学校体育教育中的审美教育

学校体育教学是一门健与美,体育与美育有机结合的育人活动,体育教育中离不开审美教育。在体育教学和开展课外体育活动过程中积极主动地开展审美教育,能有效地促进提高教学效果和质量,也有助于提高学生身体素质,培养学生道德品质     

A longitudinal assessment of the links between physical activity and physical self-worth in adolescent females

Abstract

A longitudinal framework was used to examine the hypotheses of (1) whether physical activity predicts changes in physical self-worth or (2) whether physical self-worth predicts changes in physical activity in adolescent girls. Participants (n=272) completed measures of physical self-worth and participation in physical activities at three different points spanning a two-year interval. A cross-lagged panel model using structural equation modelling analyses indicated that physical self-worth predicted subsequent physical activity and physical activity in turn predicted subsequent physical self-worth across time. Findings demonstrated a reciprocal relationship between physical self-worth and physical activity during early adolescence. This study supports the use of the reciprocal effects model (REM) in gaining an understanding of the cross-lagged relationships between physical self-worth and participation in physical activities amongst adolescent girls.     

Der Sport als Institution der Produktion ästhetischer Erfahrung

Starting from the current legitimation crises in sport in the civil society of Germany and in particular high-level sport, this article questions the sense from which the value of sport activities originates and which defines their authenticity as sport activities. Analogous to the pedagogical justification discussion of school sports lessons and coupled to the philosophical core question how the“peculiar subject sport can be defined as a special activity” (Schürmann) and differentiated from other activities, attempts will be made to trace the specific aesthetic potential of contest-oriented competitive sport with the aid of an institutional theoretic abstraction basis. Along the line of the key points of the title (institution, production and aesthetic experience) the term institution according to Gehlen will be presented and critically investigated for possibilities of connections to a theory on aesthetic experience . The results of this analysis will then be transferred to the genuine characteristics of the institution sport. This reveals that sport per se does not contain a truly specific sense, but as an institution can be interpreted as a medium for the production of an extraordinary sense by those experiencing it. In this context a sensibly adequate interpretation of the term production is of decisive significance. The competitor needs the institution of sport in order to produce a sense. A sense per se cannot, however, be attributed to the institution of sport, except that activities within their own sphere only make sense when they are experienced aesthetically. Exactly this is referred to in the title of this article, that sport is an institution for the production of aesthetic experience. Finally the possible yield of the considerations for an educational aesthetic self-reflection of the institution of sport in a civil society will be discussed.     

A Human Science for the Study of Movement: An Integration of Multiple Ways of Knowing

Abstract

Although the physical science approach to the study of movement was originally adopted as sufficient for the study of humans, the limitations of this approach are increasingly being recognized. This recognition of limitations has led to the widespread use of an often confusing variety of research methodologies. The variety of research methods can be readily understood when differentiated in two ways: first, according to the level of reality to which they refer and, second, according to the specific interest in the inquiry—whether the interest is technical manipulation, the understanding of meaning, or emancipation. The necessity for this realities-based framework is grounded in the recognition that the human world of movement, in addition to relating to the material realm, also includes meaning. This framework then provides an integration of ways of knowing and methodologies for one of the most profound scientific potentials necessary for a human science—understanding meaning.     

Women,Disability, and Sport and Physical Fitness Activity: The Intersection of Gender and Disability Dynamics

Abstract

This study explores the often overlooked experiences of women with physical disabilities in the sport and physical fitness activity domain. Interviews with 16 women with a physical disability (age range of 19–54 years) revealed the following major themes: (a) participation in fitness-related as opposed to sport-related activities, (b) participation to maintain the functional level of the body and preserve existing capabilities, (c) intrinsic nature of gains derived from participation (perceived competence, enhanced view of body, motivational outlet, control in life), and (d) perceived differences in the sport and physical fitness activity experiences of men and women with disabilities. Findings support the notion that gender and disability interact in the sport and physical fitness context for women with physical disabilities.     

