身体活动和各种身体活动学习中的内容:对现实世界实践的观察案例研究
Jan-Michael Johansen1, Mathias Brekke Mandelid1,2, Michael Reinboth1
1Department of Sports, Physical Education and Outdoor Studies, Faculty of Humanities, Sports and Educational Science, University of South-Eastern Norway, Bø, Norway.
在真实课堂中的体力活动学习 (PAL) 显示出不同的体力活动 (PA) 水平,在户外更强烈. 这项研究观察了经验丰富的教师整合PAL,提供了对其实际应用和PA结果的见解.
科学领域:
- 教育教育教育教育教育教育.
- 运动学 运动学
- 教学教育学 在教学上
背景情况:
- 实验性研究的身体活动学习 (PAL) 可能不反映现实世界的教学实践.
- 经验丰富的教师对PAL的持续实施需要了解其实际组织及其对体力活动 (PA) 的影响.
研究的目的:
- 在现实教学环境中观察和描述PAL的组织和内容.
- 描述经验丰富的教师在持续的PAL实施期间相应的体力活动 (PA) 水平和强度.
主要方法:
- 利用腰部穿戴的三轴加速度计来评估小学和中学37个PAL段的58名学生的PA水平.
- 雇佣了埃文森的截止点来定义PA强度.
- 对PAL段进行了被动观察,记录了运动,持续时间,主体,位置,协作和任务导向.
主要成果:
- 帕尔平均有57.8%的久坐时间,22.9%的轻度PA和19.3%的中度至强度PA,具有显著的变化.
- 与教室相比,在户外,健身房或大型楼梯上发生的PA强度和音量更高.
- 主要运动包括跑步 (78.3%);活动主要是团队工作 (83.7%) 在非竞争性任务 (97.3%).
结论:
- 这是第一次研究经验丰富的教师对经验丰富的教师持续PAL的现实组织,内容和PA水平.
- 结果突显了PA水平和强度在PAL内的显著多样性.
- 结果可以为未来的研究提供信息,以协调学校的PA水平和PAL内容.
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