Asia-Pacific Journal of Health, Sport and Physical Education最新文献_第4页

The role of health educators in mitigating health risk from increasing screen time in schools and at home 卫生教育工作者在减轻学校和家庭屏幕时间增加带来的健康风险方面的作用

Asia-Pacific Journal of Health, Sport and Physical Education Pub Date : 2016-05-03 DOI: 10.1080/18377122.2016.1196114

Margaret K. Merga, R. Williams

{"title":"The role of health educators in mitigating health risk from increasing screen time in schools and at home","authors":"Margaret K. Merga, R. Williams","doi":"10.1080/18377122.2016.1196114","DOIUrl":"https://doi.org/10.1080/18377122.2016.1196114","url":null,"abstract":"ABSTRACT Contemporary health educators in schools are responsible for promoting the health of individual students, as well as a healthy school environment. The ongoing push for increasing device use in schools, which is underpinned by the information and communications technology (ICT) capability requirements of the new Australian Curriculum, can potentially lead to health risks for students that may not be well understood by students, schools and families. Widespread increasing implementation of ICT may outpace supporting research into risks. While schools tend to focus on cyber safety in relation to risks from ICT use, limited consideration is given to the other potential health risks of sustained screen time, despite the robust and growing body of research linking sustained screen time to a range of health issues. This paper outlines a crucial practical role for health educators in mitigating health risk to students from increasing screen time in schools and at home. Schools need to communicate the importance of balance in screen time, leading by example and fostering protective partnerships with students, their families and broader community support mechanisms.","PeriodicalId":125416,"journal":{"name":"Asia-Pacific Journal of Health, Sport and Physical Education","volume":"25 3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123577361","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 5

Finnish interpretations of Creative Physical Education 芬兰对创造性体育教育的诠释

Asia-Pacific Journal of Health, Sport and Physical Education Pub Date : 2016-05-03 DOI: 10.1080/18377122.2016.1196115

J. Quay, J. Kokkonen, Marja Kokkonen

引用次数: 10

‘The grade alone provides no learning’: investigating assessment literacy among Norwegian physical education teachers “单靠成绩是学不到东西的”:调查挪威体育教师的评估素养

Asia-Pacific Journal of Health, Sport and Physical Education Pub Date : 2016-01-02 DOI: 10.1080/18377122.2016.1145429

Petter E. Leirhaug, A. MacPhail, C. Annerstedt

{"title":"‘The grade alone provides no learning’: investigating assessment literacy among Norwegian physical education teachers","authors":"Petter E. Leirhaug, A. MacPhail, C. Annerstedt","doi":"10.1080/18377122.2016.1145429","DOIUrl":"https://doi.org/10.1080/18377122.2016.1145429","url":null,"abstract":"ABSTRACT This paper explores the four inter-dependent elements of assessment literacy proposed by Hay and Penney [(2013). Assessment in physical education. A sociocultural perspective. New York: Routledge] – assessment comprehension, assessment application, assessment interpretation and critical engagement with assessment. More specific, the study reported in this paper addresses how Norwegian physical education teachers reflected assessment literacy in descriptions and discussions of their assessment practice. Twenty-three physical education teachers from six upper secondary schools in Norway participated in focus groups. Analysis and discussion are informed by the four elements of assessment literacy. Findings demonstrate a general need to enhance assessment literacy among the teachers, with particular focus on dialogue with students and critical engagement with assessment. Acknowledging assessment literacy as an ongoing process, the study suggests that it may be more effective to consider ‘preconditions’ than ‘elements’ of assessment literacy for a physical education teacher to be considered as acting assessment literate.","PeriodicalId":125416,"journal":{"name":"Asia-Pacific Journal of Health, Sport and Physical Education","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125209501","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 25

Telling and selling: a consideration of the pedagogical work done by nationally endorsed corporate-sponsored educational resources 讲与卖:国家认可的企业赞助的教育资源所做的教学工作的考虑

Asia-Pacific Journal of Health, Sport and Physical Education Pub Date : 2016-01-02 DOI: 10.1080/18377122.2016.1145430

