Musculoskeletal injuries in physical education versus non-physical education teachers: a prospective study     

Lennert Goossens  Sien Vercruysse  Greet Cardon  Leen Haerens  Erik Witvrouw  Dirk De Clercq 《Journal of sports sciences》2016,34(12):1107-1115

Physical education (PE) teachers have a physically demanding job, putting them at a considerable risk for musculoskeletal injuries. To structurally develop tailored injury prevention programmes for PE teachers, a clear understanding of the extent, characteristics and underlying factors of their musculoskeletal injuries compared to referents is necessary. Therefore, the current study prospectively followed 103 PE teachers and 58 non-PE teachers, who registered musculoskeletal injuries and time of exposure to sports participation during one school year. Pearson χ²-tests and independent samples t-tests determined significant differences between PE and non-PE teachers regarding demographics and variables possibly related to injury occurrence. PE teachers had 1.23 and non-PE teachers 0.78 injuries/teacher/school year. This difference was significantly different after adjustment for hours spent weekly on intracurricular teaching during the career and for injury history during the preceding six months (P = 0.009; OR = 0.511; 95% CI = 0.308–0.846). PE teachers’ most affected body parts were the knee and the back. PE teachers had a more extensive injury history (P < 0.001), a higher work- (P < 0.001) and sport index (P < 0.001), practiced more sports (P < 0.002) and taught more extracurricular sports (P = 0.001). Future injury prevention programmes should take account for the great injury history and heavy physical load in PE teachers.  相似文献   

Comparing effects of a TPSR training program on prospective physical education teachers’ social goals,discipline and autonomy strategies in Spain,Chile and Costa Rica     

David Hortigüela Alcalá  Javier Fernández Río  Ángel Pérez Pueyo 《Physical Education & Sport Pedagogy》2019,24(3):220-232

Background: Conflict prevention, respect, tolerance and acceptance of others should be basic outcomes in any educational context. Physical Education (PE) has the potential to be one of the curricular subjects that could help students meet these goals. However, teachers need to use appropriate instructional approaches like Teaching for Personal and Social Responsibility (TPSR).

Purpose: The objectives of this study were two: (1) to compare the impact of TPSR training on social goals, discipline strategies and autonomy support of future PE teachers from Spain, Chile and Costa Rica; and (2) to assess participants’ perceptions of their country's social, cultural and curricular aspects that may influence TPSR implementation.

Participants and settings: 156 prospective PE teachers (48 from Spain, 54 from Chile and 54 from Costa Rica), with an average age of 21.41?±?2.57 years, agreed to participate. 88 (54%) were males, while 75 (46%) were female. They were enrolled in teacher training programs in three different universities located in three different countries: (i) Faculty of Education of the University of Burgos (Spain); (ii) Nursery School of the University of Valparaiso (Chile) and (iii) School of Physical Education and Sports of San José (Costa Rica). All students experienced the same TPSR intervention program, conducted by the same university teacher.

Research design: This study followed a quasi-experimental, pre-test/post-test non-equivalent research design with mixed methods.

Data collection: Three validated questionnaires were used to obtain quantitative information from the participants before and after the training program. Qualitative information was obtained from three discussion groups conducted with the participating students (one from each country).

Data analysis: Statistical analysis of quantitative data was conducted with the statistical package SPSS (version 22.0), while content analysis and constant comparison were used to assess qualitative data.

Findings: The prospective PE teachers from the three countries held different views of the effects of the TPSR program on social goals, discipline strategies and autonomy support, and they were based on socio-cultural considerations of the subject (PE), the teachers’ academic training and their professional identity as teachers on each country. Spanish and Costa Rican PE teachers demonstrated a significant positive change in their perspectives on discipline strategies, and Chilean PE teachers demonstrated a significant positive change in their perception of social goals after experiencing a TPSR intervention.

