体育与隐性对儿童习惯性体育活动的贡献

IF 1.2 4区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Elementary School Journal Pub Date : 2022-10-28 DOI:10.1086/721862

Wesley J. Wilson, Joonkoo Yun, Ben D. Kern

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引用次数: 0

摘要

本研究探讨了体育教育和课间休息对儿童体育活动（PA）行为的影响，并考察了它们是否弥补了错过的PA机会。参与者（N=115；年龄：9.2±0.6岁）的PA是使用加速度计在多个时间段内测量的，包括上学日和周末的数据。数据收集时间为6-7周，每个周期间隔2周。体育和课间休息分别占中度至剧烈PA的22.98%（SD=8.32）和19.71%（SD=6.87），以及总PA的16.06%（SD=4.54）和14.65%（SD=4.45）。分析显示，体育课和非体育课天数（Wilksλ=0.80，p<.001；偏η2=0.20）与体育课和周末天数（Wilks'sλ=0.67，p<.001；偏η0=0.33）之间存在差异。体育课对习惯性PA的贡献比以前认为的要大；学校应该增加而不是减少机会。

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Contribution of Physical Education and Recess to Children’s Habitual Physical Activity

This study explored the contribution of physical education and recess to children’s physical activity (PA) behavior and examined whether they compensate for missed PA opportunities. Participants’ (N = 115; age: 9.2 ± 0.6 years) PA was measured using accelerometry across multiple time periods, including data from school days and weekends. Data collection occurred over 6–7 weeks, with 2 weeks in between each period. Physical education and recess accounted for 22.98% (SD = 8.32) and 19.71% (SD = 6.87) moderate-to-vigorous PA, and 16.06% (SD = 4.54) and 14.65% (SD = 4.45) total PA, respectively. Analyses revealed differences between physical education and non-physical education days (Wilks’s λ = 0.80, p < .001; partial η2 = 0.20) and physical education and weekend days (Wilks’s λ = 0.67, p < .001; partial η2 = 0.33). Physical education contributed to habitual PA more than previously thought; schools should be increasing, not reducing, opportunities.

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来源期刊

Elementary School Journal EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

2.60

自引率

5.90%

发文量

期刊介绍： The Elementary School Journal has served researchers, teacher educators, and practitioners in the elementary and middle school education for over one hundred years. ESJ publishes peer-reviewed articles dealing with both education theory and research and their implications for teaching practice. In addition, ESJ presents articles that relate the latest research in child development, cognitive psychology, and sociology to school learning and teaching. ESJ prefers to publish original studies that contain data about school and classroom processes in elementary or middle schools while occasionally publishing integrative research reviews and in-depth conceptual analyses of schooling.