在中学学生中调查积极休息的促进者和障碍:对教师和学生的形成性评估
Alice Masini1, Giulia Longo2, Matteo Ricci2
1Department of Translational Medicine, University of Eastern Piedmont, 28100 Novara, Italy.
Children (Basel, Switzerland)
|February 24, 2024
概括
中学积极休息 (ABs) 面临的障碍包括个人恐惧和同行行为问题. 让学生和教师参与规划可以提高将体育活动纳入学校课程的可行性.
科学领域:
- 教育心理学教育心理学
- 运动学 运动学
- 公共卫生 公共卫生
背景情况:
- 身体活动,如"积极休息" (ABs),被整合到小学课程中.
- 在中学环境中实施AB的可行性仍未得到充分研究.
研究的目的:
- 探索在中学实施积极休息 (ABs) 协议的障碍和促进因素.
- 收集教师和学生关于将体育活动纳入学术指导的见解.
主要方法:
- 专注组 (FGs) 进行了20名教师和10名中学生.
- 基于理论和社会生态模型被用来分类实施因素.
- 在个人,社会和环境层面确定了障碍物和促进因素.
主要成果:
- 个人因素,包括老师的恐惧和学生对同伴行为的担忧,是显著的.
- 两组人都认识到AB有潜力提高认知技能和任务时间.
- 人们对学生的行为,社会排斥,受伤风险和课堂管理表示担忧.
结论:
- 教师和学生的反对于编写有效的基于学校的ABs至关重要.
- 解决个人关注和环境限制是成功实施AB的关键.
- 来自管理层和同事的社会支持对于教师买入至关重要.
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