The impact of physical activity and fitness on academic achievement and cognitive performance in children

The potential for physical activity and fitness to improve cognitive function, learning and academic achievement in children has received attention by researchers and policy makers. This paper reports a systematic approach to identification, analysis and review of published studies up to early 2009. A three-step search method was adopted to identify studies that used measures of physical activity or fitness to assess either degree of association with or effect on a) academic achievement and b) cognitive performance. A total of 18 studies including one randomised control trial, six quasi-experimental and 11 correlational studies were included for data extraction. No studies meeting criteria that examined the links between physical activity and cognitive function were found. Weak positive associations were found between both physical activity and fitness and academic achievement and fitness and elements of cognitive function, but this was not supported by intervention studies. There is insufficient evidence to conclude that additional physical education time increases academic achievement; however there is no evidence that it is detrimental. The quality and depth of the evidence base is limited. Further research with rigour beyond correlational studies is essential.     

儿童体育道德发展过程中的性别差异

采用较好信度和效度的量表对小学三年级、五年级和初中二年级6个班的300学生（其中男161人，女139人），进行测量，其目的是探明体育道德发展过程中是否存在性别差异，以便在体育教学中对男女学生采用不同道德教育手段和方法，结果表明道德判断和道德行为得分存在着性别差异。     

The importance of indirect teaching behaviour and its educational effects in physical education

Background: Physical education teacher behaviour has been a subject of study in physical education including physical education teacher education for 30 years. However, the research on teacher behaviour has tended to focus on direct teaching behaviour (DTB) to demonstrate the benefits of effective teaching, centred on a technical understanding of the process of teacher behaviour. A holistic approach for teaching behaviour is needed in order to give students educational experiences.

Aims: Drawing on the studies of implicit ways of teaching, the aim of this paper is to provide a new approach of researching teacher behaviour in order to understand the social and moral assumptions and to promote students' motivation to engage in physical activities that are embedded in the act of teaching in physical education through the identification of indirect teaching behaviour (ITB).

Method: An ethnographically informed case study based on participant observation (eight months) was employed. The researcher observed students in two 8th-grade (13 years old) co-ed physical education classes in South Korea. Participant observation was supported by participant observer field notes, audio/video recordings of classes, questionnaires, and interviews.

Findings: Through inductive analysis of the data, the multiple ITBs were identified including tone of voice and intonation, humour, facial expressions and gestures, dress code and setting an example, touch, encouragement, and care. ITB had a powerful influence on students' social and moral development in terms of reflecting on themselves by the teacher's positive modelling, cooperating with other friends and learning the intrinsic value of physical activities and sports. ITB was also found to impact the student's perceptions of physical education and their physical education teachers, which seems to encourage them to learn more about the lesson.

Conclusions: An understanding of ITB will help broaden the perspectives on teaching methods used and studies conducted in physical education beyond the dominant approach of DTBs. Teachers need to reflect upon their behaviour in the physical education class, even if their teaching behaviours are regarded as trivial. Furthermore, the understanding of ITB can also play a pivotal role in encouraging pupils to enjoy the intrinsic value of physical education centred on moral values, and fostering a passion for physical activity that extends into participation for life. In this sense, this insight suggests that researchers re-examine the power of ITB in relation to teachers' professional competence. Teacher educators need to intentionally cultivate the character of teacher candidates in their professional preparation phase in addition to ITB-related studies in physical education.     

入世后学校体育面临的道德、法律问题及对策研究

中国入世之后,面对全面开放的世界,WTO"法典"对现行的行政管理制度、观念、方式形成极大冲击,同时,也对现行教育理念与模式带来了新的挑战,作为可持续发展的特珠资源--学校体育,必须正视入世后可能出现的各种考验.尤其是来自道德与法制方面的挑战,会愈来愈深刻.如何树立健康的道德观念,提高法制意识,减少法律纠纷,这正是学校体育不可回避的新课题.     

