Observed and perceived benefits of providing physical activity opportunities in elementary schools: a qualitative study.
Observed and perceived benefits of providing physical activity opportunities in elementary schools: a qualitative study.
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在小学提供体育锻炼机会的观察和感知的好处：一项定性研究。
DOI：
10.3389/fspor.2023.1240382
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发表时间：
2023
影响因子：
2.7
通讯作者：
Bartholomew, John B.
中科院分区：
文献类型：
--
作者：
Walker, Timothy J.;Craig, Derek W.;Pfledderer, Christopher D.;Robertson, Michael C.;Cuccaro, Paula;Fumero, Keisey;Bartholomew, John B.
学校在促进青年体育活动方面发挥着重要作用。然而，以学校为基础的体育活动机会往往与其他学术优先事项竞争，限制了其实施。本研究的目的是定性探讨小学教师和工作人员的观点提供体育活动的机会，以及他们如何影响学生和学习。我们与德克萨斯州的一个学区合作，进行半结构化的个人访谈。我们使用了有目的的抽样方法来招募小学教师和工作人员了解他们学校提供的体育活动机会。访谈内容包括参与者对提供体育活动机会的意见和提供的机会类型。我们使用定向内容分析和迭代分类方法分析数据。15名参与者（4名教师，4名体育教师，3名助理校长，4名校长）完成了10所小学的访谈。参与者讨论了观察到的和感知到的好处时，提供身体活动的机会，这出现了四个主题和子主题：（1）学术利益（学习准备、学习投入和学习成绩）;（2）社会情感益处（行为、人际关系和社会技能以及课堂文化）;（3）身体益处（大脑健康，技能发展，身体健康）;（4）教学效益（优质教学时间，有用的教学工具和师生关系）。教师和工作人员观察到许多好处，当学生有机会进行体育活动，包括对学术和社会情感成果的积极影响。我们的研究结果强调了体育活动与学校其他优先事项的一致性。体育活动规划可以用于支持学术，学习，行为和其他重要成果的方式。
Schools play an important role in promoting physical activity for youth. However, school-based physical activity opportunities often compete with other academic priorities, limiting their implementation. The purpose of this study was to qualitatively explore elementary school teacher and staff perspectives on providing physical activity opportunities and how they impact students and learning. We partnered with a school district in Texas to conduct semi-structured individual interviews. We used a purposeful sampling approach to recruit elementary teachers and staff knowledgeable about the physical activity opportunities provided at their school. Interviews included questions about participant opinions of providing physical activity opportunities and the types of opportunities provided. We analyzed data using a directed content analysis and iterative categorization approach. Fifteen participants (4 teachers, 4 physical education teachers, 3 assistant principals, and 4 principals) completed interviews from 10 elementary schools. Participants discussed observed and perceived benefits when providing physical activity opportunities, which emerged into four themes and subthemes: (1) academic benefits (learning readiness, learning engagement, and academic performance); (2) social-emotional benefits (behavior, interpersonal and social skills, and classroom culture); (3) physical benefits (brain health, skill development, physical health); and (4) instructional benefits (quality teaching time, helpful teaching tools, and teacher-student relationships). Teachers and staff observed numerous benefits when students had opportunities to be physically active, including the positive impact on academic and social-emotional outcomes. Our findings highlight the alignment of physical activity with other school priorities. Physical activity programming can be used in ways to support academics, learning, behavior, and other important outcomes.
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DOI：
10.3390/ijerph182211797
发表时间：
2021-11-10
影响因子：
--
作者：
Bai P;Johnson S;Trost SG;Lester L;Nathan A;Christian H
通讯作者：
Christian H
影响因子：
3.2
作者：
Hsieh, HF;Shannon, SE
通讯作者：
Shannon, SE
DOI：
10.1186/s12966-020-0917-z
发表时间：
2020-02-07
影响因子：
8.7
作者：
Daly-Smith, Andy;Quarmby, Thomas;McKenna, Jim
通讯作者：
McKenna, Jim
影响因子：
4.5
作者：
通讯作者：
--
影响因子：
5.2
作者：
Walker, Timothy J.;Pfledderer, Christopher D.;Craig, Derek W.;Robertson, Michael C.;Heredia, Natalia I.;Bartholomew, John B.
通讯作者：
Bartholomew, John B.