美国家-校-社多元联动促进学龄儿童身体活动预防超重肥胖的经验及启示

代玉玺; 董梦园; 何玉秀; 刘春燕

doi:10.16835/j.cnki.1000-9817.2023.12.002

美国家-校-社多元联动促进学龄儿童身体活动预防超重肥胖的经验及启示

doi: 10.16835/j.cnki.1000-9817.2023.12.002

代玉玺^{1, 2},
董梦园¹,
何玉秀^{1, 2, ,},
刘春燕^{1, 3}

1.
河北师范大学体育学院，石家庄 050024
2.
河北省人体运动生物信息测评重点实验室
3.
河北师范大学中小学体育教育研究中心

基金项目:

国家社会科学基金项目 19BTY128

详细信息

作者简介:
代玉玺(1995-)，男，吉林四平人，在读博士，主要研究方向为运动与肥胖相关疾病控制

通讯作者:
何玉秀, E-mail: heyuxiu@hebtu.edu.cn

利益冲突声明 所有作者声明无利益冲突。
中图分类号: G806 R723.14 R179
计量
- 文章访问数: 486
- HTML全文浏览量: 276
- PDF下载量: 96
- 被引次数: 0
出版历程
- 收稿日期: 2023-05-26
- 修回日期: 2023-07-07
- 网络出版日期: 2023-12-26
- 刊出日期: 2023-12-25

The experience and enlightenment of American home-school-community partnership to promote physical activity of school-age children for overweight and obesity prevention

DAI Yuxi^{1, 2},
DONG Mengyuan¹,
HE Yuxiu^{1, 2
, ,},
LIU Chunyan^{1, 3}

1.
School of Physical Education, Hebei Normal University, Shijiazhuang (050024), Hebei Province, China

摘要

摘要: 阐述美国“家-校-社”多元联动的历史发展及预防学龄儿童超重肥胖的身体活动策略，进而提出适合中国实施“家-校-社”联动的可行建议。研究认为，家庭和社区除配合学校外，需发挥自身能动性，积极支持儿童参与各种身体活动并为其提供设施和保障；学校还应做好与家庭和社区联动的顶层设计，将两者参与纳入学校体育长期规划，真正将三方组织聚合成紧密的联动网络，以进一步预防学龄儿童超重肥胖。
- 运动活动 /
- 超重 /
- 肥胖症 /
- 儿童 /
- 美国
Abstract: The study elaborates on the historical development of the home-school-community partnership in the United States, as well as physical activity strategies to prevent overweight and obesity in school-age children. Feasible suggestions are proposed for implementing the home-school-community collaboration in China. The finding suggests that in addition to cooperation with schools, families and communities need to take initiatives to actively support children's participation in various physical activities and provide facilities and guarantees. Schools should also do a top-level design that links with families and communities, and incorporate their participation into long-term physical education planning, making them an integral part of a closely interconnected collaborative network to further prevent overweight and obesity in school-age children.
- Motor activity /
- Overweight /
- Obesity /
- Child /
- United States
注释:

1) 利益冲突声明 所有作者声明无利益冲突。

HTML全文

表 1 美国CDC制定的课堂PA促进策略

Table 1. Classroom PA promotion strategy formulated by the CDC in the United States

类别	策略
支持并提供课堂PA培训	确定参与对象并制定PA计划；确定州、地区、学校当前政策及课堂PA开展情况；提供教师培训，如宣传PA对学习成绩的益处，以及如何利用PA调节课堂氛围。
创造有利于PA的教室环境	依据教师风格将PA纳入教学计划；根据教学内容合理分配PA时间；确定PA器材和资源，如利用平衡球、多媒体等；结合教室空间设计PA形式，如在桌旁即可完成的简单活动；确保PA形式对所有学生适用且安全。
收集并分享课堂PA经验和信息	收集课堂PA资料，如学生是否喜欢、实施难易程度等；在教师研讨会中分享成功或解决困难的经验。

