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The Effect of Classroom-Based Physical Activity Elements on Academic Performance in Children and Adolescents: A Meta-Analysis 课堂体育活动要素对儿童青少年学业成绩影响的meta分析
IF 2.8 2区 教育学 Q1 Social Sciences Pub Date : 2023-01-01 DOI: 10.1123/jtpe.2022-0175
Yongjin Xu, Nan Lin, Chunchun Wu, X. Wen, Fei Zhong, Kehong Yu, Li Shu, Cong Huang
Purpose: We investigated the effects of classroom-based physical activity (CBPA) interventions on academic performance and assessed the impact of different CBPA elements on academic performance. Methods: Relevant experimental studies in four databases were searched from their inception to September 2022. Random effects models were used to compute standardized mean differences (SMDs) and 95% confidence intervals. Results: A total of 13 studies were included. CBPA interventions could improve academic performance in children and adolescents (SMD = 0.17, p = .02). For the CBPA elements, low frequency (no more than three times per week; SMD = 0.19, p = .01), moderate intensity (SMD = 0.19, p = .01), long time (more than 20 min in each intervention; SMD = 0.14, p = .05), integrated physical activity (SMD = 0.18, p = .04), no more than 400 metabolic equivalents of energy-min/week (SMD = 0.33, p = .001), and more than 8-week interventions (SMD = 0.19, p = .04) tended to improve academic performance. Conclusions: CBPA may improve academic performance in children and adolescents. CBPA elements also have an impact on academic performance.
目的:研究基于课堂的身体活动(CBPA)干预对学业成绩的影响,并评估不同的CBPA元素对学业成绩的影响。方法:检索4个数据库自建库至2022年9月的相关实验研究。随机效应模型用于计算标准化平均差(SMDs)和95%置信区间。结果:共纳入13项研究。CBPA干预可以改善儿童和青少年的学习成绩(SMD = 0.17, p = 0.02)。对于CBPA元素,频率较低(每周不超过三次;SMD = 0.19, p = 0.01)、中等强度(SMD = 0.19, p = 0.01)、长时间(每次干预大于20min);SMD = 0.14, p = 0.05)、综合体力活动(SMD = 0.18, p = 0.04)、不超过400代谢当量的能量分钟/周(SMD = 0.33, p = .001)和超过8周的干预(SMD = 0.19, p = 0.04)倾向于提高学习成绩。结论:CBPA可以提高儿童和青少年的学习成绩。CBPA元素对学业成绩也有影响。
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引用次数: 0
Initiating and Sustaining a Teacher-Initiated Community of Practice as a Form of Continuing Professional Development: Internal Leaders’ Perspectives 发起和维持教师发起的实践社区作为持续专业发展的一种形式:内部领导者的观点
IF 2.8 2区 教育学 Q1 Social Sciences Pub Date : 2023-01-01 DOI: 10.1123/jtpe.2022-0224
Bomna Ko, Y. Lee, Tristan L. Wallhead
Background: Communities of practice (CoP) have been proposed as a promising form of continuing professional development for teachers’ learning. However, there remains limited understanding of the processes and factors that sustain teacher-initiated CoP. Purpose: This study provides a qualitative examination of a group of internal leaders’ perspectives on how a large teacher-initiated CoP in South Korea was established and sustained as an effective form of continuing professional development. Methods: Data included semistructured interviews with the internal leaders, Website artifacts, and researchers’ reflective journals, and were analyzed through inductive analysis. Results: Findings included the following: (a) shared passion for good teaching, (b) widening professional network, (c) collaboration through sharing, and (d) continuing professional development opportunities via technology. Discussion: The CoP were initiated by a group of teachers with a shared value for improving their teaching in schools and were sustained through online and offline interactions that created a safe space for sharing ideas, collaborative interactions, and learning opportunities.
