Bailey Richard, Scheuer Claude
Centre for Academic Partnerships and Engagement, University of Nottingham Malaysia, Semenyih, Selangor, Malaysia.
Institute for Teaching and Learning, Department of Education and Social Work, University of Luxembourg, Esch-sur-Alzette, Luxembourg.
AIMS Public Health. 2022 Apr 29;9(2):423-439. doi: 10.3934/publichealth.2022029. eCollection 2022.
Measures devised to contain the COVID-19, including isolation, social distancing, and quarantine, have profoundly affected people's lives around the world. One of the consequences of these actions has been a general reduction in the habitual daily physical activity among children and young people for whom schools represent the major setting for the promotion of sports, physically active play, movement skills learning, and other activity supportive of healthy, active lifestyles. Whilst acknowledging the seriousness of these changes, and their concomitant health risks, we suggest that COVID-19 offers an opportunity to think again about important features of school-based activity promotion in light of new lessons learnt during lockdown, emerging technologies, and adapted pedagogies. In these specific cases, COVID-19 could be judged a "fortuitous disruptor" to the extent that it has opened a window of opportunity to schools and teachers to reflect on their assumptions about the scope, content, and delivery of their curricula, and on the new professional knowledge that has emerged. Active Homework, or physical activity-related tasks assigned to students by teachers that are meant to be carried out before, after and away from school, that students can do on their own or with family members, is not a new idea, but the enforced changes to school provision have made it considerably more common since the pandemic. Perhaps Active Homework is a concept worth retaining as schools start to return to "normal"? We offer a typology of Active Homework, and examine opportunities to expand, extend, and enhance physical education and physical activity opportunities by breaking down the presumed boundary between school and home. In conclusion, we suggest that Active Homework is worth exploring as a potentially valuable approach to enhancing the quantity and quality of students' school-based health-related physical activity. If so, considerably more research and curriculum development is needed.
为遏制新冠疫情而采取的措施，包括隔离、社交 distancing 和检疫，已对世界各地人们的生活产生了深远影响。这些措施的后果之一是，儿童和青少年日常的习惯性身体活动普遍减少，而学校是促进体育活动、积极的体育游戏、运动技能学习以及其他支持健康、积极生活方式活动的主要场所。在认识到这些变化的严重性及其带来的健康风险的同时，我们认为，鉴于在封锁期间学到的新经验、新兴技术和适应性教学法，新冠疫情为重新思考以学校为基础的活动促进的重要特征提供了一个契机。在这些特定情况下，新冠疫情可以被视为一个 “偶然的破坏者”，因为它为学校和教师打开了一扇机会之窗，促使他们反思自己对课程范围、内容和授课方式的假设，以及新出现的专业知识。主动作业，即教师布置给学生的与体育活动相关的任务，要求学生在上学前、放学后以及校外完成，学生可以独自完成或与家人一起完成，这并不是一个新想法，但自疫情以来，学校教学安排的强制变化使其变得更加普遍。随着学校开始恢复 “正常”，主动作业或许是一个值得保留的概念？我们提供了主动作业的类型，并探讨了通过打破学校与家庭之间的假定界限来扩大、扩展和增强体育教育和体育活动机会的可能性。总之，我们认为主动作业作为一种潜在的有价值的方法，值得探索以提高学生基于学校的健康相关体育活动的数量和质量。如果是这样，则需要进行更多的研究和课程开发。