下载: 导出CSV

表 2 美国CDC制定的课间休息PA促进策略

Table 2. Recess PA promotion strategy formulated by the CDC in the United States

类别	策略
作出领导决策	确定课间PA政策是否与美国SHAPE的7项策略^[32]一致，若不一致需依据实际情况对现有政策进行修订；各区负责监督当地学校健康政策实施，也可参考新证据和指导意见对当前课间PA政策进行定期审查和修订；制定书面计划；指定室外和室内课间PA地点；制定极端天气课间PA计划，确保学生安全；培训参与课间PA的教职员工和志愿者。
传达并执行行为和安全要求	建立和沟通行为管理策略，如确保教师、家长、社区成员接收的课间PA规则、安排和预期目标等信息一致；传授解决学生间冲突的技巧；确保课间PA地点和设施符合安全标准。
营造良好课间PA环境	提供足够的锻炼器材；在操场或PA区添加标记，如为运动场地粉刷线条等；用颜色创建PA区，如运动区(红色)、健身和技能区(蓝色)及休闲区(黄色)；提供活动计划或活动卡，使学生知晓课间休息时可参与的项目。
动员教师、家长及社区成员支持课间PA	提供课间PA策略组合，如游戏和运动相结合；确定监督者和促进者的作用和责任；让学生参与设计并组织；动员家长及其他成员支持和维护课间PA秩序。
在课间收集PA资料	记录课间PA水平，例如使用心率监测器或加速度计等；收集学生喜欢的游戏、活动方式及器材等信息，以了解是否需要修订课间PA计划。

下载: 导出CSV

参考文献(43)

