少儿家长对子女参加业余武术训练态度影响因素的调查分析     

赵晓东  秦志明  陈奎平 《搏击·武术科学》2009,6(6):44-45

少年儿童是不具备完全社会行为能力的社会群体,少儿业余武术训练受到人们的思想观念、生活方式、社会关系等各种社会因素的制约。少儿家长是决定少儿参与业余武术训练的主要影响因素,家长的思想观念有时会强加于子女,子女对体育选择的支撑力来自父母。文章对家长影响其孩子参加业余武术训练的各种因素进行探讨。  相似文献   

Psychometric Properties of a Parental Questionnaire for Assessing Correlates of Toddlers’ Physical Activity and Sedentary Behavior     

Valerie Carson  Kylie D. Hesketh  Ryan E. Rhodes  Christina Rinaldi  Wendy Rodgers  John C. Spence 《Measurement in physical education and exercise science》2017,21(4):190-200

This study examined the psychometric properties of a questionnaire developed with the guidance of the socialization model of child behaviour to understand modifiable correlates of toddlers’ physical activity and sedentary behaviour. Findings are based on 118 parents (33.7 ± 4.9 years; 86% female) of toddlers (19.3 ± 2.7 months; 48% female) from Edmonton, Canada in The Parents’ Role in Establishing healthy Physical activity and Sedentary behaviour habits study (PREPS). The PREPS questionnaire encompassed 21 variables across the constructs of the socialization model of child behaviour. Of the nine variables assessed for internal consistency reliability, eight had good (α ≥ 0.70) reliability. Of the 15 continuous variables assessed for 1-week test–retest reliability, 10 had moderate (intra-class correlation = 0.50–0.74) and 5 had good (intra-class correlation ≥ 0.75) reliability. Of the six categorical variables assessed for 1-week test–retest reliability, two had fair (К = 0.21–0.40), one had moderate (К = 0.41–0.60), one had substantial (К = 0.61–0.80), and two had almost perfect (К = 0.81–1.00) reliability. Of the 12 sedentary behaviour variables assessed for convergent validity, 7 were significantly correlated with children’s screen time, of which three were small (r ≤ 0.29), two were medium (r = 0.30–0.49), and two were large (r ≥ 0.50) effect sizes.  相似文献   

A grounded theory of positive youth development through sport based on results from a qualitative meta-study     

Nicholas L. Holt  Kacey C. Neely  Linda G. Slater  Martin Camiré  Jean Côté  Jessica Fraser-Thomas 《International review of sport and exercise psychology》2017,10(1):1-49

The overall purpose of this study was to create a model of positive youth development (PYD) through sport grounded in the extant qualitative literature. More specifically, the first objective was to review and evaluate qualitative studies of PYD in sport. The second objective was to analyze and synthesize findings from these studies. Following record identification and screening, 63 articles were retained for analysis. Meta-method analysis revealed strengths of studies were the use of multiple data collection and validity techniques, which produced high-quality data. Weaknesses were limited use of ‘named’ methodologies and inadequate reporting of sampling procedures. Philosophical perspectives were rarely reported, and theory was used sparingly. Results of an inductive meta-data analysis produced three categories: PYD climate (adult relationships, peer relationships, and parental involvement), life skills program focus (life skill building activities and transfer activities), and PYD outcomes (in personal, social, and physical domains). A model that distinguishes between implicit and explicit processes to PYD is presented.  相似文献   

自闭症谱系障碍儿童家长参与课题研究:影响因素和改进策略     

刘丽萍  张玉敏 《林区教学》2021,(1):118-121

近年来,人们越来越多地推动自闭症儿童家长有意义地参与科学研究.这种参与式研究能够更好地满足自闭症谱系障碍儿童及其家庭的评估和干预需求.从自闭症儿童自身特征、家庭因素、研究课题本身等方面分析影响家长参与课题研究的因素,基于对影响因素的综合分析,分别从家长及研究者层面提出相关对策建议,以促进家长更积极、更深入地参与课题研究...  相似文献   