Conclusion: If cultural context is considered, TPSR can be an effective teacher training approach related to discipline strategies, social goals and autonomy support in PE.  相似文献   

高山滑雪运动损伤特征、影响因素及预防策略研究进展     

王素改  钟亚平 《武汉体育学院学报》2001,53(12):59-67

通过系统梳理有关高山滑雪运动损伤的英文文献，对高山滑雪项目的运动损伤特征、影响因素及主要预防策略进行综合分析论证。发现：（1）高山滑雪的损伤发生率高；膝关节是最常见的损伤部位，手指、下背部、头面部等部位次之；损伤类型主要包括韧带损伤、应力性骨折、神经系统损伤/脑震荡等，在前交叉韧带（Anterior Cruciate Ligament，ACL）损伤方面无性别差异；损伤程度一般为中、重度，最严重者可致使运动员停训或中断参赛超过28天；运动员在训练与比赛中所面临的损伤风险相近。（2）影响高山滑雪运动损伤的基本因素包括两个方面，一是运动员本身的竞技水平、技术动作、性别年龄、先天遗传等相关的内部因素，它是减少和预防高山滑雪运动损伤最根本和最重要的因素；二是与竞训场地、器材、装备、气候等客观条件相关的外部因素，它们也对高山滑雪运动损伤特征产生一定影响。（3）对高山滑雪运动损伤的预防策略，可主要侧重于提高力量素质、优化技术动作、创新器材设备，并逐步加强多措并举、相互配合以产生综合效应的方向发展。本研究为加强与高山滑雪项目特征相匹配的运动损伤评价体系的构建，加大高山滑雪运动损伤的机制探究，探索新的预防手段和策略等后续研究奠定了科学基础。  相似文献   

高山滑雪运动损伤特征、影响因素及预防策略研究进展     

王素改  钟亚平 《武汉体育学院学报》2019,53(12):59-67

通过系统梳理有关高山滑雪运动损伤的英文文献,对高山滑雪项目的运动损伤特征、影响因素及主要预防策略进行综合分析论证。发现：（1）高山滑雪的损伤发生率高;膝关节是最常见的损伤部位,手指、下背部、头面部等部位次之;损伤类型主要包括韧带损伤、应力性骨折、神经系统损伤/脑震荡等,在前交叉韧带（Anterior Cruciate Ligament,ACL）损伤方面无性别差异;损伤程度一般为中、重度,最严重者可致使运动员停训或中断参赛超过28天;运动员在训练与比赛中所面临的损伤风险相近。（2）影响高山滑雪运动损伤的基本因素包括两个方面,一是运动员本身的竞技水平、技术动作、性别年龄、先天遗传等相关的内部因素,它是减少和预防高山滑雪运动损伤最根本和最重要的因素;二是与竞训场地、器材、装备、气候等客观条件相关的外部因素,它们也对高山滑雪运动损伤特征产生一定影响。（3）对高山滑雪运动损伤的预防策略,可主要侧重于提高力量素质、优化技术动作、创新器材设备,并逐步加强多措并举、相互配合以产生综合效应的方向发展。本研究为加强与高山滑雪项目特征相匹配的运动损伤评价体系的构建,加大高山滑雪运动损伤的机制探究,探索新的预防手段和策略等后续研究奠定了科学基础。  相似文献   

田径运动中常见运动损伤分析     

冯国敏 《湖北体育科技》2011,30(2):179-180

田径运动教学、训练中学生运动损伤发生十分频繁,体育教师应认真研究田径教学和训练中发生运动损伤的根本原因,加强学生对运动损伤的正确认识,同时采用科学有效的预防措施,减少学生发生损伤事故.  相似文献   

高校体育教学中常见运动损伤的应对措施及其预防     

盛颖 《当代体育科技》2020,(11):32-33

在体育教学的课程中,学生会因为身体素质差、基础训练不足和疲劳等多种原因造成运动损伤,这些运动损伤在很大程度上影响了学生正常的体育锻炼。本文通过教师自身多年的教学经验,应用运动医学损伤的理论知识和体育教学相结合,研究体育教学中常见的运动损伤应对措施及其预防的方法,并进行归纳总结,为体育教师和学生提供参考。  相似文献   

