在学校日中进行积极的体育学习对儿童的身体活动水平、任务时间、学习行为和学业成绩的影响。

UNLABELLED

The benefits of physical activity in school settings and its impact on health and academic outcomes are of interest from public health and educational contexts. This study investigates how physically active learning (PAL): (i) contributes to children's physical activity levels, (ii) impacts on academic outcomes and (iii) influences children's focus and concentration, defined as time on task (ToT).

METHODS

Over a 2-week period, participants were exposed to PAL and non-active learning (NAL) lessons in a counterbalanced design. Physiological responses and ToT behaviour were recorded throughout PAL and NAL lessons. Academic outcomes were assessed the week before, during and the week after each mode of delivery.

RESULTS

Children were more active during PAL (196�542 steps per week) compared to NAL (152�395 steps per week, P = 0.003). The physiological demands of PAL (73% HRmax), were significantly greater (P < 0.001) than NAL (51% HRmax). Children's ToT was significantly higher (P < 0.001) with PAL (97%) than NAL (87%). There were no differences in academic outcomes when PAL and NAL were compared.

CONCLUSIONS

Modest levels of PAL increased activity levels. No evidence was found to suggest PAL had a negative effect on children's academic outcomes, and PAL could positively impact on children's concentration.

未加标签：从公共卫生和教育的角度来看，在学校环境中进行体育活动的益处及其对健康和学业成绩的影响都很重要。本研究调查了以下几点：（i）积极学习（PAL）如何促进儿童的身体活动水平；（ii）对学业成绩的影响；（iii）影响儿童的注意力和专注力，定义为任务时间（ToT）。

方法：在两周的时间内，参与者按照平衡设计接受 PAL 和非活跃学习（NAL）课程。在 PAL 和 NAL 课程中记录生理反应和 ToT 行为。在每种教学模式进行之前、期间和之后的一周评估学业成绩。

结果：与 NAL（每周 152�395 步）相比，儿童在 PAL（每周 196�542 步）期间的活动水平更高（P=0.003）。PAL（73% HRmax）的生理需求明显更高（P<0.001），而 NAL（51% HRmax）的生理需求则较低。与 NAL 相比，PAL（97%）的儿童 ToT 明显更高（P<0.001）。当比较 PAL 和 NAL 时，学业成绩没有差异。

结论：适度的 PAL 水平可以提高活动水平。没有证据表明 PAL 对儿童的学业成绩有负面影响，并且 PAL 可能会对儿童的注意力产生积极影响。