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Method: A systematic search of school-based physical activity studies was conducted using EBSCOhost PsycInfo, EBSCOhost Medline and Web of Science. Initially 995 studies were retrieved and, following the removal of duplicates, the titles and abstracts of 984 studies were screened. This screening identified 53 relevant studies from which 42 were excluded, resulting in 11 articles being reviewed.
Results: Three studies reported a positive increase in wellbeing; however, only one of those studies also significantly increased physical activity. It was apparent that the measurement of wellbeing and physical activity was inconsistent across studies, making conclusions difficult to draw. The wellbeing measures used neglected to account for the children’s perspectives of wellbeing.
Conclusions: The effect of a physical activity intervention on increasing wellbeing appears to be more complex than originally believed. The complexity may in part be due to methodological issues and the choice of wellbeing and physical activity measurement. We recommend that future physical activity interventions include a measure of wellbeing developed from the child’s perspective, and that future reviews narrow the search to only interventions that have had success at increasing physical activity before exploring effects on wellbeing. 相似文献
Purpose: This study explores learner outcomes and perceptions of engagement with an inquiry-based unit of work, Take Action, that aimed to provide young people with an opportunity to critically reflect on movement, investigate an issue important to them, and enhance their capacity to enact positive change for themselves and others.
Participants and setting: Forty-four students and three teachers from two secondary school settings participated in the research. Both schools were located in relatively low socio-economic status areas in southern metropolitan Melbourne, Victoria, Australia.
Data collection and analysis: An exploratory and evaluative study design that employed naturalistic inquiry, using qualitative semi-structured interview data, observational data, and analysis of learner-produced artefacts were used. Analysis drew upon authentic learning frames to explore elements of knowledge construction through disciplined inquiry and real-life application.
Findings: Take Action provided a unique experience of HPE for the students and teachers who engaged with it. It was a collaborative, learner-centred inquiry-based experience that most learners found to be engaging and authentic. Both teachers and learners lacked the foundational knowledge of the discipline and a sound understanding of a critical-inquiry process that would have allowed them to deconstruct and reconstruct new ideas in deep interconnected ways.
Conclusions: More support for teachers and students is needed to legitimate these types of approaches within broader curriculum contexts to support student learning. Specifically, foundational understandings of: socially critical approaches to critical inquiry that serve to enhance knowledge relating to learner-identified topics; learning intentions and authentic assessment and how these might align with inquiry-based learning; forming connections with external experts to support learners early in an inquiry process; and how to extend explorations and elaborations within the constraints of a congested and contested curriculum. 相似文献