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| 1 | 学龄前儿童体力活动研究的10大问题显示文摘本文目的是回顾与3~5岁儿童体力活动有关的重要研究问题。本文将从三个主要研究领域进行分析:健康效果、体力活动模式、干预和政策。研究的主要问题包括:确定体力活动的健康效果,确定体力活动对保持健康体重的影响,探明体力活动对学习和行为习惯的影响,以及静坐行为对健康的影响。与体力活动模式相关的研究问题包括3~5岁儿童满足现有体力活动推荐量的情况;影响体力活动的社会和环境因素,包括家庭、幼儿园、社区环境;体力活动如何对学龄儿童期、青少年时期和成年以后产生影响。关于干预和政策方面的研究问题包括确定在家庭、保育机构、社区环境最有效的促进体力活动的干预策略,以及不同幼儿适用的干预方案;确定有效的干预手段和宣传策略;制定有效的能够增加幼儿体力活动水平的国家、州、地方和机构的政策。总之,全面了解体力活动对3~5岁儿童健康的影响,以便于掌握该群体的体力活动特点,探索如何促进幼儿的体力活动。 | Russell R.Pate Jennifer R.O'Neill William H.Brown Kerry L.McIver Erin K.Howie Marsha Dowda | 2015 | 北京体育大学学报2015，38，6： | 19 |
| 2 | 青少年体育锻炼与学习成绩之间的关系(英文)显示文摘随着美国学校对学生学习成绩的关注日益提升,学生从事体育锻炼的机会日趋减少。为证明减少体育锻炼可能影响学习成绩,近50年以来,科研人员一直在探究体育锻炼对青少年的认知与学习成绩的影响。本文从历史的角度,对比分析近5年和5年前所发表的体育锻炼及学习成绩相关研究成果。共有125篇论文被纳入研究范围,其中近5年发表的论文有53篇。分析发现:近年来的整体研究质量有所提高,但研究结果仍然不一致:许多使用横断面研究设计,但研究方法大相径庭;大部分研究的结论表明体育锻炼对学习成绩有正面影响。今后的研究应通过完善的研究设计,确定可以有效提升学习成绩的体育锻炼项目及运动量。 | Erin K.Howie Russell R.Pate | 2012 | Journal of Sport and Health Science2012，1，3： | 13 |
| 3 | New scientific basis for the 2018 U.S. Physical Activity Guidelines显示文摘The U.S.Department of Health and Human Services convened the 2018 Physical Activity Guidelines Advisory Committee(PAGAC)and charged it with reviewing and summarizing the current scientific evidence linking physical activity to human health and function.The 2018 PAGAC Scientific Report1 serves as the basis for the Physical Activity Guidelines for Americans,2nd edition3 The 2018 Scientific Report extends the findings of the 2008 Scientific Report3 by examining a broader range of health outcomes and special populations that benefit from increased physical activity.In addition,the 2018 Scientific Report more closely examined the specific types,volumes,and intensities of physical activity that are associated with those benefits and now describes novel strategies for physical activity promotion at the population level. | Loretta DiPietro David M.Buchner David X.Marquez Russell R.Pate Linda S.Pescatello Melicia C.Whitt-Glover | 2019 | Journal of Sport and Health Science2019，8，3： | 0 |
| 4 | Associations between three measures of physical activity and selected influences on physical activity in youth transitioning from elementary to middle school显示文摘Measurement of physical activity is challenging,and objective and subjective methods can be used.The purposes of this study were to apply structural equation modeling in:1)examining the associations between three distinct measures of physical activity and three factors that are often found to be correlated to physical activity in chil-dren,and 2)examining the associations of the combination of three measures with the same correlates in a cohort of youth followed from 5th to 7th grade.A total of 409 children(45%boys)had complete physical activity data derived from accelerometers,self-report by youth,and proxy-report by parents.The potential correlates of physical activity included self-efficacy,physical activity support,and facilities for physical activity.Structural equation models were used to assess the relationship between physical activity and the correlates.The structural equation models examining associations between individual measures of physical activity and selected correlates showed that parent-reported and child self-reported physical activity were associated with parental support for physical activity and self-efficacy.Objectively measured physical activity was associated only with facilities for physical activity.A structural equation model showed that a composite expression of physical activity,based on the inclusion of all three individual measures,was associated with all three correlates of physical activity.In conclusion,combining measures of physical activity from different sources may improve the identification of correlates of physical activity.This information could be used to plan more effective physical activity in-terventions in children and youth. | Marsha Dowda Rodney K.Dishman Ruth P.Saunders Russell R.Pate | 2021 | Sports Medicine and Health Science2021，3，1： | 0 |
