基于课堂干预促进儿童体育素养的影响:随机和受控的ALPHYL研究
Jorge Romero-Martínez1, Cristina Menescardi1, Nuria Ortega-Benavent1
1AFIPS Research Group, Department of Teaching of Physical Education, Arts and Music, University of Valencia, Spain.
Journal of science and medicine in sport
|June 1, 2025
概括
身体活跃的学习改善了儿童的运动和认知能力. 这种方法将体育活动纳入日常课程,提高体育素养和学业成绩.
科学领域:
- 教学教育学 在教学上
- 儿童发展 儿童发展
- 运动科学 运动科学 运动科学
背景情况:
- 优质的体育教育和积极学习是增加体育活动的关键.
- 将体育活动纳入课堂可以提高孩子的整体发育.
研究的目的:
- 分析基于课堂的体育活动干预对儿童体育素养的影响.
- 评估干预后运动行为和认知表现的变化.
主要方法:
- 一个随机对照试验涉及332名五年级学生超过9-10周.
- 干预包括每天的身体活动学习课程,以及体育教育.
- 测量结果包括身体活动水平,身体素养,运动能力和认知能力 (数学流).
主要成果:
- 在中度到剧烈的体力活动,实际运动能力和数学流性方面观察到显著的改善.
- 教师的代理报告也表明,干预组的数学表现有所提高.
- 没有发现对心理社会方面的显著影响,例如感知到的身体素养或对身体活动的社会支持.
结论:
- 物理素养的积极学习干预有效地提高了儿童的运动行为和认知表现.
- 运动为中心的教学成功地将体育活动与学习相结合,有助于提高体育素养.
- 这种方法突出了将体育活动与学术学习相结合的潜力,以实现儿童的整体发展.
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