学龄前儿童 (3～6岁) 运动指南

  目的  了解家长围绕儿童身体活动特定的养育行为及促进和阻碍幼儿身体活动水平的家庭养育因素,为采取相应策略提高学前儿童身体活动水平提供依据。  方法  于2021年2月采用非概率抽样方式,使用自编问卷调查南方大中城市3 959名家长身体活动养育实践,列联表卡方检验探讨家庭不同角色对幼儿身体活动的影响。  结果  39.28 %的家长每周进行2～3次休闲体育活动,27.12 %的家长每周进行1次休闲体育活动,每周不进行活动者占20.86 %。亲子体育活动频率在1～2次/周的家长占58.59 %,其中“有氧运动”和“追逐、扮演游戏”是家长选择最多的内容,分别占55.83 %和52.68 %。从家庭对幼儿身体活动的支持来看,排在前3位的是“经常带孩子去公园等户外场所参加体育活动”（87.82 %）、“购买体育器材满足孩子的体育需求”（69.87 %）、“鼓励孩子自由玩耍”（69.21 %）,只有26.02 %的家长选择“资助幼儿到体育培训机构学习”。父母角色差异（χ² = 23.31,P < 0.001）,性别刻板印象,以及家长对不同性别幼儿身体活动需求时间（χ² = 9.91,P= 0.04）、强度（χ² = 17.14,P < 0.01）上认知差异是家长支持性行为的主要制约因素。  结论  以家庭为基础的体育干预策略中,应克服以上制约因素,尤其发挥父亲的榜样作用、要求家庭提供多种支持,可能将对促进幼儿身体活动发挥更显著作用。     

Promoting physical activity during early childhood

The prevalence of obesity in children and adolescents from low‐income families in the USA has become a significant concern over the last 20 years. One of the major contributors to this problem is the lack of physical activity. The purpose of this paper is to describe initiatives designed to: (1) engage young children in physical activity during professional preparation of physical educators, and (2) assist classroom teachers in providing quality physical activity experiences in their daily lessons. Children from a local preschool were brought to a university campus to participate in a 60‐minute physical activity programme. Fundamental motor skills and movement concepts were the basis of the instruction in this programme. In addition, university instructors provided preschool classroom teachers from the community with the basic knowledge of the ABCs of movement skills. Classroom teachers received information about how to include physical activity in their lesson planning on a daily basis.     

Motor proficiency and physical activity in preschool girls: a preliminary study

Physical activity during preschool age promotes sports learning and the acquisition of fundamental and complex movement skills. The aim of this study was to evaluate the impact of three different four-month physical and/or pre-sport activity programmes on preschool children’s motor proficiency. Twenty-five girls, aged between four and six years, were involved in the study, 10 practising physical activity, six practising dance (classical), nine practising swimming. Girls’ motor proficiency was assessed before and after the intervention period by means of the BOT-2 Bruininks–Oseretsky Test of Motor Proficiency-Short Form (BOT-2 SF). Differential effects of interventions emerged in fine manual control and coordination and in running speed and agility. A playful and highly varied physical activity intervention conducted by a specialized teacher was more effective for the development of preschool girls’ motor proficiency.     

Patterns of physical activity in Spanish children: a descriptive pilot study

Background The majority of Spanish adults and children do not engage in enough physical activity to be beneficial for health. There is a need for objective and accurate assessment of the proportion of children meeting the physical activity recommendation for health. Assessing patterns of physical activity both between days (during weekdays and weekend days) and within days is of interest to improve our understanding of the variation in Spanish children's physical activity and to provide efficient intervention programmes. Methods A sample of 221 children: 136 9‐year‐old children (68 boys and 68 girls) and 85 15‐year‐old children (36 girls and 49 boys) from 12 urban public schools in Madrid, Spain entered the study. The variables measured were anthropometric characteristics (height, weight, body mass index) and physical activity measured during four consecutive days using the GT1M accelerometer. Results Younger children were more active and less sedentary than older ones during week and weekend days. Nine‐year‐old boys and girls achieved significantly (P < 0.05) more moderate to vigorous physical activity (MVPA) and significantly (P < 0.01) less sedentary time than older 15‐year‐old children. During weekdays more children achieved physical activity recommendations versus weekend days. Physical activity patterns analyses indicated that boys achieved relatively high values of MVPA from 1100 till 1300 h (school break) and from 1800 till 2000 h in comparison with the rest of the day. Girls were substantially different, with the 9‐year‐old girls having only two obvious peaks of weekday MVPA at lunch (1300) and after school (1900 h) while the adolescent girls had no clear peak of MVPA. Conclusions Few children achieved the level of MVPA recommended for health; at particular risk were adolescent girls. More effort needs to be devoted to promoting appropriate opportunities for Spanish girls across the day and to promoting physical activity during weekends for all children.     

