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高校体育最主要的功能是通过各种途径指导大学生进行体育锻炼,促进学生身体健康,培养学生的体育爱好,养成学生终身体育锻炼的习惯.随着体育课课程改革的不断发展,课内外一体化体育的形成,使得大学生课外体育活动已经成为高校校园体育重要的组成部分.大学生课外体育活动的开展直接决定校园体育氛围,影响学生体质健康水平. 相似文献
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葛超 《体育科技文献通报》2006,14(11):27-29
在文献检索和问卷调查的基础上,对高校体育课内外一体化教学模式进行了研究。认为课外体育锻炼是体育课的有机构成。体育俱乐部是理想的课外体育锻炼管理模式。提出应把课外体育锻炼融入体育课程,构建课内外一体化高校体育教学模式。 相似文献
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甘肃省庆阳市中小学体育课及课外体育活动现状调查及对策研究 总被引：2，自引：0，他引：2
赵雄 《体育科技文献通报》2008,16(2):53-55
在启动“全国亿万学生阳光体育运动”的新形势下，通过对甘肃省庆阳市中、小学体育课和课外活动现状等方面进行调查分析，结果显示：仍然存在体育场地和器材不足、课外体育活动时间少、学校对学生体育锻炼管理不到位、体育教师整体素质有待提高等问题。为了有效解决上述问题，教育主管部门应加大对体育设施投入的力度；学校应加强对学生体育锻炼的管理，保证学生课外活动的时间；体育教师应积极提升自身的业务素质。本文力图为该地区中、小学体育课及课外活动的有效开展提供参考。 相似文献
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普通高校"课内外一体化"课外体育活动管理模式研究 总被引：3，自引：0，他引：3
通过实验法对"课内外一体化"课外体育活动管理模式进行研究.结果表明"课内外一体化"课外体育活动管理模式促进了学生体育课的学习积极性,提高了学习效果;加深了对体育的情感体验,无论是在增强体质、增进心理健康、培养能力,还是在强化特长、养成锻炼习惯等方面都得到学生的充分认可;学生的身体素质明显提高. 相似文献
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针对高校体育教学改革现状,分析处方教学中渗透和体现出的"以人为本"的教学思想是符合终身健身教育理论的,阐明处方教学为学生终身健身教育提供科学的理论与方法.强调建立课外体育锻炼处方,使终身健身教育在时间或空间上实现"一体化",推动大学生终身健身教育的持续性开展,推进体育的社会化进程. 相似文献
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通过对我院课程设置情况,女生课外体育活动开展现状,女生课外体育活动影响因素等情况进行研究分析,认为我院女生体育活动,必须坚持以体育课教学为基础,以课外体育活动为实践,形成课内外一体化发展模式。 相似文献
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根据浙江省普通高等学校体育特色项目建设的指导意见、特色项目建设评价体系和标准的要求。从学校实际出发,创建排球"课内外一体化"的教学俱乐部模式:将课堂教学与课外体育锻炼进行整体设计、组织安排、考核评价和管理;将体育教学、课外锻炼、校内运动竞赛、运动训练等管理内容进行"一体化"的研究与实践,形成"课内外一体化"的俱乐部教学模式。 相似文献
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Peter Bramham 《Sport, Education and Society》2013,18(1):57-71
This paper reports the findings of a qualitative study which aimed to explore boys' perceptions and experiences of school-based physical education (PE) and involvement in extra-curricular and out-of-school physical activities. Drawing on group and individual interviews with 22 15-year-old boys in four inner-city comprehensive schools, it explores the nature, purposes and experiences of their physical education involvement both in and out of school. The data collected highlighted the need both to explore and to deconstruct the concept of a dominant hegemonic masculinity. Boys are generally 'censorious' of others who resist and spoil PE lessons. Games, sport and physical activity are shaped by masculine identities and are mediated by diverse processes that involve staff competence, pupil friendship networks, class membership and ethnic identity. 相似文献
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Prof. Dr. André Gogoll 《Sportwissenschaft》2010,40(1):31-38
At latest in the upper school, physical education (PE) offers opportunities to deal with games and sport not only in a motor but also in a cognitive manner. The present paper asks if and under what conditions an instructional design integrating theory and practice in PE promotes meaningful learning and knowledge construction. It brings out the less considered cognitive learning potential of upper school PE and advances hypotheses about their occurrence. The results of the empirical study show that pupils in upper school PE already use learning activities that promote meaningful learning. It also shows that meaningful learning activities are restricted to a self-regulated and intrinsic learning motivation. Intrinsic learning motivation itself is highly dependent on the pupils’ academic self-concept in PE. 相似文献
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Girls’ identity constructions are influenced by the dominant sport, health and beauty discourses in their society. Recent research indicates that sport and health discourses embedded in physical education (PE) compete for influence. Some of these studies have illustrated how these discourses inform girls’ social construction of body ideals and femininities, as well as their choices among physical activities. Our purpose in posing the question, ‘How are girls’ identity construction in PE influenced by current fitness and sport discourses?’ is to explore their identity construction and how they negotiate within the PE discourse as embodied subjects, as well as how they use their body as an object of display. This study is based on fieldwork among 10th grade students (15-year-olds) in a school in Oslo, Norway. The methods used include participant observation, informal conversations with the students and two group interviews. We hope that our findings concerning how sport and fitness discourses influence the students’ concepts of both the ideal body and their choices among bodily activities in PE will contribute to the debate on the future of PE. In particular, the girls’ embrace of the fitness discourse in PE is relevant to a question of great current concern: How should schools and PE teachers meet and relate to the fitness discourse in contemporary society? We believe that if left unchallenged and permitted to deepen its influence on PE, this discourse may well ensure that body modification becomes the primary purpose of PE. 相似文献
