身体活动对改善药物成瘾戒断者脑功能损伤的研究——来自抑制加工及脑功能静息态的证据     

赵琦  杨淇齐  邓玉琴  周成林 《武汉体育学院学报》2017,51(5):88-94

目的：探讨身体活动对药物成瘾戒断者抑制能力及静息态脑功能的改善,拟为药物成瘾提供有效的辅助治疗手段。方法：将药物成瘾戒断者按身体活动量分为活动组和久坐组,首先进行Go/NoGo抑制能力测试,然后采集他们的静息态功能磁共振数据。选取静息态的两项重要分析方法——低频振幅（amplitude of low frequency fluctuations,ALFF）和局部一致性（regional homogeneity,ReHo）来探讨身体活动对药物成瘾戒断者脑功能损伤的改善。结果：①Go/NoGo测试：活动组NoGo正确率显著高于久坐组。②ALFF分析：活动组在双侧脑岛、左侧额下回眶部、双侧额内侧回、左侧前扣带回、右侧背外侧前额叶、左侧枕上回、左侧辅助运动区、双侧内侧扣带回ALFF显著高于久坐组。③ReHo分析：活动组在左侧枕中回、双侧背外侧前额叶、左侧辅助运动区ReHo显著高于久坐组。这些显著差异脑区主要与成瘾的抑制能力有关。结论：①身体活动能有效地提高药物成瘾戒断者的抑制能力。②身体活动是修复药物成瘾戒断者大脑功能损伤的关键因素之一。身体活动可通过增加药物成瘾戒断者静息状态下脑功能的低频振幅和局部一致性,改善药物成瘾戒断者大脑功能损伤。  相似文献   

Development and Initial Validation of the Volition in Exercise Questionnaire (VEQ)     

P. Elsborg  J. M. Wikman  G. Nielsen  A. Tolver  A.-M. Elbe 《Measurement in physical education and exercise science》2017,21(2):57-68

The present study describes the development and validation of an instrument to measure volition in the exercise context. Volition describes an individual’s self-regulatory mental processes that are responsible for taking and maintaining a desirable action (e.g., exercising regularly). The scale structure was developed in an exploratory factor analysis which resulted in a reliable structure of the following six factors: Volitional Inhibition—Reasons, Volitional Inhibition—Postponing Training, Volitional Facilitation—Self-Confidence, Volitional Inhibition—Unrelated Thoughts, Volitional Inhibition—Approval From Others, and Volitional Facilitation—Coping with Failure. A sound theoretical explanation for these six factors is based on the Personal System Interaction Theory. This six-factor structure was also confirmed in a new sample in a confirmatory factor analysis, delivering an 18-item questionnaire with strong model fit and good internal consistency. In addition, the Volition in Exercise Questionnaire showed convergent validity because it was able to predict exercise participation. It showed incremental validity by explaining additional variance to the Sport Motivation Scale’s well-established predictors of exercise participation.  相似文献   

Embodied learning and school-based physical culture: implications for professionalism and practice in physical education     

Malcolm Thorburn  Steven Stolz 《Sport, Education and Society》2017,22(6):721-731

We write as critical theorists, who consider that in terms of scoping out robust conceptual elaborations which are suitable for contemporary schooling, that physical education has ground to make up connecting theory with practice and practice with theory. We advocate that aspects of existentialism and phenomenology can provide a theoretically sound basis on which to argue that embodied learning should be the foundational cornerstone of physical education programmes. To avoid embodied learning becoming overly learner centric and insular, we advance Merleau-Pontian informed ideas on how learning could flourish when an individual and embodied focus merges with a school-wide physical culture agenda which is underpinned by social and moral theorizing. In developing our focus on merging embodied learning and physical culture, we draw upon MacIntyrean views on the goods which are internal to practice and extend thinking on how these goods could merge with the diverse aims and intentions informing the culture and ethos in schools. In pursuing these ambitions, we outline the constructive activist-based benefits of teachers working within subsidiarity-based school communities where pedagogical decisions are made at a level consistent with realizing whole schools aims. This is in spite of our acknowledgement that the lack of career-long professional learning adds to the difficulty of achieving these aims. In conclusion we argue that if physical education is to become a pivotal component of realizing a diverse range of whole school aims there is a need for greater professional engagement with pedagogical approaches that attempt to derive greater meaning from learners movement experiences and which help learners to understand better both their own identity and the ethos of the school context and environment they share with others.  相似文献   

Intercultural education in physical education: results of a quasi-experimental intervention study with secondary school students     

Elke Grimminger-Seidensticker  Aiko Möhwald 《Physical Education & Sport Pedagogy》2017,22(5):445-458