Effects of an intervention programme with teachers on the development of positive behaviours in Spanish physical education classes     

Tomás García-Calvo  Francisco Miguel Leo  Diana Amado  Juan José Pulido 《Physical Education & Sport Pedagogy》2016,21(6):572-588

Background: The physical education (PE) context has been emphasised as an ideal environment for developing positive behaviours among students. Under the Positive Youth Development paradigm, various initiatives have been conducted with the aim of promoting personal and social responsibility among adolescents. Self-Determination Theory has been widely used to analyse students’ motivational processes during PE classes.

Purpose: This study aimed to measure the effects of a multidisciplinary intervention with teachers on the development of positive behaviours in PE classes.

Participants: Twenty PE teachers participated in the study (M_age?=?35 years; SD?=?2.32) along with 777 of their students (M_age?=?12.81 years; SD?=?.93). The teachers (male?=?16; female?=?4) were between the ages of 29 and 48 years (M?=?35.2 years; SD?=?2.32). The students who participated in this study (male?=?377; female?=?400) were divided into 52 classes and were between the ages of 12 and 16 years (M?=?12.81; SD?=?.93).

Research design: A quasi-experimental design was used that consisted of a control group and three groups in which an intervention was developed. In the control group, the teachers did not receive any type of intervention; in the second group, the teachers received a training programme to develop strategies for supporting basic psychological needs and promoting positive behaviours; in the third group, the teachers received a didactic unit to promote positive behaviours; and in the last group the teachers received a combination of the two previous interventions.

Data analysis: A repeated-measures ANCOVA (analysis of covariance) was used for every dependent variable included in the study to analyse the effect of Group?×?Time interaction, including Gender and Grade Level as covariates. The fixed effects caused by Intercept, Group, Time, and the Group?×?Time interaction were calculated using compound symmetry as the type of covariance and restricted maximum likelihood as the estimation method.

Findings: By examining the differences between pre-test and post-test, it was determined that in comparison with the students in the control group, the students from the three experimental groups had generally improved scores on the variables related to positive behaviours, such as perceptions of the teacher's support, as well as the development of the targeted behaviours.

Conclusions: These results provide information about the efficacy of an intervention programme with teachers that consists of strategies for developing positive behaviour and support for basic psychological needs to promote the development of positive student behaviour.  相似文献   

Physical exercises for preventing injuries among adult male football players: A systematic review     

Jorge Pérez-Gómez  JoséCarmelo Adsuar  Pedro EAlcaraz  Jorge Carlos-Vivas 《运动与健康科学(英文)》2022,11(1):115-122

Background:Football is the most practised sport in the world and is associated with the risk of injuries in the players.Some studies have been published that identify injury prevention programs,but there is no review of the full body of evidence on injury prevention programs for use by football coaches.The aim of this article was to carry out a systematic review of published studies on injury prevention programs for adult male footballers,identify points of common understanding and establish recommendations that should be considered in the design of injury prevention strategies.Methods:PubMed and EMBASE databases were used to identify relevant published articles using the following keywords:"soccer"AND"injury"AND"prevention".Results:A total of 2512 studies were identified initially,but only 11 studies met the inclusion criteria,and their outcomes are presented.Results revealed that injury prevention programs in football have focused on strength training,proprioceptive training,multicomponent programs(balance,core stability,and functional strength and mobility),and warm-up programs.Conclusion:Based on results from the studies analyzed,football players can lower the incidence of match and training injuries by participating in dynamic warm-up programs that include preventive exercises before games or during training sessions,and by adding strength,balance,and mobility training to the training sessions.  相似文献   

Effects of a physical education-based coping training on adolescents’ coping skills,stress perceptions and quality of sleep     

Christin Lang  Anne Karina Feldmeth  Serge Brand  Edith Holsboer-Trachsler  Uwe Pühse  Markus Gerber 《Physical Education & Sport Pedagogy》2017,22(3):213-230

