Suchergebnisse

With the drastic changes in the historical context, political and social reconstructions played a significant role in the formation of the contemporary education system in China as well as other countries around the world. Based on the chronicled outline of past revolutions in the Chinese society, this paper aims to provide a broad historical overview of the history and development of physical education (PE) in China since the founding of the People's Republic of China (PRC) in 1949. The process of PE reform in China occurred in four distinct stages, including the Initial Establishment Stage (1949 to 1956), the Exploration Period (1956 to 1966), the Regression Era (1966 to 1976), and the Era of Renaissance and Transformation (1979 to present). This historical review describes the development of PE as a curriculum area across these four critical periods and includes an analysis of historical contexts, policies, faculty training, curriculum settings, and pedagogical content in PE. This paper focuses mainly on PE within elementary and secondary schools in China, accompanied by a brief introduction to college PE in China. Through an examination of the four distinct stages of PE reform in China, a comprehensive understanding of the overall development of PE within these historical periods is presented. Inspired by the development of the educational system in China, a touch on the physical education concepts in countries around the world will also be included. The systematic review on international PE establishments serves to provide a general idea of how future improvements can be adapted to the trend of globalization and other potential public transformations.

Abstract Background Limited evidence exists describing the effectiveness of strategies in facilitating the implementation of vegetable and fruit programs by schools on a population wide basis. The aim of this study was to examine the effectiveness of a multi-strategy intervention in increasing the population-wide implementation of vegetable and fruit breaks by primary schools and to determine if intervention effectiveness varied by school characteristics. Methods A quasi-experimental study was conducted in primary schools in the state of New South Wales, Australia. All primary schools in one region of the state (n = 422) received a multi-strategy intervention. A random sample of schools (n = 406) in the remainder of the state served as comparison schools. The multi-strategy intervention to increase vegetable and fruit breaks involved the development and provision of: program consensus and leadership; staff training; program materials; incentives; follow-up support; and implementation feedback. Comparison schools had access to routine information-based Government support. Data to assess the prevalence of vegetable and fruit breaks were collected by telephone from Principals of the intervention and comparison schools at baseline (2006–2007) and 11 to 15 months following the commencement of the intervention (2009–2010). GEE analysis was used to examine the change in the prevalence of vegetable and fruit breaks in intervention schools compared to comparison schools. Results At follow-up, prevalence of vegetable and fruit breaks increased significantly in both intervention (50.3 % to 82.0 %, p < 0.001) and comparison (45.4 % to 60.9 % p < 0.001) schools. The increase in prevalence in intervention schools was significantly larger than among comparison schools (OR 2.36; 95 % CI 1.60-3.49, p <0.001). The effect size was similar between schools regardless of the rurality or socioeconomic status of school location, school size or government or non-government school type. Conclusion The findings suggest that a multi-strategy intervention can significantly increase the implementation of vegetable and fruit breaks by a large number of Australian primary schools.

rologue: Globalization, globality, globe-stone / Patrick Chamoiseau --. - Introduction / Eva Sansavior and Richard Scholar --. - The archipelago goes global: late Glissant and the early modern isolario / Richard Scholar --. - How globalization invented Indians in the Caribbean / Patricia Seed --. - Precocious modernity: environmental change in the early Caribbean / Philip D. Morgan --. - 'Slaves' in my family: French modes of servitude in the New World / Christopher L. Miller --. - Paradoxical encounters: the essay as a space of globalization in Montaigne's 'Des cannibales' and Maryse Condé's "O brave new world' / Eva Sansavior --. - Tobacco: the commodification of the Caribbean and the origins of globalization / Guillaume Pigeard de Gurbert --. - The amaranth paradigm: Amerindian indigenous glocality in the Caribbean / Judith Misrahi-Barak --. - Aluminium: globalizing Caribbean mobilities, Caribbeanizing global mobilities / Mimi Sheller --. - Race and modernity in Hispaniola: tropical matters and development perspectives / David Howard --. - Local, national, regional, global: Glissant and the postcolonial manifesto / Charles Forsdick --. - Tropical apocalypse: globalization and the Caribbean end times / Martin Munro

