School of Human Movement Studies, Faculty of Education, Charles Sturt University, Allen House, Panorama Avenue, Bathurst, New South Wales, Australia.
Int J Behav Nutr Phys Act. 2012 Sep 18;9:114. doi: 10.1186/1479-5868-9-114.
Recent data show that only 15% of Australian adolescents participate in adequate amounts of physical activity (PA) and those students from Asian and Middle-Eastern backgrounds in Grades 6-12 are significantly less active than their English-speaking background peers. Schools have recently been recognised as the most widely used and cost-effective setting for promoting PA among youth and one domain within schools where PA can occur regularly for all youth, regardless of cultural background or socio-economic status, is during physical education (PE).
This study describes changes in physical activity (PA), lesson context and teacher interaction in physical education over the first two years in culturally and linguistically diverse secondary schools. Grade 7 PE classes in six schools were randomly observed using systematic direct observation (n = 81) and then followed up over the same period (n = 51) twelve months later.
There was no significant decline in moderate-to-vigorous physical activity (MVPA) during PE (MD = -4.8%; p = .777), but a significant decline and medium negative effect in time spent in vigorous physical activity (VPA) (MD = -7.9%; p = .009) during PE was observed. Significant declines and large negative effects over time in percentage of PE time spent in management (MD = -8.8%; p < .001) and the number of observations where teachers promoted PA (MD = -20.7%; p < .001).
The decline of VPA and teacher promotion of PA in culturally and linguistically diverse schools is of concern. Given the declines in VPA and the increases in time spent in game play, further research is needed to ascertain whether PE instruction could be improved by focussing on skill instruction and fitness in a games-based PE instruction model. Further research for increasing teacher promotion of PA during PE is needed.
最近的数据表明，只有 15%的澳大利亚青少年参与了足够量的身体活动（PA），而来自 6-12 年级的亚洲和中东背景的学生的活动量明显低于他们以英语为母语的同龄人。学校最近被认为是促进青少年身体活动的最广泛使用和最具成本效益的场所，而在学校中，一个可以让所有青少年（无论文化背景或社会经济地位如何）定期进行身体活动的领域是体育教育（PE）。
本研究描述了在文化和语言多样化的中学中，PE 课程中的身体活动（PA）、课程背景和教师互动在前两年的变化。在六所学校中，随机观察了 7 年级的 PE 课程（n = 81），然后在同一时期（n = 51）进行了为期 12 个月的跟踪观察。
在 PE 课程中，中等至剧烈强度的身体活动（MVPA）没有显著下降（MD = -4.8%，p =.777），但剧烈身体活动（VPA）的时间显著下降，且具有中等负效应（MD = -7.9%，p =.009）。在 PE 课程中，管理时间的百分比（MD = -8.8%，p <.001）和教师促进 PA 的观察次数（MD = -20.7%，p <.001）显著下降，且具有较大的负效应。
在文化和语言多样化的学校中，VPA 的下降和教师对 PA 的促进令人担忧。考虑到 VPA 的下降和游戏时间的增加，需要进一步研究，以确定是否可以通过在以游戏为基础的 PE 教学模式中专注于技能教学和健身来提高 PE 教学。还需要进一步研究如何在 PE 课程中增加教师对 PA 的促进。
