重新考虑学生的全校体育活动行为:对现实世界实践的描述性案例研究.
Jan-Michael Johansen1, Mathias Brekke Mandelid2, Michael Reinboth1
1University of South-Eastern Norway.
Research quarterly for exercise and sport
|January 14, 2026
概括
整个学校的方法 (WSA) 提供每日体育活动 (PA) 的机会. 然而,即使有广泛的课程,只有约23%的学生在学校实现了推的每日中度至强烈强度PA (MVPA).
科学领域:
- 公共卫生 公共卫生
- 教学教育学 在教学上
- 体育科学 运动科学 运动科学
背景情况:
- 持续的全校方法 (WSA) 被实施,以增加学校的体力活动 (PA).
- 了解这些计划中的真实世界PA水平对于评估其有效性至关重要.
研究的目的:
- 描述在WSA中提供的PA机会.
- 评估不同年级级别的学生对应的PA行为.
主要方法:
- 一个描述性的案例研究,涉及57名学生从第二,第7和第9年级在两个挪威学校建立了WSAs.
- 在10个学日内使用加速度计对PA的客观测量.
- 通过每周的时间表,现场笔记和教师采访来记录PA机会.
主要成果:
- 整合了各种日常PA机会,包括有组织的休息PA,每周1-2个体育课程,每周3-6个体育活动学习课程.
- 学生们在学校期间平均花费23.4分钟的中等到强烈的强度PA (MVPA),有显著的年级水平差异 (第二:26.2分钟,第七:31.5分钟,第九:17.5分钟).
- 平均而言,只有22.8%的学生达到每天30分钟的学校MVPA的建议,尽管学校有7年的WSA经验.
结论:
- 广泛实施各种PA机会的WSA并不能保证大多数学生将达到建议的学校MVPA水平.
- 这项研究强调了WSA的实际挑战和结果,为其对儿童体育活动行为的影响提供了一个现实的视角.
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