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对阳光体育运动实施体系的思考 总被引：6，自引：1，他引：5
张兵 《体育成人教育学刊》2008,24(6)
阳光体育运动影响因素和组织实施体系是其实施过程中急待解决的理论问题。阐述阳光体育运动相关研究现状，对阳光体育运动实施的影响因素进行解析，在此基础上对阳光体育的运动实施体系进行分析，包括阳光体育运动实施体系的构成、目标体系、实施组织体系等。 相似文献
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我国“阳光体育运动”初始阶段的现状与推进策略 总被引：1，自引：0，他引：1
陈雁飞 《山东体育学院学报》2011,27(5):75-81
在整理2008-2010年31省市区及新疆生产建设兵团上报给教育部的阳光体育运动实施经验及相关数据的基础上,梳理阳光体育运动开展以来基于实践而形成的模式,并根据《关于开展全国亿万学生阳光体育运动的通知》提炼出20个要点,从理念认识、目标达成、体质测试、加强教学、创新课外、营造氛围、组织领导等方面采取积极措施,开展各类活动,切实推进阳光体育运动。研究得知:阳光体育运动在一定程度上得到具体落实,但20个要点的达成状况参差不齐;全国各地均能达成文件的半数要点,也仅是及格以上的成绩;且呈现出要点的达成效果与评价指标的具体量化、可操作程度成反比,在此基础上,提出未来推进阳光体育运动的系列针对性策略。 相似文献
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Purpose: This study was designed to compare a low versus high theoretical fidelity pedometer intervention applying social-cognitive theory on step counts and self-efficacy. Method: Fifty-six public university employees participated in a 10-week randomized controlled trial with 2 conditions that varied in theoretical fidelity. Participants in the high theoretical fidelity condition wore a pedometer and participated in a weekly group walk followed by a meeting to discuss cognitive-behavioral strategies targeting self-efficacy. Participants in the low theoretical fidelity condition met for a group walk and also used a pedometer as a motivational tool and to monitor steps. Step counts were assessed throughout the 10-week intervention and after a no-treatment follow-up (20 weeks and 30 weeks). Self-efficacy was measured preintervention and postintervention. Results: Participants in the high theoretical fidelity condition increased daily steps by 2,283 from preintervention to postintervention, whereas participants in the low fidelity condition demonstrated minimal change during the same time period (p = .002). Individuals attending at least 80% of the sessions in the high theoretical fidelity condition showed an increase of 3,217 daily steps (d = 1.03), whereas low attenders increased by 925 (d = 0.40). Attendance had minimal impact in the low theoretical fidelity condition. Follow-up data revealed that step counts were at least somewhat maintained. For self-efficacy, participants in the high, compared with those in the low, theoretical fidelity condition showed greater improvements. Conclusion: Findings highlight the importance of basing activity promotion efforts on theory. The high theoretical fidelity intervention that included cognitive-behavioral strategies targeting self-efficacy was more effective than the low theoretical fidelity intervention, especially for those with high attendance. 相似文献
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Anne G.M De Bruijn Danny D.N.M. Kostons Irene M.J Van Der Fels Chris Visscher Jaap Oosterlaan Esther Hartman 《Journal of sports sciences》2020,38(15):1806-1817
ABSTRACT This cluster randomized controlled trial (trial-number #) compares effects of two school-based physical activity interventions (aerobic vs. cognitively-engaging) on reading, mathematics, and spelling achievement; and whether effects are influenced by volume of moderate-to-vigorous physical activity and baseline achievement. Twenty-two primary schools participated, where a third and fourth grade class were randomly assigned to the intervention or control group. Intervention groups were randomly assigned to a 14-week aerobic or cognitively-engaging intervention, receiving four physical education lessons a week. Control groups followed their regular physical education program. Academic achievement of 891 children (mean age 9.17 years, 49.4% boys) was assessed with standardized tests before and after the interventions. Post-Test academic achievement did not significantly differ between intervention groups and control group. A higher volume of moderate-to-vigorous physical activity resulted in better post-test mathematics achievement in both intervention groups, and post-test spelling achievement in the cognitively engaging intervention group. Compared to the control group, lower achievers in reading performed better in reading after the cognitively-engaging intervention. A combination of moderate-to-vigorous physical activity and cognitively-engaging exercises seems to have the most beneficial effects. Future intervention studies should take into account quantitative and qualitative aspects of physical activity, and children’s baseline academic achievement. 相似文献
