eHPE: a history of the future

A grand convergence looms. It seems at least plausible that health and physical education may soon be lived by students in ways that are radically different from the past and sharply at odds with the imaginings of its founders and generations of academic aficionados. Perhaps in some respects, the differences will be superficial and less important than the continuities. Nonetheless, I draw connections between some recent futurist literature, developments in social theory and trends in health education, physical education and school-based health intervention—fields that I collectively call ‘HPE’—in order to imagine their digital futures. I contend that there is much for these fields to consider as developments in digital technology, the commercialisation of education, the spread of surveillance culture and medicalisation reshape how people think about HPE and its reason for being. But rather than an apocalyptic warning, this is an invitation to others to engage with some important questions that, although already urgent, have gone largely unnoticed. For example, what kind of thing will eHPE be if/when it exists primarily to generate profits and monitor and measure the minutiae of everyday life? At the very least, my argument here is that if it is not already the case, questions of pedagogical process and effectiveness may soon struggle for relevance in HPE's digital future.     

新课程标准下体育课程资源的开发与利用

根据新一轮基础教育课程改革的精神和《体育与健康课程标准》的新理念,探讨了体育课程资源开发与利用的问题,其中包括尝试性阐述了体育课程资源的概念及分类、开发与利用的途径以及开发应坚持的主要原则等问题。     

学校体育教育中的学生健康档案问题研究

本文采用文献资料法对我国学校体育教育中的学生健康档案建设的意义及现状进行了研究。认为,建设学生健康档案能够为预防体育伤害事故提供信息,为科学锻炼提供依据,促进学校体育工作的研究与改革;而目前在学生健康档案的建设工作中还存在着建档过程欠规范、档案信息的处理与管理不够科学、体育教师参与建档与利用档案信息程度较低等一系列的问题。     

体育游戏——阳光体育的重要组成部分

本文运用文献资料法、座谈法、对比分析等研究方法,分析了体育游戏的教育优势,论述了阳光体育活动中开展体育游戏的可行性和必要性,建议体育教师本着发展学生素质、增强学生体质的目标,认真钻研体育教材,收集、改编、创编新颖有趣的体育游戏,在课堂内外组织体育游戏的群体活动和竞赛,使这一优秀的传统体育项目在阳光体育运动中充分发挥作用...     

分层教学模式在高中体育教学中的运用

随着现代教育的不断推进,在阳光体育的背景下,体育备受教育部门和学校的关注。本文针对学校体育教学中存在的一些问题,结合学校体育的发展的特点,让分层教学模式走进学校体育的课堂,通过分层教学,打破了传统的"一锅煮"的教学模式,让不同层次的学生通过自己不懈的努力,体育成绩都能得到发展。通过这样的教学模式,不仅把学生的眼球吸引到体育教学的课堂,而且促进学生体育学习的积极性,使得体育课堂活起来,为学生的终身体育学习打下良好的基础。     

The evidence for the impact of policy on physical activity outcomes within the school setting: A systematic review

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.     

高校师范生耐力素质状况与地理区域关系调查研究

通过对中国高校师范生耐力素质与地理区域关系的调查研究,揭示中国高校师范生耐力素质状况与地理区域分布规律,结果显示地理区域的分布是影响师范生耐力素质的重要因素之一,不同的地理区域的学生其耐力素质的状况也大不相同。建议各高校的体育教育从学生的生源地的角度出发,结合实际情况,从而达到增强学生耐力素质的目的。     

What Can Clients Tell Us about Seeking Counselling and Their Experience of It?

Research on counselling is often unknown to or ignored by counsellors. Research that explores counselling from the client’s perspective is even less familiar to most counsellors, perhaps because there is far less of it compared to the quantity of research investigating the process from the counsellor’s point of view. Nevertheless, research presenting the client’s perspective can be a useful guide to both counsellors and their clients. With this aim in mind, this article summarises some of the research that has been conducted from the client’s point of view and suggests implications for counselling practice.     

The ‘yes … but’ dilemma: implementing inclusive education in Emirati primary schools

The Ministry of Education (MOE) in the United Arab Emirates (UAE) launched the ‘School for All’ inclusive education initiative in 2010. This article investigates the implementation of this initiative in three primary schools from stakeholders’ perspectives. Using a multiple case study approach, data were collected over a full school year from interviews, observations and documents. Findings revealed uneven progress in five areas: staff training and development, school structures, support services, assistive technology and community awareness. The study identified improved access to mainstream classrooms and growing awareness among stakeholders as emerging good practice. However, serious challenges remain regarding teacher training, exclusionary practices, the lack of specialised support services and misguided policies. This study contributes to the evidence‐based research on inclusion in the UAE with some emphasis on Islamic principles, cultural beliefs and the requirements of the United Nations Convention on the Rights of Persons with Disability in promoting every child's right to an education.     

Busy yet passive: (non-)decision-making in school governing bodies

School governing bodies in England have considerable powers and duties, and their formal role positions them as decision-makers. This article draws on qualitative research in the governing bodies of four maintained schools. Using deliberative democracy as a sensitising concept, the article considers some processes by which decisions are made (or not made) in governing bodies. Without claiming that governors never make decisions, it explores constraints and limitations on their ability to do so. Governors exhibit a paradoxical combination of busy-ness and passivity. On the one hand, governing bodies are constituted and structured around activity and technically decisions were made. On the other, decisions could rarely be attributed to active choices by governors. Rather, their more passive agreement with actions and positions was presented as almost unavoidable ‘common sense’, either due to the national policy context or the headteacher’s presentation of the available options.