Long-term effects of a physical education curriculum and staff development program: SPARK
Long-term effects of a physical education curriculum and staff development program: SPARK
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DOI：
10.1080/02701367.1997.10608009
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发表时间：
1997-12-01
影响因子：
2.2
通讯作者：
Faucette, FN
中科院分区：
文献类型：
--
作者：
McKenzie, TL;Sallis, JF;Faucette, FN
这项为期4年的研究在七所小学进行，分为三种情况--体育专家(PES)、训练有素的课堂教师(TT)和对照组(CO)--包括两个部分。第一项研究调查了与健康相关的体育项目对课程数量和质量的影响。专家产生了最好的结果，而TT明显好于未受过培训的同龄人。第二部分评估了干预终止后大约1.5年的维持效果。随着专业人才的减少，体育课的数量和质量都大幅下降。TT维持PES频率，但课程质量下降，学生活动减少至干预水平的88%。结果支持聘请专家，并证明负责体育的课堂教师需要广泛的专业发展。
The 4-year study conducted in seven elementary schools assigned to three conditions-Physical Education Specialist (PES), Trained Classroom Teachers (TT), and Controls (CO)-had two parts. The first investigated effects of a health-related physical educational program on quantity and quality of lessons. Specialists produced the best outcomes, and TT were significantly better than nontrained peers. Part two assessed maintenance effects approximately 1.5 years after intervention termination. With-drawal of specialists significantly reduced the quantity and quality of physical education. TT maintained PES frequency but with a loss in lesson quality and a decline in student activity to 88 % of intervention levels. Results support employing specialists and demonstrate the need for extensive professional development for classroom teachers responsible for physical education.