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AbstractLocal Non-Governmental Organisations and sports organizations have been recognized as important and well positioned strategic implementing bodies by the ‘Sport for Development and Peace’ (SDP) sector. Whilst they may be experienced and knowledgeable of the historical and local sociocultural landscape, many seek to form transnational partnerships, for the purpose of expanding their capacity, sustainability, and expertise. Rwanda’s history of genocide frames much of its development objectives, and sport has been an integral method for implementing programmes that speak to social impact and reconciliation aims. This paper examines a transnational partnership active in Rwanda, that uses football as a tool to achieve its shared development goals. We conducted ethnographic fieldwork in Rwanda, by volunteering with the organizations as they delivered SDP programmes across the country. In doing so we were able to deconstruct the management and intricacies of this partnership and contextualize the important negotiations, management and style of approach when tackling difficult issues. This paper contributes to both expanding our knowledge of transnational partnerships and provides unique commentary that aligns the complexities of engaging with local populations in post-genocide Rwanda with ‘Sport for Social Development’ programming. 相似文献
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中国体育发展战略研究会之研究 总被引：1，自引：1，他引：0
中国体育发展战略研究会,是致力于研究我国体育发展战略、为体育决策服务的全国性学术团体和咨询机构.运用文献资料法、调查法,全面分析中国体育发展战略研究会成立背景及其发展进程,总结其历史贡献与经验.最后提出体育发展战略研究会今后需进一步在增强制度建设;完善组织机构;加人周期性、全局性重人课题研究的投入;推动与有关学术团体的学术交流等方面做出相应的改进,以利于研究会又快又好地发展.以利于我国体育事业的发展. 相似文献
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David Hortigüela Alcalá Javier Fernández Río Ángel Pérez Pueyo 《Physical Education & Sport Pedagogy》2019,24(3):220-232
Background: Conflict prevention, respect, tolerance and acceptance of others should be basic outcomes in any educational context. Physical Education (PE) has the potential to be one of the curricular subjects that could help students meet these goals. However, teachers need to use appropriate instructional approaches like Teaching for Personal and Social Responsibility (TPSR).Purpose: The objectives of this study were two: (1) to compare the impact of TPSR training on social goals, discipline strategies and autonomy support of future PE teachers from Spain, Chile and Costa Rica; and (2) to assess participants’ perceptions of their country's social, cultural and curricular aspects that may influence TPSR implementation.Participants and settings: 156 prospective PE teachers (48 from Spain, 54 from Chile and 54 from Costa Rica), with an average age of 21.41?±?2.57 years, agreed to participate. 88 (54%) were males, while 75 (46%) were female. They were enrolled in teacher training programs in three different universities located in three different countries: (i) Faculty of Education of the University of Burgos (Spain); (ii) Nursery School of the University of Valparaiso (Chile) and (iii) School of Physical Education and Sports of San José (Costa Rica). All students experienced the same TPSR intervention program, conducted by the same university teacher.Research design: This study followed a quasi-experimental, pre-test/post-test non-equivalent research design with mixed methods.Data collection: Three validated questionnaires were used to obtain quantitative information from the participants before and after the training program. Qualitative information was obtained from three discussion groups conducted with the participating students (one from each country).Data analysis: Statistical analysis of quantitative data was conducted with the statistical package SPSS (version 22.0), while content analysis and constant comparison were used to assess qualitative data.Findings: The prospective PE teachers from the three countries held different views of the effects of the TPSR program on social goals, discipline strategies and autonomy support, and they were based on socio-cultural considerations of the subject (PE), the teachers’ academic training and their professional identity as teachers on each country. Spanish and Costa Rican PE teachers demonstrated a significant positive change in their perspectives on discipline strategies, and Chilean PE teachers demonstrated a significant positive change in their perception of social goals after experiencing a TPSR intervention.Conclusion: If cultural context is considered, TPSR can be an effective teacher training approach related to discipline strategies, social goals and autonomy support in PE. 相似文献
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Chengwei Yang 《国际体育史杂志》2017,34(17-18):1933-1949
AbstractAs China has issued a range of policies to elevate football development to a national strategy, school football has been gaining the attention of the public and scholars. This study reviews the implementation of school football policies for the purpose of facilitating development of school football. By combining methodologies such as a literature review, interview survey, and questionnaires with theories of public policy implementation, an analysis framework was set up under which deviations from the school football policies during the implementation process were analyzed comprehensively. It was found that symbolic, selective, and additional implementation and collusions are common when the policies are implemented. Action is needed to strengthen policy promotion and precisely define the goals. Improved mechanisms are needed to manage the policy implementers, differentiating functions of school football. More resources are needed to facilitate policy implementation, which should be allocated in a reasonable manner. Enhanced supervision and appraisal of school football policies is needed, and accountability for their implementation must be clarified. 相似文献
