1,721,030 research outputs found
Active Breaks and Distance Learning: new strategies for well-being and movement education Active Breaks e DAD: nuove strategie per educare al benessere ed al movimento
Full text linkLa situazione pandemica ha drasticamente ridotto le opportunità di movimento e di socializzazione dei bambini anche in ambito scolastico, costringendo ad effettuare le lezioni a distanza, la Didattica a distanza e la Didattica Aumentata Digitalmente. Pertanto, si proporrà il metodo delle pause attive o active breaks che consistono in brevi momenti della lezione (5-10 min.) per effettuare delle attività strutturate. Tali interventi non necessitano di spazi e di attrezzature particolari ma possono essere praticate più volte al giorno e per brevi periodi non solo nel contesto classe ma anche a casa e in autonomia da ogni singolo bambino. Gli studi IMOVE e ABS sono un punto di partenza e una testimonianza dell’efficacia e della sostenibilità degli interventi school-based. Studi futuri dovranno concentrarsi sugli effetti a lungo termine delle active breaks sulla performance scolastica e sul beneficio nel lavoro degli insegnanti.The pandemic situation has drastically reduced the opportunities for movement and socialization of children even in the school environment, forcing them to carry out remote lessons, distance learning and digitally augmented education. Therefore, we will propose the method of active breaks or active breaks which consist of short moments of the lesson (5-10 min.) To carry out structured activities. These interventions does not require special spaces and equipment but can be practiced several times a day and for short periods not only in the classroom context but also at home and independently by each individual child. The I-MOVE and ABS studies are a starting point and a testimony of the effectiveness and sustainability of school-based interventions. Future studies will have to focused on the long-term effects of active breaks on school performance and on the benefit of the work of teachers
PAUSE ATTIVE: UNA STRATEGIA PER CONTRASTARE LA SEDENTARIETÀ IN CLASSE E DURANTE LA DIDATTICA A DISTANZA
No full textActive breaks in primary school: Teacher awareness | Le pause attive nella scuola primaria: La percezione delle insegnanti
Full text linkIl bisogno di movimento che caratterizza le attuali generazioni infantili, si è fatto pressante e preoccupante in relazione al fatto che, nonostante i continui progetti realizzati nella scuola primaria, poco sembra migliorare dal punto di vista della salute e della motivazione ad assumere stili di vita attivi. Tra i tanti progetti realizzati negli ultimi anni, le pause attive sembrano prendere piede per la loro semplicità applicativa e sostenibilità nel tempo. Presentate come ulteriore dispositivo per garantire ai bambini i livelli raccomandati di attività fisica quotidiana, si sono dimostrate molto efficaci sui livelli di benessere e attivazione cognitiva tanto da migliorare il clima di classe e facilitare l’azione didattica-educativa delle insegnanti. Proprio le insegnanti, coinvolte negli studi I-MOVE e ABS, di un gruppo di studio interuniversitario (Università di Bologna e Università Roma Tre), hanno risposto con molto entusiasmo alla pratica delle pause attive rendendosi conto, per prime, dei benefici evidenziati a livello di routine scolastica, ambiente di apprendimento e attivazione delle funzioni cognitive nelle/nei bambine/i. Il presente lavoro riporta dati riferiti proprio alla consapevolezza maturata negli insegnanti, rispetto all’applicazione delle pause attive nella loro giornata scolastica, in riferimento alla loro fattibilità, gestione e organizzazione a fronte di effetti considerati assolutamente positivi per il vissuto scolastico.The need for movement, which characterizes the current generations of children, has become urgent and worrying. Despite the continuous projects carried out in primary school, few seems to improve health and motivation to adopt active lifestyles. Among the many projects carried out in recent years, active breaks seem to be gaining ground for their easiness of realization and sustainability over time. The active breaks proved to be very effective towards well being and cognitive activation representing an additional dose of physical activity that can help children in meeting the recommended levels of daily physical activity. Moreover, the active breaks represent an innovative strategy to improve the classroom climate and facilitate the educational action of teachers. Teachers, involved in the I-MOVE and ABS studies, of an inter-university study group (University of Bologna and University of Roma Tre), responded with great enthusiasm to the practice of active breaks. Teachers highlighted that active break produced a positive effect toward school routine, learning environment and activation of cognitive functions in children. The present paper reports data related to the awareness of teachers, with regard to the application of active breaks in their school day, in terms of feasibility, management and organization in the face of effects considered absolutely positive for the daily school experience
Physical Fitness and BodyWeight in Pre-Adolescent School Children: The EUROFIT Motor Fitness Test Explored on 11-12-Year-Old Children.
Full text linkNowadays, the early prevention of obesity in childhood is one of the most critical public health issues. More than half of children and adolescents worldwide do not meet the recommendation of 60 minutes of moderate to vigorous physical activity per day. This trend can reduce physical fitness and, consequently, cause a decrease in the quality of life throughout the lifespan. Physical fitness, defined as a set of abilities to perform physical activity and exercise (such as aerobic capacity, endurance, strength, flexibility), is considered one of the most important health markers in adulthood and childhood as well as adolescence. Methods: We conducted a cross-sectional study to investigate the physical fitness of pre-adolescent children of the Emilia-Romagna region. Children’s anthropometric parameters (height and weight) and physical fitness levels - assessed via the EUROFIT test battery - were measured. In all of the applied EUROFIT tests, children’s performance was below the sucient age and gender values. Moreover, it was negatively associated with obesity.
Our research provided evidence that the general fitness of our sample was low and the performance of overweight/obese children was lower compared to the under/normal weight students
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
BARRIERS AND FACILITATORS IN IMPLEMENTING ACTIVE BREAKS INTERVENTIONS DURING WORK: A SYSTEMATIC REVIEW
No full textActive breaks study (ABS): reducing physical inactivity and improving the quality of school life in primary school children using an active breaks intervention during COVID-19 pandemic
No full textVariations on the Author
Full text link“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
- …
