Healthy and Physically Active Schools in Europe: Guidelines for Implementation

BORONYAI, Zoltan, Richard BAILEY, Rose-Marie REPOND,, Jana VAŠÍČKOVÁ, Petr VLČEK, Andreu Raya DEMIDOFF, Sandra HECK a Claude SCHEUER. Healthy and Physically Active Schools in Europe: Guidelines for Implementation. Luxembourg: University of Luxembourg, 2022, 40 s. Dostupné z: https://dx.doi.org/10.5281/zenodo.5909636.

Základní údaje

• Originální název: Healthy and Physically Active Schools in Europe: Guidelines for Implementation
• Autoři: BORONYAI, Zoltan, Richard BAILEY, Rose-Marie REPOND,, Jana VAŠÍČKOVÁ, Petr VLČEK, Andreu Raya DEMIDOFF, Sandra HECK a Claude SCHEUER.
• Vydání: Luxembourg, 40 s. 2022.
• Nakladatel: University of Luxembourg

Další údaje

• Originální jazyk: angličtina
• Typ výsledku: Přehledové a vzdělávací texty
• Obor: 50301 Education, general; including training, pedagogy, didactics [and education systems]
• Stát vydavatele: Lucembursko
• Utajení: není předmětem státního či obchodního tajemství
• WWW: URL
• Organizační jednotka: Pedagogická fakulta
• Doi: http://dx.doi.org/10.5281/zenodo.5909636
• Klíčová slova česky: tělesná výchova; pohybové kompetence; posuzování; rozvoj; sport; škola; zdravý životní styl
• Klíčová slova anglicky: physical education, motor competences, evaluation, development; sport; healthy lifestyle
• Příznaky: Mezinárodní význam

Anotace

In one of the most important project outcomes in HEPAS (An International Review of the Contributions of School-based Physical Activity, Physical Education, and School Sport to the Promotion of Health-enhancing Physical Activity; Bailey et al., 2022) a quite complex model was built up. The Healthy and Physically Active School Model includes the dimensions and layers that represent the functions and environment of a school from physical activity (PA) promotion point of view. These dimensions are the following ones: - 1-3. General categories from regulation level, indirect effects, school values and policies (school values, aims & policies, external information, international, national & local expectations); - 4-8. The groups the activities target or can be delivered by (leaders, teachers/staff, students, parents, community); - 9-12. The dimensions of the interventions (PA, PE, School Sport, Healthy Lifestyles); - 13-17. The transversal dimensions of interventions (Inclusion & Diversity, Professional Development, Facilities, Equipment & Resources, Community Partnerships, Events, Project Weeks, Camps). The dimensions are both surrounded and influenced by the “social climate” and the “physical environment”. Finally, the model includes as overarching aim “students’ physical activity/health behaviours”.