In-school and out-of-school physical activity in primary and secondary school children

Abstract

The aim of this study was to compare in-school and out-of-school physical activity within a representative sample. Socio-demographic, physical activity, and anthropometric data were collected from a random sample of children (250 boys, 253 girls) aged 3–16 years attending nine primary and two secondary schools. Actigraph GT1M accelerometers, worn for seven days, were used to estimate physical activity levels for in-school (typically 09.00–15.00 h), out-of-school (weekday), and weekend periods. Physical activity as accelerometer counts per minute were lower in school versus out of school overall (in school: 437.2 ± 172.9; out of school: 575.5 ± 202.8; P < 0.001), especially in secondary school pupils (secondary: 321.6 ± 127.5; primary: 579.2 ± 216.3; P < 0.001). Minutes of moderate-to-vigorous physical activity accumulated in school accounted for 29.4 ± 9.8% of total weekly moderate-to-vigorous physical activity overall but varied by sector (preschool: 37.4 ± 6.2%; primary: 33.6 ± 8.1%; secondary: 23.0 ± 9.3%; F = 114.3, P < 0.001). Approximately half of the children with the lowest in-school activity compensated out of school during the week (47.4%) and about one-third at the weekend (30.0%). Overall, physical activity during the school day appears to be lower than that out of school, especially in secondary school children, who accumulate a lower proportion of their total weekly moderate-to-vigorous physical activity at school than younger children. As low in-school activity was compensated for beyond the school setting by less than half of children, promoting physical activity within the school day is important, especially in secondary schools.     

论体力活动与学校体育

深入探讨了体力活动的定义、理论意义，体力活动在学校体育中的理论地位以及体力活动的相关知识和技能对学生体育实践的意义，以引起学校体育工作对这一概念的重视。     

试论健身运动与学校体育

从全民健身作为社会化的组成部分．提出了健身运动的价值观念与学校体育教育的改革;学校体育教学要以培养跨世纪的人才为核心．转变学校体育教育观念．以体育健身运动为准绳,建设学校体育基本框架;把健身教育贯穿于学校体育教育中．为终身体育健身奠定良好的基础。     

阳光教育理论与中小学体育教学改革

阳光教育是教师用爱心关心、理解、激励学生,使其成为性格活泼、自立自强、合群合作的一代新人的教育。作为一种新的教育理念,阳光教育是基于对目前学校体育教育,尤其是中小学体育教学所存在的弊端而提出来的,在体育教育中应贯彻阳光教育理念。     

小学体育教学中的人格教育

培养学生良好的人格品质是小学教育肩负的重要责任，而体育与健康教育的目的不仅是增进学生身体健康，更是要与德育、智育和美育相结合，使学生成为身心健康、全面发展的人。     

Physical fitness of primary school children in relation to overweight prevalence and physical activity habits

Abstract

A cross-sectional study was carried out to analyse, through a limited number of fitness tests, the main conditioning and coordinative abilities in children aged 8–9 years, and their relationship with gender, anthropometric variables and physical activity habits. The height and weight of 256 boys and 241 girls were measured and information about physical activity habits was collected using a self-administered questionnaire. Physical performance was assessed by means of a few standardised tests: ‘sit & reach’, medicine-ball forward throw, standing long jump, 20 m running speed, and forward roll test. In both boys and girls, body weight and Body Mass Index (BMI) were positively correlated with the medicine-ball throw performances and negatively correlated for the standing long jump and speed tests, while no association was found with tests measuring back flexibility and total body coordination. Daily physical activity and participation in sport were not significantly correlated with body weight and BMI, but were positively associated with children's motor performance. The standardised fitness tests selected in the current study have been found to be suitable to identify fitness levels of primary school children. Thanks to their limited number and ease of measurement, they can be used in any school context to classify children and for monitoring the effects of targeted interventions promoting physical activity.     

Effectiveness of professionally-guided physical education on fitness outcomes of primary school children

Abstract

Physical education (PE) at school is an important starting point for long-term interventions improving quality of life in elderly. To evaluate the effectiveness of professionally led PE on motor and health-related abilities of Italian primary schoolchildren (3rd–5th graders), three schools were assigned to the experimental groups “A” (38 pupils, 17 M, 21 F) and “B” (37 pupils, 16 M, 21 F), and to control group “C” (26 pupils, 18 M, 8 F). All groups underwent a six-month, twice-a-week (60 min each session) PE intervention. The PE program of the EGs was age-tailored, included strength training and was administered by specialised teachers. Group A and B programs differed in the strength training devices used, while they were identical in terms of training load. The control group program was not structured and administered by generalist teachers. At baseline and follow-up, children underwent a motor and health-related abilities test battery. At follow-up, children in group C gained significantly more weight than children in the EGs and scored significantly less than the children in the EGs in the following assessments: counter movement jump (C:+0.15% vs. A:+4.1% and B:+6.99%), plate tapping (C:+13.56% vs. A:+19.37% and B:+36.12%), sit-and-reach (C:?311.15% vs. B:+409.57%), pinch strength (C:+2.39% vs. B:+10.83, on average) and sit-up (C:+29.69% vs. A:+72.61%). In conclusion, specialist-led pupils demonstrated greater increases in some motor and health-related abilities tests compared to generalist-led peers, while different strength training devices produced comparable increases of strength in both EGs.     