D. Robinson, D. Gleddie, L. Schaefer

{"title":"Telling and selling: a consideration of the pedagogical work done by nationally endorsed corporate-sponsored educational resources","authors":"D. Robinson, D. Gleddie, L. Schaefer","doi":"10.1080/18377122.2016.1145430","DOIUrl":"https://doi.org/10.1080/18377122.2016.1145430","url":null,"abstract":"ABSTRACT In recent times, not-for-profit organisations have been partnering with for-profit corporations to create educational resources. This has been especially true in physical and health education, particularly within Canada. For example, Physical and Health Education Canada has recently endorsed a number of corporate-sponsored educational resources related to health and wellness. Given this observation, we have recognised a need to theorise about how such resources – when considered as pedagogical texts – do pedagogical work. Ascribing to the belief that such resources are shaped by corporations’ biased, value-laden, and ideological views, we suggest that the desired knowledge(s) of corporations are necessarily present, if not influential or foundational, when such resources are conceived, produced, and distributed. By turning our attention to this belief and suggestion, we provide a necessary critique of these resources and the pedagogical work they achieve. We have done this by attending to the scholarship of Bernstein [2000. Pedagogy, symbolic control and identity: Theory, research, critique. Lanham, MA: Rowman and Littlefield], with some additional attention to curriculum theorising done by Tinning [2010. Pedagogy and human movement: Theory, practice, research. New York, NY: Routledge]. We are hopeful that our analysis promotes discussion, debate, and potential (re) action in response to this current practice.","PeriodicalId":125416,"journal":{"name":"Asia-Pacific Journal of Health, Sport and Physical Education","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116918465","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 7

Sport for development (S4D) as ‘core university business’? Modelling university participation in sport-based social development 体育促进发展(S4D)是“大学核心业务”吗?模拟大学参与以体育为基础的社会发展

Asia-Pacific Journal of Health, Sport and Physical Education Pub Date : 2016-01-02 DOI: 10.1080/18377122.2016.1145431

Edoardo G. F. Rosso, Richard McGrath, M. Immink, E. May

{"title":"Sport for development (S4D) as ‘core university business’? Modelling university participation in sport-based social development","authors":"Edoardo G. F. Rosso, Richard McGrath, M. Immink, E. May","doi":"10.1080/18377122.2016.1145431","DOIUrl":"https://doi.org/10.1080/18377122.2016.1145431","url":null,"abstract":"ABSTRACT Among the recognised strengths of the ‘Sport for Development’ (S4D) framework there is the capacity of sport to contribute to positive community networks, education and community participation. However, its relevance to tertiary education institutions is often under-appreciated. In this framework, the Football United® program was recently piloted in South Australia with an innovative approach offering significant opportunities for integration with university activities, including academic, extra-curricular and skill acquisition programs, as well as for community outreach. This approach is based around four key strategic areas of community engagement, student engagement, research and aspirations towards education. It aims to encourage university leadership and participation and it has a focus on awareness and aspirations towards tertiary education in educationally disadvantaged communities. While it is important to address considerations about the meaning of development and the role that sport can play to facilitate it, this paper argues that there is scope for universities to become increasingly involved with the delivery of sport-based social development programs.","PeriodicalId":125416,"journal":{"name":"Asia-Pacific Journal of Health, Sport and Physical Education","volume":"142 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123420965","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 7

Editorial note 编辑注意

Asia-Pacific Journal of Health, Sport and Physical Education Pub Date : 2016-01-02 DOI: 10.1080/18377122.2016.1145422

Chris Hickey

引用次数: 0

Sport and children's nutrition: what can we learn from the junior Australian football setting? 运动与儿童营养:我们可以从澳大利亚青少年足球的设置中学到什么?

Asia-Pacific Journal of Health, Sport and Physical Education Pub Date : 2016-01-02 DOI: 10.1080/18377122.2016.1145427

S. Elliott, S. Velardo, M. Drummond, C. Drummond

{"title":"Sport and children's nutrition: what can we learn from the junior Australian football setting?","authors":"S. Elliott, S. Velardo, M. Drummond, C. Drummond","doi":"10.1080/18377122.2016.1145427","DOIUrl":"https://doi.org/10.1080/18377122.2016.1145427","url":null,"abstract":"ABSTRACT There is a widely held belief that sport participation inherently enhances health among youth. Such a perception often motivates parents to encourage children's initial and ongoing involvement in organised sport and physical activity. While sport certainly comprises an important vehicle for accruing physical activity, the sport environment may not necessarily enhance other health-related behaviours, including dietary practices. The literature identifies the influence of the physical environment in this regard, including the availability of energy-dense nutrient-poor foods in sport settings. In considering additional influences on children's nutrition in sporting contexts, the role of parents is less understood. This is the first paper to emerge from a larger qualitative study, in which the basis of the investigation was to explore parental influence in the junior Australian football context. The naturalistic manner of qualitative inquiry led to a number of unintended yet highly pertinent emergent themes, including the role of parents in maintaining and reinforcing some contentious dietary behaviours among children post weekend sport. Drawing on individual interviews and focus groups with parents, children and coaches (n = 102), this paper discusses the role of parents in reinforcing a ‘food-as-reward’ culture in the junior Australian football setting. The findings indicate that while parents play a vital role in promoting good nutrition in the lead up to weekend sport, they also reinforce a culture that fosters unhealthy dietary practices in the post-game setting. This gives rise to the notion that we, in this paper, have coined the ‘binge-purge’ paradox. This paper discusses the implications of this health issue in relation to the ‘sport for health’ rhetoric, and in broader society and culture.","PeriodicalId":125416,"journal":{"name":"Asia-Pacific Journal of Health, Sport and Physical Education","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128976805","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 4

