新西兰儿童青少年身体活动指南的解读及启示——积极身体活动文化建设的视角  

Interpretation and Implications of Physical Activity Guidelines for Children and Adolescents in New Zealand:A Perspective From Positive Physical Activity Cultural

作　　者：郭强[1] 汪晓赞[1] 

机构地区：[1]华东师范大学体育与健康学院,上海200241

出　　处：《武汉体育学院学报》2016年第5期96-100,共5页Journal of Wuhan Sports University

基　　金：上海市曙光计划项目<上海市青少年健康促进战略研究>(12SG26);上海市青少年POWER工程协同创新中心开放课题(44801400/001)

摘　　要：该研究主要考察了新西兰身体活动指南对于"落实国家课程标准——发展学生关键能力——建设身体活动文化"层次递进的设计与实施的策略,并从"校园风气"、"体育课程项目"、"课外活动机会"、"学校共同体的环境"、"学校共同体的伙伴关系"等方面解读了积极身体活动文化建设的五维向度,总结得出了对指南特点的认识和思考:身体活动知识与能力的培养、引导学生活动的兴趣和意识以及设计逐层推进的身体活动框架设计。认为我国亟待开展规模性的身体活动调查研究,并着重关注社会生态环境对儿童青少年身体活动的整体影响。This research was to understand the design and implementation of Physical Activity Guidelines for Children and Adolescents in New Zealand so that how the national curriculum standard was made,how the key competencies of the students could be developed,and how a positive physical activity culture could be built.An interpretation of developing a positive physical activity cultural was made with regard to the school ethos and organization,curriculum programs,excurricular physical activities,school support,school and community partnerships.It was important that the knowledge and ability of physical activities was imparted,the interest in physical activities should be fostered and the physical activities should be developed gradually.In China,large scale surveys on the physical activities should be made and there should be built a social ecological environment that yields good influences on the development of physical activities for children and adolescents.

关 键 词：身体活动指南 儿童青少年 身体活动文化 学校共同体 

分 类 号：G807.0[文化科学—体育训练]