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The Impact of Pandemic Lockdowns and Remote Learning on Student Fitness: An Investigation of Changes to High School Student Fitness Levels 疫情封锁和远程学习对学生健康的影响:对高中生健康水平变化的调查
IF 2.8 2区 教育学 Q1 Social Sciences Pub Date : 2022-01-01 DOI: 10.1123/jtpe.2021-0261
Ryan Nolan, Matthew D. Zbaracki
Purpose: The purpose of this study was to investigate the impact on health-related fitness resulting from COVID-19 lockdowns on male high school students in Melbourne, Australia. Method: A total of 146 students completed fitness testing in February and retesting in November following 7 months of remote learning. Fitness tests conducted were 20-m shuttle run (Beep Test), flexed arm hang, body mass index, push-ups, sit-ups, and sit and reach. Results: The mean fitness levels of this cohort decreased across the health-related fitness components. Decreases were varying in magnitude, body composition (d = 0.3), flexibility (d = 0.56), muscular strength (d = 0.64), muscular endurance (d = 0.39 and d = 0.26), and cardiovascular endurance (d = 0.96). Discussion: The impact on students’ fitness levels was noteworthy, and the long-term impacts of this decrease are yet to be seen. This research brings focus to what can be done to maintain adolescent fitness when their usual exercise opportunities are not available.
目的:本研究的目的是调查新冠肺炎封锁对澳大利亚墨尔本男高中生健康相关体能的影响。方法:146名学生通过7个月的远程学习,于2月完成体能测试,11月再次进行体能测试。体能测试包括20米穿梭跑(哔哔声测试)、屈臂悬挂、体重指数、俯卧撑、仰卧起坐和坐伸。结果:该队列的平均健康水平在与健康相关的健康成分中均有所下降。下降的幅度、体成分(d = 0.3)、柔韧性(d = 0.56)、肌肉力量(d = 0.64)、肌肉耐力(d = 0.39和d = 0.26)和心血管耐力(d = 0.96)各不相同。讨论:对学生健康水平的影响是值得注意的,这种下降的长期影响还有待观察。这项研究关注的是,当青少年没有正常的锻炼机会时,如何保持他们的健康。
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引用次数: 0
Associations of Physical Activity Enjoyment and Physical Education Enjoyment With Segmented Daily Physical Activity in Children: Exploring Tenets of the Trans-Contextual Model of Motivation 体育活动享受和体育教育享受与儿童分段日常体育活动的关联:跨情境动机模型的原则探索
IF 2.8 2区 教育学 Q1 Social Sciences Pub Date : 2022-01-01 DOI: 10.1123/jtpe.2021-0263
R. Burns, Yang Bai, L. Podlog, T. Brusseau, G. Welk
Purpose: This study examined the associations between physical activity enjoyment and physical education enjoyment with segmented physical activity in children. Method: Using student-level data from the School Wellness Integration Targeting Child Health project (N = 1,986), the Youth Activity Profile (YAP) assessed physical activity before school, during physical education, recess, after school, and evening. Segmented YAP scores were regressed onto two enjoyment variables using a seemingly unrelated regression system. Results: Physical activity enjoyment and physical education enjoyment significantly associated with YAP scores during all segments, but physical education enjoyment showed stronger associations during physical education. Older students had higher physical activity before school and in the evening, and physical education enjoyment was more influential for females before school. Conclusion: This study supports tenets of the trans-contextual model of motivation. Improving both physical activity and physical education enjoyment may yield improvements in physical activity behaviors during physical education and all other day segments.