The influence of implicit cognitive processes on physical activity: how the theory of planned behaviour and self-determination theory can provide a platform for our understanding

The influence of implicit cognitive processes on social behaviour has been heavily scrutinised in recent years. A burgeoning body of literature now indicates that implicit processes are particularly predictive of those behaviours that are spontaneously performed and difficult to control. Although interest in implicit cognition has been strong in many fields, few studies have investigated the role of implicit cognitive processes on physical activity. In this article we highlight the avenues through which implicit processes might influence different forms of activity. Two of the most prominent theories in sport and exercise psychology – the theory of planned behaviour and self-determination theory – are used as templates through which discussion is focused. Studies on implicit processes that have utilised these theories are reviewed and critiqued, and the implications of findings from these studies on the prediction of physical activity are discussed. The final section includes a discussion of recent theorising on the mechanisms through which implicit cognitive processes might change. It is hoped that discussion of these important issues will stimulate research into the role of implicit cognitive processes in physical activity.     

论儒家思想对中国体育的负面影响

通过对儒家思想的分析，在肯定儒家思想价值的同时，认为儒家思想对中国体育存在负面影响：重道轻器的儒家思想导致重文轻武思想的产生，阻碍了体育的发展；儒家的礼教损害了体育公正性和娱乐性的需要；儒家思想重群体轻个体的价值取向压抑人的体育潜能和创造力；贵和谐、尚中庸的儒家思想扼杀体育的大胆冒险精神。     

试论体育教学中实施美育的效能与艺术

体育教学中实施美育,用体育中各种美的现象去感染浸润学生,培养学生形体美、心 灵美、行为美．树立正确的审美观,在快乐的气氨中达到提高体育教学效果的目的．本文就体育教学中实施美育的效能和艺术进行了探讨．     

Mediating effect of aerobic fitness on the association between physical activity and academic achievement among adolescents: A cross-sectional study in Okinawa,Japan

The purpose of this study was to examine the potential role of aerobic fitness (AF) as a mediator of the association between physical activity (PA) and academic achievement (AA) among Japanese junior high school students. A cross-sectional data was collected from 608 7th grade students enrolled at five public junior high schools in two suburban municipalities in Okinawa, Japan. Self-reported PA was assessed using the Patient-Centred Assessment and Counselling for Exercise plus Nutrition questionnaire. The 20-meter shuttle run test was performed to determine AF. AA was evaluated using the overall grade point average. Family structure, parental education level, and achievement motives were the self-reported covariates. The results of the bootstrapped mediation analysis indicated that PA had a direct effect on AF, which in turn influenced the AA among boys. After adjusting for AF, the association between PA and AA disappeared while the association of AF with AA still remained. However, neither PA nor AF was associated with the AA of girls. Therefore, the hypothesis that AF might mediate the relationship between PA and AA was supported for boys. Promoting AF, as a result of engaging to PA could positively influence AA particularly in boys.     

高职院校学生课内课外体育活动冷热现象调查研究

采用文献资料法、调查法、数理统计法等研究方法,通过对我省部分高职院校的体育课现状进行的调查结果显示:有93%的学生喜欢体育活动,但同时又有86%的学生不喜欢体育课.针对这些现象及形成根源作出了分析,并提出体育教学模式、内容、方法等改革基本思路,旨在为体育课堂教学的良性发展和提高教学质量及体育教学整体改革提供依据.     

The effects of an enhanced quality Physical Education programme on the physical activity levels of Grade 7 learners in Potchefstroom,South Africa

Background: The absence of Physical Education (PE) from the South African school curriculum before its reintroduction in recent years contributed to health concerns regarding the low physical activity (PA) levels of children and adolescents in South Africa.

Purpose: This study evaluated the effects of a once-a-week enhanced quality PE programme on the PA levels of South African Grade 7 learners.

Methods: Using a pre-test and post-test control-group design, 110 Grade 7 learners aged 12–13 years (experimental school, n?=?40; control schools, n?=?70) from two primary schools in Potchefstroom, South Africa, were studied. They participated in a 12-week PE intervention programme based on the guidelines of the South African Curriculum and Assessment Policy Statement, which allocates one hour per week to PE teaching. The intervention included five quality-enhancing components, namely well-trained teachers, homework activities, a reward system, hand-made apparatus and the monitoring of activity intensity. In the experimental school, 40 learners were randomly assigned from the total Grade 7 class (n?=?124) to the experimental group, while two control groups (n?=?37 and n?=?33) were used, one from the same school as the experimental school and the other from a different school. Additionally, to control for PE teacher interaction effect, the experimental group was divided into 4 experimental sub-groups of 10 learners each, which were taught by 4 different PE teachers, and the pre-test and post-test data of these experimental sub-groups were also analysed. Children's PA levels were measured before and after the intervention using a validated Children's Leisure Activities Study Survey questionnaire. The Kruskal–Wallis and Wilcoxon signed-rank tests were used to evaluate the effects of the intervention programme.