Frontmatter -- Contents -- Illustrations and Tables -- The Contributors -- Acknowledgements -- Foreword -- Introduction. Scotland and Transatlantic Slavery -- 1. Lost to History -- 2. Yonder Awa: Slavery and Distancing Strategies in Scottish Literature -- 3. Early Scottish Sugar Planters in the Leeward Islands, c. 1660-1740 -- 4. The Scots Penetration of the Jamaican Plantation Business -- 5. 'The habits of these creatures in clinging one to the other': Enslaved Africans, Scots and the Plantations of Guyana -- 6. The Great Glasgow West India House of John Campbell, senior, & Co. -- 7. Scottish Surgeons in the Liverpool Slave Trade in the Late Eighteenth and Early Nineteenth Centuries -- 8. Scotland and Colonial Slave Ownership: The Evidence of the Slave Compensation Records -- 9. 'The Upas Tree, beneath whose pestiferous shade all intellect languishes and all virtue dies': Scottish Public Perceptions of the Slave Trade and Slavery, 1756-1833 -- 10. 'The most unbending Conservative in Britain': Archibald Alison and Pro-slavery Discourse -- 11. Did Slavery make Scotia Great? A Question Revisited -- Conclusion: History, Scotland and Slavery -- Index

Introduction: Physical inactivity has been described as a global pandemic. Interventions aimed at developing skills in lifelong physical activities may provide the foundation for an active lifestyle into adulthood. In general, school-based physical activity interventions targeting adolescents have produced modest results and few have been designed to be 'scaled-up' and disseminated. This study aims to: (1) assess the effectiveness of two physical activity promotion programmes (ie, NEAT and ATLAS) that have been modified for scalability; and (2) evaluate the dissemination of these programmes throughout government funded secondary schools. Methods and analysis: The study will be conducted in two phases. In the first phase (cluster randomised controlled trial), 16 schools will be randomly allocated to the intervention or a usual care control condition. In the second phase, the Reach, Effectiveness, Adoption, Implementation and Maintenance (Re-AIM) framework will be used to guide the design and evaluation of programme dissemination throughout New South Wales (NSW), Australia. In both phases, teachers will be trained to deliver the NEAT and ATLAS programmes, which will include: (1) interactive student seminars; (2) structured physical activity programmes; (3) lunchtime fitness sessions; and (4) web-based smartphone apps. In the cluster RCT, study outcomes will be assessed at baseline, 6 months ( primary end point) and 12-months. Muscular fitness will be the primary outcome and secondary outcomes will include: objectively measured body composition, cardiorespiratory fitness, flexibility, resistance training skill competency, physical activity, self-reported recreational screen-time, sleep, sugar-sweetened beverage and junk food snack consumption, self-esteem and well-being. Ethics and dissemination: This study has received approval from the University of Newcastle (H-2014- 0312) and the NSW Department of Education (SERAP: 2012121) human research ethics committees.

Background: 'Physical Activity 4 Everyone' (PA4E1) was an efficacious multi-component school-based physical activity (PA) program targeting adolescents. PA4E1 has seven PA practices. It is essential to scale-up, evaluate effectiveness and assess implementation of such programs. Therefore, the aim is to assess the impact of implementation support on school practice uptake of the PA4E1 program at 12 and 24 months. Methods: A cluster randomised controlled trial, utilising a type III hybrid implementation-effectiveness design, was conducted in 49 randomly selected disadvantaged Australian Government and Catholic secondary schools. A blinded statistician randomly allocated schools to a usual practice control (n = 25) or the PA4E1 program group (n = 24), with the latter receiving seven implementation support strategies to support school PA practice uptake of the seven practices retained from the efficacy trial. The primary outcome was the proportion of schools adopting at least four of the seven practices, assessed via telephone surveys with Head Physical Education Teachers and analysed using exact logistic regression modelling. This paper reports the 12-month outcomes. Results: Schools were recruited from May to November 2017. At baseline, no schools implemented four of the seven practices. At 12 months significantly more schools in the program group had implemented four of the seven practices (16/24, 66.7%) than the control group (1/25, 4%) (OR = 33.0[4.15–1556.4], p 80%). Conclusions: Through the application of multiple implementation support strategies, secondary schools were able to overcome commonly known barriers to implement evidence based school PA practices. As such practices have been shown to result in an increase in adolescent PA and improvements in weight status, policy makers and practitioners responsible for advocating PA in schools should consider this implementation approach more broadly when working with schools. Follow-up is required to determine whether practice implementation is sustained. Trial registration: Australian New Zealand Clinical Trials Registry ACTRN12617000681358 registered 12th May 2017.