关于中小学体育教师继续教育的思考

通过文献资料法和调查访问法,针对中小学体育教师继续教育工作实践及教育事业的发展,探讨了中小学体育教师进行继续教育的必要性和可行性,并提出了培训模式、课程设置、培训师资队伍建设与培养等建议,为中小学体育教师继续教育工作提供了理论和实践的参考.     

生命化教育与学校体育教学

生命是教育的基础,教育是为了提高人的生命质量而进行的。学校体育教学作为学校基础教育的重要组成部分,应关注学生作为“整体的人”的发展,引领学生学会生存和做人。从生命化教育的视角构建了新型的体育教学理念、课堂文化、课程内容和课程评价。     

Teachers' stories: physical education teachers' constructions and experiences of masculinity within secondary school physical education

Physical education (PE) and sport have traditionally been identified by scholars as a key mechanism for the production and reproduction of a culturally esteemed ideal of masculinity, premised upon being stoic, strong, competitive, sexist and homophobic. Yet, more recent research reflects a change in valued masculinity as a response to declining cultural homohysteria. As such, this preliminary study looks to establish how PE teachers understand and construct masculinities within the educational environment. Through in-depth interviews, we find participants recognised many elements of softer masculinities, described in inclusive masculinities literature, as being performed by contemporary teenagers. This includes being emotionally open, embracing a more effeminate taste in dress and being increasingly physically tactile. However, we also found that the PE teachers have a cohort variance in their masculine values, with those socialised in sport through the 1980s showing the most orthodox and oppressive views.     

体育锻炼长廊在校园体育锻炼一小时活动中的作用探析

中共中央、国务院《关于加强青少年体育增强青少年体质的意见》提出了确保学生每天体育锻炼一小时的要求。但由于各种原因,学生校园体育锻炼一小时工作的开展,困难重重。封闭式智能化学生体育锻炼长廊的构想为解决这一难题提供了一个有效的解决之道。通过分析,长廊可有效的解决校园体育锻炼一小时工作开展中面临的组织难、考勤难、考核难、评价难等问题。     

学校体育教学指导思想的解释力研究

教学思想被指责缺乏导向效力时,实质上是对其解释力下辖的解决效绩的控诉,这一问题的解决需要将指导思想的解释阈限规划清楚。审视孕育于不同时期、针对不同层面的教学指导思想,无一例外地显示着针对性的性格,提升对不同"能量形式"的认知、理解与操作水准十分紧迫,否则,不仅不利于学校体育教学指导思想各扬所长,高效运作,而且会造成指导思想的指向与现实的教育"效益"愿景对接错位。     

体育与学校教育的关系

根据马克思主义哲学的方法论，对当前学校体育在学校教育中的位置与关系问题进行了简单的论述，旨在使人们对学校体育的重要性有更深一步认识，确立身心和谐发展的现代体育观，树立面向21世纪学校体育的新观念。     

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.     

江西民间传统体育活动融入中学体育教学可行性研究

运用文献资料、实地考察、问卷调查、数理统计等方法,从当前学校体育课程改革需要为出发点,经调查分析得出江西革命老区各地经济都比较落后,特别表现在广大农村和偏远山区,所以体育资源的供给没有办法落实到实处,全省各中学体育教学受到地域、经济、师资、体育资源等因素制约,实施新《课标》的体育大纲具有局限性。体育教学内容的陈旧是必造成了中学体育教学停止不前,若在教育部门体育教学大纲的指导下,适当融入江西地区具有特色的民间传统体育活动项目,能有效地推进素质教育,营造出快乐体育氛围,不但易开展,且能解决体育课程资源严重缺乏、学生身心发展不全面等问题。同时它能起到促进学生身心素质全面提高的作用,为江西省各中学的学校体育教学注入了新鲜血液。     

学校体育资源开发利用的战略构思

学校体育资源是我国最丰富的体育资源，通过对学校体育资源开发利用所面对的社会基础、战略地位以及现状的分析，对我国学校体育资源开发利用的战略提出了设想。     

关于学校体育中开展娱乐体育的讨论

由于传统体育的影响,以及中考与体育加试的刺激。现行的学校体育在某种程度上仍停留在应试教育的模式上。不能完全适应素质教育的要求．而娱乐体育项目的多样性．内容的趣味性。技术的简易性．参与的自由性。能够满足素质教育和终身体育的需要。开展娱乐体育是学校体育的发展趋势。在未来的学校体育活动中娱乐体育将占主导地位。起主流作用。     

2000年部颁中小学《体育与健康教学大纲》的新变化

从课程名称、指导思想、教学目的任务、课程结构体系、课时安排等几个方面说明了2000年部颁中小学<体育与健康教学大纲>的新变化.另外,重点阐述了选修教材的变化,高中体育与健康教学大纲和成绩考核与评价的新变化.     

体育教学中练习设计的问题与对策

对体育教学中练习设计问题进行了研究,分析了练习设计中存在的主要问题,探讨了练习设计中的多项策略,以改进、优化练习设计程序,提高练习设计的水平,提高练习的效果,达成练习的目标。     

亚竞技运动与现代学校体育

从学校体育发展的历史和需要看，竞技运动都与学校体育密不可分。亚竞技运动的产生是学校体育与竞技运动发展的必然产物，是适应现代学校体育发展需要的新型运动形式，它将成为促使21世纪学校体育再现辉煌的动力。