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Assessing the Wider Implementation of the SHARP Principles: Increasing Physical Activity in Primary Physical Education

机译：评估SHARP原则的更广泛实施：在小学体育中增加体育锻炼

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To assess the wider application of the SHARP (Stretching whilst moving, High repetition of skills, Accessibility, Reducing sitting and standing, and Promotion of physical activity) Principles intervention on children’s moderate to vigorous physical activity (MVPA) in physical education (PE), when applied by teachers and coaches. A quasi-experimental intervention was employed in nine primary schools (experimental, = 6: control, = 3) including teachers ( = 10), coaches ( = 4), and children (aged 5 to 11 years, = 84) in the West Midlands, UK. Practitioners applied the SHARP Principles to PE lessons, guided by an innovative behaviour change model. The System for Observing Fitness and Instruction Time (SOFIT) was used to measure children’s MVPA in 111 lessons at pre- ( = 60) and post-intervention ( = 51). Seven interviews were conducted post-intervention to explore practitioners’ perceptions. Two-way ANOVA (Analysis of Variance) revealed that teachers increased children’s MVPA by 27.7%. No statistically significant change in children’s MVPA was observed when taught by the coaches. The qualitative results for teachers were ‘children’s engagement’, a ‘pedagogical paradigm shift’, and ‘relatedness’; and for coaches ‘organisational culture’ and ‘insufficient support and motivation’. The SHARP Principles intervention is the most effective teaching strategy at increasing MVPA in primary PE when taught by school based staff (rather than outsourced coaches), evidencing increases almost double that of any previously published study internationally and demonstrating the capacity to influence educational policy and practice internationally.
机译：评估SHARP的广泛应用（在运动中伸展，高重复技能，可及性，减少坐姿和站立以及促进体育锻炼）在体育教育（PE）中干预儿童中度至剧烈体育锻炼（MVPA）的原则，当由老师和教练应用时。在西部的九所小学（实验性，= 6：控制，= 3）中进行了准实验性干预，包括教师（= 10），教练（= 4）和儿童（5至11岁，= 84）英国中部地区。在创新的行为改变模型的指导下，从业者将SHARP原则应用于体育课。观察健身和指导时间系统（SOFIT）被用来在干预前（= 60）和干预后（= 51）的111节课中测量儿童的MVPA。干预后进行了七次访谈，以探讨从业者的看法。双向方差分析（ANOVA）显示，教师将儿童的MVPA提高了27.7％。在教练指导下，未发现儿童的MVPA有统计上的显着变化。教师的定性结果是“孩子们的参与”，“教学范式转变”和“亲密关系”。对于教练来说，“组织文化”和“支持和动力不足”。 SHARP Principles干预是由学校职员（而不是外包的教练）教授的，可以提高初级体育中MVPA的最有效的教学策略，其证据增加的程度几乎是国际上任何先前发表的研究的两倍，并显示出影响教育政策和实践的能力国际上。

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