Background: Due to migration processes, cultural diversity and strangeness are becoming characteristics of modern society. The competence to handle this heterogeneity – the so-called intercultural competence – is a key competence for all children and youths. Sports and physical education (PE) are often considered as a particular field for enhancing intercultural competence. However, until now there is no theory-based empirical study that proves this assumption. Purpose: This study was designed to examine the effects of a standardised, theoretically driven programme in PE on the development of underlying cognitive concepts of intercultural competence: acculturation attitudes and attitudes towards cultural diversity. Research design: The research design consists of a quasi-experimental design with four measurement points. The intervention group (N?=?69; mean age?=?11.6 years (SD?=?0.60)) followed standardised and theory-driven intervention lessons following the didactical guidelines of the concept of ‘Intercultural Movement Education’ (IME). The developed games tend to trigger ‘crises’ with the aim to insecure students. These experienced insecurities were afterwards reflected upon with the students. The internal control group (N?=?63; mean age?=?11.8 years (SD?=?0.62)) and external control group (N?=?93; mean age?=?10.8 years (SD?=?0.69)) were taught in a unspecific manner. The impact of the intervention study programme was tested with a reliable and valid questionnaire. Results: A significant time by group interaction effect for the subscale ‘assimilation/segregation’ of acculturation attitudes was found in boys and in girls. The attitudes increased significantly after the intervention. For the girls, the intervention group showed also a significant decrease of the attitude ‘integration’. No significant impact of the intervention study on the attitudes towards cultural diversity could be identified either with boys or girls. Discussion: The effects of the study are ambivalent. The significantly increased assimilative attitudes can be interpreted as a need for a sense of security. This is also underlined by the decrease of the integration attitude that values the maintenance of cultural integrity. It must be critically discussed whether the ‘crises’ were too intense and not adapted to the children’s skills to overcome them. Second, we have to critically analyse whether the discussions with the students about their experiences were sufficiently focused to debrief the students. Summary for practitioners: The competence to handle heterogeneity – the so-called intercultural competence – is a key competence for children and youths. Sports and PE are often considered as a particular field for enhancing intercultural competence. However, until now there has been no theory-based empirical study that proves this assumption. This paper describes the development, implementation and evaluation of an intervention programme on intercultural learning in PE along the didactic guidelines of IME. This programme tries to trigger ‘crises’ that stimulate the students to react and think about their self- and world relations. The statistical analyses show that the ‘crises’ were probably too intense as the students’ scores in assimilation attitudes increased. This lead to the didactical reflection of the implementation of intercultural learning processes in PE.  相似文献   

SKIPing with teachers: an early years motor skill intervention     

Ali Brian  Jacqueline D. Goodway  Jessica A. Logan  Sue Sutherland 《Physical Education & Sport Pedagogy》2017,22(3):270-282

  相似文献   

Experiences of teacher evaluation systems on high school physical education programs     

Sharon R. Phillips  Kevin Mercier  Sarah Doolittle 《Physical Education & Sport Pedagogy》2017,22(4):364-377

Primary objective: Teacher evaluation is being revamped by policy-makers. The marginalized status of physical education has protected this subject area from reform for many decades, but in our current era of system-wide, data-based decision-making, physical education is no longer immune. Standardized and local testing, together with structured observation measures, are swiftly being mandated in the USA as required elements of teacher evaluation systems in an effort to improve school programs and student achievement. The purpose of this investigation was to document how this reform was initiated and the experiences of teachers, students and administrators, from three high school physical education programs, during initiation of this reform. Documenting how physical education programs respond to such reforms develops our understanding of top-down reform efforts and helps to identify conditions under which such reforms have the intended effect on physical education teachers and student learning in physical education.

Theoretical framework: Fullan’s three phases of school change has been used to analyze and guide school change efforts in several subject areas including physical education. The phases are initiation, implementation and institutionalization. This study is situated primarily within the first phase of school change, the initiation phase.

Methods and procedures: This study took place over a 21-month period in 3 suburban school districts in a northeast metropolitan area of the USA. Interviews with district physical education administrators, high school physical education teachers and students were conducted. Field notes of physical education classes, informal interviews and related artifacts including pre- and post-physical education assessments were collected. To ensure trustworthiness, several steps were taken including member checks, triangulation and peer review. The data were analyzed to find common themes and patterns using the constant comparative method.

Results: Several themes emerged: (1) changes in curriculum and assessment; (2) effect on administrators; (3) stakeholder apathy and (4) department collaboration.

Conclusion: Changes, although minor, did take place in the wake of this top-down teacher reform; however, additional research needs to be completed to determine whether or not these changes are meaningful or long lasting.  相似文献   

Effectiveness of physical education to promote motor competence in primary school children     

Vítor P. Lopes  David F. Stodden  Luis P. Rodrigues 《Physical Education & Sport Pedagogy》2017,22(6):589-602

Background: Motor skill (MS) competence is an important contributing factor for healthy development.

