加拿大3种青少年体育素养评价体系比较研究
|
摘要
体育素养评价是当前国际体育教育领域的研究热点。对加拿大3种备受关注的体育素养评价体系(CAPL、PL、PLAY)进行比较与分析,发现:三者均由非营利性组织牵头研发,其理论模型均与国际主流体育素养内涵一致;CAPL与PL包括4个维度的评价,而PLAY设有6类子工具;三者最佳适用年龄有差别但均适用于学校体育阶段,PLAY还提供了其他青少年体育素养利益相关者视角的评价;CAPL实践应用范围更广,PL更适用于固定群体的历时追踪研究,而PLAY更适用于进行不同群体间的横断比较。参考加拿大3种青少年体育素养评价体系的研制和应用,我国青少年体育素养评价应考虑以下3个方面:通过评价内容、评价形式和评价视角构建立体的评价体系;提升对评价的认识与定位,发挥评价体系的导向功能,循序渐进地提升评价对象的体育素养;加强对运动形式和自然环境的针对性评价与引导。
Physical literacy evaluation is a research hotspot in the education field of international sports at present. This paper compares and analyzes three highly concerned physical literacy evaluation systems(CAPL,PL and PLAY) in Canada, and finds out that all three are led by non-profit organizations. Its theoretical model is consistent with the connotation of international mainstream physical literacy. CAPL and PL include four dimensions of evaluation, while PLAY has six sub-tools. There are differences in the optimal age for the three,but they are all suitable for the school sports stage. PLAY also provides the evaluation from the perspective of other stakeholders of teenagers' physical literacy. CAPL practice has a wider application range, PL is more suitable for the diachronic research of fixed groups, and PLAY is more suitable for cross-sectional research between different groups. With reference to the development and application of three evaluation systems, the evaluation of physical literacy in China should be improved on three aspects: construct a three-dimensional evaluation system through the evaluation content, form and perspective; to improve the understanding and positioning of evaluation, give play to the guiding function of evaluation system, and gradually improve the sports literacy of evaluation objects; strengthen targeted evaluation and guidance of sports forms and the natural environment.
Physical literacy evaluation is a research hotspot in the education field of international sports at present. This paper compares and analyzes three highly concerned physical literacy evaluation systems(CAPL,PL and PLAY) in Canada, and finds out that all three are led by non-profit organizations. Its theoretical model is consistent with the connotation of international mainstream physical literacy. CAPL and PL include four dimensions of evaluation, while PLAY has six sub-tools. There are differences in the optimal age for the three,but they are all suitable for the school sports stage. PLAY also provides the evaluation from the perspective of other stakeholders of teenagers' physical literacy. CAPL practice has a wider application range, PL is more suitable for the diachronic research of fixed groups, and PLAY is more suitable for cross-sectional research between different groups. With reference to the development and application of three evaluation systems, the evaluation of physical literacy in China should be improved on three aspects: construct a three-dimensional evaluation system through the evaluation content, form and perspective; to improve the understanding and positioning of evaluation, give play to the guiding function of evaluation system, and gradually improve the sports literacy of evaluation objects; strengthen targeted evaluation and guidance of sports forms and the natural environment.
引文
[1]任海.身体素养:一个统领当代体育改革与发展的理念[J].体育科学,2018,38(3):3.
[2]WHITEHEAD M.Physical literacy:throughout the life-course[M].London:Routledge,2010:39-41.
[3]DUDLEY D A.A conceptual model of observed physical literacy[J].Physical Educator,2015,72(6):1345.
[4]EDWARDSLC,BRYANTAS,KEEGANRJ,etal.Definitions,foundationsandassociationsofphysical literacy:asystematicreview[J].SportsMedicine,2017,47(1):113.
[5]陈思同,刘阳.加拿大体育素养测评研究及启示[J].体育科学,2016,36(3):44.
[6]KEEGAN S,KEEGAN R,HERLT A,et al.Physical literacy development in Australian youth:a current concern:Inadequacy of physical education in our primary schools[J].Journal of Science&Medicine in Sport,2015,19(26):63.
[7]MANDIGO J,FRANCIS N,LODEWYK K,et al.Physical literacy for educators[J].Phys Act Health Ed J,2009,75(3):27.
[8]TELFORDD,KEEGANR,BARNETTL,etal.Physicalliteracydevelopmentin australian youth:a current concern[J].J Sci Med Sport,2015,19(S3):61.
[9]陈琦.学生体育素养的评价[J].体育学刊,2002,9(6):12.
[10]赵雅萍,孙晋海.加拿大青少年体育素养测评体系PLAY解读及启示[J].首都体育学院学报,2018,30(2):145.
[11]TREMBLAY M S,LLOYD M.Physical literacy measurement-the missing piece[J].Physical&Heal th Education Journal,2010,76(1):26.
[12]陈思同,刘阳,唐炎,等.对我国体育素养概念的理解:基于对Physical Literacy的解读[J].体育科学,2017,37(6):41.
