This paper draws on Bourdieu's concepts of habitus, capital, field and doxa and the Chinese Confucianism philosophy of ‘Complementary difference’ to understand the various perceptions and experiences of young Chinese Australians in schools HPE and sport. Results invite us to seek an understanding of students’ subjectivities and disrupt the binary differences in cultural values and attributes to promote multicultural education.
Conclusion and recommendation: Moving beyond the Australia's Anglo-Celtic centred HPE and the limitations of a Western view of exclusive opposites, this paper makes an original contribution to knowledge by presenting a ‘heuristic of difference’ model that accommodates Western and Chinese perspectives in Australian HPE research. 相似文献
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文章针对体育与美育的天然联系，指出体育是学校美育的重要途径。从体育美和美育存在于体育中两方面论述了在体育教学中实施美育的必要性，以及就如何在体育教学中实施美育提出了自己的见解。 相似文献
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对大学生体育意识培养的认识与思考 总被引：3，自引：0，他引：3
近年来,终身体育观念的提出,为学校体育的发展提供了新的思路。而大学体育做为学校体育的最高阶段,是培养学生体育意识,树立终身体育观念的重要时期。因此,高校体育应加强对大学生体育意识的培养。帮助他们掌握终身体育锻炼的方法,以使他们受益于学校体育,更加适合于社会的发展和需要。 相似文献
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从素质教育视角解读我国学校体育 总被引：1，自引：0，他引：1
马文友 《哈尔滨体育学院学报》2008,26(4)
全球化背景下,学校体育早已跨出了国界,素质教育成为中西方教育理念融合下教育发展的必然趋势。通过文献资料法、逻辑分析法对学校体育教学现状做了相关研究并结合笔者教学实践经验,提出了体育素质教育在新形势下的内涵,并且认为我国学校体育教学必须加大素质教育的力度,同时提出了加强素质教育的一些具体措施与各位同仁共勉。 相似文献
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新课改形势下,促进竞技篮球教材化是中小学篮球教学亟待解决的问题.从分析影响少年儿童篮球兴趣的各种因素入手,结合中小学篮球教材与教学现状,并根据学生的学习需求和学练水平,找出影响少年儿童篮球兴趣的各种因素,针对不足提出少年儿童学习篮球的兴趣和方法,进一步提高篮球运动在我国的普及程度. 相似文献
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体育心理学实践教学新探 总被引：2，自引：0，他引：2
通过将旁听观察法和实习操作法运用于体育心理学的实践教学,培养师范类体育院校的学生对体育心理学的实际运用能力.结果表明这种新的实践教学方法对学生掌握体育心理学的理论知识和实际运用能力都有很好的效果. 相似文献
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试论我国体育产业化的任务及组织保障 总被引：3，自引：0，他引：3
钟全宏 《西安体育学院学报》2003,20(2):20-21,27
运用社会学的研究方法,对我国体育产业化的任务进行了分析论证,认为实现体育产业的任务关键在于实现体育市场化,社会化和现代化。并提出了完成体育产业化任务在不同发展阶段的产业组织模式。 相似文献
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体育教学CAI课件的研究与应用 总被引：10，自引：0，他引：10
针对计算机的应用对体育教学产生空前的影响,论述CAI进入体育课堂辅助教学及体育教学CAI课件开发的现实性、课件设计的原则、课件的类型、以及课件设计的方法. 相似文献
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从皖西南地区5所普通高校的男、女生体育运动习惯的调查情况加以分析，找出影响和制约体育运动习惯形成的因素，并提出了改革与发展的对策，力图深化高校体育教育改革，满足社会对人才的需求． 相似文献
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中国近代教育的发展与近代体育的兴起 总被引：1，自引：1，他引：1
中国近代教育的改革、发展是近代体育兴起的基础.洋务运动使中国的学校教育首先出现了体育,维新运动促进了中国近代体育思想的形成,教会学校的体育和基督教青年会的体育活动对近代西方体育在中国的广泛传播产生了极大的影响. 相似文献
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Elliott S. Gordon Shauna M. Burke Albert V. Carron 《Research quarterly for exercise and sport》2013,84(3):287-294
Purpose: The purpose of the meta-analysis was to examine the effectiveness of physical activity interventions on physical activity participation among preschoolers. A secondary purpose was to investigate the influence of several possible moderator variables (e.g., intervention length, location, leadership, type) on moderate-to-vigorous physical activity (MVPA). Method: Nine databases were systematically searched for physical activity interventions. Studies were included if they contained statistics necessary to compute an effect size (ES), were written in or translated into English, examined physical activity in preschoolers, incorporated a physical activity intervention, and targeted preschool-aged children. Fifteen studies satisfied these criteria. ESs were calculated using a random-effects model. Results: Results indicated that overall, interventions had a small-to-moderate effect on general physical activity (Hedges g = 0.44, p < .05, n = 73 ESs) and a moderate effect on MVPA (Hedges g = 0.51, p < .05, n = 39 ESs). The greatest effects for MVPA were identified for interventions that were less than 4 weeks in duration, were offered in an early-learning environment, were led by teachers, involved outdoor activity, and incorporated unstructured activity. Conclusions: This meta-analysis provides an overview and synthesis of physical activity interventions and highlights effective strategies for future interventions aimed at increasing physical activity levels among preschoolers. 相似文献