Jarani J, Grøntved A, Muca F, Spahi A, Qefalia D, Ushtelenca K, Kasa A, Caporossi D, Gallotta M C
a Sports University of Tirana , Tirana , Albania.
b Department of Sports Science and Clinical Biomechanics , Research Center of Childhood Health, University of Southern Denmark , Odense , Denmark.
J Sports Sci. 2016;34(1):35-46. doi: 10.1080/02640414.2015.1031161. Epub 2015 Apr 9.
This study aims to evaluate the effectiveness of two school-based physical education (PE) programmes (exercise-based and games-based) compared with traditional PE, on health- and skill-related physical fitness components in children in Tirana, Albania. Participants were 378 first-grade (6.8 years) and 389 fourth-grade (9.8 years) children attending four randomly selected schools in Tirana. Twenty-four school classes within these schools were randomly selected (stratified by school and school grade) to participate as exercise group (EG), games group (GG) and control group (CG). Both EG and GG intervention programmes were taught by professional PE teachers using station/circuit teaching framework while CG referred to traditional PE school lessons by a general teacher. All programmes ran in parallel and lasted 5 months, having the same frequency (twice weekly) and duration (45 min). Heart rate (HR) monitoring showed that intensity during PE lessons was significantly higher in the intervention groups compared with control (P < 0.001). Both PE exercise- and games programmes significantly improved several health- and skill-related fitness indicators compared with traditional PE lessons (e.g. gross motor skill summary score: 9.4 (95% CI 7.9; 10.9) for exercise vs. control and 6.5 (95% CI 5.1; 8.1) for games vs. control, cardiorespiratory fitness: 2.0 ml O2 · min(-1) · kg(-1) (95% CI 1.5; 2.4) for exercise vs. control and 1.4 ml O2 · min(-1) · kg(-1) (95% CI 1.0; 1.8) for games vs. control). Furthermore, compared to games-based PE, exercise-based PE showed more positive changes in some gross motor coordination skills outcomes, coordination skills outcomes and cardiorespiratory fitness. The results from this study show that exercise- and games-based PE represents a useful strategy for improving health- and skill-related physical fitness in Albanian elementary school children. In addition, the study shows that exercise-based PE was more effective than games-based PE in improving gross motor function and cardiorespiratory fitness.
本研究旨在评估两种校本体育课程（基于运动和基于游戏）与传统体育课程相比，对阿尔巴尼亚地拉那儿童健康和技能相关身体素质成分的有效性。参与者为地拉那随机选取的四所学校的378名一年级（6.8岁）和389名四年级（9.8岁）儿童。这些学校内的24个班级被随机选取（按学校和年级分层），作为运动组（EG）、游戏组（GG）和对照组（CG）参与研究。EG组和GG组的干预课程均由专业体育教师采用站点/循环教学框架授课，而CG组则由普通教师教授传统体育课程。所有课程并行开展，为期5个月，频率（每周两次）和时长（45分钟）相同。心率（HR）监测显示，干预组体育课的强度显著高于对照组（P<0.001）。与传统体育课程相比，基于运动和游戏的体育课程均显著改善了多项与健康和技能相关的体能指标（例如，大肌肉运动技能综合得分：运动组与对照组相比为9.4（95%CI 7.9；10.9），游戏组与对照组相比为6.5（95%CI 5.1；8.1）；心肺适能：运动组与对照组相比为2.0 ml O2·min-1·kg-1（95%CI 1.5；2.4），游戏组与对照组相比为1.4 ml O2·min-1·kg-1（95%CI 1.0；1.8））。此外，与基于游戏的体育课程相比，基于运动的体育课程在一些大肌肉协调技能结果、协调技能结果和心肺适能方面显示出更积极的变化。本研究结果表明，基于运动和游戏的体育课程是提高阿尔巴尼亚小学生健康和技能相关身体素质的有效策略。此外，研究表明，基于运动的体育课程在改善大肌肉运动功能和心肺适能方面比基于游戏的体育课程更有效。