[1]	苑立新, 王秀江, 马学阳, 等. 中国儿童发展报告(2021)[M]. 北京: 社会科学文献出版社, 2021: 27. YUAN L X, WANG X J, MA X Y, et al. Annual report on Chinese children's development (2021)[M]. Beijing: Social Sciences Academic Press, 2021: 27. (in Chinese)
[2]	GUTHOLD R, STEVENS G A, RILEY L M, et al. Worldwide trends in insufficient physical activity from 2001 to 2016: a pooled analysis of 358 population-based surveys with 1.9 million participants[J]. Lancet Glob Health, 2018, 6(10): e1077-e1086. doi: 10.1016/S2214-109X(18)30357-7
[3]	ZHOU L, LIANG W, HE Y, et al. Relationship of 24-hour movement behaviors with weight status and body composition in Chinese primary school children: a cross-sectional study[J]. Int J Environ Res Public Health, 2022, 19(14): 8586. doi: 10.3390/ijerph19148586
[4]	BULL F C, AL-ANSARI S S, BIDDLE S, et al. World Health Organization 2020 guidelines on physical activity and sedentary behaviour[J]. Br J Sports Med, 2020, 54(24): 1451-1462. doi: 10.1136/bjsports-2020-102955
[5]	AUBERT S, BARNES J D, ABDETA C, et al. Global matrix 3.0 physical activity report card grades for children and youth: results and analysis from 49 countries[J]. J Phys Act Health, 2018, 15(S2): S251-S273. doi: 10.1123/jpah.2018-0472
[6]	KERR N R, BOOTH F W. Contributions of physical inactivity and sedentary behavior to metabolic and endocrine diseases[J]. Trends Endocrinol Metab, 2022, 33(12): 817-827. doi: 10.1016/j.tem.2022.09.002
[7]	杨燕国, 汪晓赞, 孔琳. 我国儿童青少年体育健康促进多元联动的指标体系构建[J]. 西安体育学院学报, 2022, 39(3): 373-384. https://www.cnki.com.cn/Article/CJFDTOTAL-XATY202203015.htm YANG Y G, WANG X Z, KONG L. Index system construction of multiple linkage model of physical health promotion for children and adolescents in China[J]. J Xi'an Inst Phys Educ, 2022, 39(3): 373-384. (in Chinese) https://www.cnki.com.cn/Article/CJFDTOTAL-XATY202203015.htm
[8]	WONG M D, QUARTZ K H, SAUNDERS M, et al. Turning vicious cycles into virtuous ones: the potential for schools to improve the life course[J]. Pediatrics, 2022, 149(Suppl 5): e2021053509M.
[9]	赵澜波, 赵刚. 学校、家庭、社会协同机制与体制研究: 基于美国、日本、新加坡协同教育组织的比较[J]. 外国教育研究, 2021, 48(12): 20-38. https://www.cnki.com.cn/Article/CJFDTOTAL-WGJY202112002.htm ZHAO L B, ZHAO G. Study on the cooperation mechanism and system of school, family and society: comparison of cooperative educational organizations in USA, Japan and Singapore[J]. Stud Foreign Educ, 2021, 48(12): 20-38. (in Chinese) https://www.cnki.com.cn/Article/CJFDTOTAL-WGJY202112002.htm
[10]	唐汉卫. 交叠影响阈理论对我国中小学协同育人的启示[J]. 山东师范大学学报(人文社会科学版), 2019, 64(4): 102-110. https://www.cnki.com.cn/Article/CJFDTOTAL-SDSS201904010.htm TANG H W. Enlightenment from the theory of overlapping spheres of influence on the cooperative education in China's primary and middle schools[J]. J Shandong Norm Univ(Human Soc Sci), 2019, 64(4): 102-110. (in Chinese) https://www.cnki.com.cn/Article/CJFDTOTAL-SDSS201904010.htm
[11]	EPSTEIN J L, CONNORS L J. School and family partnerships[J]. Practitioner, 1992, 18(4): n4.
[12]	EPSTEIN J L. School/family/community partnerships: caring for the children we share[J]. Phi Delta Kappan, 2010, 92(3): 81-96. doi: 10.1177/003172171009200326
[13]	EPSTEIN J L. School, family, and community partnerships: preparing educators and improving schools[M]. 2th ed. Boulder: Westview Press, 2018: 15.
[14]	MYERS A. 25 years of school and family connections[EB/OL]. (2021-11-16)[2022-03-28]. https://hub.jhu.edu/2021/11/16/building-school-and-family-connections.
[15]	AFSHIN A, FOROUZANFAR M H, REITSMA M B, et al. Health effects of overweight and obesity in 195 countries over 25 years[J]. N Engl J Med, 2017, 377(1): 13-27. doi: 10.1056/NEJMoa1614362
[16]	ROSS J G, PATE R R. A summary of findings[J]. J Phys Educ Recreat Dance, 1987, 58(9): 51-56. doi: 10.1080/07303084.1987.10604374