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Irene M.J. van der Fels Esther Hartman Roel J. Bosker Johannes W. de Greeff Anne G.M. de Bruijn Anna Meijer 《Journal of sports sciences》2020,38(17):1975-1983
ABSTRACT This paper examined effects of two interventions on cardiorespiratory fitness and motor skills, and whether these effects are influenced by baseline levels, and dose of moderate-to-vigorous physical activity (MVPA) during the intervention. A cluster randomized controlled trial was implemented in 22 schools (n = 891; 9.2 ± 07 years). Intervention groups received aerobic or cognitively engaging exercise (14-weeks, four lessons per week). Control groups followed their regular physical education programme. Cardiorespiratory fitness, motor skills and MVPA were assessed. Multilevel analysis showed no main effects on cardiorespiratory fitness and motor skills although the amount of MVPA was higher in the aerobic than in the cognitively engaging and control group. Intervention effects did not depend on baseline cardiorespiratory fitness and motor skills. Children with a higher dose of MVPA within the intervention groups had better cardiorespiratory fitness after both interventions and better motor skills after the cognitively engaging intervention. In conclusion, the interventions were not effective to enhance cardiorespiratory fitness and motor skills at a group level, possibly due to large individual differences and to a total dose of MVPA too low to find effects. However, the amount of MVPA is an important factor that influence the effectiveness of interventions. 相似文献
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高等院校是培养社会所需人才的重要基地,体育教育在培养合格人才中起着重要作用,普通高校体育课程的设置直接关系到学校为社会所培养人才的质量,体育精品课程建设是高等院校精品课程建设工作的重点之一,同时体育精品课程也是实施《普通高校体育课程教学指导纲要》后体育课程呈现高水平的标志之一。文章通过对太极运动教学改革的阐述,为精品课程的建设提供理论及实践的思考。 相似文献
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Austin Duckworth 《国际体育史杂志》2017,34(11):1112-1127
AbstractFrom 1962 to 1968, the United States Government along with private entities funded the training of athletes from developing nations through a non-profit organization named Sports International. Led by former Peace Corps member David Dichter, Sports International sought to enhance America’s image in Africa, Latin America, and Asia. The initial aim of the programme was to train athletes to compete at the 1964 Olympic Games in Tokyo. The theory behind Sports International centred on the notion that helping developing nations achieves athletic success would influence them to view the United States more favourably. The idea to form Sports International came in the midst of the Cold War as the United States and the Soviet Union battled on a multitude of fronts. This article argues that American leaders worried about the presence of the Soviet Union in developing countries and sought ways to maximize American influence in those areas. The theory of soft power, a concept most prominently explicated by American international relations theorist Joseph Nye, forms the framework for this study. By analysing Sports International through this lens, this article demonstrates several problems which might ensure should one overemphasize the effect of sport on a nation’s soft power. 相似文献
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Adrianne E. Hardman P. Harrison Tudor Hale P. Jakeman Penny Crisfield John Dulla 《Journal of sports sciences》2013,31(3):249-254
Women, sport and performance, C.L. Wells, Human Kinetics, Champaign, Illinois, 1985. xi+333 pp, $24.00 (hb), ISBN 0 931250 87 0 Research designs and statistics for physical education, Anne L. Rothstein, Prentice Hall, New York, 1985. xiii + 353 pp, £31 (hb), ISBN 0 13 774142 1 Limits of human performance, American Academy of Physical Education Papers No. 18, D.H. Clarke and H.M. Eckert (eds), Human Kinetics, Champaign, Illinois, 1985. 144 pp, £14.50 (pb), ISBN 0 931250 99 4 Sports physiology, (2nd edn) E.L. Fox, Holt Saunders, Eastbourne, 1984. xii+418 pp, £18.95 (hb), ISBN 0 03 063771 6 Sport management ‐ macro perspectives, P. Chelladurai, Sports Dynamics, London, Ontario, 1985. 191 pp, $11.95 (pb), ISBN 0 9691619 0 5 Microelectronics in the sport sciences, Charles F. Cicciarella, Human Kinetics, Champaign, Illinois (distributed in the UK by Eddington Hook & Co.), 1986. 105 pp, $12.00 (pb), ISBN 0 87322 056 0 The biomechanics of sports techniques, (3rd edn) J.G. Hay, Prentice Hall, New Jersey, 1985. xvii+539 pp, £15.95 (pb), ISBN 0 13 078304 8 相似文献