Changes in physical activity in pre-schoolers and first-grade children: longitudinal study in the Czech Republic

Background The transition from kindergarten to first year at school is associated with a variety of psychosocial changes in children. The aim of this longitudinal study was to identify the changes in children's physical activity (PA) upon entry to first year at school; and to identify the days of the school week that exhibit low PA. Methods We monitored the PA levels of 176 children twice: initially in kindergarten and again in first‐year classes at school. The age (mean ± standard deviation) of children at kindergarten was 5.7 ± 0.5 years and 6.7 ± 0.5 years at the first year of elementary school. We evaluated PA employing the activity energy expenditure (AEE – kcal/kg/day) from Caltrac accelerometer and daily amount of steps (STEPS) from Yamax pedometer. Participants were monitored over 7 days to include a weekend. Results The mean AEE was 11.5 in pre‐school girls and 12.9 kcal/kg/day in boys; and STEPS were 9923 steps/day in girls and 11 864 in boys on weekdays. At weekends, it was 11.5 kcal/kg/day in girls and 12.7 kcal/kg/day in boys and 10 606 steps/day in girls and 11 182 steps/day in boys. The mean AEE and STEPS in first‐grade girls and boys was 9.9 and 9.8 kcal/kg/day respectively, and 7911 and 8252 steps/day respectively on weekdays, and 8.8 and 9.0 kcal/kg/day and 6872 and 7194 steps/day respectively at weekends. First‐grade school children had significantly lower PA than pre‐school children on weekdays (P < 0.0001) and at weekends (P < 0.0001). Decline in PA on weekdays was during time spent at school (P < 0.0001) and not during after‐school children's leisure time. Conclusion The parts of the week when first‐grade school children show low PA are the times spent in lessons and in after‐school nursery and at weekends. PA needs to be promoted using intervention programmes mainly during the after‐school nursery programmes and at weekends.     

The preschool mover: A comparison between naturally-occurring and program-directed physical activity patterns

This study described children's physical activity patterns during structured and unstructured daily activity. In Experiment 1, eleven children (3-5 years) wore heart rate monitors for 12 consecutive hours, including a 2- hour developmental movement program. Program heart rates were significantly higher than during home activity, where physical activity was predominantly sedentary. In Experiment 2, heart rate telemetry was used to monitor the daily activity of children in a movement program and in a private daycare. Physical activity during the movement program was significantly more intense than home activity for either group, or than daycare activity. No differences were found in home activity, or for peak heart rate, resting heart rate or age. Females in both groups were significantly more active than males during certain periods of the day. While children's naturally-occurring activity is fairly sedentary, youngsters can maintain moderate or vigorous activity if given proper guidance.     

Physical self-concept and physical activity enjoyment in elementary school children

The present study examined gender differences and relationships of seven specific domains of physical self-concept (PSC) (Strength, Endurance, Speed, Flexibility, Coordination, Global Sport Competence, and Appearance) and physical activity enjoyment (PAE) in 447 elementary school children by self-report questionnaires. Boys reported higher self-concepts of Strength, Endurance, Speed, Coordination, and Global Sport Competence than girls. Conversely, girls showed higher self-concepts of Flexibility than boys. Moreover, all seven specific domains of children's PSC and PAE were positively interrelated and children's self-concepts of Endurance and Global Sport Competence predicted their PAE. Implications for physical education targeting to enhance children's PSC and PAE are discussed.     

A controlled trial of a school-based environmental intervention to improve physical activity in Dutch children: JUMP-in, kids in motion

Interventions to promote physical activity are important in preventing children from becoming overweight. Many projects have been developed but only a few showed (moderate) effects. JUMP-in is a systematically developed primary-school-based intervention that focuses on the use of theory, environmental changes, parental influences and cooperation with multi-level parties in intervention development. The effects of JUMP-in were evaluated with a quasi-experimental pre-test/post-test research design. In total, 510 children from Grades 4, 5 and 6 of four intervention schools and two control schools in Amsterdam were followed for an intervention period of one school year. Changes in physical activity as well as in the social cognitive determinants were assessed using self-reports. In addition, a process evaluation has been executed. The results show that JUMP-in was effective in influencing physical activity, especially among children from Grade 6. Children in the control group decreased their level of physical activity considerably, while activity levels in intervention children from Grade 6 remained stable. The intervention effects could not be explained by changes in the measured social cognitive determinants. In contrast, process information illuminated differences in intervention effects between the participating schools. The results from the JUMP-in study show the importance of intervention designs that focus on a theory-based mix of relevant environmental and social cognitive factors.     

Physical education and physical activity: results from the School Health Policies and Programs Study 2006

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.