Hvilken indflydelse havde fysisk aktivitet i undervisningen under coronanedlukningen på elevernes trivsel og læring?
DOI:
https://doi.org/10.7146/ffi.v37i1.130605Resumé
Nedlukningen af den fysiske undervisning i forbindelse med coronapandemien har haft konsekvenser både for elevernes fysiske sundhed og for deres læringsorienteret trivsel. De har været for lidt fysisk aktive, da transport og frikvarterer har været fraværende, så det var måske lige netop her, at skolerne skulle være gået aktivt ind og arbejdet med fysiske aktiviteter i undervisningen. Nærværende artikel undersøger, hvordan to skoler har arbejdet med fysiske aktiviteter i den virtuelle undervisning, og hvordan aktiviteterne, eller mangel på samme, har haft indflydelse på elevernes læringsorienteret trivsel. Artiklen slutter af med råd til evt. kommende omlægninger fra fysisk til virtuel undervisning.
Referencer
Ahn, S., & Fedewa, A. L. (2011). A meta-analysis of the relationship between children’s physical activity and mental health. Journal of Pediatric Psychology, 36(4), 385-397. https://doi.org/10.1093/jpepsy/jsq107
Andermo, S., Hallgren, M., Jonsson, S., Petersen, S., Friberg, M., Romqvist, A., Elinder, L. S. (2020). School-related physical activity interventions and mental health among children: a systematic review and meta-analysis. Sports medicine-open, 6(1), 1-27. doi: https://doi.org/10.1186/s40798-020-00254-x
Baena-Morales, S., López-Morales, J., & García-Taibo, O. (2021). Teaching intervention in physical education during quarantine for COVID-19. Retos(39). https://doi.org/10.47197/retos.v0i39.80089
Bandura, A. (1982). Self-efficacy mechanism in human agency. American Psychologist, 37(2), 122, https://doi.org/10.1037/0003-066X.37.2.122
Blanco, Q. A., Carlota, M. L., Nasibog, A. J., Rodriguez, B., Saldaña, X. V., Vasquez, E. C., & Gagani, F. (2020). Probing on the Relationship between Students’ Self-Confidence and Self-Efficacy while engaging in Online Learning amidst COVID-19. Journal La Edusci, 1(4), 16-25. https://doi.org/10.37899/journallaedusci.v1i4.220
Børne- og Undervisningsministeriet. (2020a). Bekendtgørelse om nødundervisning m.v. på børne og undervisningsområdet som led i forebyggelse og afhjælpning i forbindelse med covid19 (BEK 629). Downloaded fra: https://www.retsinformation.dk/eli/lta/2020/629
Børne- og undervisningsministeriet. (2020b). Folkeskolens fag. Downloaded fra https://www.uvm.dk/folkeskolen/fag-timetal-og-overgange/fag-emner-og-tvaergaaende-temaer/folkeskolens-fag
Christiansen, L. B., Lund-Cramer, P., Brondeel, R., Smedegaard, S., Holt, A.-D., & Skovgaard, T. (2018). Improving children’s physical self-perception through a school-based physical activity intervention: The Move for Well-being in School study. Mental Health and Physical Activity, 14, 31-38. https://doi.org/10.1016/j.mhpa.2017.12.005
Courtney, D., Watson, P., Battaglia, M., Mulsant, B. H., & Szatmari, P. (2020). COVID-19 impacts on child and youth anxiety and depression: challenges and opportunities. The Canadian Journal of Psychiatry, 65(10), 688-691. https://doi.org/10.1177/0706743720935646
Dansk Skoleidræt. (2020). Bevægelse i fjernundervisningen. Downloaded fra https://skoleidraet.dk/media/6351562/webinar-1-bevaegelse-i-fjernundervisningen.pdf
Domokos, C., Domokos, M., Mirică, S. N., Negrea, C., Bota, E., & Nagel, A. (2020). Being a student at the Faculty of Sports and Physical Education in COVID-19 Pandemic times-A moment in life. Timisoara Physical Education & Rehabilitation Journal, 13(24). https://doi.org/10.2478/tperj-2020-0007
Fox, K. R. (1999). The influence of physical activity on mental well-being. Public Health Nutrition, 2(3a), 411-418. https://doi.org/10.1017/S1368980099000567
Goh, T. L. (2014). Effects of a movement integration program on elementary school children’s physical activity, fitness levels, and on-task behavior and teachers’ implementation experiences. Ph.D. afhandling: The University of Utah.