BACKGROUND: 'Physical Activity 4 Everyone' (PA4E1) was an efficacious multi-component school-based physical activity (PA) program targeting adolescents. PA4E1 has seven PA practices. It is essential to scale-up, evaluate effectiveness and assess implementation of such programs. Therefore, the aim is to assess the impact of implementation support on school practice uptake of the PA4E1 program at 12 and 24 months. METHODS: A cluster randomised controlled trial, utilising a type III hybrid implementation-effectiveness design, was conducted in 49 randomly selected disadvantaged Australian Government and Catholic secondary schools. A blinded statistician randomly allocated schools to a usual practice control (n = 25) or the PA4E1 program group (n = 24), with the latter receiving seven implementation support strategies to support school PA practice uptake of the seven practices retained from the efficacy trial. The primary outcome was the proportion of schools adopting at least four of the seven practices, assessed via telephone surveys with Head Physical Education Teachers and analysed using exact logistic regression modelling. This paper reports the 12-month outcomes. RESULTS: Schools were recruited from May to November 2017. At baseline, no schools implemented four of the seven practices. At 12 months significantly more schools in the program group had implemented four of the seven practices (16/24, 66.7%) than the control group (1/25, 4%) (OR = 33.0[4.15–1556.4], p 80%). CONCLUSIONS: Through the application of multiple implementation support strategies, secondary schools were able to overcome commonly known barriers to implement evidence based school PA practices. As such practices have been shown to result in an increase in adolescent PA and improvements in weight status, policy ...

Background: Despite the health benefits of regular physical activity, most children are insufficiently active. Schools are ideally placed to promote physical activity; however, many do not provide children with sufficient in-school activity or ensure they have the skills and motivation to be active beyond the school setting. The aim of this project is to modify, scale up and evaluate the effectiveness of an intervention previously shown to be efficacious in improving children's physical activity, fundamental movement skills and cardiorespiratory fitness. The 'Internet-based Professional Learning to help teachers support Activity in Youth' (iPLAY) study will focus largely on online delivery to enhance translational capacity. Methods/Design: The intervention will be implemented at school and teacher levels, and will include six components: (i) quality physical education and school sport, (ii) classroom movement breaks, (iii) physically active homework, (iv) active playgrounds, (v) community physical activity links and (vi) parent/caregiver engagement. Experienced physical education teachers will deliver professional learning workshops and follow-up, individualized mentoring to primary teachers (i.e., Kindergarten – Year 6). These activities will be supported by online learning and resources. Teachers will then deliver the iPLAY intervention components in their schools. We will evaluate iPLAY in two complementary studies in primary schools across New South Wales (NSW), Australia. A cluster randomized controlled trial (RCT), involving a representative sample of 20 schools within NSW (1:1 allocation at the school level to intervention and attention control conditions), will assess effectiveness and cost-effectiveness at 12 and 24 months. Students' cardiorespiratory fitness will be the primary outcome in this trial. Key secondary outcomes will include students' moderate-to-vigorous physical activity (via accelerometers), fundamental movement skill proficiency, enjoyment of physical education and sport, cognitive control, performance on standardized tests of numeracy and literacy, and cost-effectiveness. A scale-up implementation study guided by the RE-AIM framework will evaluate the reach, effectiveness, adoption, implementation, and maintenance of the intervention when delivered in 160 primary schools in urban and regional areas of NSW. Discussion: This project will provide the evidence and a framework for government to guide physical activity promotion throughout NSW primary schools and a potential model for adoption in other states and countries. Trial registration Australia and New Zealand Clinical Trials Registry ( ACTRN12616000731493 ). Date of registration: June 3, 2016. ; Other UBC ; Non UBC ; Reviewed ; Faculty