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首页> 美国卫生研究院文献>Preventive Medicine Reports >Elementary physical education: A focus on fitness activities and smaller class sizes are associated with higher levels of physical activity
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Elementary physical education: A focus on fitness activities and smaller class sizes are associated with higher levels of physical activity

机译：初级体育教育：注重健身活动和小班授课与较高水平的体育锻炼有关

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Optimizing physical activity during physical education is necessary for children to achieve daily physical activity recommendations. The purpose of this study was to examine the relationship among various contextual factors with accelerometer measured physical activity during elementary physical education. Data were collected during 2015–2016 from 281 students (1st–5th grade, 137 males, 144 females) from a private school located in a metropolitan area of Utah in the U.S. Students wore accelerometers for 12 consecutive weeks at an accelerometer wear frequency of 3 days per week during physical education. A multi-level general linear mixed effects model was employed to examine the relationship among various physical education contextual factors and percent of wear time in moderate-to-vigorous physical activity (%MVPA), accounting for clustering of observations within students and the clustering of students within classrooms. Explored contextual factors included grade level, lesson context, sex, and class size. Main effects and interactions among the factors were explored in the multi-level models. A two-way interaction of lesson context and class size on %MVPA was shown to be statistically significant. The greatest differences were found to be between fitness lessons using small class sizes compared to motor skill lessons using larger class sizes (β = 14.8%, 95% C.I. 5.7%–23.9% p < 0.001). Lessons that included a focus on fitness activities with class sizes that were < 25 students associated with significantly higher %MVPA during elementary physical education.
机译：对于孩子来说，在体育锻炼过程中优化体育锻炼是实现日常体育锻炼建议的必要条件。这项研究的目的是在基础体育教育中用加速度计测量的体育活动来检验各种情境因素之间的关系。在2015-2016年期间，从位于美国犹他州大都市地区的一所私立学校的281名学生（1至5年级，137名男，144名女）中收集了数据。学生连续12周佩戴加速度计，加速度计的磨损频率为3在体育课期间每周工作几天。采用多层次的一般线性混合效应模型来检验各种体育情境因素与中度至剧烈体育活动中的佩戴时间百分比（％MVPA）之间的关系，从而说明学生中观察的聚类和教室里的学生。探索的上下文因素包括年级，课程上下文，性别和班级人数。在多层次模型中探讨了因素之间的主要影响和相互作用。在％MVPA上，课程上下文和班级大小的双向交互被证明具有统计学意义。发现最大的差异在于使用小班制的健身课程与使用大班级的运动技能课程之间的差异（β= 14.8％，95％C.I. 5.7％–23.9％p <0.001）。这些课程重点关注班级规模小于25岁的学生进行的健身活动，与基础体育课期间的％MVPA明显较高有关。

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