Case Study: Keep-fit formula for Children (学童Keep-Fit方程式)在线视频

Keep-fit formula for Children

学童Keep-Fit方程式

Joanne: Sam, back to the curriculum, it is really very innovative at least to me, or I supposed to your Hong Kong kindergarten sector is also very innovative. Can you describe a little bit more exactly like the activities that they have? How is it different from what they are now doing? And also how are you going to disseminate the information or the teaching to this group of teachers?

钟教授：山姆，回到课程上，它非常创新，至少对我来说。我认为对于香港幼儿教育行业来说它也非常创新。你可以描述多一些吗？像他们有的活动。它和他们现在正在做的有什么不同？以及你将如何推广这些信息或教学方法给这群老师？

Sam: First of all, we’ve prepared more than hundred lesson plans with tests, as well as some diagram pictures.

山姆：首先，我们准备了上百个上课计划和测验，还有一些图表。

We prepared hard copies, but all of these materials we uploaded them to an interactive web platform.

我们准备好纸版印件，但所有这些材料我们也会上传到互动网络平台。

In these hundred lesson plans, we try to incorporate some fundamental movement skill training into their usual language learning practice.

在百多个上课计划中，我们尝试把一些基本动作技能训练融入到他们的日常语言学习练习中。

Joanne: Oh, sorry! Can you stop a little while? What do you mean by fundamental movement skills?

钟教授：对不起！你可以暂停一下吗？你说的基本动作技能训练是什么意思？

Sam: For example, we divide the movement skills into three categories. The first category we call it locomotive skills and the second one we call it stability skills and the last one we call it manipulative skills.

山姆：比如，我们将动作技能分为三类。第一类我们称作移动技能，第二类我们称作稳定技能，最后一类我们称作操纵技能。

For example, the jumping skills, we categorize it into the category locomotion, and we use different types of jumping skills, for example, double legs jump, single leg jump, etc.

比如，跳跃类技能，我们把它归入移动类，而且我们使用不同类型的跳跃技能，比如双腿跳跃、单腿跳跃等。

We put them into the lesson practice progressively. For example, for the K 1 students, we use double legs jump as an essential skill.

我们逐步将它们融入课堂练习中，比如，对于K1学生，我们将双腿跳跃作为基本技能。

Then maybe we advise the teachers to put some stickers on the floor so that the young children can jump according to the number sequence. For example, they use double legs jump skills and jump into the circle with the number 1 and then they jump the second circle with the number 2, etc.

然后我们可能会建议老师在地板贴上一些贴纸，让孩子们根据数字顺序进行跳跃。比如，他们用双腿跳跃技能，跳入标有数字1的圆圈，接着跳入第二个标有数字2 的圆圈，以此类推。

This is what we call it the progressive training programme. But the further K 2 students, we may be at the increased level of difficulties.

这就是我们所说的渐进式训练。但对于更高一级的K2学生来说，我们会增加难度。

For example, we never try double legs jump because we suppose that they’ve equipped or acquired such skills very maturely and we can progress them to do a single leg jump, etc.

比如，我们从不尝试双腿跳跃，因为我们认为他们已经非常熟练这项技能，我们会进一步让他们做单腿跳跃。

So in this kind of practice, we put all these lesson practice on the interactive platform. Together with this interactive platform, if the teachers need hands-on workshops for them, they can find it. Then we provide professional coach and the coach will visit the kindergarten and have some skills training together with all the teachers.

所以对于这种练习，我们把所有这些课堂训练放在互动平台上。通过这个互动平台，如果老师需要开设动手体验工作坊，便可以在互动平台找到。此外我们会提供专业的教练，他们到幼儿园参观，并和所有老师进行体验训练。

I think that such model is well established in our project.

我认为在我们的項目中，这种模式已经很好地建立起来。

Joanne: I think you have brought up a very good point. You know, in the course of innovation, you also take care of the complexity of learning and the ability of the learner. Like start with a very simple, just differentiating what the number is, with double legs jump, and then they go into a higher level of difficulties. So challenging, very interesting!

钟教授：我认为你提出了一个非常好的重点。在创新过程中，你也注意到了学习的复杂性和学习者的能力。像非常简单的步骤，利用双腿跳跃来区分数字，然后进入更高的难度水平。这很有挑战性，也很有趣！

Sam: Exactly! Actually for this kind of motor learning in the field of fitness or sports coaching is our usual practice.