背景:实践社区(CoP)已被提出作为教师学习持续专业发展的一种有前途的形式。然而,对维持教师发起的CoP的过程和因素的理解仍然有限。目的:本研究对一组内部领导的观点进行了定性检查,以了解韩国教师发起的大型CoP如何建立并维持为持续专业发展的有效形式。方法:采用对企业内部领导的半结构化访谈、网站构件和研究者的反思日志等数据,采用归纳分析法进行分析。结果:调查结果包括:(a)对良好教学的共同热情,(b)扩大专业网络,(c)通过分享进行协作,以及(d)通过技术获得持续的专业发展机会。讨论:CoP由一群对改善学校教学具有共同价值观的教师发起,并通过在线和离线互动得以维持,为分享想法、协作互动和学习机会创造了一个安全的空间。
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引用次数: 0
The Effects of COVID-19 School Closures on Physical Fitness in Adolescents COVID-19学校停课对青少年身体健康的影响
IF 2.8 2区 教育学 Q1 Social Sciences Pub Date : 2023-01-01 DOI: 10.1123/jtpe.2022-0062
A. Wolfe, Maria A. Pessman, K. Laurson, Dale D. Brown, Ryan A. Brown
Purpose: This study examined differences in measures of health-related physical fitness in adolescents before and after extended school closures due to COVID-19. Method: The sample consisted of 298 students (135 males and 163 females) from a laboratory high school. Data were collected through FITNESSGRAM assessments. A repeated-measures multivariate analysis of covariance was calculated to analyze differences in fitness before and after COVID-19 closures, including McNemar–Bowker and McNemar tests. Results: Statistically significant differences were identified for Progressive Aerobic Capacity Endurance Run (−4.2%; 1.8 ml·kg−1·min−1) and curl-up (−12.5%; 7.9 repetitions). In addition, 18.8% fewer students were classified within the Healthy Fitness Zone for Progressive Aerobic Capacity Endurance Run, 4% for curl-up, 10.8% for push-up, and 6.4% for sit and reach. Conclusion: Results of this study demonstrate that there was a significant decline in physical fitness for secondary students during extended school closures and social isolation as a result of COVID-19.
目的:本研究考察了因COVID-19而延长学校停课前后青少年健康相关体质指标的差异。方法:以某实验室高中学生298人(男135人,女163人)为研究对象。通过FITNESSGRAM评估收集数据。计算了重复测量的多变量协方差分析,以分析COVID-19关闭前后的适应度差异,包括McNemar - bowker和McNemar检验。结果:渐进式有氧能力耐力跑的差异有统计学意义(- 4.2%;1.8 ml·kg−1·min−1)和卷曲(−12.5%;7.9重复)。此外,被划入“渐进式有氧能力耐力跑”健康健身区的学生减少了18.8%,“卷腹”减少了4%,“俯卧撑”减少了10.8%,“坐伸”减少了6.4%。结论:本研究结果表明,在2019冠状病毒病(COVID-19)导致学校长期停课和社会隔离期间,中学生体质明显下降。
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引用次数: 0
Quality of Life in Individuals With Disabilities Through a Student-Led Service-Learning Program: Qualitative and Quantitative Analysis to Examine the Reciprocal Benefits of Service Learning 通过学生主导的服务学习计划,残疾人的生活质量:定性和定量分析,以检查服务学习的互惠效益
IF 2.8 2区 教育学 Q1 Social Sciences Pub Date : 2023-01-01 DOI: 10.1123/jtpe.2022-0150
Mai Narasaki-Jara, D. Brolsma, Katira Abdolrazagh, Kai Sun, M. Yamada, Aya A. Mitani, Taeyou Jung
Purpose: The efficacy of service learning in physical activity (PA) intervention is generally not centered around perceptions of the service recipients, posing questions when the efficacy of an intervention is crucial, such as PA in people with disabilities. The present study examined perceptions of the recipients in a student-led service-learning program through a quality of life survey and interviews. Method: Undergraduate students led a 13-week PA intervention. Before and after the intervention, people with disabilities (N = 56) completed quality of life surveys (i.e., the National Institute of Health Patient-Reported Outcomes Measurement Information System). A face-to-face interview was conducted with N = 6. Results: All quality of life items, except for Mental Health–Anxiety, improved (p < .01). The interviews suggested that environmental factors (i.e., encouragement from students, the open space that allowed interactions) positively impacted the program. Discussion: The environment may be a key factor in the program’s success in PA intervention from the recipients’ perspective.
