McKenzie T L, Stone E J, Feldman H A, Epping J N, Yang M, Strikmiller P K, Lytle L A, Parcel G S
Department of Exercise and Nutritional Sciences, San Diego State University, San Diego, California 92182, USA.
Am J Prev Med. 2001 Aug;21(2):101-9. doi: 10.1016/s0749-3797(01)00335-x.
Substantial differences exist in how and where physical education (PE) is conducted in elementary schools throughout the United States. Few effectiveness studies of large-scale interventions to improve PE have been reported.
Multicenter randomized trial.
SETTING/ PARTICIPANTS: The Child and Adolescent Trial for Cardiovascular Health (CATCH) was implemented in PE classes in 96 schools (56 intervention, 40 control) in four study centers: California, Louisiana, Minnesota, and Texas.
The 2.5-year PE intervention consisted of professional development sessions, curricula, and follow-up consultations.
Intervention effects on student physical activity and lesson context in PE were examined by teacher type (PE specialists and classroom teachers) and lesson location (indoors and outdoors).
Differential effects by teacher type and lesson location were evidenced for both physical activity and lesson context. Observations of 2016 lessons showed that intervention schools provided more moderate-to-vigorous physical activity (p=0.002) and vigorous physical activity (p=0.02) than controls. Classroom teachers improved physical activity relatively more than PE specialists, but PE specialists still provided longer lessons and more physical activity. Classroom teachers increased lesson length (p=0.02) and time for physical fitness (p=0.03).
The intervention improved PE of both specialists' and classroom teachers' lessons. States and districts should ensure that the most qualified staff teaches PE. Interventions need to be tailored to meet local needs and conditions, including teacher type and location of lessons.
在美国各地的小学，体育教育（PE）的开展方式和地点存在很大差异。很少有关于改善体育教育的大规模干预措施的有效性研究报告。
多中心随机试验。
设置/参与者：心血管健康儿童和青少年试验（CATCH）在四个研究中心的96所学校（56所干预学校，40所对照学校）的体育课中实施，这四个研究中心分别位于加利福尼亚州、路易斯安那州、明尼苏达州和得克萨斯州。
为期2.5年的体育教育干预包括专业发展课程、课程设置和后续咨询。
通过教师类型（体育专科教师和课堂教师）和授课地点（室内和室外）来研究干预对学生体育活动和体育课环境的影响。
体育活动和体育课环境在教师类型和授课地点方面均显示出不同的效果。对2016节课程的观察表明，干预学校比对照学校提供了更多的中度至剧烈体育活动（p=0.002）和剧烈体育活动（p=0.02）。课堂教师相比体育专科教师在体育活动改善方面相对更多，但体育专科教师仍然提供更长的课程和更多的体育活动。课堂教师增加了课程时长（p=0.02）和健身时间（p=0.03）。
该干预改善了专科教师和课堂教师的体育课教学。各州和各地区应确保由最合格的工作人员教授体育课。干预措施需要根据当地需求和条件进行调整，包括教师类型和授课地点。
