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31.
Catherine B. Woods Kevin Volf Liam Kelly Blthín Casey Peter Gelius Sven Messing Sarah Forberger Jeroen Lakerveld Joanna Zukowska Enrique García Bengoechea PEN consortium 《运动与健康科学(英文)》2021,10(3):263-276
BackgroundDespite the well-established health benefits of physical activity (PA) for young people (aged 4–19 years), most do not meet PA guidelines. Policies that support PA in schools may be promising, but their impact on PA behavior is poorly understood. The aim of this systematic review was to ascertain the level and type of evidence reported in the international scientific literature for policies within the school setting that contribute directly or indirectly to increasing PA.MethodsThis systematic review is compliant with Preferred Reporting Items for Systematic Review and Meta-Analysis guidelines. Six databases were searched using key concepts of policy, school, evaluation, and PA. Following title and abstract screening of 2323 studies, 25 progressed to data synthesis. Methodological quality was assessed using standardized tools, and the strength of the evidence of policy impact was described based on pre-determined codes: positive, negative, inconclusive, or untested statistically.ResultsEvidence emerged for 9 policy areas that had a direct or indirect effect on PA within the school setting. These were whole school PA policy, physical education, sport/extracurricular PA, classroom-based PA, active breaks/recess, physical environment, shared use agreements, active school transport, and surveillance. The bulk of the evidence was significantly positive (54%), 27% was inconclusive, 9% was significantly negative, and 11% was untested (due to rounding, some numbers add to 99% or 101%). Frequency of evidence was highest in the primary setting (41%), 34% in the secondary setting, and 24% in primary/secondary combined school settings. By policy area, frequency of evidence was highest for sport/extracurricular PA (35%), 17% for physical education, and 12% for whole school PA policy, with evidence for shared use agreements between schools and local communities rarely reported (2%). Comparing relative strength of evidence, the evidence for shared use agreements, though sparse, was 100% positive, while 60% of the evidence for whole school PA policy, 59% of the evidence for sport/extracurricular PA, 57% of the evidence for physical education, 50% of the evidence for PA in classroom, and 50% of the evidence for active breaks/recess were positive.ConclusionThe current evidence base supports the effectiveness of PA policy actions within the school setting but cautions against a “one-size-fits-all” approach and emphasizes the need to examine policy implementation to maximize translation into practice. Greater clarity regarding terminology, measurement, and methods for evaluation of policy interventions is needed. 相似文献
32.
Evan Coventry William A. Sands Sarah L. Smith 《Sports biomechanics / International Society of Biomechanics in Sports》2013,12(1):63-75
Gymnastics vaulting relies on a specialized take‐off board for propulsion during the take‐off phase of the vault. There is little information on the vault board and its behaviour. The aim of this study was to characterize the behaviour of the vault board during handspring drill take‐offs of young male gymnasts (n = 36). The side of the top surface of the vault board and the wooden base were marked with three reflective markers, placed at the end of the vault board nearest the vault table and the centres of the two rearmost coil springs. The vault board surface was divided into two areas, rear and middle, based on marker location. The gymnasts’ groups were determined from the location of the gymnast's lateral malleolus at vault board contact. Landings with the malleolus directly above or behind the rearmost marker were considered rear landings; landings with the malleolus forward of the rearmost marker were considered middle landings. Marker movements were automatically digitized and the right malleolus was hand digitized at 120 Hz. The maximum vertical displacement, vertical deflection time, and vertical velocity at take‐off of the vault board markers did not differ statistically between board contact groups (all p > 0.05). The lateral malleolus velocity components also did not differ between board contact groups. Some low to moderately strong correlations were observed between the various marker displacements, durations and take‐off velocities. Modest correlations were obtained between board markers and right malleolus velocities. The results indicate that foot contact on the vault board, as defined here, did not result in differences in board marker behaviour or right lateral malleolus velocities. This information does not support the idea that vault board contacts at the rear of the vault board are worse than contacts near the middle of the vault board. More research is needed to ascertain the role of the vault board's vibration characteristics to whole body actions that are observed in the subsequent preflight phase. 相似文献
33.
The aim of this study was to examine the acute effects of prolonged static stretching (SS) on running economy. Ten male runners (VO2(peak) 60.1 +/- 7.3 ml x kg(-1) x min(-1)) performed 10 min of treadmill running at 70% VO2(peak) before and after SS and no stretching interventions. For the stretching intervention, each leg was stretched unilaterally for 40 s with each of eight different exercises and this was repeated three times. Respiratory gas exchange was measured throughout the running exercise with an automated gas analysis system. On a separate day, participants were tested for sit and reach range of motion, isometric strength and countermovement jump height before and after SS. The oxygen uptake, minute ventilation, energy expenditure, respiratory exchange ratio and heart rate responses to running were unaffected by the stretching intervention. This was despite a significant effect of SS on neuromuscular function (sit and reach range of motion, +2.7 +/- 0.6 cm; isometric strength, -5.6% +/- 3.4%; countermovement jump height -5.5% +/- 3.4%; all P < 0.05). The results suggest that prolonged SS does not influence running economy despite changes in neuromuscular function. 相似文献
34.
Beverley Brenna Meridith Burles Lorraine Holtslander Sarah Bocking 《International Journal of Inclusive Education》2017,21(2):218-229
While a significant number of individuals in Canada and globally are affected by prenatal fetal alcohol exposure, scant research exists that focuses specifically on the subjective experiences of this population. Based on a single case study exploring through Photovoice methodology the life experiences of a young adult with Fetal Alcohol Spectrum Disorder (FASD), this research paper utilises Schwab’s curriculum commonplaces as a framework to present results pertinent to the field of Education. Four themes emerged that illuminate the participants’ resilience and self-awareness of issues related to independence versus support, strengths and challenges, attitude and adaptation strategies, and advice for others. Curriculum suggestions based on the findings are offered for educators working with young people with FASD in general education settings. Further implications for Education and suggestions for additional research are included. 相似文献
35.
