Influence of movement interventions in primary school children in Germany, Spain, and the Czech Republic.

Sonst. Personen	Schulz, Henry (Hrsg.); Salcman, Václav (Hrsg.); Waury, Dorothée (Hrsg.); Aznar, Susana (Hrsg.); Benesová, Daniela (Hrsg.); Valach, Petr (Hrsg.); Martínez-Martinéz, Jesús (Hrsg.); Jimenez-Zazo, Fabio (Hrsg.); Delgado-Moreno, Moreno (Hrsg.)
Titel	Influence of movement interventions in primary school children in Germany, Spain, and the Czech Republic.
Quelle	Köln: Netzwerk e.V. - Soziale Dienste und Ökologische Bildung (2022), 84 S.Verfügbarkeit
Beigaben	Illustrationen
Zusatzinformation	Inhaltsverzeichnis
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	3-936218-24-2; 978-3-936218-24-4
Schlagwörter	Korrelation; Quantitative Forschung; Motorik; Motorische Entwicklung; Test; Körperliche Entwicklung; Schulsystem; Grundschule; Schüler; Soziales Verhalten; Gesundheit; Regressionsanalyse; Bewegung (Motorische); Sport; Sportunterricht; Internationaler Vergleich; Intervention; Statistische Methode; Deutschland; Spanien; Tschechische Republik
Abstract	Many leading practitioners in science and politics in Europe are concerned about the decrease in the levels of physical activity amongst the young, and the increase in childhood obesity as a result of the diminishing role of sport in schools and in leisure time. [...] Eighty per cent of school age children are only physically active during school sports lessons, but should exercise at least for one hour per day according to international guidelines (WHO, 2010; Baker et al., 2010). Furthermore, recent German expert consensus recommendations for promoting the physical activity of children and adolescents propose 90 minutes of physical activity, or at least 12,000 steps, daily (Graf et al. 2014). Sports lessons at school, however, amount to 50 to 80 hours per year, which corresponds to less than 10% of the overall hours taught, or approximately half the time allocated to teaching maths. Sports lessons at school offer a unique opportunity for children and young people to gain and practise skills that may become the foundation for lifelong fitness and health. Moreover, interaction between participants during sports activities trains them in basic fair play, respect, and tactical thinking abilities. Active sports also develop an increased physical and social awareness. The acquisition of social competencies through sports activities, both in schools and clubs, needs to be acknowledged as a key skill that enhances pupils' learning for life. The intervention programme aims to bridge the gap between the status quo and a more desirable, long-term goal in physical fitness in children. The thinking behind the annual intervention is to support children at the crucial age of between 9 and 11 years in finding a type of sport that would build on their natural abilities and talents. This helps establish a lifelong healthy and active lifestyle. It covers a unique variety of sports, specifically developed experience-based didactics, and a scientifically based, objective assessment method. This leads to specific recommendations for each child and their parents as to which possible sport might be the most suitable for the child. The intervention is designed to enable a sports teacher to identify the specific motor skills (testing motor skills), the movement (qualitative observation criteria), and the child's own motivation in each type of sport introduced. This is then compared with the data from the other sports disciplines tried out during the programme. [...] Therefore, the aims of the present study are: (1) the comparison of motor performance in primary school children in Spain, the Czech Republic, and Germany, (2) the investigation of the dependency of body weight and motor performance, and finally, (3) the determination of the effects of the exercise intervention programme on motor performance. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2024/1