A ‘culture of everyone doing it’ and ‘playing games’ – discourses of pleasure in boys’ physical education 一种“人人都做”和“玩游戏”的文化——男孩体育教育中的快乐话语

Asia-Pacific Journal of Health, Sport and Physical Education Pub Date : 2016-01-02 DOI: 10.1080/18377122.2016.1145428

Göran Gerdin

{"title":"A ‘culture of everyone doing it’ and ‘playing games’ – discourses of pleasure in boys’ physical education","authors":"Göran Gerdin","doi":"10.1080/18377122.2016.1145428","DOIUrl":"https://doi.org/10.1080/18377122.2016.1145428","url":null,"abstract":"ABSTRACT Gard [(2008). When a boy's gotta dance: New masculinities, old pleasures. Sport, Education and Society, 13(2), 181–193], Booth [(2009). Politics and pleasure: The philosophy of physical education revisited. Quest, 61(2), 133–153] and Pringle [(2010). Finding pleasure in physical education: A critical examination of the educative value of positive movement affects. Quest, 62, 119–134] argue that if critical physical education (PE) scholars want to change the social influence associated with dominated discourses of gender, which have previously been subject to sustained critique, there is a need to examine the discourses of PE pleasure. By drawing on visual ethnographic data from an all-boys’ secondary school this paper employs Foucault's [(1985). The use of pleasure: The history of sexuality: Volume 2. London: Penguin Books] discourse/power/pleasure combination to make meanings and understand the boys as gendered subjects. The findings from this study demonstrate how some boys derived pleasures from merely participating in PE whereas others seemed to relate their pleasures to instrumental/developmental goals based on discourses of fitness, health and sport. It is argued that PE teachers need to be aware that they not only enable students’ experiences of pleasures, but that they can also be influential in (re)producing gendered understandings about the pleasures (and displeasures) of learning in, through and about movement in PE.","PeriodicalId":125416,"journal":{"name":"Asia-Pacific Journal of Health, Sport and Physical Education","volume":"61 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123818139","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 6

External providers and their impact on primary physical education in Aotearoa/New Zealand 外部供应商及其对新西兰奥特罗阿小学体育教育的影响

Asia-Pacific Journal of Health, Sport and Physical Education Pub Date : 2016-01-02 DOI: 10.1080/18377122.2016.1145426

B. Dyson, Barrie Gordon, J. Cowan, Allison McKenzie

{"title":"External providers and their impact on primary physical education in Aotearoa/New Zealand","authors":"B. Dyson, Barrie Gordon, J. Cowan, Allison McKenzie","doi":"10.1080/18377122.2016.1145426","DOIUrl":"https://doi.org/10.1080/18377122.2016.1145426","url":null,"abstract":"ABSTRACT Within Aotearoa/New Zealand primary schools, External Providers (EPs) have steadily increased their influence on physical education. The purpose of this study was to explore and interpret classroom teachers’ perspectives of EPs in their primary school. The research team obtained questionnaire responses from 487 classroom teachers from 133 different primary and intermediate schools in six regions across Aotearoa/New Zealand. In addition, 33 classroom teachers, selected from the six regions as a purposive sample [Patton, M. Q. (2002). Qualitative evaluation and research methods (3rd ed.). Newbury, CA: Sage], were interviewed. The research utilised a case-study design [Stake, R. E. (2005). Qualitative case studies. In N. Denzin & Y. Lincoln (Eds.), The sage handbook of qualitative research (3rd ed.). Thousand Oaks, CA: Sage] and incorporated a mixed-methods approach [Greene, J. C. (2007). Mixed methods in social inquiry. San Francisco, CA: Jossey-Bass]. Our findings support the belief that EPs are established as major providers of physical education and sport in the primary schools space. Teachers identified a large number of EPs (n = 638) active in their schools. A number of categories were drawn from the interviews: Prevalence of EPs, Expertise and professional development (PD), Valued programs, Evaluation and assessment of EP provided programs and Pedagogical limitations. The teachers valued the EPs for their expertise, PD and the opportunities for students to experience a wide range of sports. However, schools conducted little assessment or evaluation of the programs. Teachers expressed some criticisms around the pedagogical approaches used and the EPs’ lack of knowledge of the curriculum. As a profession it is our responsibility to ensure that all students experience quality physical education programs and that EPs are working in ways that maximise the benefits for our students.","PeriodicalId":125416,"journal":{"name":"Asia-Pacific Journal of Health, Sport and Physical Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131340259","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 31

Rain and Romanticism: the environment in outdoor education 雨与浪漫主义:户外教育的环境

Asia-Pacific Journal of Health, Sport and Physical Education Pub Date : 2015-09-02 DOI: 10.1080/18377122.2015.1092725

Chris North

引用次数: 12