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山东省农村中小学体育教师对实施体育新课标认识的现状调查 总被引：4，自引：0，他引：4
通过农村中小学体育教师对体育新课标认识的问卷调查，发现农村中小学和体育教师对新课标的认识和行动存在很大偏差，新课标理念已经深入人心，但学校体育地位有待加强。农村体育教师比较热爱本职工作，但教学目标重点不够明确；认为根据学生身心需求，设置特色课程、自选教材、保证体育课和课外活动的顺利开展，有助于新课标的顺利实施和中小学生体育锻炼习惯的形成。 相似文献
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林蓉 《哈尔滨体育学院学报》2006,24(3)
针对学校体育教育目标与目标层次存在不清及人们的一些模糊认识,从理论与实践两个方面探讨了学校体育的本质特征、学校体育教育的终极目标、过程目标及其价值取向。指出学校体育所追求的体育价值必须要与学校教育价值相统一,学校体育必须为促进学生身心健康服务。要实现学校体育教育目标,关键在于更新教育观念,实现从体育运动教育向身体教育的根本转变。 相似文献
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西安市中小学学校体育现状与发展对策研究 总被引：1，自引：0，他引：1
孙海兰 《西安体育学院学报》2004,(Z1)
通过对西安市中小学学校体育现状进行抽样调查和分析研究,摸清了西安市中小学体育师资配备、体育开课 率、实施《体育与健康教学大纲》、课外体育锻炼、体育经费投入及场地器材等方面的现状,并提出了解决问题的方案和 发展的对策,进一步探讨了中小学体育教学的发展规律。 相似文献
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This paper aims to understand how pupils and teachers actions-in-context constitute being-a-pupil and being-a-teacher within a primary school physical education (PE) movement culture. Dewey and Bentley's theory of transaction, which views organism-in-environment-as-a-whole, enables the researcher to explore how actions-in-ongoing activities constitute and negotiate PE movement culture. Video footage from seven primary school PE lessons from a school in the West Midlands in the UK was analysed by focusing upon the ends-in-view of actions as they appeared through the educational content (what) and pedagogy (how) of the recorded PE experiences. Findings indicated that the movement culture within the school was a monoculture of looks-like-sport characterised by the privileging of the functional coordination of cooperative action. Three themes of pupils' and teachers' negotiation of the movement culture emerged U-turning, Knowing the game and Moving into and out of games. This movement culture required teachers to ensure pupils looked busy and reproduced cooperative looks-like-sport actions. In fulfilling this role, they struggled to negotiate between their knowledge of sport-for-real and directing pupils towards educational ends-in-view within games activities. Simply being good at sports was not a prerequisite for pupils' success in this movement culture. In order to re-actualise their knowledge of sport, pupils were required to negotiate the teacher's ‘how’ and ‘what’ by exploring what constituted cooperative actions within the spatial and social dimensions of the activities they were set. These findings suggest that if PE is to be more than just the reproduction of codified sport, careful adjustment and consideration of ends-in-view is of great importance. Without regard for the latter there is potential to create significant complexity for both teachers and pupils beyond that required by learning and performing sport. 相似文献
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Jepkorir Rose Chepyator-Thomson 《Physical Education & Sport Pedagogy》2014,19(5):512-521
Background: Physicality in human movement characteristic of indigenous sporting forms in Africa is grounded in a multitude of cultures. During the period of colonial Africa, there was the introduction of British sporting forms, policies, and practices in schools and society. It was through schools and missions that the colonists introduced sport activities, with colonial administrators and officers prioritizing athleticism over other activities, evident in after-school sports and games. Thus, schools along with Christian missions served as the instruments of colonial education, culture, and sport, with resources allocated selectively to advance racialized and classist education.Purpose: This paper explores how colonialism, particularly British forms of sport physicality, impacted African people and deconstructs how curriculum and teaching in physical education (PE) during the post-colonial era is lost to the politics of knowledge in the school–society nexus, revealing how the school curriculum serves as a contested terrain. This contestation