Groarke, J. M., Berry, E., Graham-Wisener, L., McKenna-Plumley, P. E., McGlinchey, E., & Armour, C. (2020). Loneliness in the UK during the COVID-19 pandemic: Cross-sectional results from the COVID-19 Psychological Wellbeing Study. PLoS ONE, 15(9), https://doi.org/10.1371/journal.pone.0239698
Howie, E. K., Schatz, J., & Pate, R. R. (2015). Acute Effects of Classroom Exercise Breaks on Executive Function and Math Performance: A Dose–Response Study. Research Quarterly for Exercise and Sport, 86(3), 217-224. https://doi.org/10.1080/02701367.2015.1039892
Jensen, V. M., Bjørnholt, B., Mikkelsen, M. F., & Pohl, C. (2020). Den længere og mere varierede skoledag. København: VIVE – Det Nationale Forsknings- og Analysecenter for Velfærd. Downloaded fra https://www.vive.dk/media/pure/14679/3742519
Jørgensen, H. T., & Troelsen, J. (2017). Implementeringen af motion og bevægelse i skolen–et review af hæmmende og fremmende faktorer set i et lærerperspektiv. Studier i læreruddannelse og-profession, 2(2), 84-105. https://doi.org/10.7146/lup.v2i2.27711
Jørgensen, H. T., Agergaard, S., Stylianou, M., & Troelsen, J. (2019). Diversity in teachers’ approaches to movement integration: A qualitative study of lower secondary school teachers’ perceptions of a state school reform involving daily physical activity. European Physical Education Review, 26(2), 429-447. https://doi.org/10.1177/1356336X19865567
Knoop, H. H. (2002). Leg, læring og kreativitet. Hvorfor glad børn lærer mere. København: Aschehough.
Krogstrup, H. K., & Kristiansen, S. (2015). Deltagende observation. København: Hans Reitzel.
Kvale, S., & Brinkmann, S. (2015). Interview: Det kvalitative forskningsinterview som håndværk. København: Hans Reitzel.
Li, Y., Duan, W., & Chen, Z. (2020). Latent profiles of the comorbidity of the symptoms for posttraumatic stress disorder and generalized anxiety disorder among children and adolescents who are susceptible to COVID-19. Children and Youth Services Review, 116, https://doi.org/10.1016/j.childyouth.2020.105235.
Liu, M., Wu, L., & Ming, Q. (2015). How does physical activity intervention improve self-esteem and self-concept in children and adolescents? Evidence from a meta-analysis. PLoS ONE, 10(8), https://doi.org/10.1371/journal.pone.0134804
Madsen, K. L. (2021). Enactive Movement Integration: En handlingsorientert bevægelsesdidatik for folkeskolen. Oslo: The Norwegian School of Sport Sciences.
