中学生物理教育中的身体活动水平和运动技能教学。

Physical activity levels and movement skill instruction in secondary school physical education.

机构信息

School of Human Movement Studies, Charles Sturt University, Australia.

出版信息

J Sci Med Sport. 2012 May;15(3):231-7. doi: 10.1016/j.jsams.2011.10.005. Epub 2011 Dec 14.

DOI:10.1016/j.jsams.2011.10.005

PMID:22173034

Abstract

OBJECTIVE

To determine the levels of physical activity (PA), lesson context and teacher interaction students receive during physical education (PE) in secondary schools in New South Wales, Australia.

DESIGN

Baseline cross-sectional study.

METHODS

Systematic direct observation of Year 7 PE classes over a six-month period. Eighty one (81) PE lessons across six schools were observed.

RESULTS

The mean (SD) percentage of class time spent in moderate to vigorous physical activity (MVPA) was 56.9% (18.7). However, only 60% of the 81 met the recommended 50% of class time spent in moderate to vigorous physical activity (MVPA). Just over 6% of class time was spent in skill instruction. Game play made up nearly half of the lesson context (44%) and teachers spent just under one-third (31%) of class time promoting PA.

CONCLUSIONS

Substantial variations in the PA, lesson context and teacher interaction exist within PE. As a large proportion of classes, especially girls' only classes, did not meet the Centers of Disease Control and Prevention (CDC) recommendation of 50% of class time in MVPA, ways need to be found to promote PA in PE classes. Levels of skill instruction and practice were well below international comparisons and may have implications for PA participation later in life. Numerous possibilities exist for improving PE in Australia as a way of improving the activity levels and experiences of our young people.

摘要

目的

确定澳大利亚新南威尔士州中学体育课中学生的身体活动（PA）水平、课程内容和教师互动情况。

设计

基线横断面研究。

方法

在六个月的时间内对 7 年级体育课进行系统的直接观察。在六所学校观察了 81 节体育课。

结果

平均（SD）每节课中进行中等到剧烈身体活动（MVPA）的时间百分比为 56.9%（18.7）。然而，只有 81 节中的 60%达到了建议的每节课中进行中等到剧烈身体活动（MVPA）的 50%。只有超过 6%的课程时间用于技能教学。游戏活动占课程内容的近一半（44%），教师仅花费不到三分之一（31%）的时间来促进 PA。

结论

体育课中的 PA、课程内容和教师互动存在很大差异。由于很大一部分课程，尤其是女生的单独课程，没有达到疾病控制与预防中心（CDC）建议的每节课 50%的 MVPA 时间，因此需要找到在体育课中促进 PA 的方法。技能教学和实践的水平远低于国际比较，这可能对以后的 PA 参与产生影响。澳大利亚有许多可能的方法可以改善体育课，从而提高年轻人的活动水平和体验。