目的:服务学习在身体活动(PA)干预中的有效性通常不以服务接受者的感知为中心,当干预的有效性至关重要时,例如残疾人的PA,就会提出问题。本研究通过生活质量调查和访谈,考察了学生主导的服务学习项目接受者的看法。方法:对大学生进行为期13周的PA干预。在干预前后,残疾人(N = 56)完成了生活质量调查(即美国国立卫生研究院患者报告的结果测量信息系统)。采用面对面访谈,N = 6。结果:除心理健康-焦虑外,生活质量各项目均有改善(p < 0.01)。访谈表明,环境因素(例如,来自学生的鼓励,允许互动的开放空间)对项目产生了积极的影响。讨论:从接受者的角度来看,环境可能是PA干预项目成功的关键因素。
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引用次数: 0
The Ableist Underpinning of Normative Motor Assessments in Adapted Physical Education 适应体育教学中规范运动评估的Ableist基础
IF 2.8 2区 教育学 Q1 Social Sciences Pub Date : 2023-01-01 DOI: 10.1123/jtpe.2022-0239
Martin Giese, J. Haegele, A. Maher
Background: Normative motor skill assessments occupy a privileged position in physical education scholarship and practice. So much so, in fact, they manifest as commonsense cultural arrangements in most movement contexts, including adapted physical education. The proliferation of such tools has generally been uncontested, until now. Purpose: We argue that normative motor skill assessments have ableist underpinnings and consequently may do more to subordinate, rather than empower disabled children. More specifically, we suggest that normative motor assessment tools and criteria, perhaps unintentionally, highlight what is perceived to be wrong, bad, and faulty about the ways disabled bodies look and move, thus reinforcing ableist norms and values relating to ability. Conclusions: We end by encouraging adapted physical education scholars and practitioners to critically reflect on ableist notions of ability, particularly as they relate to movement competence, and to work with disabled children because of their embodied experiences to co-design assessments that are more meaningful to disabled children.
背景:规范的运动技能评估在体育学术和实践中占有重要地位。事实上,它们在大多数运动环境中表现为常识性的文化安排,包括适应性体育。直到现在,这类工具的扩散基本上是没有争议的。目的:我们认为,规范的运动技能评估有能力主义的基础,因此可能会做更多的从属,而不是授权残疾儿童。更具体地说,我们建议规范的运动评估工具和标准,也许是无意的,突出了被认为是错误的,坏的,有缺陷的残疾身体的外观和移动方式,从而加强了与能力有关的能力主义规范和价值观。结论:最后,我们鼓励适应性体育学者和从业者批判性地反思能力的概念,特别是当它们与运动能力相关时,并与残疾儿童一起工作,因为他们的具体经验,共同设计对残疾儿童更有意义的评估。
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引用次数: 3
How Movement Habits Become Relevant in Novel Learning Situations 运动习惯如何在新的学习情境中发挥作用
IF 2.8 2区 教育学 Q1 Social Sciences Pub Date : 2023-01-01 DOI: 10.1123/jtpe.2022-0272
D. Barker, H. Larsson, G. Nyberg
Purpose: To (a) present a theoretical framework that describes how learners’ movement habits become relevant in the development of movement capability and (b) present data that illustrate how this process occurs in practice. Method: An investigation with preservice physical education teachers was conducted in two phases. The first phase involved examining participants’ movement habits, and the second phase involved examining the participants’ development of novel capabilities in the context of unicycling. Results: Empirical materials from two participants are presented as case studies. The cases demonstrate how different sets of movement habits interact with novel tasks, making the demand for creative action more or less likely. The cases also demonstrate how subjective and physical elements are interwoven. Finally, the cases provide insights into potentially productive habits for movement learning. Discussion/Conclusion: The paper is concluded with pedagogical implications, including a consideration of how crises might be managed in educational contexts.