Aesthetic experience as an aspect of embodied learning: stories from physical education student teachers

In this article we explore aesthetic experience as an aspect of embodied learning with focus on the moving body. Our theoretical framework is mainly based on the work of John Dewey. In the first part of the article we identify our understanding of central concepts and draw some lines to their implication for physical education (PE). In the second part we then use the theoretical framework in an empirical study inspired by the tradition of pragmatism. The aim is to study how physical education student teachers (PETE students) feel when participating in ball game, and how their feelings are related to the moving activity. Empirical data were mainly generated through observations from two ball game lessons and stories written by 16 PETE students. All stories were subjected to a categorical analysis of content. After analysing the empirical material, four categories emerged built on two pair of words: familiar or unfamiliar, and pleased or displeased. In the discussing section of this article, we put forward that moving activities in PE often are regarded as being technical or instrumental. By using an aesthetic perspective on embodied learning, however, we can go beyond that impression and show other dimensions of participation in ball game. It may become an important shift from exploring performance only to studying learning connected to feelings.     

Hard bodies: exploring historical and cultural factors in disabled people’s participation in exercise; applying critical disability theory

Abstract

The popularity of the Paralympics co-exists with persistent exclusion of disabled youth and adults in community sport and recreation programmes around the world. This study explored the experiences of disabled people in sport, fitness and dance, drawing upon a range of participants’ perspectives from Paralympic athletes and professional dancers, to those who’d never engaged in physical activities. We asked participants about the range of psycho-social factors that intervene between a disabled person and a workable, enjoyable fitness regimen. Insights emerged into factors that encourage enjoyable physical movement for some, and factors that discourage or prohibit this for others. Analytic tools of Critical Disability Theory were applied to penetrate stereotyped conceptualizations of disabled people, taking a long view into the history of disability discrimination and exclusion. An example is the concept and (English) word, ‘fitness’ used during the Eugenics Movement to dismiss the worth of disabled people. Along with other marginalized populations, the ‘unfit’ were systematically targeted with elimination. We addressed these archaic attitudes, in concert with the present era’s intrusions of architectural, programmatic and attitudinal barriers, which may become internalized as resistance to physical activities. Participants offered strategies to support others in the world of movement, along with encouragement to Disability Studies scholars to expand research in this arena.     

Utility of the Youth Compendium of Physical Activities

Purpose: The purposes of this article are to: (a) describe the rationale and development of the Youth Compendium of Physical Activities (Youth Compendium); and (b) discuss the utility of the Youth Compendium for audiences in research, education, community, health care, public health, and the private sector. Methods: The Youth Compendium provides a list of 196 physical activities (PA) categorized by activity types, specific activities, and metabolic costs (youth metabolic equivalents of task [MET_y]) as measured by indirect calorimetry. The utility of the Youth Compendium was assessed by describing ways in which it can be used by a variety of audiences. Results: Researchers can use MET_y values to estimate PA levels and determine changes in PA in intervention studies. Educators can ask students to complete PA records to determine time spent in physical activities and to identify health-enhancing activities for classroom PA breaks. Community leaders, parents, and health care professionals can identify activity types that promote healthful behaviors. Public health agencies can use the MET_y values for surveillance and as a resource to inform progress toward meeting national physical activity guidelines. Applications for the private sector include the use of MET_y in PA trackers and other applications. Conclusion: The National Collaborative on Childhood Obesity Research Web site presents the Youth Compendium and related materials to facilitate measurement of the energy cost of nearly 200 physical activities in children and youth. The Youth Compendium provides a way to standardize energy costs in children and youth and has application for a wide variety of audiences.     

Further thoughts on the writing of stories: a response to Michael Gard and Ian Wellard

The terminological disunity in the usage of the terms 'sport' and 'physical culture' leads to controversy over their meanings. This study recapitulates their content (substance) in a broader sense than is usual in common usage and points out some possible philosophical connections. The first part focuses on an analysis of the terms: 'culture' and 'body' and their joining together to form the term 'physical culture'. The author first calls attention to other levels of human corporeality than sport and movement (such as hygiene, body aesthetics, eroticism, etc.), which show us that the implications of the term 'physical culture' is too broad. On the other hand, the term 'sport' is delimitated too narrowly, because the cultivation of human motion is a concern in school physical education and recreational physical exercise as well. The second part gives reasons for the use of the term 'kinanthropology' and allows us to grasp its philosophical conception as 'philosophical kinanthropology'.     