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调查广西中职学校实施体育与健康课程现状,包括广西中职学校体育与健康课程教学内容、组织形式,体育教师知识状况,学生对《体育与健康》课程的认识程度以及体育设施条件。结果显示：现在广西中职学校的体育与健康课程的教学模式与条件已经相当滞后,体育与健康课给学生带来的是心理负担,无助于中职学校教育培养人才的要求。对中职学校体育与健康现有课程的改革,将有助于培养健康向上全面发展的劳动者。 相似文献
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Niels Hermens Sabina Super Kirsten T. Verkooijen Maria A. Koelen 《Research quarterly for exercise and sport》2017,88(4):408-424
Purpose: Despite the strong belief in sports programs as a setting in which socially vulnerable youth can develop life skills, no overview exists of life skill development in sports programs serving this youth group. Therefore, the present systematic review provides an overview of the evidence on life skill development in sports programs serving socially vulnerable youth and, insofar as it was investigated in the included studies, of the conditions conducive to life skill development in these sports programs. Method: Potentially relevant studies published during 1990 to 2014 were identified by a search in 7 electronic databases. The search combined terms relating to (a) sport, (b) youth AND socially vulnerable, and (c) life skills. Eighteen of the 2,076 unique studies met the inclusion criteria. Results: Each included study reported that at least 1 life skill improved in youth who participated in the studied sports program. Improvements in cognitive and social life skills were more frequently reported than were improvements in emotional life skills. Only a few of the included studies investigated the conditions in the studied sports programs that made these programs conducive to life skill development. Conclusions: Sports programs have the potential to make a difference in the life skill development of socially vulnerable youth. This conclusion needs to be treated with some caution, because the studies experienced many challenges in reducing the risk for bias. Several alternative research strategies are suggested for future studies in this field. 相似文献
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ABSTRACT Background: School-based physical education has been associated with a multitude of potential learning outcomes. Representatives of a public health perspective suggest that promoting physical activity in and outside the context of school is an important endeavour. While the importance of behavioural skill training to improve (motor) learning is well documented in both general and physical education, the promotion of behavioural skills to foster physically active lifestyles constitutes a rather neglected area in physical education research. Purpose: To examine whether a standardized physical education-based behavioural skill training program has the potential to positively impact on adolescents’ self-reported exercise and sport participation, as well as cognitive antecedents involved in the regulation of exercise and sport behaviour. Research design: Cluster-randomized controlled trial. Methods: A sample of 143 secondary school students (50% girls, aged 14–18 years) attending academic high schools in German-speaking Switzerland were assigned class-wise to the intervention (behavioural skill training) and control condition (conventional physical education lessons). Data were assessed prior and after completion of the 7-week intervention program, which was composed of four 20-min lessons and two reflection phases. Exercise and sport behaviour and cognitive antecedents (exercise/sport intention, motivation, implementation intentions, coping planning, self-efficacy) were assessed via self-reports. A multilevel mixed effects linear regression procedure was used to test the main hypotheses. The regression analyses were adjusted for clustering of school classes, and controlled for baseline levels of the outcome measure and potential confounders. Results: Compared to a control condition, the intervention program resulted in significant improvements with regard to introjected motivation (p?<?.05), coping planning (p?<?.001) and self-efficacy (p?<?.01). The intervention also had a positive impact on adolescents’ self-reported sport/exercise behaviour (p?<?.001). Improvements in exercise/sport intention (p?<?.05), coping planning (p?<?.01), and self-efficacy (p?<?.01) were associated with increased levels of self-reported exercise/sport participation. Conclusion: Behavioural skill training as part of compulsory physical education has the potential to improve cognitive antecedents of exercise and sport behaviour and to foster adolescents’ exercise and sport participation. Enhancing behavioural skills might be one way in which school physical education can contribute to the creation of more physically active lifestyles among adolescents. 相似文献