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Effect of Integrated Physical Activities with Mathematics on Objectively Assessed Physical Activity

机译:数学综合体育锻炼对客观评估体育锻炼的影响

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Background: One of the promising strategies for increasing physical activity (PA) at school is to integrate it with academic learning. The purposes of this study were: (a) to examine differences in objectively measured PA levels between integrated PA with mathematics and traditional lessons, and (b) to evaluate the PA levels of different integrated PAs. Methods: Seventy-seven 4th grade students (41 males) were included in an intervention (Move for Thought program: M4T) group ( n = 46) that utilized PA integrated with mathematics or a control group ( n = 31). Accelerometer data from each student were collected during five complete school days. M4T and control classroom sessions were identified using teachers’ logs. Accelerometer data were extracted, processed separately, and aggregated into a single data set. Minutes and percent time at different PA intensities were obtained using accelerometer minute-by-minute predicted METs. Results: One-way ANOVAs on PA levels showed a significant group effect ( F = 5.33, p 0.05) on moderate-to-vigorous PA (MVPA) in favor of the M4T group, but not on sedentary and light PA. The most active integrated PA provided 10.88 min of MVPA ( SD = 11.87; 21.38 ± 24.38%) in a 50 min class period. Conclusion: Integrating PA with mathematics in the classroom can contribute to increasing MVPA levels in children.
机译:背景:在学校增加体育锻炼(PA)的一项有前途的策略是将其与学术学习相结合。这项研究的目的是:(a)研究具有数学和传统课程的综合性PA的客观衡量的PA水平之间的差异,以及(b)评估不同综合性PA的PA水平。方法:77名四年级学生(41名男性)被纳入干预(运动计划:M4T)组(n = 46),该组利用PA与数学相结合或对照组(n = 31)。在五个完整的教学日中收集了每个学生的加速度计数据。使用教师日志确定了M4T和控制课堂课程。提取加速度计数据,分别进行处理,然后汇总为一个数据集。使用加速度计逐分钟预测的MET来获得在不同PA强度下的分钟和百分比时间。结果:单因素方差分析显示PA水平对中重度PA(MVPA)有显着的组效应(F = 5.33,p <0.05),而对M4T组有利,而久坐和轻度PA则无此效果。最活跃的集成PA在50分钟的课堂时间内提供了10.88分钟的MVPA(SD = 11.87; 21.38±24.38%)。结论:在课堂上将PA与数学结合可以帮助提高儿童的MVPA水平。

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