GettingKidsPhysicallyActive：讓孩子鍛煉身體.ppt

1 GettingKidsPhysicallyActive AaronBeighle Ph D 2 TheBeginning UniversityofSouthFlorida sPreventionResearchCenterCommunityBasedPreventionMarketinginLexingtonGrantAfter schoolprogramstargetedby Tweens CoalitionCommissionedbytheDirectoroftheCoalition AnitaCourtney 3 TheEvolution StartedwithsixhoursoverthreeeveningsParticipantfeedbackMoreactivitiesforchildrenFewersessionsCreatedabookletManagementideasActivityideas 4 WorkshopOrganization Part1 ManagingstudentsinaphysicallyactivesettingPart2 UnderstandphysicalactivitypromotionforyouthPart3 Developmentallyappropriateactivitiesforyouth 5 Part1 Managingchildreninaphysicallyactivesetting 6 Part1 KeyConcepts StoppingandstartingchildrenConsistentsignalsGroupingchildrenHumaneandefficientEfficientequipmentretrievalSetupGivinginstructionsanddirectionsThoroughandconciseSimpleactivitiesandgamesFunforall 7 Part2 Understandphysicalactivitypromotionforyouth 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 ElementaryAgeChildrenLoveactivity anythingShortattentionspansConcretethinkersCuriousIndividualsSelf centered 23 UnderstandingYouth LateelementarytomiddleschoolPeeracceptanceisimportantSuccessisextremelyimportantActivitymaynotbecoolChangingbodiesCanbeemotionalStruggleforindependence 24 Teacher sRoleinaPhysicalActivityProgram 1 TeachstudentstobegoodpeopleTeachersareagentsofchangeforsocietyIfwedon tteachthemtobebetterpeoplewhowillMakeactivityfunSellit 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 Kidsdon tcarehowmuchyouknow ReinforcedesiredbehaviorTellstudentswhatyouexpectandthenwhentheygiveittoyou 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 DonotfeelthreatenedAcknowledgeyourfeelingsHowareyougoingtofeelwhenkidsdon tlisten Doyouhaveaplan AvoidargumentsMoveawayDon teyeballthechild 40 DealingwithDeviantBehavior Avoidaskingquestions atthetimeAvoidtouchingAvoidcussingAvoidsarcasmDifficulttointerpretAvoidpunishingagroupfortheactionsofone 41 Whatareyouroptions IgnoreQuietWarningTimeoutSendtoyoursuperiorExplode 42 Deliveringconsequences Alwaysprivately NEVERpubliclyAlwaysprivately NEVERpubliclyAlwaysprivately NEVERpublicly 43 DeliveringConsequences Ifpublicly whatcouldhappen Itworks TensionFracturerelationshipbetweenyouandthechildChildbecomestheheroClassseesyourtriggerpointsYOUNEVERKNOWWHENYOUAREGOINGTOCRUSHACHILD 44 DeliveringConsequences BuyingtimeEngagesotherchildrenProvidesprivacyAvoidsupsettingtheotherchildrenNotembarrassingDoesn tpunishthekidsthatbehaveDoesn tplaceteacherondefenseofkidstalkback 45 Afraidofbeingthe badguy It snotagoodguy badguysituationIt snotyouagainstthechildIsitdisciplining OursocietyrewardsthosethataredisciplinedItisasystemforcorrecting shaping andmoldingappropriatebehaviorYouareteachingchildrentobedisciplined 46 Motivation SuccessConnectionChoiceIndividualitySupportFun 47 ModifyingActivities EquipmentScoringIsitnecessary RulesIfonekiddominatesToensuresuccessforallEasytodifficult 48 Part3 Developmentallyappropriateactivitiesforyouth 49 KeyConcepts ActivityforallModifiedforsuccessChallengingAppropriateENJOYABLEFORALL