Results: No significant differences were found within the experimental group between the 4 experimental sub-groups and between the 2 control groups at pre- and post-test measurements (p?>?.05). There was a significant effect for the experimental group as a whole, as results of the total experimental group showed statistically significant increases in moderate PA (ES?=?0.47; p?=?.014), vigorous PA (ES?=?0.48; p?=?.012) and total PA (ES?=?0.51; p?=?.008) as well as decreases in sedentary behaviours (ES?=?0.39; p?=?.041) after the 12-week intervention programme, whereas no significant changes were found in the control group. Statistically significant improvements were also found in all 4 experimental sub-groups between pre- and post-tests for the time spent in moderate PA (p?=?.028–.05; ES?=?0.23–0.64), vigorous PA (p?=?.018–.036; ES?=?0.23–0.63), total PA (p?=?.017–.05; ES?=?0.30–0.68) and sedentary time (p?=?.014–.049; ES?=?0.26–0.66), whereas no marked changes were observed among the two control groups, indicating no PE teacher interaction effect on the results.

Conclusions: The enhanced quality PE programme can be used as a valuable framework for PE implementation targeted at promoting learners’ PA levels, even in the presence of restricted time allocation, and limited teaching and learning resources.     

对学校体育教育中非正式群体学生管理的研究

目前，在大学校园里出现了非正式群体学生自发组织的业余锻炼队伍，他们彼此相互了解、情趣相投、交流频繁，认同感比正式群体强烈。学校应加强对非正式群体学生的管理，采取的主要策略有：加强对非正式群体的管理；做好带头学生、权威学生的工作；对不同的类型群体采取不同的对策；调动非正式群体的积极性。     

体育考试应激对大学生心理状况及考试成绩的影响

采用症状自评量表对大学二年级学生体育考试前进行了心理健康状况调查.结果表明,除恐怖因子外,其余各因子皆有非常显著差异(P＜0.01);女生心理状况及考试成绩优于男生;SCL-90各因子痛苦水平与考试成绩呈显著负相关.     

广东省普通高校体育专业招生术科考试新方案设计

提出了广东省普通高校体育专业招生术科考试新方案,其主要特征:调整身体素质、非专项与专项的评分为30、20、50分;调整考试内容、方法和评分标准,缩小各考试专项之间的差异;为考生创造较为宽松的考试环境,体现人文关怀;量化评分标准,减少人为评分因素,加大招生考试的技术含量.     

柏拉图后期对话篇中"身体(soma)"的原理性特征——柏拉图体育论再考的前提

通过考察柏拉图后期对话篇中"身体(soma)"的原理性特征,阐明柏拉图身体(soma)观."身体(soma)"是具有极其宽广外延的词汇,不仅指人的身体,还代指动物的躯体、宇宙或天体的结构、丧失生命的尸体,甚至具有构成基本元素(火、水、空气、土壤)的含义.身体(soma)在语义上如此广阔的外延,是理解柏拉图身体观的背景.根据柏拉图临终前的著作<法律篇>,原则上身体(soma)由3个特性规定,即"空间性"、"运动性"、"感觉性",在理解这些特性时,要与今天的物理性质进行判别,捕捉柏拉图身体观的独到之处.其一,"身体的空间性"是指理念投射于充实空间呈现出的虚像,借助理念几何学的形象化,理念的"立体性质"得以表现;其次,"身体运动性"所要阐明的是造成粒子(四元素)之间的"偶然"冲突的根本原因在于"必然"引发的杂乱、直线的"他动性",然而,当身体与灵魂或"知性"发生关系时,获得的则是自律而有序的圆周运动;第三,"身体的感觉性"是指在粒子的立体结构的多样性中有缘由的苦闷(pathema),苦闷由于"无知"和"偶然"被搁置,会给灵魂及人体招致各种各样的恶事,相反,当"知性"主宰苦闷时,苦闷反而会成为善的实现及秩序的恢复的能量.可以说,在柏拉图后期的对话篇中,"身体(soma)"与"灵魂""知性""理念"密切相关,被描绘成从属但作为必要条件的存在.于是,在考察被称为"身体"的人类的身体时,同样要以上述原理性特征作为依据.     