目的:本研究旨在探讨儿童分段体育活动中体育活动享受和体育教育享受的关系。方法:使用学校健康整合目标儿童健康项目(N = 1986)的学生水平数据,青年活动概况(YAP)评估了上学前、体育课期间、课间、放学后和晚上的身体活动。分割的YAP分数使用看似不相关的回归系统回归到两个享受变量。结果:体育活动享受和体育教育享受与YAP得分在各阶段均显著相关,但体育教育享受在体育教育阶段表现出更强的相关性。年龄较大的学生在学校前和晚上的体育活动较多,女生在学校前的体育活动享受对其影响更大。结论:本研究支持动机跨语境模型的原则。提高体育活动和体育教育的乐趣可能会改善体育教育期间和所有其他时段的体育活动行为。
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引用次数: 1
A Systematic Review Investigating the Effects of Implementing Game-Based Approaches in School-Based Physical Education Among Primary School Children 在小学校本体育教学中实施游戏教学法效果的系统评价
IF 2.8 2区 教育学 Q1 Social Sciences Pub Date : 2022-01-01 DOI: 10.1123/jtpe.2021-0279
Jin Yan, Brad Jones, Jordan J. Smith, P. Morgan, N. Eather
Purpose: To evaluate the effectiveness of game-based approaches on game performance, fundamental movement skills, health-related indicators, and physical activity outcomes among children (5–12 years) when delivered in the primary physical education school setting. Method: A systematic search of six electronic databases without date limitation was conducted on June 11, 2021. Results: Among included studies (N = 17), positive outcomes were found for children’s game performance, fundamental movement skills, physical and mental health, and/or physical activity. Game-based approaches intervention success appears to be related to the contents of teacher training, especially the inclusion of a theory-based syllabus, mentoring, and reflection sessions. Conclusions: The findings of this review confirm that hybrid sport education-invasion games interventions delivered in primary schools are beneficial for improving a range of student outcomes. To improve physical self-perception, intrinsic motivation, well-being, physiological, and potential psychological outcomes for children, it is necessary to explore more game-based approaches’ longitudinal and intervention research with high quality.
目的:评估基于游戏的方法在小学体育学校中对儿童(5-12岁)的游戏表现、基本运动技能、健康相关指标和体育活动结果的有效性。方法:于2021年6月11日系统检索6个无日期限制的电子数据库。结果:在纳入的研究中(N = 17),在儿童游戏表现、基本运动技能、身心健康和/或体育活动方面发现了积极的结果。基于游戏的干预方法的成功似乎与教师培训的内容有关,特别是包含基于理论的教学大纲、指导和反思会议。结论:本综述的研究结果证实,在小学实施的混合体育教育入侵游戏干预有利于改善学生的一系列成绩。为了提高儿童的身体自我感知、内在动机、幸福感、生理和潜在心理结果,有必要探索更多基于游戏方法的高质量纵向和干预研究。
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引用次数: 3
Exploring the Effects of a Context Personalization Approach in Physical Education on Students’ Interests and Perceived Competence 探讨体育教学情境个性化对学生兴趣和感知能力的影响
IF 2.8 2区 教育学 Q1 Social Sciences Pub Date : 2022-01-01 DOI: 10.1123/jtpe.2021-0283
Cédric Roure, D. Pasco
Purpose: The context personalization approach refers to matching educational content with characters, objects, and themes of students’ out-of-school interests. Considering the positive effects of individual interest on the regulation of student-in-context experiences, this study used the context personalization approach to match physical education (PE) lessons with students’ out-of-school interest for video games. The purpose was to explore the effects of a context personalization approach through a gamified PE unit on students’ interests and perceived competence. Method: One hundred and eighty-four students from eight PE classes were allocated to either an experimental group or a control group. All classes experienced a handball unit (six lessons), inspired by the Games-Centered Approach. The only difference between the experimental classes (N = 5) and the control classes (N = 3) was the presence or the absence of a context personalization approach centered on students’ out-of-school interest for video games. The effects were assessed on three outcomes variables: students’ individual interest, situational interest, and perceived competence. Results: The gamified PE unit resulted in positive effects on students’ individual interest, situational interest, and perceived competence in handball, since the experimental classes reported higher scores for all variables compared to the control classes. However, the effects on students’ situational interest were principally moderated by students’ individual interest, indicating that the effect of the context personalization approach was higher for the students having low preintervention individual interest. Discussion/Conclusion: Using a context personalization approach based on a gamified unit is a promising strategy in PE to impact students’ interests and perceived competence.
