早期的体育素养和体育活动教育:已知,已做,需要什么?
Natalie Weir1, Andy Pringle1, Clare M P Roscoe1
1Clinical Exercise Rehabilitation Research Centre, School of Sport and Exercise Science, University of Derby, Derby DE22 1GB, UK.
Children (Basel, Switzerland)
|November 27, 2024
概括
早期教育的利益相关者认识到儿童体育素养 (PL) 的重要性,但在实际实施方面面临挑战. 一个教育模式显示了改善早期儿童环境中对PL的理解和应用的希望.
科学领域:
- 儿童发展 儿童发展
- 公共卫生 公共卫生
- 教育心理学教育心理学
背景情况:
- 身体素养 (PL) 对于终身体育活动 (PA) 的参与至关重要,特别是当在幼儿时代进行时.
- 了解利益相关者的看法和在早期 (EY) 教育中实施PL是有限的.
- 这项研究解决了EY部门中3-5岁儿童对PL和PA的知识差距.
研究的目的:
- 探索有关 3-5 岁儿童体育素养 (PL) 和体育活动 (PA) 的利益相关者的知识和信仰.
- 调查在早期 (EY) 环境中对PL的感知重要性,当前做法和实施障碍.
- 评估针对幼儿环境而设计的教育PL-EY模型的反.
主要方法:
- 一种同时使用混合方法的方法,将半结构面试 (n=11),焦点小组 (n=22) 和调查 (n=210) 结合起来.
- 定性数据被主题分析.
- 使用定量调查数据来补充和三角化定性发现.
主要成果:
- 利益相关者表现出对PA建议的不同认识和对术语的困惑.
- 虽然认可了PL的重要性,但理论理解和实际应用之间存在差距.
- 障碍包括资源限制,竞争的优先事项,以及不充分的培训和政策支持. PL-EY模型得到了积极的反.
结论:
- 在幼年期 (EY) 培养PL对于儿童的长期健康和福祉至关重要,需要全面的,基于证据的干预措施.
- 强有力的利益关方参与对于在幼儿教育中有效的PL实施至关重要.
- PL-EY模型为未来的资源和教育提供了一个有希望的途径,指导为幼儿开发有效的PL干预措施.
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