Background: Although most adolescents successfully manage the transition between childhood and adulthood, the speed and magnitude of these changes may exceed the coping abilities of a significant number of young people. For vocational students, additional responsibilities arise during the vocational school transition and the need to balance academic and job-related requirements. An expanding body of literature suggests that adolescence is a vulnerable period for the development of psychiatric diseases and as such, the need to develop an adequate coping repertoire is receiving increasing attention globally. The growing awareness of long-term consequences of stress has led governments to instill school-based resilience promotion programs. For instance, the new physical education (PE) curriculum of vocational (vocational education and training (VET)) students in Switzerland addresses stress management, because stress-related diseases at the workplace have become commonplace among young professionals.

Purpose: Our aim was to develop, implement and evaluate a PE-based coping training (EPHECT) for VET students. Therefore, we adapted components of extant field-tested coping training programs and tailored them to the unique needs of VET students. To facilitate the standardization of the program, each teacher received a teaching manual. Moreover, drawing upon experiential learning theory, we introduced the contents of the coping training in PE class through practical, movement-based exercises in PE. Students also received a workbook for use at home.

Participants and research design: In this cluster randomized controlled trial, eight classes from a Swiss vocational school participated (N?=?131, M_age?=?16.22?±?1.12, 35% females). Two trained PE teachers implemented the program with students in the intervention group (IG?=?67) for three months, while students in the other four classes maintained regular PE (CG?=?64) to comprise the control group. To evaluate the coping training, all participants completed several self-report psychological questionnaires (assessing stress, coping and sleep) at baseline and follow-up. IG students completed further questions with regard to intervention fidelity at follow-up.

Data analysis: To evaluate possible effects of the coping training on stress, coping and sleep, a 2?×?2 repeated-measures analysis of variance design was executed with time (pre vs. post) and group (IG vs. CG) as within- and between-subject factors.

Findings: Over time, IG students significantly increased their adaptive coping compared to CG students, while stress and sleep remained relatively stable for both. Regularly completing one’s homework reinforced this effect because it was significantly associated with students’ reflection and compliance.

Conclusion: A complete and accurate implementation of a PE-based coping training can make a positive contribution to the development of adaptive coping skills among adolescents attending vocational schools. This PE-based program allows students to experience their responses to stress directly and offers opportunities to experiment with different coping strategies. Adaptive coping skills are vital for successful stress management and the prevention of stress-related disorders across the work domain and in everyday life.  相似文献   

Injuries in football (soccer)—a systematic review of epidemiology and aetiological aspects     

Christian Klein  Thomas Henke  Petra Platen 《Sportwissenschaft》2018,48(3):309-322

Increasing injury incidences prove the importance of injury prevention in football. The aim of this review was to summarise the recent evidence on the epidemiology and inciting events of acute injuries within subgroups (performance level, age and sex). A systematic literature search was conducted in the databases PubMed, CINAHL, Embase, Cochrane, PEDro, and SPORTDiscus for articles published from 1 January 2014 until 15 October 2017. The search yielded 4690 results. After the initial screening of titles and abstracts, 182 studies underwent detailed full-text screening according to the inclusion and exclusion criteria. Finally, 53 studies were included. Of these, 46 papers contained epidemiological data, with a total of approximately 41,212 observed player seasons and 11 further tournaments, including 7122.5 observed matches with approximately 126,748.5 player hours. A total of 30,844 injuries were identified. The overall injury incidence ranged from 0.6 to 20.3 injuries per 1000?h of exposure. The locations at highest risk of injury were the lower limbs, particularly the thighs, knees and ankles. Injury-inciting events were reported in 12 studies, involving a total of 8035 injuries. Of these 12 studies, 5 considered all body locations, 3 concentrated on anterior cruciate ligament injuries, 1 reported on general head injuries, 2 reported on concussions, and 1 reported on midfacial trauma only. One of the main findings of this review was that playing football does not necessarily imply a high risk of injury. Promising preventive approaches are being used to revise implementation strategies of evident training programmes and management of individual workloads.  相似文献   