[17]	SALLIS J F, MCKENZIE T L, ALCARAZ J E, et al. The effects of a 2-year physical education program (SPARK) on physical activity and fitness in elementary school students. Sports, play and active recreation for kids[J]. Am J Public Health, 1997, 87(8): 1328-1334. doi: 10.2105/AJPH.87.8.1328
[18]	CHEN H, SUN H C. Effects of active videogame and sports, play, and active recreation for kids physical education on children's health-related fitness and enjoyment[J]. Games Health J, 2017, 6(5): 312-318. doi: 10.1089/g4h.2017.0001
[19]	OETTGEN B, RUCH-ROSS H, BARRETT H A, et al. The community access to child health (CATCH) program: a 25-year retrospective[J]. Pediatrics, 2019, 143(6): e20182551. doi: 10.1542/peds.2018-2551
[20]	BLEICH S N, VERCAMMEN K A, ZATZ L Y, et al. Interventions to prevent global childhood overweight and obesity: a systematic review[J]. Lancet Diabetes Endocrinol, 2018, 6(4): 332-346. doi: 10.1016/S2213-8587(17)30358-3
[21]	Centers for Disease Control and Prevention. Whole school, Whole community, Whole child (WSCC)[EB/OL]. (2023-02-09)[2023-04-10]. https://www.cdc.gov/healthyschools/wscc/index.htm.
[22]	WICKEL E E, EISENMANN J C. Contribution of youth sport to total daily physical activity among 6- to 12-year-old boys[J]. Med Sci Sports Exerc, 2007, 39(9): 1493-1500. doi: 10.1249/mss.0b013e318093f56a
[23]	RUEDL G, NIEDERMEIER M, WIMMER L, et al. Impact of parental education and physical activity on the long-term development of the physical fitness of primary school children: an observational study[J]. Int J Environ Res Public Health, 2021, 18(16): 8736. doi: 10.3390/ijerph18168736
[24]	袁广锋, 李明达, 张水顺, 等. 基于社会生态学理论的美国5~12岁儿童课外身体活动综合干预的特点与启示: 以美国俄亥俄州哥伦布市为例[J]. 成都体育学院学报, 2022, 48(2): 104-109. https://www.cnki.com.cn/Article/CJFDTOTAL-SORT202202017.htm YUAN G F, LI M D, ZHANG S S, et al. Characteristics and implications of the comprehensive intervention of extracurricular physical activity for American children aged 5-12 years based on socio-ecological theory: a case study on Columbus, Ohio in the United States[J]. J Chengdu Sport Univ, 2022, 48(2): 104-109. (in Chinese) https://www.cnki.com.cn/Article/CJFDTOTAL-SORT202202017.htm
[25]	袁广锋, 张水顺, 郑祥荣, 等. 美国家庭、学校、社区促进5~12岁儿童课外身体活动的特点及启示: 以美国俄亥俄州哥伦布市为例[J]. 体育学刊, 2021, 28(1): 120-126. https://www.cnki.com.cn/Article/CJFDTOTAL-TYXK202101020.htm YUAN G F, ZHANG S S, ZHENG X R, et al. Characteristics and implications on promoting the extracurricular physical activity of children aged 5-12 years by the combination of families, schools, and communities in the United States: a case study on Columbus, Ohio in the United States[J]. J Phys Educ, 2021, 28(1): 120-126. (in Chinese) https://www.cnki.com.cn/Article/CJFDTOTAL-TYXK202101020.htm
[26]	TATE E B, SHAH A, JONES M, et al. Toward a better understanding of the link between parent and child physical activity levels: the moderating role of parental encouragement[J]. J Phys Act Health, 2015, 12(9): 1238-1244. doi: 10.1123/jpah.2014-0126
[27]	FERRAO T, JANSSEN I. Parental encouragement is positively associated with outdoor active play outside of school hours among 7-12 year olds[J]. Peer J, 2015, 3: e1463. doi: 10.7717/peerj.1463
[28]	TANDON P, GROW H M, COUCH S, et al. Physical and social home environment in relation to children's overall and home-based physical activity and sedentary time[J]. Prev Med, 2014, 66: 39-44. doi: 10.1016/j.ypmed.2014.05.019
[29]	GALLÈ F, PECORARO P, CALELLA P, et al. Classroom active breaks to increase children's physical activity: a cross-sectional study in the Province of Naples, Italy[J]. Int J Environ Res Public Health, 2020, 17(18): 6599. doi: 10.3390/ijerph17186599
[30]	MERRIMAN W, GONZÁLEZ-TORO C M, CHERUBINI J. Physical activity in the classroom[J]. Kappa Delta Pi Record, 2020, 56(4): 164-169. doi: 10.1080/00228958.2020.1813518
