{"title":"体育与隐性对儿童习惯性体育活动的贡献","authors":"Wesley J. Wilson, Joonkoo Yun, Ben D. Kern","doi":"10.1086/721862","DOIUrl":null,"url":null,"abstract":"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.","PeriodicalId":48010,"journal":{"name":"Elementary School Journal","volume":"123 1","pages":"253 - 270"},"PeriodicalIF":1.2000,"publicationDate":"2022-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Contribution of Physical Education and Recess to Children’s Habitual Physical Activity\",\"authors\":\"Wesley J. Wilson, Joonkoo Yun, Ben D. Kern\",\"doi\":\"10.1086/721862\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"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.\",\"PeriodicalId\":48010,\"journal\":{\"name\":\"Elementary School Journal\",\"volume\":\"123 1\",\"pages\":\"253 - 270\"},\"PeriodicalIF\":1.2000,\"publicationDate\":\"2022-10-28\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Elementary School Journal\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.1086/721862\",\"RegionNum\":4,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Elementary School Journal","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1086/721862","RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
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.
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.