Moral-Campillo, L., Reigal-Garrido, R. E., & Hernández-Mendo, A. (2020). Physical activity, cognitive and psychosocial functioning in a preadolescent sample. Revista de Psicología del Deporte (Journal of Sport Psychology), 29(1), 123–132. Downloaded fra: http://mail.rpd-online.com/index.php/rpd/article/view/44
Nielsen, J. H. (2020). Bevægelse i skoledagen. Nyborg: Dansk skoleidræt. Downloaded fra: https://skoleidraet.dk/media/6352227/dansk-skoleidraet-2020-bevaegelse-i-skoledagen-2020.pdf
Norris, E., van Steen, T., Direito, A., & Stamatakis, E. (2020). Physically active lessons in schools and their impact on physical activity, educational, health and cognition outcomes: a systematic review and meta-analysis. British Journal of Sports Medicine, 54(14), 826-838. https://doi.org/10.1136/bjsports-2018-100502
Oppizzi, L. M., & Umberger, R. (2018). The effect of physical activity on PTSD. Issues in Mental Health Nursing, 39(2), 179-187. https://doi.org/10.1080/01612840.2017.1391903
Palmer, M., Larkin, M., de Visser, R., & Fadden, G. (2010). Developing an Interpretative Phenomenological Approach to Focus Group Data. Qualitative Research in Psychology, 7(2), 99-121. https://doi.org/10.1080/14780880802513194
Pawlowski, C. S. (2021). Corona-nedlukning rammer børn og unge: Faldende fysisk aktivitet er bekymrende. Downloaded fra: https://www.sdu.dk/da/om_sdu/institutter_centre/iob_idraet_og_biomekanik/nyt_iob/corona-nedlukning+rammer+boern+og+unge
Pawlowski, C. S., & Schmidt, T. (2021). Børn og unges bevægelse i krise: En spørgeskemaundersøgelse om 6-16-åriges fysiske aktivitet under COVID-19 nedlukning. Forum for Idræt, 36(2). https://tidsskrift.dk/forumforidraet/article/view/128112
Pedersen, B. K., Andersen, L. B., Bugge, A., Nielsen, G., Overgaard, K., Roos, E., & von Seelen, J. (2016). Fysisk aktivitet - læring, trivsel og sundhed i folkeskolen. København: Vidensråd for forebyggelse. http://www.vidensraad.dk/sites/default/files/vidensraad_for_forebyggelse_fysisk_aktivitet_laering_trivsel_sundhed_2016.pdf
Pedersen, N. H., Toftager, M., Kristensen, P. L., Grøntved, A., Brønd, J. C., Larsen, K. T., & Møller, N. C. (2020). Bevægelse i skolen. En kortlægning af børn og unges fysiske aktivitet og stillesiddende adfærd i skoletiden. Odense: SDU. https://www.sdu.dk/-/media/Files/Om_SDU/Institutter/Iob/Forskningsenheder/ExE/Rapport_BevaegelseIskolen2
Radu, M.-C., Schnakovszky, C., Herghelegiu, E., Ciubotariu, V.-A., & Cristea, I. (2020). The impact of the COVID-19 pandemic on the quality of educational process: A student survey. International Journal of Environmental Research and Public Health, 17(21), 7770. https://doi.org/10.3390/ijerph17217770
Rasberry, C. N., Lee, S. M., Robin, L., Laris, B., Russell, L. A., Coyle, K. K., & Nihiser, A. J. (2011). The association between school-based physical activity, including physical education, and academic performance: a systematic review of the literature. Preventive Medicine, 52, S10-S20. https://doi.org/10.1016/j.ypmed.2011.01.027
Rask, S. (2020). Danskernes motions- og sportsvaner 2020. København: Idrættens analyseinstitut. https://www.idan.dk/media/10710420/Status-paa-danskernes-idraetsdeltagelse-2020_notat-1_vers2.pdf
Rasmussen, M., Kierkegaard, L., Rosenwein, S. V., Holstein, B. E., Damsgaard, M. T., & Due, P. (2019). Skolebørnsundersøgelsen 2018: Helbred, trivsel og sundhedsadfærd blandt 11-, 13- og 15-årige skoleelever i Danmark. Downloaded fra https://www.sdu.dk/da/sif/rapporter/2019/skoleboernsundersoegelsen_2018
Regeringen. (2018). Folkets skole: Faglighed, dannelse og frihed. København: Undervisningsministeriet. Downloaded fra https://www.uvm.dk/publikationer/2018/180911--folkets-skole--faglighed--dannelse-og-frihed-–-justeringer-af-folkeskolereformen
Sammen i bevægelse. (2021). Sammen i bevægelse - bevæg dig for livet. Downloaded fra https://www.bevaegdigforlivet.dk/sammen-i-bevaegelse
Schilling, M. A., Vidal, P., Ployhart, R. E., & Marangoni, A. (2003). Learning by Doing Something Else: Variation, Relatedness, and the Learning Curve. Management Science, 49(1), 39–56. https://doi.org/10.1287/mnsc.49.1.39.12750