[31]	Centers for Disease Control and Prevention. Strategies for classroom physical activity in schools[EB/OL]. (2018-11-01)[2022-07-07]. https://www.cdc.gov/healthyschools/physicalactivity/pdf/classroompastrategies_508.pdf.
[32]	America Society of Health and Physical Educators. Guide for recess policy[EB/OL]. (2016-01-01)[2022-04-10]. https://shapeamerica.org/Common/Uploaded%20files/document_manager/advocacy/Guide-for-Recess-Policy.pdf.
[33]	MURRAY R, RAMSTETTER C. The crucial role of recess in school[J]. Pediatrics, 2013, 131(1): 183-188. doi: 10.1542/peds.2012-2993
[34]	Centers for Disease Control and Prevention, Society of Health and Physical Educators. Strategies for recess in schools[EB/OL]. (2017-01-01)[2022-04-11]. https://www.shapeamerica.org/Common/Uploaded%20files/uploads/pdfs/recess/SchoolRecessStrategies.pdf.
[35]	Columbus Recreation and Parks Department. Activity[EB/OL]. (2022-04-14)[2022-04-16]. https://anc.apm.activecommunities.com/columbusrecparks/home?onlineSiteId=0&from_original_cui=true&locale=en-US.
[36]	HEERMAN W J, BURGESS L E, ESCARFULLER J, et al. Competency Based Approach to Community Health (COACH): the methods of a family-centered, community-based, individually adaptive obesity randomized trial for pre-school child-parent pairs[J]. Contemp Clin Trials, 2018, 73: 1-7. doi: 10.1016/j.cct.2018.08.006
[37]	陶芳标. 儿童青少年卫生学[M]. 8版. 北京: 人民卫生出版社, 2017: 160. TAO F B. Adolescent and child health[M]. 8th ed. Beijing: People's Medical Publishing House, 2017: 160. (in Chinese)
[38]	沈建华. 学校、家庭、社区一体化体育发展的目标、原则与网络[J]. 上海体育学院学报, 2001, 25(4): 70-73. https://www.cnki.com.cn/Article/CJFDTOTAL-STYB200104019.htm SHEN J H. Objective, principle and network for integrated sports development of school sport, family sport and community sport[J]. J Shanghai Univ Sport, 2001, 25(4): 70-73. (in Chinese) https://www.cnki.com.cn/Article/CJFDTOTAL-STYB200104019.htm
[39]	梁凤波, 毛振明, 程天佑, 等. 《"健康中国2030"规划纲要》与学校体育改革施策(3)目标: 确保学生校内每天体育活动时间不少于一小时[J]. 武汉体育学院学报, 2018, 52(7): 82-87. https://www.cnki.com.cn/Article/CJFDTOTAL-WTXB201807013.htm LIANG F B, MAO Z M, CHENG T Y, et al. "Health China 2030 Program" and school P.E. reform strategies(3): for ensuring no less than one hour physical activity for students per day[J]. J Wuhan Inst Phys Educ, 2018, 52(7): 82-87. (in Chinese) https://www.cnki.com.cn/Article/CJFDTOTAL-WTXB201807013.htm
[40]	褚昕宇, 肖焕禹. 青少年体育锻炼习惯养成影响因素的模型构建与分析[J]. 体育学刊, 2020, 27(3): 116-123. https://www.cnki.com.cn/Article/CJFDTOTAL-TYXK202003019.htm CHU X Y, XIAO H Y. Teenager physical exercise habit formation influencing factor model establishment and analysis[J]. J Phys Educ, 2020, 27(3): 116-123. (in Chinese) https://www.cnki.com.cn/Article/CJFDTOTAL-TYXK202003019.htm
[41]	何满龙, 李凤梅. 习近平关于家庭家教家风建设重要论述与家庭体育参与的行为实践研究[J]. 体育与科学, 2022, 43(2): 76-81, 94. https://www.cnki.com.cn/Article/CJFDTOTAL-TYYK202202010.htm HE M L, LI F M. Behavior practice research between Xi Jinping's important exposition about family education, family style and family sports participation[J]. Sports Sci, 2022, 43(2): 76-81, 94. (in Chinese) https://www.cnki.com.cn/Article/CJFDTOTAL-TYYK202202010.htm
[42]	刘静民, 侯筱, 管健, 等. 家庭体育环境特征对青少年身体活动水平影响[J]. 中国公共卫生, 2021, 37(10): 1556-1561. https://www.cnki.com.cn/Article/CJFDTOTAL-ZGGW202110023.htm LIU J M, HOU X, GUAN J, et al. Influence of family sports environment on physical activity among urban adolescents in China[J]. Chin J Public Health, 2021, 37(10): 1556-1561. (in Chinese) https://www.cnki.com.cn/Article/CJFDTOTAL-ZGGW202110023.htm
[43]	曹建. 国家中小学智慧教育平台上线试运行[EB/OL]. (2022-03-01)[2022-04-18]. http://www.moe.gov.cn/fbh/live/2022/54251/mtbd/202203/t20220301_603539.html. CAO J. National elementary and middle school smart education platform launches trial operation[EB/OL]. (2022-03-01)[2022-04-18]. http://www.moe.gov.cn/fbh/live/2022/54251/mtbd/202203/t20220301_603539.html. (in Chinese)