School of Sport Studies, Leisure and Nutrition, Liverpool John Moores University, Liverpool L176BD, UK.
Institute for Sport and Health, College of Sport and Exercise Science, Victoria University, 8001 Melbourne, Australia.
Int J Environ Res Public Health. 2019 May 10;16(9):1630. doi: 10.3390/ijerph16091630.
Physical education in schools has been marginalised across the globe, and as a result, children are missing out on opportunities to develop and acquire the foundation skills needed to lead a physically active life. The squeeze on physical education in schools, particularly in some western countries (United Kingdom, Australia and America), has been justified on the grounds that core subjects such as English and mathematics need more curriculum time, as this will lead to higher cognitive and academic performance. The aim of this paper is to highlight how physical education lessons in early childhood, underpinned by either of two major theories of motor learning, can support teachers in the creation of learning environments, as well as guide their pedagogical practice to facilitate children's development of key cognitive skills, in particular executive function and self-regulation skills. These skills are crucial for learning and development and have been found to be a higher predictor of academic achievement than IQ. They also enable positive behaviour and allow us to make healthy choices for ourselves and others, therefore providing further evidence that the development of movement skills has the potential to secure positive attitudes and outcomes towards physical activity across the lifespan.
学校的体育教育在全球范围内已经被边缘化，因此，孩子们错过了发展和获得积极生活所需的基本技能的机会。学校的体育教育受到挤压，特别是在一些西方国家（英国、澳大利亚和美国），这是因为英语和数学等核心科目需要更多的课程时间，因为这将提高认知和学术表现。本文的目的是强调在儿童早期，基于两种主要的运动学习理论之一的体育课如何支持教师创造学习环境，并指导他们的教学实践，以促进儿童关键认知技能的发展，特别是执行功能和自我调节技能。这些技能对学习和发展至关重要，并且被发现比智商更能预测学业成绩。它们还能促进积极的行为，并使我们能够为自己和他人做出健康的选择，因此进一步证明，运动技能的发展有可能在整个生命周期中确保对体育活动的积极态度和结果。