动态平衡训练对膝关节位置觉干预效果的研究     

马校军  王安利  徐刚  汪黎明 《山东体育学院学报》2011,27(7)

目的:研究动态平衡训练对膝关节位置觉的干预效果及其预防损伤机制,比较平衡板、平衡气囊、瑞士球训练方法改善下肢本体感觉功能的效果,为预防运动损伤提供理论依据和实践指导.方法:41名受试者分成平衡板平衡气囊训练组(n=13),瑞士球训练组(n=14),对照组(n=14),训练时间共8周,每周3次,每次练习50分钟,8周训练前后测试膝关节主动和被动位置觉.结果:①8周平衡板气囊训练和瑞士球训练后,男女受试者右膝关节位置觉(主动和被动)比训练前减小但无显著性差异(P＞0.05);②平衡板气囊组与瑞士球组在改善膝关节位置觉无显著差异(P ＞0.05).结论:8周动态平衡训练时间较短不足以使膝关节位置觉显著改变,但训练后位置觉平均误差减小,表明平衡板气囊训练和瑞士球训练对改善膝关节位置觉感知能力有积极意义.  相似文献   

高校体育训练中的防伤害策略探析和研究     

吉立夫  张明亮  郭旺达 《当代体育科技》2020,(10):64-65

体育训练是一种综合性的训练,对于学生身体素质的要求比较高,不同学生的身体素质以及体能储备等存在明显的差异,在体育训练过程中,极容易出现不同程度的伤害和损伤。为保障学生体育训练的成效,优化学生体育训练的水平,科学防范可能存在的运动伤害,应该运用科学的防伤害策略。本文论述了高校体育训练中存在的运动伤害的隐患分析,从而得出可供训练中防伤害的相关策略。  相似文献   

Implementation of a values training program in physical education and sport: perspectives from teachers,coaches, students,and athletes     

Koon Teck Koh  Shu Wen Ong  Martin Camiré 《Physical Education & Sport Pedagogy》2016,21(3):295-312

  相似文献   

An audit of injuries in six english professional soccer academies     

Paul J. Read  Jon L. Oliver  Mark B. A. De Ste Croix  Gregory D. Myer  Rhodri S. Lloyd 《Journal of sports sciences》2018,36(13):1542-1548

Regulations now state that professional academies in the United Kingdom are required to substantially increase the volume of soccer training. This study assessed the current injury occurrence, providing an update to reports published prior to the introduction of the Elite Player Performance Plan (EPPP). 608 soccer players aged 11–18 years from six professional soccer clubs were prospectively monitored, recording injuries during the 2014–2015 season. An injury rate of 1.32 injuries per player/season was indicated with a mean time loss of 21.9 days per injury. The greatest time loss per injury was in the U14s-U15s, and the highest rate of severe injuries in the U15s. Strains and sprains were the most common injury type, with the knee and ankle the most frequently injured anatomical sites. Seasonal variation indicated two peaks in injury incidence, occurring in September and January. In comparison to a published audit prior to the inception of the EPPP, this study indicates that academy soccer players are three-times more likely to experience an injury. Given that time loss and injury severity also increased during periods that typically follow rapid growth, these players should be considered an important group for training load monitoring and injury prevention strategies.  相似文献   

Effectiveness of professionally-guided physical education on fitness outcomes of primary school children     