目的:(a)提出一个理论框架,描述学习者的运动习惯如何与运动能力的发展相关;(b)提供数据,说明这一过程在实践中是如何发生的。方法:对在职体育教师进行调查,分两个阶段进行。第一阶段是研究参与者的运动习惯,第二阶段是研究参与者在骑独轮车的情况下新能力的发展。结果:来自两个参与者的经验材料作为案例研究提出。这些案例展示了不同的运动习惯如何与新任务相互作用,使创造性行动的需求或多或少变得可能。这些案例也展示了主观因素和物理因素是如何交织在一起的。最后,这些案例提供了对运动学习的潜在有效习惯的见解。讨论/结论:本文总结了教学意义,包括如何在教育背景下管理危机的考虑。
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引用次数: 1
“I Thought It Was Going to Be Trash”: Rural High School Students’ Disability-Related Perception Change Following Paralympic School Day “我以为会变成垃圾”:残障学校日后农村高中生对残疾的认知变化
IF 2.8 2区 教育学 Q1 Social Sciences Pub Date : 2023-01-01 DOI: 10.1123/jtpe.2022-0163
C. McKay, T. N. Kirk, Marie Leake
Purpose: The purpose of this study was to describe and understand the experiences and impact of the Paralympic School Day program on disability-related perceptions of rural high school students. Methods: Ninth- and tenth-grade physical education classes from a rural high school participated in the Paralympic School Day event. Of the 68 who attended the event, 42 students furnished assent and consent to participate. Data from reflective writing responses were analyzed inductively using a three-step approach. Findings: The analysis revealed three interrelated themes: (a) “I didn’t expect it to be fun”: preconceptions and reality of trying parasport, (b) “Anyone can play a sport”: developing new perceptions of disability, and (c) “I never realized how blessed I was”: persistence of ableist framing. Discussion: As a result of participants interacting with and learning from athletes with physical disabilities, they developed an understanding of parasport and a new paradigm through which to view individuals with disabilities.
目的:本研究的目的是描述和了解残障学校日项目对农村高中生残障相关认知的体验和影响。方法:某农村高中九、十年级体育班参加残奥学校日活动。在参加活动的68名学生中,有42名学生表示同意参加活动。从反思性写作回应的数据进行归纳分析,采用三步法。结果:分析揭示了三个相互关联的主题:(a)“我没想到它会很有趣”:尝试体育运动的先入为主的观念和现实;(b)“任何人都可以参加体育运动”:发展对残疾的新看法;(c)“我从来没有意识到我是多么幸运”:持续存在的残疾主义框架。讨论:由于参与者与身体残疾的运动员互动并向他们学习,他们形成了对体育运动的理解和一种新的范式,通过这种范式来看待残疾人。
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引用次数: 2
Measuring Physical Education Teacher Socialization With Respect to Comprehensive School Physical Activity Programming 从学校综合体育活动规划的角度衡量体育教师社会化
IF 2.8 2区 教育学 Q1 Social Sciences Pub Date : 2023-01-01 DOI: 10.1123/jtpe.2022-0165
C. B. Merica, C. Egan, C. Webster, Diana Mindrila, Grace Goc Karp, D. Paul, Hailey McKown, Seth Rose
Purpose: Utilizing teacher socialization in physical education theory, the aim of this study was to develop a survey to measure physical education teachers’ socialization experiences and comprehensive school physical activity program involvement. Method: Instrument development included a review of existing comprehensive school physical activity program and socialization instruments, Delphi method to evaluate face and content validity through expert feedback, and a pilot test to examine the instrument’s psychometric properties. Results: Upon completion of expert feedback, three items were removed, four items were revised, and open-ended questions were added to each survey construct. The pilot test yielded 28 completed surveys (40% response rate). Bayesian exploratory factor analytic procedures showed that items had statistically significant loadings and were quality measures of the corresponding constructs. Survey subscales had acceptable and high internal consistency coefficients. Discussion/Conclusion: Results suggest that this instrument is a trustworthy tool for continued research examining physical education teachers’ socialization and comprehensive school physical activity program involvement.