Purpose: The goal was to test the effectiveness of primary school physical education (PE) on MS and physical fitness (PF) development.

Methods: Three classes (n?=?60, aged 9.0?±?0.9) were randomly assigned to three diverse conditions during a school year: two PE lessons/week (PE-2), three PE lessons/week (PE-3), and no PE lessons control group (CG). BMI, skinfolds, PF (9-min run/walk, sit-up, modified pull-ups), gymnastics, soccer, handball, basketball and track-and-field skills were evaluated. Effect sizes (d) were reported as magnitude of change.

Results: Skinfolds significantly increased only in CG (d?=?1.21). PF composite z-scores improved in PE-3 (d?=?0.61), but decreased in PE-2 (d?=?0.57), and had no changes in CG. Statistically significant improvement was verified in gymnastics and handball skills in both experimental groups (gymnastic: d?=?2.95 and d?=?2.61 for PE-3 and PE-2, respectively; handball: d?=?1.87 and d?=?0.57 for PE-3 and PE-2, respectively), and no changes were seen in CG. In soccer, there were improvements only in the PE-3 (d?=?0.55), and in basketball only in PE-2 (d?=?0.46). There were no changes in any group for track-and-field skills.

Conclusions: PE programs can effectively promote PF and MS development.  相似文献   

Professional development in adapted physical education with graduate web-based professional learning     

Takahiro Sato  Justin A. Haegele 《Physical Education & Sport Pedagogy》2017,22(6):618-631

  相似文献   

Do the physical and environment PETTLEP elements predict sport imagery ability?     

Nurwina Anuar  Sarah E. Williams  Jennifer Cumming 《European Journal of Sport Science》2017,17(10):1319-1327

The present study aimed to examine whether physical and environment elements of PETTLEP imagery relate to the ability to image five types of sport imagery (i.e. skill, strategy, goal, affect and mastery). Two hundred and ninety participants (152 males, 148 females; M_age?=?20.24 years, SD?=?4.36) from various sports completed the Sport Imagery Ability Questionnaire (SIAQ), and a set of items designed specifically for the study to assess how frequently participants incorporate physical (e.g. ‘I make small movements or gestures during the imagery’) and environment (e.g. ‘I image in the real training/competition environment’) elements of PETTLEP imagery. Structural equation modelling tested a hypothesised model in which imagery priming (i.e. the best fitting physical and environment elements) significantly and positively predicted imagery ability of the different imagery types (skill, β?=?0.38; strategy, β?=?0.23; goal, β?=?0.21; affect, β?=?0.25; mastery, β?=?0.22). The model was a good fit to the data: χ² (174)?=?263.87, p?<?.001, CFI?=?.96, TLI?=?.95, SRMR?=?.09, RMSEA?=?0.05 (90% CI?=?0.03–0.05). Findings displayed that priming imagery with physical and environment elements is associated with better skill, strategy, goal, affect and mastery imagery ability. The findings extend models of imagery use by indicating that how athletes images may influence their imagery ability.  相似文献   

Using the self-determination theory to understand Chinese adolescent leisure-time physical activity     

Lijuan Wang 《European Journal of Sport Science》2017,17(4):453-461

Purposes: This study applies the self-determination theory (SDT) to test the hypothesized relationships among perceived autonomy support from parents, physical education (PE) teachers, and peers, the fulfilment of psychological needs (i.e., autonomy, competence, and relatedness), autonomous motivation, and leisure-time physical activity of Chinese adolescents. Method: There are 255 grade six to eight student participants from four middle schools around Shanghai, China included in this study. An accelerometer was used to measure the moderate-to-vigorous physical activity (MVPA). The participants completed the questionnaires regarding SDT variables. The structural equation modelling was applied to examine the hypothesized relationships among the study variables. Results: The model of hypothesized relationships demonstrated a good fit with the data [X²?=?20.84, df?=?9, P?=?.01; CFI?=?0.98; IFI?=?0.98; SRMR?=?0.04; RMSEA?=?0.05]. The findings revealed that autonomy support from parents, PE teachers, and peers foster social conditions in which the three basic psychological needs can be met. In turn, autonomy, competence, and relatedness are positively associated with autonomous motivation for MVPA. The autonomous motivation positively relates to the MVPA time of adolescents. The three psychological needs partially mediate the influence of autonomy support from parents (β?=?0.18, P?<?.01; Bootstrap 95% CI?=?0.06–0.33) and teachers (β?=?0.17, P?<?.01; Bootstrap 95% CI?=?0.03–0.26) in the autonomous motivation. Conclusion: In conclusion, these findings support the applicability of SDT in understanding and promoting physical activity of Chinese adolescents.  相似文献