Social and Environmental Factors Associated With Preschoolers' Nonsedentary Physical Activity   总被引：2，自引：0，他引：2  

William H. Brown  Karin A. Pfeiffer  Kerry L. McIver  Marsha Dowda  Cheryl L. Addy  and Russell R. Pate 《Child development》2009,80(1):45-58

The twofold purposes of the investigation were (a) to describe with direct observation data the physical activity behaviors and the accompanying social and environmental events of those behaviors for children in preschools and (b) to determine which contextual conditions were predictors of moderate to vigorous physical activity (MVPA) and nonsedentary physical activity (i.e., light activity + MVPA) for 3-, 4-, and 5-year-old children during their outdoor play. The results indicate that preschoolers' physical activity is characterized as sedentary in nature throughout their preschool day (i.e., 89% sedentary, 8% light activity, and 3% MVPA). During outdoor play periods, when children are most likely to be physically active, some contextual and social circumstances better predict their physical activity. Implications for policy makers, practitioners, and researchers are discussed.  相似文献   

学龄前儿童体力活动研究的十大问题     

Russell R. Pate  Jennifer R. O''Neill  William H. Brown  Kerry L. McIver  Erin K. Howie  Marsha Dowda 《北京体育大学学报》2015,38(6):48-54

摘要：目的是回顾与3-5岁儿童体力活动有关的重要研究问题。本文将从三个主要研究领域进行分析：健康效果、体力活动模式、干预和政策。研究的首要问题包括：确定体力活动的健康效果,确定体力活动对保持健康体重的影响,探明体力活动对学习和行为习惯的影响,以及静坐行为对健康的影响。与体力活动模式相关的研究问题包括,3-5岁儿童满足现有体力活动推荐量的情况;影响体力活动的社会和环境因素,包括家庭、幼儿园、社区环境;体力活动如何对学龄儿童期、青少年时期和成年以后产生影响。关于干预和政策方面的研究问题包括,确定在家庭、保育机构、社区环境最有效的促进体力活动的干预策略,以及不同幼儿适用的干预方案,确定有效的干预手段和宣传策略,制定有效的能够增加幼儿体力活动水平的国家、州、地方和机构的政策。总之,全面的了解体力活动对3-5岁儿童健康的影响,以便于掌握该群体的体力活动特点,探索如何促进幼儿的体力活动。  相似文献   

Is Science Me? Exploring Middle School Students’ STE-M Career Aspirations     

Pamela R. Aschbacher  Marsha Ing  Sherry M. Tsai 《Journal of Science Education and Technology》2014,23(6):735-743

This study explores middle school students’ aspirations in science, technology, engineering, and medical (STE-M) careers by analyzing survey data during their eighth and ninth grade years from an ethnically and economically diverse sample of Southern California urban and suburban public school students (n = 493). Students were classified based on their responses to questions about their science ability beliefs and subjective task values using latent class analysis (LCA). Four distinct groups of students were identified: Science is Me; I Value Science But Don’t Do It Well; I Can Do Science but I Don’t Value It Highly; and Science is Not Me. Few students (22 %) were classified as having strong science ability beliefs, and only a third as strongly valuing learning/doing science; a majority (57 %) were in the Science is Not Me category, underscoring the scope of the challenge to invite more young people to want to learn science. As predicted, students who believed they could do science and valued science were more likely than others to indicate interest in STE-M careers. This relationship between perceptions and aspirations was true regardless of gender, ethnicity, and type of STE-M field, but varied depending on socioeconomic status. Using LCA to organize information about students’ science self-perceptions may help target specific interventions to student interests and aspirations and better support and encourage their persistence in STE-M careers.  相似文献