Eilat-Adar Sigal, Arnon Michal, Steinberg Nili, Lidor Ronnie, Sky Bosmat
Levinsky-Wingate Academic College, Wingate Campus, Netanya 4290200, Israel.
Children (Basel). 2024 Dec 10;11(12):1505. doi: 10.3390/children11121505.
Children are encouraged to spend 60 min each day performing moderate-to-vigorous physical activity. In this study, we assessed the impact of an intervention throughout the school year on physical activity, sports performance, and school climate in fifth-sixth-grade children from schools in a disadvantaged neighborhood.
The intervention group (n = 44) participated in six weekly 45 min physical education classes; an athletic subgroup of these students participated in two additional weekly athletic classes. The control group (n = 73) participated in two standard weekly physical education classes. Pre- and post-intervention Eurofit Physical Fitness Tests were conducted.
Significant improvements were seen in the stand-and-reach test among girls in the intervention group [M = -0.47(7.71)-1.26(8.02) cm] compared to the control group [F(1,54) = 14.86, < 0.01, η = 0.22]. No differences were seen between the groups in their daily physical activity, screen time, or school climate ( = 0.13, = 0.17, and = 0.35, respectively). Improvements were seen in the shuttle-run beep test, yet only in the athletic subgroup [F(1,93) = 60.38, < 0.001, η = 0.39]. A trend towards significance for the largest improvement was seen in the athletic subgroup, who participated in eight weekly physical activity classes [F(2,93) = 3.75, = 0.027, η = 0.07).
Physical education curricula should enhance their focus on athletic performance, while increasing the number of weekly physical education classes in schools, to include daily lessons throughout the school week, each lasting at least 45 min.
鼓励儿童每天进行60分钟的中等到剧烈体育活动。在本研究中，我们评估了一整个学年的一项干预措施对来自弱势社区学校的五、六年级儿童的体育活动、运动表现和学校氛围的影响。
干预组（n = 44）每周参加六节45分钟的体育课；这些学生中的一个运动亚组每周额外参加两节运动课。对照组（n = 73）每周参加两节标准体育课。在干预前后进行了欧洲体适能测试。
与对照组相比，干预组女孩的立位体前屈测试有显著改善[M = -0.47(7.71)-1.26(8.02)厘米] [F(1,54) = 14.86，P < 0.01，η = 0.22]。两组在日常体育活动、屏幕时间或学校氛围方面没有差异（分别为P = 0.13、P = 0.17和P = 0.35）。穿梭跑哔哔声测试有改善，但仅在运动亚组中[F(1,93) = 60.38，P < 0.001，η = 0.39]。在参加八节每周体育活动课的运动亚组中，出现了最大改善的显著趋势[F(2,93) = 3.75，P = 0.027，η = 0.07]。
体育课程应更加注重运动表现，同时增加学校每周体育课的节数，使其包括整个上学周的每日课程，每节课至少持续45分钟。