discloses how colonial and post-colonial narratives intertwine to influence public policy and school practices in the development and implementation of PE curriculum.Themes: Examination of the literature produced themes associated with stratification of school subjects and marginalization of PE in particular – the exam-oriented and elitist-oriented education – which characterized British Africa, and made British education part and parcel of policy development and implementation, influencing the nature of education, and PE in particular. The elitist education influenced public policy initiatives, frameworks, and corresponding reforms resulting in stratification of school subjects, the use of public school expenditure, and in the type of teacher training followed. In addition, negative school-wide practices became apparent with public policy, rules, and regulations being loosely coupled with school realities, leading PE to be considered as a ‘toothless subject' in the school curriculum. Besides physicality and learning in PE are not distinguishable from sporting forms and practices, bringing out the emphasis on competitive school sport that has been used to promote nation's prestige, social engineering, and economic development.Conclusion: A development of way forward for PE in British Africa is considered critical and warranted for adequate development of children and youth and for promotion of the health welfare of society. PE plays a critical part in the nexus between education and development; including meeting individual and social welfare goals of post-colonial British Africa; and as such the needs of all children should be at the forefront of policy development and implementation. What is warranted is a development of a standard-based reform that is grounded in a strong formulated public policy that acknowledges diversity in the centralized system of education; with its implementation showing a balance of PE with after-school sport programs and incorporation of indigenous sporting forms. 相似文献
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McKenzie TL Marshall SJ Sallis JF Conway TL 《Research quarterly for exercise and sport》2000,71(3):249-259
There is little research on students' engagement in physical activity in middle school physical education (PE). We observed student activity, lesson context, and teacher behavior in 430 PE lessons taught by 126 teachers in 24 schools. Variables were analyzed by mixed-model nested analyses of covariance. Boys were more active than girls overall and during skill drills, game play, and free play. Student activity varied by lesson context, with fitness activities producing the most activity. Class size was negatively associated with student activity. Daily PE contributed a weekly total of 25 min of vigorous activity and 83 min of moderate-to-vigorous activity--much less than national objectives. Results suggest that numerous opportunities exist for increasing student physical activity during middle school PE. 相似文献
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Ninna With-Nielsen 《Sport, Education and Society》2013,18(5):645-664
In Denmark as in other European countries, many girls, and especially Muslim girls, seem to lose interest in physical activities and sport with increasing age. However, in a Danish context, little is known about the reasons why girls drop out of sport and which role physical education (PE) plays in this process. In this article we present results of a qualitative study on gendered discourses and doing gender in a PE class at a Danish high school. Drawing on constructivist and post-structuralist approaches to gender and ethnicity, we explore the different opportunities of girls in PE based on in-depth interviews and video observations. Three case studies of three girls are the focus of this article: Nanna, the Danish ‘athletic girl’ who found a balance between (en)acting femininity and presenting herself as a competent athlete; Iram, the ‘Muslim girl’ whose position as a Muslim causes her to hide her sporting abilities and Ida, the Danish ‘normal girl’ who re-interprets PE and adapts it to her needs. These three girls act in and react to a discourse that emphasises competitive sport and is orientated towards male sport tastes and sport practices. The results of this study indicate that PE, with its focus on games and performances, meets the requirements and expectations of many boys but contributes to the decrease in sporting interests and activities among numerous girls. 相似文献