[13]ROBINSON D B,RANDALL L.Marking physical literacy or missing the mark on physical literacy?a conceptual critique of canada’s physical literacy assessment instruments[J].Measurement in Physical Education&Exercise Science,2017,21(1):1.
[14]THE ASPEN INSTITUTE.Physical literacy:a global environmental scan[A].2015.
[15]于秀,孙夕鹭,刘海燕.城市学生体育素养评价指标的研究[J].沈阳体育学院学报,2012,31(5):1.
[16]BE’LANGER M,HUMBERT L,VATANPARAST H,et al.A multilevel intervention to increase physical activity and improve healthy eating and physical literacy among young children(ages 3~5)attending early childcare centres:the healthy start-de’part sante’cluster randomised controlled trial study protocol[J].BMC Public Health,2016,12(16):313.
[17]BANNON C.An investigation into teaching strategies and assessment methods to foster physical literacy[J].ICSSPE Bull J Sport Sci Phys Educ,2013(65):199.
[18]TANYA R K.Physical literacy in children and youth[D].Manitoba:The University of Manitoba,2017.
[19]HEALTHY ACTIVE LIVING AND OBESITY RESEARCH GROUP.The canadian assessment of physical literacy[EB/OL].[2018-05-10].https://www.capl-ecsfp.ca.
[20]PHYSICAL AND HEALTH EDUCATION CANADA.Passport for life[EB/OL].[2018-05-10].http://passportforlife.ca.
[21]CANADIANSPORTFORLIFE.PLAYTOOLS[EB/OL].[2018-05-10].http://physicalliteracy.ca/education-training/play-tools.
[22]FRANCIS C E,LONGMUIR P E,BOYER C,et al.The canadian assessment of physical literacy:development of a model of children’s capacity for a healthy,active lifestyle through a delphi process[J].Journal of Physical Activity&Health,2016,13(2):214.
[23]LONGMUIR P E,BOYER C,LLOYD M,et al.The canadian assessment of physical literacy:methods for children in grades 4 to 6(8 to12 years)[J].Bmc Public Health,2015,15(1):767.
[24]PARTICIPACTION.Physical Literacy[EB/OL].[2018-05-10].http://stage.participaction.com/en-ca/thought-leadership/physical-literacy.
[25]张家军.论360度反馈评价在中小学教师绩效评价中的应用[J].教育理论与实践,2013,33(35):15.
[26]BEETS M W,PATTON M M,EDWARDS S.The accuracy of pedometer steps and time during walking in children[J].Med Sci Sports Exerc,2005,37(3):513.
[27]HASSON R E,HALLER J,POBER D M,et al.Validity of the omron HJ-112 pedometer during treadmill walking[J].Medicine&Science in Sports&Exercise,2009,41(4):805.
[28]KEN R L,JAMES L.Early validation evidence of a canadian practitioner-based assessment of physical literacy in physical education:passport for life[J].The Physical Educator,2017:74.
[29]JURBALA P.What is physical literacy,really[J].Quest,2015,67(4):367.
[30]MCKEAN M.Physical literacy in children-the underpinning competencies[J].Sports Medicine&Doping Studies,2013,3(2):135.
[31]CORBINCB.Implications ofphysical literacyfor research and practice:a commentary[J].Research Quarterly for Exercise&Sport,2016,87(1):14.
[32]中华人民共和国教育部.普通高中体育与健康课程标准(2017年版)[M].北京:人民教育出版社,2018:58-72.
[33]季浏.《普通高中体育与健康课程标准》“2017年版”对“实验版”的继承与发展[J].首都体育学院学报,2018,30(3):196.
[34]赵雅萍,孙晋海.加拿大青少年体育素养测评体系“生命护照”研究及启示[J].成都体育学院学报,2018,44(4):92.
[35]SMITH A J W,ZWOLINSKY S,PRINGLE A.The importance of sitting time and physical ac tivity on BMI in hard to reach men[J].Med Sci Sports Exe,2012,44(5):489.
[36]风笑天.社会调查中的问卷设计[M].天津:天津人民出版社,2002:172-175.
[2]WHITEHEAD M.Physical literacy:throughout the life-course[M].London:Routledge,2010:39-41.
[3]DUDLEY D A.A conceptual model of observed physical literacy[J].Physical Educator,2015,72(6):1345.
[4]EDWARDSLC,BRYANTAS,KEEGANRJ,etal.Definitions,foundationsandassociationsofphysical literacy:asystematicreview[J].SportsMedicine,2017,47(1):113.
[5]陈思同,刘阳.加拿大体育素养测评研究及启示[J].体育科学,2016,36(3):44.
[6]KEEGAN S,KEEGAN R,HERLT A,et al.Physical literacy development in Australian youth:a current concern:Inadequacy of physical education in our primary schools[J].Journal of Science&Medicine in Sport,2015,19(26):63.