Movement behaviors and their association with depressive symptoms in Brazilian adolescents: A cross-sectional study

Background:Physical activity,sleep,and sedentary behaviors compose 24-h movement behaviors and have been independently associated with depressive symptoms.However,it is not clear whether it is the movement behavior itself or other contextual factors that are related to depressive symptoms.The objective of the present study was to examine the associations between self-reported and accelerometer-measured movement behaviors and depressive symptoms in adolescents.Methods:Cross-sectional data from 610 adolescents(14-18 years old)were used.Adolescents answered questions from the Center for Epidemiological Studies Depression scale and reported time spent watching videos,playing videogames,using social media,time spent in various physical activities,and daytime sleepiness.Wrist-worn accelerometers were used to measure sleep duration,sleep efficiency,sedentary time,and physical activity.Mixed-effects logistic regressions were used.Results:Almost half of the adolescents(48%)were classified as being at high risk for depression(score≥20).No significant associations were found between depressive symptoms and accelerometer-measured movement behaviors,self-reported non-sport physical activity,watching videos,and playing videogames.However,higher levels of self-reported total physical activity(odd ratio(OR)=0.92,95%confidence interval(95%CI):0.86-0.98)and volume of sports(OR=0.88,95%CI:0.79-0.97),in minutes,were associated with a lower risk of depression,while using social media for either 2.0-3.9 h/day(OR=1.77,95%CI:1.58-2.70)or>3.9 h/day(OR=1.67,95%CI:1.10-2.54),as well as higher levels of daytime sleepiness(OR=1.17,95%CI:1.12-1.22),were associated with a higher risk of depression.Conclusion:What adolescents do when they are active or sedentary may be more important than the time spent in the movement behaviors because it relates to depressive symptoms.Targeting daytime sleepiness,promoting sports,and limiting social media use may benefit adolescents.     

Academic-Based and Aerobic-Only Movement Breaks: Are There Differential Effects on Physical Activity and Achievement?

Purpose: This study investigated the academic achievement and physical activity differences between types of activity breaks implemented in elementary school classrooms. This study evaluated whether there was a difference between the impact of purely aerobic-based movement breaks and the impact of academic-based breaks on children’s academic achievement outcomes. Method: Participants included 460 children in 3rd grade through 5th grade at 4 elementary schools. There were 176 children in the schools that engaged in academic-based breaks and 284 in the schools that engaged in aerobic-only breaks. Schools were randomly assigned at the school level to implement either aerobic movement breaks with academic content infused within the breaks (“academic-based breaks”) or aerobic-only movement breaks without the addition of academic material (“aerobic-only breaks”) for approximately 10 min of activity per day. Math and reading achievement as well as children’s step counts were measured before and after the intervention. A mixed-effects (multilevel-growth) model, in which the repeated measures of individuals nested within a classroom are analyzed, was used to answer all posited research questions. Results: Small to moderate effect sizes (ES) indicating gains in reading achievement (ES = .13) and steps (ES = .33) were found for classrooms that used aerobic-only movement breaks compared with those that used academic-based breaks. Conclusions: The type of movement breaks that are implemented in classrooms may have differential outcomes for children’s achievement and activity levels. Results from the present study indicate that children who were given aerobic-only movement breaks had slightly larger gains in reading achievement and physical activity levels than children who were given academic-based breaks.     

Boys,Bodies, Pleasure and Pain: Interrogating Contact Sports in Schools

This paper reports some of the findings of a qualitative study into the physical activity preferences of 23 Australian secondary school boys. The study was originally designed to examine the level of homogeneity amongst boys' physical activity preferences. Semi-structured interviewing techniques and video-taped footage were used to invite boys to discuss their reasons for choosing certain movement forms and rejecting others. However, in the course of the research, the themes of physical injury and pain and a desire for physical contact emerged as central to the boys' experiences and choices. In light of emerging research into the bodily sensations (particularly pleasure) produced by participation in sports, we decided to ask the boys to talk about their own bodies in relation to physical activity and contact sports in particular. Our analysis suggests that actual and potential pain exists as the stated currency which is traded by boys in order to establish acceptable embodied masculine identities. On the other hand, pleasure remained largely unspoken and dangerous territory, both for the boys and for us. This paper discusses the apparent imbalance in the discursive resources boys have to describe pain and pleasure and the implications of this for educators. It also considers the ethical dilemmas for researchers interested in exploring these issues, given current concerns surrounding paedophilia and the bodily safety of children in Australian schools.     

