Department of Kinesiology and Health Education, The University of Texas at Austin, TX 78712-1204, USA.
Prev Med. 2011 Jun;52 Suppl 1(Suppl):S51-4. doi: 10.1016/j.ypmed.2011.01.017. Epub 2011 Jan 31.
Although schools are an ideal location to conduct interventions that target children, the emphasis on standardized testing makes it difficult to implement interventions that do not directly support academic instruction. In response, physically active academic lessons have been developed as a strategy to increase physical activity while also addressing core educational goals. Texas I-CAN! is one incarnation of this approach.
We will review the on-going research on the impact of these active lessons on: teacher implementation, child step count, child attention control, and academic performance.
The collected studies support the impact of physically active academic lessons on each area of interest.
If these data can be replicated, it suggests that teachers might find these lessons of benefit to their primary role as educators, which should ease dissemination of these and other physically active lessons in elementary schools.
尽管学校是针对儿童开展干预措施的理想场所，但标准化考试的重视使得难以实施不直接支持学术教学的干预措施。有鉴于此，已开发出活跃的学术课程作为一种策略，即在实现核心教育目标的同时增加身体活动。德克萨斯州 I-CAN！便是这种方法的一种体现。
我们将回顾有关这些活跃课程对以下方面的影响的正在进行的研究：教师实施、儿童步数、儿童注意力控制和学业成绩。
所收集的研究支持活跃的学术课程对每个感兴趣领域的影响。
如果这些数据可以复制，这表明教师可能会发现这些课程对其作为教育者的主要角色有益，这应该有助于在小学中推广这些以及其他活跃课程。