| 5 | The potential of a year-round school calendar for maintaining children’s weight status and fitness:Preliminary outcomes from a natural experiment显示文摘Purpose: To evaluate the potential of a year-round school calendar (180-day school year distributed across 12 months) as an intervention comparedto a traditional school calendar (180-day school year distributed across 9 months) for mitigating children's weight gain and fitness loss viaa natural experiment.Methods. Height, weight, and cardiorespiratory fitness (CRF) (i.e., Fitnessgram Progressive Aerobic Cardiovascular Endurance Run) were measured inchildren (5—12 years old) in 3 schools (2 traditional, 1 year-round, n = 990 students, age = 8.6 土 2.4 years, 53.1% male, 68.9% African American) from1 school district. Structure (represented by the presence of a school day) was the independent variable. Changes in body mass index (BMI), age- andsex-specific BMI z-scores (zBMI), BMI percentile, percent of overweight or obese children, and CRF (Progressive Aerobic Cardiovascular EnduranceRun laps completed) were assessed for summer 2017 (May—August 2017), school year 2017/2018 (August 2017—May 2018), and summer 2018(May—August 2018). Primary analyses examined the overall change in weight and CRF from summer 2017 until summer 2018 via multilevel mixedeffects regression, with group (traditional vs. year-round calendar), time, and a group-by-time interaction as the independent variables. Secondaryregression analyses estimated differences in change within and between groups during each time period, separately.Results. Year-round students gained less BMI (difference in A = —0.44, 95% confidence interval (CI): —0.67 to —0.03) and less CRF (differencein △ = — 1.92, 95%CI: —3.56 to —0.28) than students attending a traditional school overall. Compared with traditional students, during both sum・mers, year-round students gained less BMI (summer 2017 difference in A = —0.15, 95%CI: —0.21 to —0.08;summer 2018 difference in△ = —0.16, 95%CI: —0.24 to —0.07) and zBMI (summer 2017 difference in A = —0.032, 95%CI: —0.050 to —0.010;summer 2018 difference in△ = —0.033, 95%CI: —0.056 to —0.009), and increased CRF (summer 2017 difference in A = 0.40, 95%CI: 0.02—0.85;summer 2018 differencein A = 0.23, 95%CI: —0.25 to 0.74). However, the opposite was observed for the school year, with traditional students gaining less BMI andzBMI and increasing CRF compared with year-round students (difference in BMI A = 0.05, 95%CI: 0.03—0.07;difference in zBMI A = 0.012,95%CI: 0.005—0.019;difference in Progressive Aerobic Cardiovascular Endurance Run laps A = —0.43, 95%CI: —0.58 to —0.28).Conclusion'. The year-round school calendar had a small beneficial impact on children's weight status but not CRF. It is unclear if this benefit tochildren's weight would be maintained because gains made in the summer were largely erased during the school year. Trajectories of weight andCRF gain/loss were consistent with the structured days hypothesis. | r.glenn weaver ethan hunt aaron rafferty michael w.beets keith brazendale gabrielle tumer-mcgrievy russell r.pate alberto maydeu-olivares brian saelens shawn youngstedt | 2020 | Journal of Sport and Health Science2020，9，1： | 0 |
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