Getting-Kids-Physically-Active让孩子锻炼身体ppt课件.ppt

1,GettingKidsPhysicallyActive,AaronBeighle,Ph.D.,2,TheBeginning,UniversityofSouthFloridasPreventionResearchCenterCommunityBasedPreventionMarketinginLexingtonGrantAfter-schoolprogramstargetedby“Tweens”CoalitionCommissionedbytheDirectoroftheCoalition,AnitaCourtney,3,TheEvolution,StartedwithsixhoursoverthreeeveningsParticipantfeedbackMoreactivitiesforchildrenFewersessionsCreatedabookletManagementideasActivityideas,4,WorkshopOrganization,Part1ManagingstudentsinaphysicallyactivesettingPart2UnderstandphysicalactivitypromotionforyouthPart3Developmentallyappropriateactivitiesforyouth,5,Part1Managingchildreninaphysicallyactivesetting,6,Part1:KeyConcepts,StoppingandstartingchildrenConsistentsignalsGroupingchildrenHumaneandefficientEfficientequipmentretrievalSetupGivinginstructionsanddirectionsThoroughandconciseSimpleactivitiesandgamesFunforall,7,Part2Understandphysicalactivitypromotionforyouth,8,Fitness,Exercise,orActivity?,Fitness:Asetofattributesthatpeoplehaveorachieverelatingtotheirabilitytoperformphysicalactivity(USDHHS,1996)Exercise:Leisuretimephysicalactivityconductedwiththeintentionofdevelopingphysicalfitness.PhysicalActivity:Bodilymovementthatisproducedbythecontractionofskeletalmuscleandthatsubstantiallyincreasesenergyexpenditure(USDHHS,1996),9,PhysicalActivity,Dance,Exercise,Sports,Recreation,LeisureActivities,Others,10,Whyphysicalactivity?,InactivepeoplehavetwicetheriskofdevelopingheartdiseaseInactivityisaprimaryriskfactorforheartdisease(soaresmoking,highbloodpressure,andhighcholesterolReducesriskofcanceranddiabetesImprovespostureandreduceslowerbackpainIsaseffectiveaspsychotherapyfortreatingdepression,11,ActivityIsforAllYouth,RegularactivityforyouthincreasestheprobabilityofanactiveadultlifestyleYouthwhoareactiveat3or4yearsofage,aremoreactiveasadultsModerateactivityofferslifetimebenefitsActivityhelpsthosewhoneeditmost-unskilledandobeseyouth,12,WhytheConcernaboutInactivityamongYouth?,Apercentageofyouth(15-30%)areinactive.Otherreasonsforconcernare:Therapiddecreaseinactivityamongyouthwhentheyenteradolescence,particularlyfemalesTheincreaseinobesityamongyouthandadults,13,Howactivearethey?,14,Stepsacrossgradelevel,Meansteps/dayforfemaleandmalestudentsingrades1-12,LeMasurier,G.,Beighle,A.,etal,(2005)Pedometerdeterminedphysicalactivitylevelsofyouth.JournalofPhysicalActivityandHealth.,15,Whenareelementaryschoolstudentsactive?,Morgan,C.F.,Pangrazi,R.P.,&Beighle,A.(2003).Usingpedometerstopromotephysicalactivityinphysicaleducation.JournalofPhysicalEducationRecreationandDance,74(7),33-38.,16,PromotingActivity,17,Factors,EnvironmentStaffManagedMotivationStaffinteractionAppropriateActivitiesStaffdetermined,18,ManagingChildren,19,(teacher=anyoneworkingwithchildren),Whatisateacher?,20,AFriend?,FriendsplayfavoritesFriendswanttobelikedFriendspickwhotheywishtohelp,21,Aleader?,LeaderscareaboutallstudentsandtreatthemallfairlyLeadersearnrespectLeadershelpallstudentsLeaserareproudofwhattheydoLeadersareaboutpeopleLeaderswanttomakeapositivedifferenceinthelivesofallchildrenAreyoualeader?,22,UnderstandingYouth,ElementaryAgeChildrenLoveactivityanythingShortattentionspansConcretethinkersCuriousIndividualsSelf-centered,23,UnderstandingYouth,LateelementarytomiddleschoolPeeracceptanceisimportantSuccessisextremelyimportantActivitymaynotbecoolChangingbodiesCanbeemotionalStruggleforindependence,24,TeachersRoleinaPhysicalActivityProgram,1.TeachstudentstobegoodpeopleTeachersareagentsofchangeforsocietyIfwedontteachthemtobebetterpeoplewhowillMakeactivityfunSellit,25,Whatisthemostdifficultpartaboutworkingwithchildren?,26,Causesofmisbehavior,LookingforattentionLowself-esteemConfusedBored/NotchallengedDislikestheactivity/programExpectationsdifferentfromhomeorschoolday,27,DealingwithMisbehavior,ProductiveandunacceptablebehaviorarelearnedandcanchangeBeassertiveKnowtheroleofemotionDealwiththebehaviorimmediatelyThelongeryouwaitthemoredifficultitistochangeabehaviorReprimandingchildrenafteraclassordayisnoteffective,28,MoreDealingwithBehavior,Alwaysaddressthebehavior,notthechildSermonsorlecturesareineffectiveWorktoshapeonebehavioratatime,29,PreventingBehaviorProblems,Planahead.Knowwhatyouaregoingtodo.Howwillyoureact?CallattentiontodesirablebehaviorPositive,specificfeedbackisverypowerfulIdentifyyourleadersandproblemsrightawayModelyourexpectationsHow?,30,PreventingBehaviorProblems,AddressbehaviorPRIVATELYUnderstandhowfailureandfrustrationimpactbehaviorWhatdopeoplethatarefailingdo?ClownaroundMakenegativecommentsStoptryingDisruptothers,31,PreventingDisciplineProblems,SeparatestudentswhoarehavingproblemsTalkwithappropriateadultsearlyonParents?SupervisorNeverallowtheleastcooperativestudenttoruntheshow,32,ChangingBehavior,GettoknowkidsasindividualsWhatmakeseachofthemtick?KidsdontcarehowmuchyouknowReinforcedesiredbehaviorTellstudentswhatyouexpectandthenwhentheygiveittoyou,bombardthemwithSPFEvaluateandmodifywhatyouaredoingIsitworking?Whynot?,33,Whatdeterminesmisbehavior?,34,Rules/Expectations,Rulesshouldbegeneralandconcise3-5rulesatthemostClearlystatedinthepositiveRulesshouldteachbeingagoodperson,35,Rules/Expectations,Rulesreflectthevaluesoftheteacherand/ortheorganizationRulesmustbeobservableRulesmustbereasonablefortheageRulesshouldbedisplayedprominentlyForstudents,teachers,supervisors,etc.,36,Consequences(Mysuggestions),FirstWarningSecondWarningTO,childdecideswhentocomebackThirdWarningChildoutforrestoftimeIfyouhavekidsforover30minutes,startovereachhalfhourto45minutesSevereClause,37,UsingTimeOut,Itisonlyeffectiveiftheprogram/activityisfunStudentmustfaceawayfromtheactionEliminatesteacher/studentemotionIsbetterthanonechilddisruptingothersIsforeverydayproblemsIsconsistentwithsocietiesconsequencesIsaplaceto“Takeabreak”,cooldown,andreflectWhynotTOfortime?,38,RespondingtoMisbehavior,AvoidshowingtriggerpointsKeepcomposedAvoidinternalizingtheproblemControlyouremotionsDoyouhaveaplan?AvoidtakingitpersonallyThecauseofthebehaviorisprobablynotyouRememberkidshavebaddaystoo,39,DealingwithMisbehavior,DonotfeelthreatenedAcknowledgeyourfeelingsHowareyougoingtofeelwhenkidsdontlisten?Doyouhaveaplan?AvoidargumentsMoveawayDonteyeballthechild,40,DealingwithDeviantBehavior,AvoidaskingquestionsatthetimeAvoidtouchingAvoidcussingAvoidsarcasmDifficulttointerpretAvoidpunishingagroupfortheactionsofone,41,Whatareyouroptions?,IgnoreQuietWarningTimeoutSendtoyoursuperiorExplode?,42,Deliveringconsequences,Alwaysprivately,NEVERpubliclyAlwaysprivately,NEVERpubliclyAlwaysprivately,NEVERpublicly,43,DeliveringConsequences,Ifpublicly,whatcouldhappen?Itworks.TensionFracturerelationshipbetweenyouandthechildChildbecomestheheroClassseesyourtriggerpointsYOUNEVERKNOWWHENYOUAREGOINGTOCRUSHACHILD,44,DeliveringConsequences,Buyingtim