Physical education and physical activity: Results from the school health policies and programs study 2006
Physical education and physical activity: Results from the school health policies and programs study 2006
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DOI：
10.1111/j.1746-1561.2007.00229.x
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发表时间：
2007-10-01
影响因子：
2.2
通讯作者：
Spain, Christine G.
中科院分区：
文献类型：
--
作者：
Lee, Sarah M.;Burgeson, Charlene R.;Spain, Christine G.
背景：全面的校本体育活动计划包括体育教育和其他体育活动机会，包括课间休息和其他体育活动休息，校内，校际运动，步行和骑自行车上学的倡议。本文描述了美国学校体育教育的特点，以及州、区、学校和课堂层面的体育活动政策和计划。方法：美国疾病控制与预防中心每6年开展一次学校卫生政策与项目研究。2006年，所有50个州和哥伦比亚特区的州教育机构工作人员完成了计算机辅助电话访谈或自我管理的邮件问卷，并在全国具有代表性的地区样本中进行了调查（n = 453）。计算机辅助个人访谈对全国代表性的小学、初中和高中的人员（n = 988）和全国代表性的体育必修课程和课程的教师（n = 1194）进行。结果：大多数州和地区都采用了一项政策，规定学校将教授体育课程；然而，很少有学校提供日常体育教育。此外，许多州、地区和学校允许学生免于参加体育教育。大多数学校为学生提供一些体育课外活动的机会。体育教师的发展是由州和地区提供的，但体育教师通常没有在各种重要主题上得到发展。结论：为了加强学校的体育教育和体育活动，有必要在州、区、学校和课堂层面采取综合措施。州和地区层面的政策、实践和全面的员工发展可能使学校能够改善学生成为积极锻炼身体的成年人的机会。
BACKGROUND: Comprehensive school-based physical activity programs consist of physical education and other physical activity opportunities including recess and other physical activity breaks, intramurals, interscholastic sports, and walk and bike to school initiatives. This article describes the characteristics of school physical education and physical activity policies and programs in the United States at the state, district, school, and classroom levels.METHODS: The Centers for Disease Control and Prevention conducts the School Health Policies and Programs Study every 6 years. In 2006, computer-assisted telephone interviews or self-administered mail questionnaires were completed by state education agency personnel in all 50 states plus the District of Columbia and among a nationally representative sample of districts (n = 453). Computer-assisted personal interviews were conducted with personnel in a nationally representative sample of elementary, middle, and high schools (n = 988) and with a nationally representative sample of teachers of required physical education classes and courses (n = 1194).RESULTS: Most states and districts had adopted a policy stating that schools will teach physical education; however, few schools provided daily physical education. Additionally, many states, districts, and schools allowed students to be exempt from participating in physical education. Most schools provided some opportunities for students to be physically active outside physical education. Staff development for physical education was offered by states and districts, but physical education teachers generally did not receive staff development on a variety of important topics.CONCLUSIONS: To enhance physical education and physical activity in schools, a comprehensive approach at the state, district, school, and classroom levels is necessary. Policies, practices, and comprehensive staff development at the state and district levels might enable schools to improve opportunities for students to become physically active adults.