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本文引用的文献

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Elementary physical education: A focus on fitness activities and smaller class sizes are associated with higher levels of physical activity.小学体育教育：注重健身活动和较小的班级规模与较高水平的身体活动相关。
Prev Med Rep. 2017 Sep 28;8:135-139. doi: 10.1016/j.pmedr.2017.09.007. eCollection 2017 Dec.
2
Results From Shanghai's (China) 2016 Report Card on Physical Activity for Children and Youth.中国上海2016年儿童与青少年身体活动成绩单结果
J Phys Act Health. 2016 Nov;13(11 Suppl 2):S124-S128. doi: 10.1123/jpah.2016-0362.
3
Consistency of Moderate to Vigorous Physical Activity in Middle School Physical Education.中学体育教育中中度至剧烈体育活动的一致性
Fam Community Health. 2016 Oct-Dec;39(4):283-92. doi: 10.1097/FCH.0000000000000115.
4
Developmental trajectories of physical activity during elementary school physical education.小学体育教育期间身体活动的发展轨迹
Prev Med. 2016 Jun;87:170-174. doi: 10.1016/j.ypmed.2016.02.043. Epub 2016 Mar 3.
5
Effect of the SPARK Program on Physical Activity, Cardiorespiratory Endurance, and Motivation in Middle-School Students.火花计划对中学生身体活动、心肺耐力及动机的影响。
J Phys Act Health. 2016 May;13(5):534-42. doi: 10.1123/jpah.2015-0351. Epub 2015 Oct 28.
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Physical education in secondary schools located in low-income communities: Physical activity levels, lesson context and teacher interaction.位于低收入社区的中学体育教育：身体活动水平、课程背景与教师互动
J Sci Med Sport. 2016 Feb;19(2):135-41. doi: 10.1016/j.jsams.2014.12.003. Epub 2014 Dec 12.
7
A national survey of physical activity and sedentary behavior of Chinese city children and youth using accelerometers.使用加速度计对中国城市儿童和青少年进行的体力活动和久坐行为的全国性调查。
Res Q Exerc Sport. 2013 Dec;84 Suppl 2:S12-28. doi: 10.1080/02701367.2013.850993.
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Intensity classification accuracy of accelerometer-measured physical activities in Chinese children and youth.加速度计测量的中国儿童和青少年身体活动强度分类准确性。
Res Q Exerc Sport. 2013 Dec;84 Suppl 2:S4-11. doi: 10.1080/02701367.2013.850919.
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Using accelerometers and global positioning system devices to assess gender and age differences in children's school, transport, leisure and home based physical activity.使用加速度计和全球定位系统设备评估儿童在学校、交通、休闲和家庭中的身体活动的性别和年龄差异。
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Direct and indirect influence of physical education-based interventions on physical activity: a review.体育教育干预对身体活动的直接和间接影响：综述。
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理解教学游戏干预以促进中学生的身体活动。

Teaching Games for Understanding Intervention to Promote Physical Activity among Secondary School Students.

机构信息

Shanghai University of Finance and Economic, Shanghai, China.

Shanghai University of Sport, Shanghai, China.

出版信息

Biomed Res Int. 2018 Aug 9;2018:3737595. doi: 10.1155/2018/3737595. eCollection 2018.

DOI:10.1155/2018/3737595
PMID:30175129
原文链接:https://pmc.ncbi.nlm.nih.gov/articles/PMC6106853/
Abstract

OBJECTIVES

This study investigated the effectiveness of Teaching Games for Understanding (TGfU) intervention on the moderate-to-vigorous physical activity (MVPA) levels of students from Grades 9 and 10.

METHODS

A total of 118 students from four classes (two TGfU groups and two technique groups) participated in this study. Accelerometers were used to measure the MVPA time of students, and formal interviews were conducted to identify the factors that contributed to the MVPA level of students in TGfU classes.

RESULTS

The results reveal that the TGfU [ (1, 57) = - 11.622, <.001, and =.841] and technical [ (1, 61) = -4.232, <.001, and =.236] group exhibited significantly improved MVPA levels in intervention phase. During the intervention period, the MVPA time of the TGfU group (M = 20.26, SD = 3.74) was significantly longer than that of the technique group [M = 17.62, SD = 3.37, (1, 118) = 4.023, < .001, and = .35]. Moreover, in the TGfU classes, boys (M=21.476, SD =.719) spent significantly more time engaging in MVPA than girls (M = 19.135, SD = .645) [ (1, 57) = 5.807, p = .019, and = .09]. However, no significant differences were determined between the MVPA levels of high- and low-skilled students. Data gathered through interviews suggested that the nature of the games, the small-sided team, and the freedom and enjoyment experienced by the students through games may explain the high MVPA levels observed in the TGfU classes.

CONCLUSION

TGfU intervention can potentially be used to promote physical activities and attain the recommended MVPA time in PE classes (50% class time).

摘要

目的

本研究旨在探讨理解教学法（TGfU）干预对 9 年级和 10 年级学生中高强度身体活动（MVPA）水平的影响。

方法

共有来自四个班级（两个 TGfU 组和两个技术组）的 118 名学生参与了本研究。使用加速度计来测量学生的 MVPA 时间，并进行正式访谈以确定导致 TGfU 班级学生 MVPA 水平的因素。

结果

结果表明，TGfU[ (1, 57) = -11.622, <.001, and =.841]和技术[ (1, 61) = -4.232, <.001, and =.236]组在干预阶段的 MVPA 水平均显著提高。在干预期间，TGfU 组的 MVPA 时间（M = 20.26，SD = 3.74）显著长于技术组[M = 17.62，SD = 3.37， (1, 118) = 4.023，<.001，and =.35]。此外，在 TGfU 课堂中，男生（M=21.476，SD=.719）比女生（M = 19.135，SD =.645）参与 MVPA 的时间明显更长[ (1, 57) = 5.807，p =.019，and =.09]。然而，高技能和低技能学生的 MVPA 水平之间没有确定显著差异。通过访谈收集的数据表明，游戏的性质、小团体、以及学生通过游戏获得的自由和乐趣可能解释了在 TGfU 课堂中观察到的高水平 MVPA。

结论

TGfU 干预可能被用于促进体育课中的体育活动并达到建议的 MVPA 时间（50%的课堂时间）。