一个新的学校概念中的"思维系统":体育教育中的节奏教学方法来发展创造力
Marta Rigon1,2, Pietro Luigi Invernizzi1, Gabriele Signorini1
1Department of Biomedical Sciences for Health, Università degli Studi di Milano, Milano, Italy.
PloS one
|April 16, 2024
概括
使用节奏方法的体育教育显著改善了学生的运动创造力和节奏感知. 发现快乐可以调解这种改善,突出了它在体育活动参与中的重要性.
科学领域:
- 教育心理学教育心理学
- 运动学习是指运动学习.
- 体育教育的体育教育
背景情况:
- 系统思维为理解复杂相互作用提供了一个框架.
- 节奏方法,教学动态和乐趣是体育教育的关键要素.
- 这些因素可能会影响运动创造力和节奏感知.
研究的目的:
- 研究基于节奏的体育教育方法对运动创造力和节奏感知的影响.
- 探索享受和自我感知在这些影响中的调解作用.
- 在干预中分析教学风格和活动强度.
主要方法:
- 准实验性设计与76小学和中学学生.
- 干预组接受了为期8周的以节奏为基础的体育教育;对照组接受了传统的课程.
- 干预前后评估运动创造力,节奏感知,享受和自我感知.
主要成果:
- 干预组在运动创造力 (p=0.001) 和节奏感知 (p=0.02) 中显示出显著的直接改善.
- 享受显著介导了干预对运动创造力的影响 (p=0.01).
- 自我感知并没有调解对运动创造力或节奏感知的影响 (p>0.05).
结论:
- 节奏方法,结合多种教学风格,增强学生的运动创造力和节奏感知.
- 享受是关键的调解者,增加了对中度至剧烈体力活动的参与度.
- 这种方法为体育教育计划提供了有价值的替代方案.
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