EXERCISE AS AN EDUCATIONAL TOOL: A PILOT PROJECT
Notice bibliographique
Résumé
Abstract BACKGROUND Exercise has been shown to have long term effects in improving social skills, scholastic performance and quality of life in all children. Unfortunately, physical education courses continue to have their dedicated curricular times reduced. Students may have as little as one period of curricular physical activity per week. Conversely, there is middle school in Windsor, Ontario that has implemented a daily curricular period dedicated to physical activity. This study aimed to assess the effects of this schools’ exercise programme on their students’ social skills, scholastic performance and quality of life. OBJECTIVES Our objective is to study the effects of a daily physical activity period as part of an educational curriculum on student physical fitness, academic performance and self reported quality of life. DESIGN/METHODS We undertook a naturalistic observational study that examined the results of a daily exercise program for Grade 7 students attending École Secondaire E.J. Lajeunesse in Windsor. At this school, all students in Grade 7 and Grade 8 participate in a daily one-and-a-half-hour exercise programme consisting of two different streams: hockey or dance. All Grade 7 students and their families attending the school were asked to participate in our research trial. To study the effects of the exercise programme, student physical fitness, academic performance, and self-rated quality of life were assessed. Specific outcome measures used include: 20 metre sprint test, beep test, squat strength, bench press strength, the Pediatric Quality of Life Inventory, academic grades in mathematics, English and French, and academic learning skills. RESULTS Due to difficulties in participant recruitment and retention, only the following results could be analyzed. After one year of the structured hockey exercise program, the participants demonstrated significant increases in sprint speed (p < 0.0001), beep test (p < 0.005), squat strength (p < 0.0001) and bench press strength (p < 0.0001). There was also an increase in scores assessing organization, independence, collaboration, initiative and self regulation. An increase was noted in the participant’s grades in English and French. Little change was seen in mathematics and science grades. CONCLUSION After one year of consistent exercise, study participants demonstrated significant improvements in physical fitness, learning skills and language studies performance. Our results outline multiple benefits of implementing an organized daily physical period as part of the educational curriculum. A follow up to this preliminary study is currently underway to evaluate the effectiveness of school exercise programs on ADHD symptoms.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,005 | 0,004 |
| Méta-épidémiologie (sens strict) | 0,001 | 0,001 |
| Méta-épidémiologie (sens large) | 0,001 | 0,001 |
| Bibliométrie | 0,001 | 0,001 |
| Études des sciences et des technologies | 0,002 | 0,001 |
| Communication savante | 0,001 | 0,001 |
| Science ouverte | 0,002 | 0,002 |
| Intégrité de la recherche | 0,001 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,004 | 0,001 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».