Pedagogical Work and the 'Cult of the Body': Considering the Role of HPE in the Context of the 'New Public Health'

Physical education, now often explicitly identified with health in contemporary school curricula, continues to be implicated in the (re)production of the 'cult of the body'. We argue that HPE is a form of health promotion that attempts to 'make' healthy citizens of young people in the context of the 'risk society'. In our view there is still work to be done in understanding how and why physical education (as HPE) continues to be implicated in the reproduction of values associated with the cult of body. We are keen to understand why HPE continues to be ineffective in helping young people gain some measure of analytic and embodied 'distance' from the problematic aspects of the cult of the body. This paper offers an analysis of this enduring issue by using some contemporary analytic discourses including 'governmentality', 'risk society' and the 'new public health'.     

Perceptions of Barriers to Healthy Physical Activity among Asian Communities

There is clear evidence of inequalities in the health status of minority ethnic groups in Britain. This includes a number of conditions which may be alleviated or prevented through increased levels of physical exercise. Other research has shown lower levels of activity and raised body mass among Asian groups. There remains some scope for argument about the reasons for these differences. It is, for example, suggested that health education materials are poorly targeted at South Asian communities, or that certain cultures discourage involvement in recreational physical activities. It is known that both motivation and self-image are important to physical activity behaviour, from school age upwards. A lifestyle survey sponsored by the Health Education Authority, and qualitative research, provide an opportunity to examine the degree to which there are distinctive 'ethnic' barriers to exercise or other healthy physical activity amongst communities of South Asian origin living in England. While there are many similarities with the reasons given by members of the white population for 'not exercising', there are some subtle differences between communities, and a number of issues which appear to be specific to the minority populations. Some are particular to a religion, gender or generation. Attention to these, including questions of modesty, gender segregation, and safety, would improve the accessibility of recreational activities to this target group. At the same time, it is clear that individuals from these communities are well informed and well motivated, and do take advantage of local facilities when they can. The question of both institutional and personal racism cannot be excluded from a strategy for promoting healthy physical activity; equally, it is important to pay attention to the characteristics of particular communities to gain their confidence. A 'colour-blind' or homogenous approach may be counterproductive.     

Exploring the relation between physical activity and health—a salutogenic approach to physical education

This article takes a point of departure in the debate whether physical education should consider a limited or an increased commitment towards public health goals and a public health agenda. The article further discusses the relationship between physical activity and health, and the perspective of health in physical education. This is done through a critique of the dominance of a pathogenic perspective of health, as well as through a salutogenic approach regarding health as a process. A salutogenic approach makes, as suggested in the article, other questions—salutogenic questions—possible. In this sense, physical activity and movement can be regarded as something more than mere protection against disease or overweight, and by posing salutogenic questions we can enrich our understanding of the relation between physical activity and health, and in consequence richness to the perspective of health in physical education. With a salutogenic approach, the pupils’ unique and common experiences of health, movement, body ideals or outdoor-life can meet a wider perspective of health. This would facilitate a health perspective in physical education that draws attention to the qualities, abilities and knowledge that pupils can develop, and, in the name of learning health, point the way to the possible contribution of physical education in pupils’ health development in terms of how physical education can enrich their lives, strengthen them as healthy citizens and contribute to a sustainable (health) development.     

Get moving! A comparison of ideas about body,health and physical activity in materials produced for health education in the Danish Primary School

In the debate over health, one political message has become more and more dominant in western societies over the past decade: Get moving! The logic seems to be that physical activity per se equals better health and that the more physical activity, the better one's health. This logic has, among other things, induced an increased political focus on educational settings and physical education (PE) as a central place for promoting health by increasing physical activity. Today PE is often explicitly identified with health in contemporary school curricula, and this means that PE teachers unavoidably encounter contemporary perceptions of health and physical activity in their professional practice. Taking as its starting point four different teaching resources produced for health education in the Danish Primary School, this article presents four different health cultures and their recommendations for physical activity as a health-promoting practice. The aim is to challenge current perceptions of health and the related recommendations for physical activity in providing a springboard for health communicators and PE teachers to reflect on the health cultures they encounter and maybe to consider how these aligns their own preferred health culture.     

