患有肥胖症的儿童和成人
在过去的十年中,越来越多的人开始关注不断增加的患有肥胖症的儿童和成人,,这个数量如此之多,以至于我们认识到这是一种“肥胖流行病”。单单在澳大利亚,因为体育活动的明显减少和只需很少动力和运动的久坐不动生活方式的增加,从1980年以来普遍性肥胖已经翻倍(澳大利亚医学杂志,2003)。
除了儿童和青少年缺乏体育活动,澳大利亚人参与社会机构比如家庭、教会、社区团体活动的比例也有所下降(Kusche & Greenberg, 1994)。在过去的一个世纪里,家庭变得更加忙碌,他们在一起的时间就少了,这提高了学校满足孩子社会和情感需求的要求(Kusche & Greenberg, 1994)。因此学校需要设置更多集中的课程,以适应这样的学习,帮助儿童在社会和情感的增长和发展(Kusche & Greenberg, 1994)。
Over the past decade there has been increasing concern over the growing number of children and adults suffering from obesity, so much so that we now recognise this as an 'obesity epidemic'. In Australia alone the pervasiveness of obesity has doubled since the early 1980's due to a marked decrease in participation in physical activity and an increase in sedentary lifestyles full of activities which require little motivation and movement (Medical Journal of Australia, 2003).
Alongside the lack of physical activity children and young people are undertaking there has also been a decline in the level of participation Australians have in 'social institutions' such as their family, church or community groups (Kusche & Greenberg, 1994). Over the past century, as families became busier they are spending less time together and this has resulted in 'increased demands on schools to fulfil the social and emotional needs of children' (Kusche & Greenberg, 1994). Schools have since needed to include more focussed programs to accommodate for such learning to assist in the growth and development of children socially and emotionally (Kusche & Greenberg, 1994).
At St Paul's Ballarat (name changed) a school of approximately 300 children, they have adopted both the Bluearth program to account for the Movement and Physical Activity aspect of the Victorian Essential Learning Standards and the P.A.T.H.S (Promoting Alternative Thinking Strategies) program to fulfil the need for children's social and emotional development (School Website, 2012). These programs have been adopted at a whole school level and are implemented on a weekly basis to ensure consistency.
This report will compare and contrast the Bluearth and PATHS program and its effectiveness both generally and at St Paul's Primary School.
理性——Rationale
蓝色星球——Bluearth
Bluearth was created with the overarching determination to improve the health of children and 'prevent disease [caused by] sedentary living' through a program which assimilates 'body, mind and spirit' through shared involvement in physical activities (Bluearth, 2009).
Where sport lessons of the past were focussed on learning a particular game or skill for example soccer, Bluearth differs by focussing on the whole child by creating 'meaningful experiences which contribute to lifelong habits' (Bluearth, 2009).
In an article published in the Surfcoast Times, Queensland following the implementation of Bluearth programs in the state's schools, Griffiths (2011) wrote that Bluearth 'not only teaches children the enjoyment of being physically active, it also draws on their feelings, reactions and thoughts that stem from their participationa
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