Social physique anxiety experiences in physical activity: a comprehensive synthesis of research studies focused on measurement,theory, and predictors and outcomes

Physical activity (PA) settings such as sport, exercise, and physical education are inherently social and evaluative in nature, with much attention directed at how the body looks and performs. As such, these settings foster a host of positive and negative emotional experiences. Social physique anxiety (SPA) is a commonly studied emotion that emanates from, or motivates, PA behaviors. In this synthesis of the 126 identified research papers focused on SPA and related experiences in sport, exercise, and physical education, we summarize the theoretical roots and measurement of SPA, present research evidence on predictors and outcomes of SPA experiences, explore links between SPA and PA behaviors, and offer insight on the future directions of SPA research. Specifically, researchers in sport and exercise psychology are encouraged to broaden the study of SPA to conduct longitudinal and experimental studies, develop quality intervention strategies aimed at reducing SPA experiences, and expand on the theoretical and operational understandings of SPA experiences across the lifespan.     

我国理工科大学生体育态度与行为的现状

采用问卷调查等方法，以华南理工大学为在校本科生男生10436人、女生2928人为对象，对当前理工科大学本科学生的体育态度和行为现状进行了调查分析。结果表明，学生的体育态度基本处于良好水平。低年级(一、二年级)学生和男生体育态度得分高于高年级学生(三、四年级学生)和女生。     

河南省高校教师体育健身现状的调研与分析

采用问卷调查和数据统计的方法 ,对河南省高校教师体育健身活动进行研究 ,结果发现 :河南高校教师群体主体普遍存在教学工作忙、科研任务重、经济收入低、闲暇时间少 ,体育消费处于较低档次 ,身心负担较重 ,健康状态较差的状况 ,特别是副高级教师尤为显现。同时发现高校教师对学校体育不满意率高 ,在体育锻练的动机、项目选择和活动形式上具有明显的年龄特征 ,且呈现多样化、个性化和工作化 ,而没兴趣、没时间是影响教师广泛参与体育健身活动的主要因素     

A case study on the experiences of university-based Muslim women in physical activity during their studies at one UK higher education institution

The case study explores the experiences of Muslim women in the area of physical activity participation conducted whilst they were studying at one UK University. Previous research in the field indicated that Muslim women can be denied opportunities to participate in areas of sport-related physical activity through multiple factors such as socio-cultural, familial, religious or sporting structural constraints. Despite increased knowledge about the inclusion of Muslim girls in school-based physical education and sport, there is a dearth of literature on Muslim women's experiences post their school years. Informed by socio-cultural theories of the body, identity and embodied cultures, the study focuses on Muslim women's early physical activity experiences, university-based participation patterns and reflections on the influences that shaped their attitudes and beliefs towards such participation. Open-ended questionnaires, 34/50 returned (68%), and 6 in-depth interviews were conducted with volunteers studying a wide range of programmes. Content analysis revealed that values, attitudes and behaviours were largely influenced by the family; prior to university, the women's physical activity experiences were mixed and dependent on family activity patterns and school-based opportunities; university recreational sport-related provision did not cater for the women's Islamic needs denying them opportunities to participate. Religious belief and cultural expectations made a significant contribution to the women's preferences for participation environments that respected their Islamic beliefs.     

Gendering physical education: The role of the French State in the aftermath of the First World War

Abstract

The Great War contributed greatly to challenge the gender order in France, a context that resulted in both a crisis of masculinity and a certain freedom of women. As a reaction, men and women were redefined in the aftermath of the First World War according to traditional gender expectations. This return to tradition was especially reflected in the new official discourse on physical education. Between 1919 and 1927, the so-called “French Method of Physical Education” was written by the Military School of Joinville-Le-Pont and immediately imposed on the State school system for all French pupils. Consisting of three large volumes, the “French Method” offers an excellent tool to explore how the French State redefined the gender relations and presented ideal models of masculinity and femininity. The issue is of particular interest because the “French Method” became compulsory for almost half a century in France and was largely disseminated throughout the world.     

奥林匹克运动对当代中国学校体育教学思想的影响及其展望

奥林匹克运动对当代中国学校体育思想的影响，是在较长时间的潜移默化之后逐渐地显现出来的，它既有竞技体育、大众体育这种外在直观的影响，也有思想、道德、文化等上层建筑层面的影响。这也是奥林匹克运动的本质功能所决定的。