Reduced Knowledge of Results Frequency Enhances Error Detection

Abstract

The purpose of the present study was to determine the effects of consonant and dissonant role playing with high or low justification on attitude change toward physical education courses. An analysis of the attitude of 311 college subjects before and after role playing showed that role playing in a physical education course produced an attitude change in the direction of the role played. Consonant role playing reinforced initial attitudes, but dissonant role playing resulted in a significantly greater change in the direction of the role played. Low justification tended to produce greater attitude change in the dissonant role playing, but high and low justification seemed equally effective in reinforcing a prior attitude in consonant role playing.     

Physical Activity as a Natural Antioxidant Booster and its Effect on a Healthy Life Span

Abstract

The recent Surgeon General's report (U.S. Department of Health and Human Services, 1996) promotes regular physical activity to enhance health. A possible mechanism by which physical activity contributes to a healthy life span is via enhanced antioxidant status. The purpose of this paper is to summarize findings from human studies on life span, health, antioxidants, and the effectiveness of physical activity as a natural antioxidant booster. Epidemiological studies concur that some antioxidants are inversely related to mortality. A single bout of exercise elevates some antioxidant enzyme and coenzyme activities. Regular physical activity enhances some antioxidants; however, strenuous exercise may diminish others. Results generally show that antioxidants play a mediating role in the way in which physical activity positively affects a healthy life span.     

‘You don’t want to stand out as the bigger one’: exploring how PE and school sport participation is influenced by pupils and their peers

Background: Population health concerns related to physical inactivity and obesity appear in policy documents, government campaigns and popular media across western societies. Children and young people have been targeted for physical activity promotion and schools have been positioned as sites for intervention. In particular, Physical Education and school sport (PESS) has been framed as a key part of the solution. While some interventionist programmes in schools have reported positive outcomes, they have also been criticised for stigmatising fatness, contributing to a culture of surveillance and fuelling body image anxieties. Despite ongoing work to ameliorate these critical issues by addressing physical activity promotion discourses, curricula and teaching practices many of the same challenges persist. In seeking alternative explanations (and solutions) this paper shifts attention to exploring the role of pupils and their peers.

Purpose: While the critical literature on health and physical education has been illuminating, few studies explore the role of pupils and their peers. Further research is necessary to understand how school peers contribute to pupils’ engagement with PESS. This paper, therefore, draws on Bourdieu’s notion of physical capital and seeks to understand how pupils’ physical activity is influenced by lived-body experiences in school spaces.

The study: Data were produced from a 6-month bricolage-based study with pupils (N?=?29, aged 13–14) across four diverse school settings in England. Multiple qualitative methods were deployed to enhance methodological rigour with what is often a challenging age group for research. Data were interpreted and theorised using the concept of physical capital.

Findings: Pupils themselves play a significant part in establishing the physical body as a symbol of power and status in school settings. Participants understood the health risks of being both underweight and obese, but they regarded obesity as being more problematic because of the immediate social risks of ‘standing out as the bigger one’. Following this rationale, participants sought to accumulate physical capital through engaging in exercise as a purposeful calorie-burning activity intended to avoid the pity, abnormality and derision which is expected to be directed towards overweight pupils. Furthermore, during PESS in clear view of peers, distinctions between pupils’ physical capital could be made by recognising differences in sporting skill. In this context, physical capital mediated engagement in PESS in various ways.

Conclusion: This study has revealed that peers play a significant part in constructing the lived-body experiences of young people. In order to address the criticisms raised about some school-based health promotion interventions, it is crucial to attend to pupils’ relationships with peers as well as addressing policies, curricula and teaching practices. Being sensitive to peer relationships and their understanding of health may help teachers and health promoters decide how to manage the spaces where PESS takes place.     

Physical Fitness,Self-Esteem,and Attitudes toward Physical Activity

Abstract

A total of 165 adolescent boys took measures of physical fitness, general self-esteem, and attitudes toward physical activities. High-fit compared to low-fit boys were higher in self-estimates of physical ability (P < .007) and self-reported attraction to physical activities (P < .007) but not significantly different in general self-esteem nor in reported extent of participation in voluntary physical activities. In addition significant correlations were observed between self-estimates of physical ability and attraction to physical activity, and between attraction to physical activity and extent of voluntary participation in physical activity.