目的:情境个性化方法是指将教育内容与学生校外兴趣的人物、对象和主题相匹配。考虑到个人兴趣对学生情境体验调节的积极作用,本研究采用情境个性化方法将体育课程与学生的校外电子游戏兴趣进行匹配。目的是探讨情境个性化方法通过游戏化体育单元对学生兴趣和感知能力的影响。方法:将8个体育班184名学生分为实验组和对照组。所有班级都体验了手球单元(六课),灵感来自以游戏为中心的方法。实验班(N = 5)和控制班(N = 3)之间的唯一区别是是否存在以学生校外对电子游戏的兴趣为中心的情境个性化方法。评估了三个结果变量的影响:学生的个人兴趣、情境兴趣和感知能力。结果:游戏化体育单元对学生的个人兴趣、情境兴趣和手球感知能力产生了积极的影响,因为实验班在所有变量上的得分都高于对照组。然而,情境个性化对学生情境兴趣的影响主要受学生个人兴趣的调节,表明情境个性化对干预前个人兴趣低的学生的影响更大。讨论/结论:使用基于游戏化单元的情境个性化方法是一种很有前途的体育策略,可以影响学生的兴趣和感知能力。
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引用次数: 3
Erratum. Understanding Physical Education Teachers’ Help-Seeking Behaviors in a Facebook Professional Learning Community 勘误表。了解Facebook专业学习社区中体育教师的求助行为
IF 2.8 2区 教育学 Q1 Social Sciences Pub Date : 2022-01-01 DOI: 10.1123/jtpe.2022-0081
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引用次数: 0
“We’ve Never Studied Bullying at University:” Bullying-Related Beliefs, Training, and Strategies Among Physical Education Preservice Teachers “我们从未研究过大学欺凌:”体育职前教师中与欺凌相关的信念、训练和策略
IF 2.8 2区 教育学 Q1 Social Sciences Pub Date : 2022-01-01 DOI: 10.1123/jtpe.2022-0124
Xènia Ríos, Carles Ventura, Maria Prat
Purpose: To examine beliefs about bullying in physical education (PE) among PE preservice teachers and to examine opinions about training received in this area and the strategies they would use to deal with this phenomenon. Method: We interviewed 44 PE-PSTs (Mage = 23.91; SD = 2.96) from six Spanish universities in semistructured focus groups. The data collected were analyzed using hierarchical content analysis. Results: PE preservice teachers believed that while PE may favor the occurrence of bullying, with proper management, it could also be used to educate students and create a positive climate that could help prevent this behavior. The trainee teachers stated that they had not received any training on bullying at university. Overall, they lacked confidence to deal with this problem, and their proposed strategies lacked depth. Conclusions: Our findings highlight the need for universities to include bullying in their PE teacher training programs.
目的:考察职前体育教师对体育欺凌的看法,考察他们对体育欺凌培训的看法,以及他们应对这一现象的策略。方法:我们采访了44名pe - pst (Mage = 23.91;SD = 2.96),来自西班牙六所大学的半结构化焦点小组。采用分层内容分析法对收集的数据进行分析。结果:职前体育教师认为,虽然体育可能有利于欺凌的发生,但通过适当的管理,体育也可以用来教育学生,创造一个积极的氛围,有助于防止这种行为。实习教师表示,他们在大学里没有接受过任何有关欺凌的培训。总的来说,他们缺乏处理这个问题的信心,他们提出的战略缺乏深度。结论:我们的研究结果强调了大学在体育教师培训计划中纳入欺凌行为的必要性。
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引用次数: 1
Effectiveness of Adventure Education on Health Outcomes Related to Physical, Psychological, and Social Development in Children: A Systematic Review 冒险教育对儿童身体、心理和社会发展相关健康结果的有效性:一项系统综述
IF 2.8 2区 教育学 Q1 Social Sciences Pub Date : 2022-01-01 DOI: 10.1123/jtpe.2022-0106
Zhou Peng, P. Lau
Objective: This systematic review aims to investigate the impact of adventure education (AE) on children’s physical, psychological, and social development (children’s age range: 0–18 years old). Methods: The review was reported based on Preferred Reporting Items for Systematic Review and Meta-analysis (PRISMA 2015). Articles were retrieved from seven databases (EMBASE, PubMed, MEDLINE, Web of Science, SPORTDiscus, PsycINFO, and Psychology Database) from 2000 to 2021. Methodological quality was examined according to Version 2 of the Cochrane risk-of-tool for randomized trials (RoB 2). Results: Eighteen studies were screened. AE was found to contribute to the improvement of physical development in nonhealthy children aged 9 to 16 years and nonhealthy children aged 3 to 7 years. All results showed a positive psychological impact of AE except for inconsistent results for self-esteem, self-efficacy, and quality of life. Moreover, AE was found to be an approach that enhanced social development among nonhealthy and healthy children aged 11–17 years and nonhealthy children aged 3–7 years. Conclusion: AE intervention produces physical, psychological, and social benefits in children. Most studies analyzed in this review focused on 9- to 18-year-old unhealthy and healthy children. Only one study involved 3- to 7-year-old unhealthy children. However, most of the studies in this field have weak methodological quality, and thus, the present evidence should be interpreted carefully. Future work with superior methodology in AE intervention would help us establish a greater degree of accuracy in this area of study. Implications: AE intervention with better study design is needed. Research also needs to be conducted to examine the effectiveness of AE on physical, psychological, and social development in healthy younger children.