[7]MANDIGO J,FRANCIS N,LODEWYK K,et al.Physical literacy for educators[J].Phys Act Health Ed J,2009,75(3):27.
[8]TELFORDD,KEEGANR,BARNETTL,etal.Physicalliteracydevelopmentin australian youth:a current concern[J].J Sci Med Sport,2015,19(S3):61.
[9]陈琦.学生体育素养的评价[J].体育学刊,2002,9(6):12.
[10]赵雅萍,孙晋海.加拿大青少年体育素养测评体系PLAY解读及启示[J].首都体育学院学报,2018,30(2):145.
[11]TREMBLAY M S,LLOYD M.Physical literacy measurement-the missing piece[J].Physical&Heal th Education Journal,2010,76(1):26.
[12]陈思同,刘阳,唐炎,等.对我国体育素养概念的理解:基于对Physical Literacy的解读[J].体育科学,2017,37(6):41.
[13]ROBINSON D B,RANDALL L.Marking physical literacy or missing the mark on physical literacy?a conceptual critique of canada’s physical literacy assessment instruments[J].Measurement in Physical Education&Exercise Science,2017,21(1):1.
[14]THE ASPEN INSTITUTE.Physical literacy:a global environmental scan[A].2015.
[15]于秀,孙夕鹭,刘海燕.城市学生体育素养评价指标的研究[J].沈阳体育学院学报,2012,31(5):1.
[16]BE’LANGER M,HUMBERT L,VATANPARAST H,et al.A multilevel intervention to increase physical activity and improve healthy eating and physical literacy among young children(ages 3~5)attending early childcare centres:the healthy start-de’part sante’cluster randomised controlled trial study protocol[J].BMC Public Health,2016,12(16):313.
[17]BANNON C.An investigation into teaching strategies and assessment methods to foster physical literacy[J].ICSSPE Bull J Sport Sci Phys Educ,2013(65):199.
[18]TANYA R K.Physical literacy in children and youth[D].Manitoba:The University of Manitoba,2017.
[19]HEALTHY ACTIVE LIVING AND OBESITY RESEARCH GROUP.The canadian assessment of physical literacy[EB/OL].[2018-05-10].https://www.capl-ecsfp.ca.
[20]PHYSICAL AND HEALTH EDUCATION CANADA.Passport for life[EB/OL].[2018-05-10].http://passportforlife.ca.
[21]CANADIANSPORTFORLIFE.PLAYTOOLS[EB/OL].[2018-05-10].http://physicalliteracy.ca/education-training/play-tools.
[22]FRANCIS C E,LONGMUIR P E,BOYER C,et al.The canadian assessment of physical literacy:development of a model of children’s capacity for a healthy,active lifestyle through a delphi process[J].Journal of Physical Activity&Health,2016,13(2):214.
[23]LONGMUIR P E,BOYER C,LLOYD M,et al.The canadian assessment of physical literacy:methods for children in grades 4 to 6(8 to12 years)[J].Bmc Public Health,2015,15(1):767.
[24]PARTICIPACTION.Physical Literacy[EB/OL].[2018-05-10].http://stage.participaction.com/en-ca/thought-leadership/physical-literacy.
[25]张家军.论360度反馈评价在中小学教师绩效评价中的应用[J].教育理论与实践,2013,33(35):15.
[26]BEETS M W,PATTON M M,EDWARDS S.The accuracy of pedometer steps and time during walking in children[J].Med Sci Sports Exerc,2005,37(3):513.
[27]HASSON R E,HALLER J,POBER D M,et al.Validity of the omron HJ-112 pedometer during treadmill walking[J].Medicine&Science in Sports&Exercise,2009,41(4):805.
[28]KEN R L,JAMES L.Early validation evidence of a canadian practitioner-based assessment of physical literacy in physical education:passport for life[J].The Physical Educator,2017:74.
[29]JURBALA P.What is physical literacy,really[J].Quest,2015,67(4):367.
[30]MCKEAN M.Physical literacy in children-the underpinning competencies[J].Sports Medicine&Doping Studies,2013,3(2):135.
[31]CORBINCB.Implications ofphysical literacyfor research and practice:a commentary[J].Research Quarterly for Exercise&Sport,2016,87(1):14.
[32]中华人民共和国教育部.普通高中体育与健康课程标准(2017年版)[M].北京:人民教育出版社,2018:58-72.
[33]季浏.《普通高中体育与健康课程标准》“2017年版”对“实验版”的继承与发展[J].首都体育学院学报,2018,30(3):196.
[34]赵雅萍,孙晋海.加拿大青少年体育素养测评体系“生命护照”研究及启示[J].成都体育学院学报,2018,44(4):92.
[35]SMITH A J W,ZWOLINSKY S,PRINGLE A.The importance of sitting time and physical ac tivity on BMI in hard to reach men[J].Med Sci Sports Exe,2012,44(5):489.
[36]风笑天.社会调查中的问卷设计[M].天津:天津人民出版社,2002:172-175.