Learning to move, mobile learning: the benefits of sports.

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Learning to move, mobile learning: the benefits of sports.

When it comes to children and sports, schools need to be strengthened and more focused on quality and quantity. And, Dr. Gregory Myer says, they need to promote the development of motor skills, social and recreational activities.

Meyer is one of the authors of a recent paper and commentary on children and sports. He also serves as director and research director of the human laboratory at the sports medicine division of Cincinnati children’s hospital medical center.

Like others, mayer noted that sports, art and music are often the first to go when budget cuts are needed. Although it is true that he and his co-author of these cuts in doubt, but he and his co-author has attempted to question “the current focus on qualitative rather than quantitative aspects of youth sports activities prevailing doctrine”.

Mayer helped develop guidelines for youth exercise aimed at reducing exercise damage and promoting health. The guidelines call for more attention to short, intermittent breaks. It includes core strength construction, resistance training, agility and so on.

Schools in many areas have dropped out of school time. As we report, some schools are pushing this approach, while others are doing creative work to fill the gap. According to a 2013 NPR and the Robert Wood Johnson Foundation (Robert Wood Johnson Foundation) and the Harvard School of Public Health, Harvard School of Public Health) working in Public opinion polls, 56% of parents said their primary School students only accept one or two days a week physical exercise.

Many parents, including myself, question why PE classes are not every day, or at least more frequent than at present.

This part is the focus of this article. We want to show that neurocognitive development is associated with movement and can benefit from exercise. We’re really going backwards and we’re not just going to cut physical education, we’re going to cut physical education teachers, but there are a lot of schools that are trying to integrate core courses into other courses. So if you have sports, they want you to have some writing or math into sports. We are moving in a direction that does not integrate movement into other courses. I tell you, the child all night in the text, already half asleep, if we let him get up for five minutes, and then sit at a desk in the next hour, you may get another fifteen to twenty minutes, he focused on him. These five minutes will work fine. Let’s walk together and let the other kids get active. Let’s give their activities every day during the day. This is where we really miss.

After-school and after-school classes fill a gap. But you say schools need to be strengthened and more physical activity every day.

Absolutely. These extracurricular activities are very good, I support them, but not every child can get there after school, and there are also resources. They didn’t provide a structure to capture every child. Our school system almost seizes every child. This is the system we should use. This [PE] is not the area we should cut.

The U.S. department of health and human services advises children to perform at least an hour of physical activity each day, including muscle and bone strengthening. Don’t you believe it’s enough?

That’s the problem. These guidelines usually come from adult guides. Recently we’ve seen a lot of how aerobic exercise works for children. If you’re working with kids, it’s simple: the last time the kids ask you, “hey, mom and dad, can I go for two miles? That’s not how they do it. The children are active in a short time. They love intermittent training, and they like interesting muscle building activities. That’s what we did in PE. It used to be gymnastics, athletic skill, climbing rope and other gymnastic activities. Endurance activity is not a successful plan to capture how children should move and play.

How does it feel to start seeing children losing physical education or getting more physical education?

What happens to children when they are 5, 6 and 7. In their early years, they didn’t care if they behaved worse than their peers or looked foolish. But there was something at that age, and they began to see how they moved relative to their peers, and then there was disagreement. Those with better motor skills will continue to exercise and other activities that require more complex movements. Those who started to move worse tended to be more likely to have more free time without physical activity.

What do you think will happen in seventh grade, if they find themselves not as good as Billy or Jane, they might start to get rid of physical activity?

This is a critical period for child development. I’m not a psychologist or a psychologist, so I might be out of my realm. But when they start to look at their peers, and their self-knowledge starts to grow, they sometimes start to care about how they see their peers. Sports are where these young people start to disagree. And I think it’s due to their lack of skills training. If we give them proper training, we can maintain relative equality. But when they find themselves behind sports, it actually creates an inactive vortex that feeds on itself.

You want to be more targeted and purposeful in primary school age. Explain more that you think students should exercise.

First of all, it should be interesting, otherwise they won’t do it. Then we have to create some skill based actions and teach them how to do it. It must be interesting and explode in a short time. They often miss out on strength training exercises. The establishment of strength and motor skills is complementary, and is often overlooked in these guidelines. When I was in gym class, we would spend more than one class learning how to do a somersault. Then we move on to the next operation or technique. Is this what you did today? Part. But we are cutting back on resources. We don’t have enough PE teachers, they don’t have enough time with the kids. The children are getting it once a week now. This is incredible to me. There is evidence that physically active children perform better in school.

As far as I know, childhood obesity rates have stopped climbing, but it is still a huge problem in the United States.

Correct. Even though interest rates are amortized, they are still at an alarming rate. My colleague, Dr. Avery, Faigenbaum compares it to smoking. If you see a child smoking, we will act quickly to solve the problem. However, we have some kids who sit down at school all day and then go home and sit in front of their video games, and we don’t have that many problems. What we find is the long-term consequences of physical inactivity, especially the lack of motor skills and conditions, but we don’t have the same rigorous attitude as these children.

What tips do you have for your parents? Sometimes you take a ball or a frisbee to the park instead of working in math and reading?

Absolutely. Study some of the more advanced motor skills: kick, throw, and shoot basketball. So when they are not in front of their peers, their children get more opportunities. You show them how it gets interesting and create games around it. And then the kids will say, ‘hey, this isn’t bad’, they’ll start working on their own. Then, they go back to class and give them a chance to catch up. I think parents need to be outside like children. This may be a different story, but by focusing on children’s activities, the benefits to the family will be greater.


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