山姆：的确！其实对于这种运动学习，在健身或运动训练领域是我们经常实践的。

But, in the setting, in the context of a kindergarten, their practice doesn’t seem like that. Most of their thing is keep going at the intellectual level, but now we try to put in such knowledge based learning process another component.

但在这环境中，幼儿园的背景下，他们的做法并不像这样。他们大部分是在智力層面持续推进，但现在我们尝试把另一成分加入以学习过程为基础的知识。

We put motor training together with such kind of intellectual training.

我们把运动训练和智力训练结合在一起。

Joanne: Also for small kids, of course, they go to school and they learn in the school. They learn from the teacher and the peers. But parents, parents are also very important in nurturing them, in teaching them or coaching them. So what about the parents? What have you done to this particular group?

钟教授：对于小孩来说，他们去上学，他们在学校学习，从老师和同学身上学习。但对于父母，父母在培养、教育和训练他们方面也非常重要。所以父母怎么样？你们对于父母这个特定群体做了什么？

Sam: Yes, at the very beginning we emphasized more on curriculum design. But at the second stage of our project, we discovered that parent is a driving force for our success.

山姆：是的，刚开始时我们多关注课程设计，但在项目的第二阶段，我们发现父母是成功的推动力。

That’s why we encouraged the school to organize more school-home programmes, for example, some parent-child fitness fun day. Or we encouraged them to organize some parents’ talks, but focusing on how to play physically with their kids at home.

这就是为什么我们鼓励学校组织更多的学校-家庭项目，比如一些亲子健身欢乐日。或者我们鼓励他们组织一些如与家长谈话等活动，但聚焦在如何在家里和孩子玩体力游戏。

So we have such kind of components and we organized different types of parent-child fun day. Fortunately, we found many smiling faces in the event.

所以我们有这类组成部分，而且我们组织了不同类型的亲子欢乐日。幸运的是，我们在活动中见到了很多笑脸。

Joanne: I think so, no doubt on that.

钟教授：我也这么认为，没有疑问。

Well, at the beginning, you mentioned about the name of the formula. Keep-fit formula, right? One, Two, Three.

开始时，你提到了公式的名字，Keep-Fit方程式，对吧？公式1、公式2、公式3。

At the end of the project, did you work out the formula?

所以在项目最后，你是否找到这个程式？

Sam: Yes, we collaborated with some researchers. We found that to make our children become more physically active, not only the school has to do something, family is the key factor.

山姆：是的，我们和一些研究人员合作。我们发现为了使孩子身体更活跃，不仅学校必须做事，家庭也是关键因素。

So when we called the keep fit formula, the first component, the school should have activities favour or we called it activity friendly policy, school policy, that is, they have to allocate enough time for the children to be physically active.

所以当我们称作学童Keep-Fit方程式时，第一个组成部分，学校应该有支持活动，我们亦称之为活动友善学校政策，也就是他们应该为孩子分配足够的时间使身体更活跃。

According to our research, we found that it is a very important component.

通过研究，我们发现它是非常重要的组成部分。

Secondly, we have to pay attention to parental influence.

第二部分，我们必须重视父母的影响。

That's why, if a school decides to prepare to nurture themselves, to make themselves to be activity driven school, they have to organize a more parent-child activities.

这也是为什么，如果学校准备培养他们时，让活动驱动学校，他们必须组织更多的亲子活动。

They have to educate the parents to work with the school.

他们需要教育父母和学校一起做事。

And the third one, I think that we have to provide more physical means for their children to play.

第三部分，我认为我们必须提供更多实体资源给学童游戏作乐。

For example, we encourage the school to spare a corner or a room so that all the motor training components can be conducted in that area, and to purchase more portable physical toys, motor toys, e.g., the plastic balls, the plastic sticks, as well as the hula-hoop, etc.

比如，我们鼓励学校准备一个角落或房间，以便在那里组织所有的运动训练，以及购买更多的实体玩具、动力玩具。比如，塑料球、塑料棍和呼啦圈等。

This kind of physical environment building is favorable to physical activity of young children.

建立这种实体环境有利可学童的体力活动。

These are some of the findings we can learn from our research.

这是我们可以从研究中学习的一些结果。

Thank you!

谢谢！