Department of Physical Therapy, College of Applied Science, University of Illinois, Chicago, IL, USA.
Department of Physical Therapy, College of Applied Science, University of Illinois, Chicago, IL, USA; Healthy Living for Pandemic Event Protection (HL - PIVOT) Network, Chicago, IL, USA.
Prog Cardiovasc Dis. 2021 Jan-Feb;64:22-26. doi: 10.1016/j.pcad.2020.12.002. Epub 2020 Dec 25.
Schools serve as the ideal location for implementing interventions to increase physical activity (PA) as children spend most of their day in the school setting. As adolescents become more and more sedentary and obesity statistics become more dire, efforts to increase physical literacy and PA should be heightened. Physical literacy is the ability for a child to understand the movement of their body and how it can be manipulated to increase activity for recreation or sports movement. When physical literacy is paired with school-based multi-component programs, children are more likely to make a behavior change. As educators know, children are more likely to make a behavior change when mastery of content is achieved, and the lesson is tailored to their needs. Even small changes, like moving a little more or adding an additional serving of vegetables to the diet, can make a profound impact. In the current review we discuss: 1) the state of PA within school systems; 2) provide a rationale for why school systems fail to meet said guidelines; and 3) suggest how guidelines can eventually be achieved through the promotion of physical literacy and effective school-based multi component programs.
学校是实施增加身体活动 (PA) 干预措施的理想场所，因为孩子们一天中的大部分时间都在学校里度过。随着青少年越来越久坐不动，肥胖统计数据变得更加严峻，应该加强提高身体素养和 PA 的力度。身体素养是指孩子理解身体运动的能力，以及如何操纵身体以增加娱乐或运动活动的能力。当身体素养与基于学校的多成分计划相结合时，孩子们更有可能做出行为改变。正如教育工作者所知，当孩子们掌握了内容并根据他们的需求量身定制课程时，他们更有可能做出行为改变。即使是微小的改变，例如多运动一点或在饮食中增加一份蔬菜，也能产生深远的影响。在当前的综述中，我们讨论了：1）学校系统内的 PA 状况；2）提供为什么学校系统未能达到上述指导方针的理由；3）通过促进身体素养和有效的基于学校的多成分计划，最终如何实现这些指导方针。