Working towards Inclusive Education: Social Contexts     

Alan Dyson 《欧洲特需教育杂志》2013,28(1):125-128

ABSTRACT

Special education in England has developed over a large number of years, during which changes in philosophy and practice have been charted in Acts of Parliament. Current thinking was given focus by the recommendations of the 1978 Warnock Report, many of which have been implemented. The most recent legislation relates to the establishment of Statements of Special Educational Needs (SEN), the introduction of a Code of Practice, recognition of the role of parents and of the need for multi‐professional cooperation, the integration of children with SEN into mainstream classrooms and the right of access of all children to a broad and balanced curriculum, as articulated in the National Curriculum.  相似文献   

Parental experiences of support for pupils with dyslexia: ignoring the effect on parents     

Alison Earey 《Support for Learning》2013,28(1):35-40

This article reports on research that was carried out with parents in order to understand the education system in England from their viewpoint through in‐depth, semi‐structured interviews with seven parents, who were largely sourced through a local dyslexia specialist tutor. The data were analysed by using cross‐sectional analysis in order to consider the participants' choice of words and their comparative responses to questions. The interviews probed parents for information on their experience from the initial point of concern about the child's difficulties with words, through to assessment and concerns for the future. The findings suggest that, while we live in an age of purported inclusion and equality, there are still children who experience exclusion and prejudice in education. Their experience does not match the ideal and, as a result, their parents are suffering too. The findings help to support recent research and could encourage continued improvements in the education system.  相似文献   

论农村分担赡养老人协议的合法性     

董静 《四川教育学院学报》2012,(2):19-22

农村养老模式主要集中在三种模式,其中分担赡养老人模式问题颇多。主要从其存在的原因和法律特征和法律效力进行分析,认为这种协议应该属于一部分有效、一部分无效的协议。  相似文献   

The Literacy Early Action Project (LEAP): exploring factors underpinning progress with literacy for a child in his first year of school     

Anthony Feiler  Elaine Logan 《British Journal of Special Education》2007,34(3):162-169

In this article, Anthony Feiler, senior lecturer in the Graduate School of Education at the University of Bristol, and Elaine Logan, lecturer in early years education at the City of Bristol College, present a case study of a child who made strong progress with literacy during his first year at school. The child and his family participated in the Literacy Early Action Project (LEAP), a home-visiting scheme for children judged by school staff to be at risk of struggling with literacy. A teaching assistant made weekly home visits during the year and developed literacy support activities with the child's mother and grandparents. Five key factors underpinning the child's progress are identified here: the flexibility in the teaching assistant's approach that enabled extended family members to become engaged in literacy support; the teaching assistant's sensitivity to family culture; the playful approach to learning adopted by the teaching assistant; putting the child at the centre of the intervention; and the existence of a school culture that strongly promoted involvement for parents. Anthony Feiler and Elaine Logan conclude that teaching assistants in the UK might be given more scope to develop support strategies for early childhood education that involve collaborative work with parents.  相似文献   

中、美、英家长教育权利的比较     

张素蓉 《比较教育研究》2009,31(3)

本研究对"家长"的外延进行了扩展,对"家长教育权"的内涵进行了辨析和界定,通过家长教育权内容的中外比较研究,阐释了家长教育权的性质和行使家长教育权的原则.  相似文献   

Tracking of physical activity in pubertal boys with different BMI over two-year period     

Triin Rääsk  Kenn Konstabel  Jarek Mäestu  Evelin Lätt  Toivo Jürimäe  Jaak Jürimäe 《Journal of sports sciences》2015,33(16):1649-1657

We examined the tracking of physical activity (PA) measured by accelerometers and subjective self- and parental reports in normal weight and overweight and obese pubertal boys over two-year period. In total, 156 boys with mean (±SD) age of 11.53 ± 0.76 at baseline and with mean age of 13.94 ± 0.74 at 2 year follow-up were studied. At baseline and approximately two years later, the boys completed self-report questionnaire and wore an accelerometer for seven consecutive days. On the basis of first year assessment’s body mass index (BMI), the children were grouped as normal weight and overweight and obese groups according to BMI cut-offs. Tracking correlations of objectively measured PA and subjectively measured PA were fairly similar across the 12–14 year-old-boys weight groups over two year period. Tracking correlations of objectively measured PA and subjectively measured PA were not significantly different over two-year period between both BMI groups. The results of the study show that pubertal boys objectively measured PA decreased over two-year period and so the boys started to be less active in their pubertal period.  相似文献