Sember, V., Jurak, G., Kovač, M., Morrison, S. A., & Starc, G. (2020). Children’s Physical Activity, Academic Performance, and Cognitive Functioning: A Systematic Review and Meta-Analysis. Frontiers in Public Health, 8. https://doi.org/10.3389/fpubh.2020.00307
Standage, M., Gillison, F. B., Ntoumanis, N., & Treasure, D. C. (2012). Predicting students’ physical activity and health-related well-being: A prospective cross-domain investigation of motivation across school physical education and exercise settings. Journal of Sport and Exercise Psychology, 34(1), 37-60. doi:10.1123/jsep.34.1.37
Stockwell, S., Trott, M., Tully, M., Shin, J., Barnett, Y., Butler, L., . . . Smith, L. (2021). Changes in physical activity and sedentary behaviours from before to during the COVID-19 pandemic lockdown: a systematic review. BMJ open sport & exercise medicine, 7(1). http://dx.doi.org/10.1136/bmjsem-2020-000960
Ussher, M. H., Owen, C. G., Cook, D. G., & Whincup, P. H. (2007). The relationship between physical activity, sedentary behaviour and psychological wellbeing among adolescents. Social psychiatry and psychiatric epidemiology, 42(10), 851-856. https://doi.org/10.1007/s00127-007-0232-x
Varea, V., & González-Calvo, G. (2020). Touchless classes and absent bodies: teaching physical education in times of Covid-19. Sport, Education and Society, 1-15. https://doi.org/10.1080/13573322.2020.1791814
Webster, C. A., Erwin, H., & Parks, M. (2013). Relationships between and changes in preservice classroom teachers’ efficacy beliefs, willingness to integrate movement, and perceived barriers to movement integration. Physical Educator, 70(3), 314.
WHO. (2014). Mental health – a state of well-being. Retrieved from: http://www.who.int/features/factfiles/mental_health/en/
Wistoft, K. (2021). What Means Wellbeing? Distinction of Two Discourses on Well-being–Conceptual and Theoretical Reflections. Int J Psychiatr Res, 4(3), 1-9.
Wistoft, K., Christensen, J. H., & Qvortrup, L. (2020). Elevernes trivsel og mentale sundhed – hvad har vi lært af nødundervisningen under corona-skolenedlukningen. Learning Tech(7), 40-65. https://doi.org/10.7146/lt.v5i7.120865
Wistoft, K., & Qvortrup, L. (2017). A distinction of two discourses concerning wellbeing. MOJ Public health, 6(2).
Yin, R. K. (2003). Case Study Research: Design and Methods (3 ed.). Beverly Hills, CA.
Yuksel, H. S., Şahin, F. N., Maksimovic, N., Drid, P., & Bianco, A. (2020). School-based intervention programs for preventing obesity and promoting physical activity and fitness: A systematic review. International Journal of Environmental Research and Public Health, 17(1), 347. https://doi.org/10.3390/ijerph17010347
Østergaard, L. D. (2017). A taxonomy of physical activities in school. Paper presented at the SHAPE America National Convention & Expo, Society of Health and Physical Educators, Boston, MA, USA.
Downloads
Publiceret
Citation/Eksport
Nummer
Sektion
Licens
Forfattere, der publicerer deres værker via dette tidsskrift, accepterer følgende vilkår:
- Forfattere bevarer deres ophavsret og giver tidsskriftet ret til første publicering, samtidigt med at værket er omfattet af en Creative Commons Attribution-licens, der giver andre ret til at dele værket med en anerkendelse af værkets forfatter og første publicering i nærværende tidsskrift.
- Forfattere kan indgå flere separate kontraktlige aftaler om ikke-eksklusiv distribution af tidsskriftets publicerede version af værket (f.eks. sende det til et institutionslager eller udgive det i en bog), med en anerkendelse af værkets første publicering i nærværende tidsskrift.
- Forfattere har ret til og opfordres til at publicere deres værker online (f.eks. i institutionslagre eller på deres websted) forud for og under manuskriptprocessen, da dette kan føre til produktive udvekslinger, samt tidligere og større citater fra publicerede værker (se The Effect of Open Access).