目的:本系统综述旨在探讨冒险教育(AE)对0-18岁儿童生理、心理和社会发展的影响。方法:根据系统评价和荟萃分析的首选报告项目(PRISMA 2015)进行综述。文章从2000年至2021年的7个数据库(EMBASE、PubMed、MEDLINE、Web of Science、SPORTDiscus、PsycINFO和Psychology Database)中检索。根据Cochrane随机试验风险工具第2版(RoB 2)检查方法学质量。结果:筛选了18项研究。AE对9 ~ 16岁非健康儿童和3 ~ 7岁非健康儿童的身体发育有促进作用。所有结果均显示AE有积极的心理影响,但在自尊、自我效能和生活质量方面的结果不一致。此外,AE是促进11-17岁非健康和健康儿童以及3-7岁非健康儿童社会发展的一种方法。结论:AE干预对儿童产生了生理、心理和社会效益。本综述中分析的大多数研究集中在9至18岁的不健康和健康儿童身上。只有一项研究涉及3至7岁的不健康儿童。然而,该领域的大多数研究方法质量较弱,因此,应仔细解释目前的证据。未来在声发射干预方面的工作将有助于我们在这一研究领域建立更高程度的准确性。提示:需要更好的研究设计的AE干预。还需要进行研究,以检验AE对健康幼儿的生理、心理和社会发展的有效性。
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引用次数: 2
Mercury and Motion: The Influence of Seasonality on Off-School Hours High School Facility Use 汞和运动:季节性对校外时间高中设施使用的影响
IF 2.8 2区 教育学 Q1 Social Sciences Pub Date : 2022-01-01 DOI: 10.1123/jtpe.2021-0203
Shannon C. Mulhearn, Hyeonho Yu, H. van der Mars, Janelle M Griffo, P. Kulinna
Purpose: Grounded in the behavioral ecological model, and to address a lack of park space, this study looked at community members’ use of public high school physical activity (PA) facilities during nonschool hours while considering the effects of seasonality. Method: Data included 3,959 observation sweeps across 19 public high school campuses over 1 year (all seasons) in Arizona. Results: Differences in contextual supports were evident between seasons, with facilities being more accessible, usable, and lighted in spring than summer or fall. Accessible facilities were most often outside (68.6% of the time). The highest frequency of sedentary behavior was in summer. Conclusion: The present study expands our understanding about the influence of seasonality as related to community access to PA facilities. During times of extreme temperatures, it may be beneficial to find ways to make indoor PA facilities more accessible to support increased PA levels of community members.
