站着,还没有停下来?! 探索学习环境中的运动能力,作为提高年轻人运动技能的杆
Ruth Stevens1,2, Kristine De Martelaer3, Lindsay Everaert2
1Faculty of Architecture and arts, research group ArcK, Hasselt University, Belgium.
Studies in health technology and informatics
|December 2, 2024
概括
孩子们创造性地使用学校空间进行运动,但主要从事运动动作. 需要进一步关注平衡和对象控制,以加强他们的运动技能发展.
科学领域:
- 环境心理学 环境心理学
- 儿科运动发展 儿科运动发展
- 建筑设计为福祉的设计.
背景情况:
- 设计教育环境面临的挑战是由于建筑的缓慢演变与快速的社会变化.
- 年轻人越来越久坐的生活方式需要了解环境在促进身体活动和福祉方面的作用.
- 随着COVID-19的流行,人们对儿童的身体健康以及对积极学习空间的需求的担忧加剧了.
研究的目的:
- 调查儿童如何感知和利用学习空间内的身体活动的环境负担能力.
- 探索重新想象学校环境和培养身体活跃的生活方式以改善运动技能之间的关系.
- 解决了解儿童在各种空间环境中对运动能力的解释方面的差距.
主要方法:
- 一项涉及14名学生 (8-14岁) 在大学校园的实验,涉及三个不同的场景和空间 (食堂,礼堂, agora).
- 参与者根据每个环境的空间特征进行了运动活动,从结构元素到室内细节.
- 使用总运动发育测试-3进行运动分析,评估独特性,运动活动类型和能力概念,并使用视频记录.
主要成果:
- 初步发现表明,儿童表现出创造性的运动行为,利用各种空间元素.
- 观察到的主要活动是运动动作,对稳定/平衡和对象控制的参与有限.
- 儿童主要依赖于环境结构进行基本运动,而不是复杂的技能发展.
结论:
- 儿童擅长在周围环境中找到和利用运动机会,展示适应能力.
- 该研究强调需要设计环境,特别鼓励稳定/平衡和对象控制行动.
- 专注于这些较少使用的运动技能对于支持这个年龄组从基本运动技能过渡到特定运动技能至关重要.
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