Sarah L. Rodriguez 《Computer Science Education》2017,27(3-4):229-247
This theoretical paper explores the need for enhanced, intersectional computing identity theory for the purpose of developing a diverse group of computer scientists for the future. Greater theoretical understanding of the identity formation process specifically for computing is needed in order to understand how students come to understand themselves as computer scientists. To ensure that the next generation of computer scientists is diverse, this paper presents a case for examining identity development intersectionally, understanding the ways in which women and underrepresented students may have difficulty identifying as computer scientists and be systematically oppressed in their pursuit of computer science careers. Through a review of the available scholarship, this paper suggests that creating greater theoretical understanding of the computing identity development process will inform the way in which educational stakeholders consider computer science practices and policies. 相似文献
36.
Erica Southgate Caragh Brosnan Heidi Lempp Brian Kelly Sarah Wright Sue Outram 《Critical Studies in Education》2017,58(2):242-260
ABSTRACTHigher education is understood as essential to enabling social mobility. Research and policy have centred on access to university, but recently attention has turned to the journey of social mobility itself – and its costs. Long-distance or ‘extreme’ social mobility journeys particularly require analysis. This paper examines journeys of first-in-family university students in the especially high-status degree of medicine, through interviews with 21 students at an Australian medical school. Three themes are discussed: (1) the roots of participants’ social mobility journeys; (2) how sociocultural difference is experienced and negotiated within medical school; and (3) how participants think about their professional identities and futures. Students described getting to medical school ‘the hard way’, and emphasised the different backgrounds and attitudes of themselves and their wealthier peers. Many felt like ‘imposters’, using self-deprecating language to highlight their lack of ‘fit’ in the privileged world of medicine. However, such language also reflected resistance to middle-class norms and served to create solidarity with community of origin, and, importantly, patients. Rather than narratives of loss, students’ stories reflect a tactical refinement of self and incorporation of certain middle-class attributes, alongside an appreciation of the worth their ‘difference’ brings to their new destination, the medical profession. 相似文献
37.
South Africa’s readiness to integrate ICT into mathematics and science pedagogy in secondary schools
One of South Africa’s identified priorities is the implementation of ICT in education. To this end a phased implementation
plan was initiated in 2004 for ICT to be implemented into schools across the country over eight years. During this time South
Africa also participated in three international studies undertaken by the International Association for the Evaluation of
Educational Achievement (IEA) focusing on ICT in Education. Each of these permitted the country to benchmark its progress
in terms of other countries and their implementation of ICT in education. The latest study, SITES 2006 provides a useful set
of indicators against which South Africa can evaluate its progress with regard to its implementation of ICT. This paper seeks
to evaluate South Africa’s readiness to integrate ICT into mathematics and science classrooms. This was done using a number
of indicators of “sustainable change” derived from SITES 2006 and then comparing these to countries such as Chile, Thailand
and Norway, the former two with similar context and conditions and the latter with contrasting conditions. The findings reveal
that whilst South Africa has made some progress since 1998 in terms of the implementation of ICT in education, that the majority
of schools are still in their infancy regarding the acquisition of ICT and most of those who have access are still in the
process of trying to integrate the ICT into their teaching and learning. It would appear that more fundamental needs in South
Africa’s education system have dominated its priorities. 相似文献
38.
Sarah Goldsmith 《Cultural and Social History》2018,15(3):333-360
Nostalgia and homesickness were well-known eighteenth-century ailments. Undertaking protracted travels, Grand Tourists were potential sufferers, yet these emotional afflictions are absent from the Tour's lengthy lists of hazards. Querying this and applying history of emotions approaches to the histories of the Tour, masculinity and the family, this article examines how Tourists and tutors navigated nostalgia and homesickness as emotions that sat uneasily with the Tour's wider aims of masculine formation. Such investigations offer a means of unpicking the complex, contradictory demands placed on young gentlemen during their emotional formation. Through this, it contributes to wider reconsiderations of eighteenth-century masculinity. 相似文献
39.
Sarah Nalborczyk 《Action Learning: Research and Practice》2012,9(1):51-61
This account examines the action learning process adopted by Emerald Group Publishing Ltd., embedded in the organization through the in-company Emerald Academy. In case study format, the paper emphasizes that in order to align learning with organizational objectives joined up thinking and practice is needed beyond the learning and development function, with ownership taken of the process at all levels. To date the Emerald action learning corporate academy process is in its sixth year. It builds upon a tradition of management development through action learning which goes back to the early days of the company. Organizations seeking to develop a similar process would need to consider organizational commitment and readiness. 相似文献
40.
Christopher F. Lucey Sarah K. Y. Lam 《International journal for the advancement of counseling》2012,34(2):107-117
This study was designed to identify characteristics of family functioning that relate to suicide potential in an outpatient
adolescent population. Participants included 51 adolescents between the ages of 14 and 18 who were involved in outpatient
counselling. The Family Environment Scale and the Suicide Probability Scale were used to assess adolescents’ perception of
family social climate and degree of suicide risk respectively. Results revealed significant correlations between suicide risk
and family systems characterized by heightened conflict and lower levels of cohesion, independence, and organization. A stepwise
multiple regression analysis suggested that organization (related to clarity and structure in family activities and responsibilities)
was the strongest predictor of suicide risk. Implications for research and practice are considered. 相似文献