目的:在行为生态学模型的基础上,为了解决公园空间缺乏的问题,本研究在考虑季节性影响的情况下,研究了社区成员在非上课时间使用公立高中体育活动(PA)设施的情况。方法:数据包括在亚利桑那州19所公立高中校园1年(所有季节)的3959次观察扫描。结果:环境支持在季节之间存在明显差异,春季设施比夏季或秋季更易于访问,可用性和照明。无障碍设施通常在室外(68.6%的时间)。久坐行为的频率最高的是在夏季。结论:本研究扩大了我们对季节性因素对社区使用保健设施的影响的认识。在极端温度时期,寻找方法使室内PA设施更容易获得,以支持社区成员增加PA水平可能是有益的。
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引用次数: 0
Measuring the Concurrent Validity of the Athletic Skills Track Using Expert Judgment 运用专家判断法测量运动技能跑道的同时效度
IF 2.8 2区 教育学 Q1 Social Sciences Pub Date : 2022-01-01 DOI: 10.1123/jtpe.2021-0209
Johanna E. A. Brocken, J. van der Kamp, René Wormhoudt, Matthieu L. Lenoir, G. Savelsbergh
Purpose: The aim of this study is to measure the concurrent validity of the Athletic Skills Track (AST) by examining whether its outcome score correlates with the holistic judgments of experts about the quality of movement. Method: Video recordings of children performing the AST were shown to physical education teachers who independently gave a holistic rating of the movement quality of each child. Results: Both intra- and interrater reliability of the teachers’ ratings were moderate to good. The holistic judgments on movement quality were significantly correlated with AST time, showing that higher ratings were associated with less time required to complete the track. Next, hierarchical stepwise regression indicated that in addition to the holistic rating, also age, but not gender, explained part of the variance in AST time. Conclusion: The findings show that the AST has good concurrent validity and provides a fast, indirect indication for quality of movement.
摘要目的:本研究通过考察运动技能测验结果得分与专家对运动质量的整体判断是否相关,来衡量运动技能测验的并发效度。方法:将儿童进行AST的录像展示给体育教师,由体育教师独立对每个儿童的运动质量进行整体评分。结果:教师评价的内部信度和内部信度均为中等至良好。对运动质量的整体判断与AST时间显著相关,表明评分越高,完成轨迹所需的时间越少。其次,层次逐步回归表明,除了整体评分外,年龄(而非性别)也解释了AST时间的部分方差。结论:AST具有良好的并发效度,能快速、间接地反映运动质量。
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引用次数: 0
A Cross-Cultural Comparison Study of the Relationships Between Perceived Coaching Behaviors and Student Athletes’ Competitive Anxiety 感知教练行为与学生运动员竞争焦虑关系的跨文化比较研究
IF 2.8 2区 教育学 Q1 Social Sciences Pub Date : 2022-01-01 DOI: 10.1123/jtpe.2021-0271
Hong-Yu Cheng, Jia-Nan Wang
Purposes: Student athletes from different cultures might differ in the ways that they experience competitive anxiety, and their coaches with dissimilar cultural backgrounds might also present distinct behavioral traits in coaching. The study assessed and compared the competitive anxiety experienced by Chinese student athletes (in a collectivist culture) and American student athletes (in an individualist culture) by using a new competitive anxiety model and examined how their distinct ways of experiencing competitive anxiety might relate to the leading behaviors of Chinese and American coaches. Method: Relevant measures were administered to 258 Chinese student athletes and 214 American student athletes to assess their competitive anxiety and perceived leading behaviors of their coaches. Results: Chinese student athletes scored significantly higher on social expectation anxiety and somatic anxiety in comparison with American student athletes. Chinese student athletes perceived higher levels of training and instruction, and autocratic behaviors of coaches, and American student athletes perceived higher levels of democratic behaviors of coaches. Conclusions: This study revealed the different ways of experiencing certain aspects of competitive anxiety between Chinese and American student athletes, which could be at least partially explained by the distinct leading behaviors of Chinese and American coaches perceived by student athletes in the research.
目的:不同文化背景的学生运动员在体验竞争焦虑的方式上可能存在差异,而不同文化背景的教练员在指导中也可能表现出不同的行为特征。本研究采用一种新的竞争焦虑模型,对中国学生运动员(集体主义文化)和美国学生运动员(个人主义文化)所经历的竞争焦虑进行了评估和比较,并考察了他们体验竞争焦虑的不同方式与中美教练的主要行为之间的关系。方法:对258名中国学生运动员和214名美国学生运动员的竞争焦虑和教练员领导行为进行测评。结果:中国学生运动员的社会期望焦虑和躯体焦虑得分显著高于美国学生运动员。中国学生运动员对教练员训练指导水平和专制行为的感知程度较高,美国学生运动员对教练员民主行为的感知程度较高。结论:本研究揭示了中美两国学生运动员在某些方面的竞争焦虑体验方式的不同,这至少可以部分解释为研究中学生运动员感知到的中美教练不同的领导行为。
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引用次数: 0
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