《European Journal of Sport Science》2013,13(5):582-590

Abstract

Physical education (PE) at school is an important starting point for long-term interventions improving quality of life in elderly. To evaluate the effectiveness of professionally led PE on motor and health-related abilities of Italian primary schoolchildren (3rd–5th graders), three schools were assigned to the experimental groups “A” (38 pupils, 17 M, 21 F) and “B” (37 pupils, 16 M, 21 F), and to control group “C” (26 pupils, 18 M, 8 F). All groups underwent a six-month, twice-a-week (60 min each session) PE intervention. The PE program of the EGs was age-tailored, included strength training and was administered by specialised teachers. Group A and B programs differed in the strength training devices used, while they were identical in terms of training load. The control group program was not structured and administered by generalist teachers. At baseline and follow-up, children underwent a motor and health-related abilities test battery. At follow-up, children in group C gained significantly more weight than children in the EGs and scored significantly less than the children in the EGs in the following assessments: counter movement jump (C:+0.15% vs. A:+4.1% and B:+6.99%), plate tapping (C:+13.56% vs. A:+19.37% and B:+36.12%), sit-and-reach (C:?311.15% vs. B:+409.57%), pinch strength (C:+2.39% vs. B:+10.83, on average) and sit-up (C:+29.69% vs. A:+72.61%). In conclusion, specialist-led pupils demonstrated greater increases in some motor and health-related abilities tests compared to generalist-led peers, while different strength training devices produced comparable increases of strength in both EGs.  相似文献   

体育教学中常见伤病的预防和急救   总被引：4，自引：0，他引：4  

王慧丽 《武汉体育学院学报》2003,37(6):44-47

体育教学过程中，由于教师和学生对预防伤病的意义认识不足，缺乏防范观念，缺乏正确的方法和组织，经验不足，造成学生的运动损伤和伤病，影响教学的正常进行。在总结多年教学实践经验的基础上，对体育教学中常见的几种伤病的产生原因、预防措施和急救方法进行了探讨，以期避免或减轻体育教学中常见伤病的发生。  相似文献   

Promoting schoolchildren’s self-esteem in physical education: testing the effectiveness of a five-month teacher training     

Benjamin Rubeli  Esther Oswald  Achim Conzelmann  Jürg Schmid  Stefan Valkanover 《Physical Education & Sport Pedagogy》2020,25(4):346-360

ABSTRACT

Background: Schoolchildren’s personality development is considered a central goal of physical education (PE). With regard to the relationship between psychological well-being and global self-esteem over the life course, the promotion of positive self-esteem is an issue of particular significance. Past research revealed that PE taught with an individualized teacher frame of reference (iTFR) and a reflexive teaching style is associated with positive effects on facets of children’s perceived sports competence. However, it remains an open question whether this teaching styles has the potential to promote positive self-esteem.

Purpose: The present study investigated whether a five-month teacher training, aimed to enhance the teachers’ iTFR and their reflexive teaching style in PE, has a positive effect on students’ perceived sports competence and their global self-esteem. To analyse the implementation quality, changes in students’ perceived iTFR and perceived reflexive teaching style were investigated.

Method: A total of 21 teachers were assigned to either an intervention group (n?=?13), receiving the five-month teacher training, or a control group (n?=?8) consisting of regular teaching without teacher training. The teacher training encompassed five three-hour consecutive sessions during which the teachers acquired theoretical and practical knowledge about the promotion of competence perceptions in PE with a reflexive teaching style and an iTFR. Between the sessions, the teachers were instructed to implement an iTFR and a reflexive teaching style into their own PE classes. To evaluate the effects of the teacher training, their students’ (N?=?315, 53.7% girls, M_age?=?13.2 y, SD_age?=?1.3 y) perceived teaching style (iTFR and reflexive teaching), perceived sports competence and global self-esteem were measured with paper-pencil questionnaires at three measurement points (pre, post and follow-up).

Findings: Linear mixed effect models showed that students of the intervention group reported an increase in their teachers’ reflexive teaching style, but there were no changes with regard to iTFR. With regard to students’ perceived sports competence and global self-esteem, there were significant interaction effects between time and group over a period of eight months (from pre-test to follow-up), indicating positive effects on these self-concept dimensions due to the teacher training.

Conclusion: The present study indicates that a long-term teacher training supports PE teachers to implement teaching styles with the aim to promote students’ self-concept. Furthermore, the findings lead to the assumption that a more pronounced iTFR in combination with an enhanced reflexive teaching style has the potential to positively influence schoolchildren’s perceived sports competence and global self-esteem.  相似文献