目的:运用体育教师社会化理论,对体育教师的社会化体验和学校综合体育活动项目参与进行调查。方法:工具开发包括对现有学校综合体育活动计划和社会化工具的回顾,德尔菲法通过专家反馈来评估脸效度和内容效度,以及一个试点测试来检验工具的心理测量特性。结果:专家反馈完成后,删除3个项目,修改4个项目,并在每个调查结构中增加开放式问题。试点测试产生了28份完成的调查(40%的回复率)。贝叶斯探索性因子分析程序显示,项目具有统计显著的负荷,是相应构念的质量度量。调查分量表具有可接受的高内部一致性系数。讨论/结论:结果表明,该工具是一种值得信赖的工具,可以继续研究体育教师的社会化和学校综合体育活动项目的参与。
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引用次数: 1
Recycling and Resistance to Change in Physical Education: The Informal Recruitment of Physical Education Teachers in Schools 体育教育的循环与抗拒变革:学校体育教师的非正式招聘
IF 2.8 2区 教育学 Q1 Social Sciences Pub Date : 2023-01-01 DOI: 10.1123/jtpe.2022-0215
M. Flemons, Joanne Hill, Toni O’Donovan, A. Chater
Purpose: Physical education (PE) teachers’ interactions with students were explored to examine self-selection for PE teaching as a career option during school. Method: Semistructured life story interviews were conducted with 29 PE teachers at different career stages. Complementing occupational socialization, Bourdieu’s habitus, capital, field, and practice were adopted as thinking tools to inform thematic analysis. Results: Three key themes were identified: (a) acceptance into the inner sanctum based on physical competence, effort, and enthusiasm for the traditional curriculum; (b) opportunities provided to students accepted into the inner sanctum, and (c) outside the inner sanctum: mismatched habitus and self-selection for PE teaching. Conclusion: Students exchanged competence, effort, and enthusiasm in the traditional curriculum for acceptance and opportunities to encourage self-selection for teaching PE. Without acceptance, individuals experienced challenges gaining career support. Dominated by a homogenous group resistant to change, PE needs independent careers information to promote change through heterogeneity.
目的:探讨体育教师与学生的互动,以检验学校体育教学作为职业选择的自我选择。方法:对29名不同职业阶段的体育教师进行半结构化生活故事访谈。作为职业社会化的补充,布迪厄的惯习、资本、场域和实践被用作主题分析的思维工具。结果:确定了三个关键主题:(a)基于身体能力,努力和对传统课程的热情而接受内部密室;(b)为进入内室的学生提供的机会;(c)内室外:体育教学的习惯和自我选择不匹配。结论:学生们用在传统课程中的能力、努力和热情换取接受和鼓励自主选择体育教学的机会。没有被接受,个人在获得职业支持方面遇到了挑战。体育是由抗拒变革的同质化群体所主导,需要独立的职业信息通过异质性来促进变革。
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引用次数: 0
“It’s Like Coming Out of the Cave Into the Light”: The Role of Literacy Integration in Physical Education “就像走出洞穴,走进光明”:识字整合在体育教学中的作用
IF 2.8 2区 教育学 Q1 Social Sciences Pub Date : 2023-01-01 DOI: 10.1123/jtpe.2022-0212
Corrine Wickens, J. Parker
Purpose: The purpose of this study was to examine pedagogies of teacher socialization for physical education teacher education candidates through the context of literacy integration. Method: We situated our data collection in qualitative case study methodology, emphasizing data from focus group interviews conducted during the final month of physical education teacher education candidates’ programs. Results: We demonstrate three primary insights and/or adjustments to their perceptions about literacy integration in physical education settings: (a) Literacy integration should support physical education objectives, (b) literacy integration could be easily implemented in a myriad of ways and for different age groups, and (c) literacy integration can improve student learning and outcomes. Discussion/Conclusion: Extending current teacher socialization literature, we emphasize three factors instrumental in shifting physical education teacher education candidate subjective theories and beliefs: movement-oriented literacy activities, reflection, and experiential applications.
摘要目的:本研究旨在透过素养整合的背景,探讨体育教师教育候选人的教师社会化教学方法。方法:我们采用定性案例研究方法收集数据,强调在体育教师教育候选人项目的最后一个月进行的焦点小组访谈的数据。结果:我们展示了三个主要见解和/或调整他们对体育教育环境中识字整合的看法:(a)识字整合应该支持体育教育目标;(b)识字整合可以很容易地以多种方式实施,适用于不同的年龄组;(c)识字整合可以改善学生的学习和成果。讨论/结论:在现有教师社会化文献的基础上,我们强调了三个有助于转变体育教师教育候选人主观理论和信念的因素:运动导向的识字活动、反思和体验应用。
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引用次数: 0
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Journal of Teaching in Physical Education
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