Coolkens Rosalie, Ward Phillip, Seghers Jan, Iserbyt Peter
a KU Leuven.
b The Ohio State University.
Res Q Exerc Sport. 2018 Dec;89(4):429-439. doi: 10.1080/02701367.2018.1521912. Epub 2018 Oct 5.
To investigate the effect of generalization of engagement in parkour from physical education (PE) to organized and supervised recess on voluntary participation and moderate-to-vigorous physical activity (MVPA).
Children received a 6-day parkour unit in PE and every two lessons they could voluntarily participate in 20-min parkour recess. Fourteen elementary school classes constituting 281 children (8-10 years old) and 16 PE teachers were randomized to either three supervised or three organized parkour recess sessions. During supervised recess, PE teachers supervised to ensure safety, and children could play freely on the parkour landscape. During organized recess, PE teachers provided instructional tasks as well as supervision for safety on the parkour landscape. The parkour landscape in the gymnasium was identical in both recess conditions and similar to previous parkour landscape in PE. Participation and MVPA were measured using systematic observation.
Significantly more children from organized compared to supervised recess participated in all three sessions (60% vs. 43%, p = .008, V = .16). Children showed significantly less sedentary behavior (24% vs. 30%, p = .013, η = .063) and more MVPA (76% vs. 70%, p = .012, η = .066) during organized compared to supervised recess. The proportion of total MVPA spent doing parkour was significantly higher in organized compared to supervised recess for low- (36% vs. 24%, p = .005, η = .082) and high-skilled children (33% vs. 26%, p = .034, η = .048).
Generalization of engagement in parkour was higher in organized compared to supervised recess.
探讨将跑酷活动从体育教育（PE）推广到有组织、有监督的课间休息对儿童自愿参与和中等到剧烈身体活动（MVPA）的影响。
儿童在体育课上接受为期6天的跑酷单元课程，每两节课后他们可以自愿参加20分钟的跑酷课间休息。14个小学班级的281名儿童（8 - 10岁）和16名体育教师被随机分为三组，分别进行有监督的跑酷课间休息或有组织的跑酷课间休息。在有监督的课间休息期间，体育教师进行监督以确保安全，孩子们可以在跑酷场地自由玩耍。在有组织的课间休息期间，体育教师不仅提供安全监督，还在跑酷场地提供教学任务。体育馆内的跑酷场地在两种课间休息条件下是相同的，并且与之前体育课上的跑酷场地相似。使用系统观察法测量参与情况和MVPA。
与有监督的课间休息相比，有组织的课间休息中参与全部三节课的儿童明显更多（60%对43%，p = 0.008，V = 0.16）。与有监督的课间休息相比，在有组织的课间休息期间，儿童久坐行为明显减少（24%对30%，p = 0.013，η = 0.063），MVPA更多（76%对70%，p = 0.012，η = 0.066）。对于低技能（36%对24%，p = 0.005，η = 0.082）和高技能儿童（33%对26%，p = 0.034，η = 0.048），在有组织的课间休息中，用于跑酷的MVPA在总MVPA中所占比例明显高于有监督的课间休息。
与有监督的课间休息相比，有组织的课间休息中跑酷活动的参与推广度更高。
