An overview of Australian exercise and sport science degrees
- Kittel, Aden, Stevens, Christopher, Lindsay, Riki, Spittle, Sharna, Spittle, Michael
- Authors: Kittel, Aden , Stevens, Christopher , Lindsay, Riki , Spittle, Sharna , Spittle, Michael
- Date: 2023
- Type: Text , Journal article
- Relation: Frontiers in Education Vol. 8, no. (2023), p.
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- Description: Exercise and Sport Science (EXSS) is a common degree offered at Australian universities, yet there is no systematic overview of this multidisciplinary field of study. This study aimed to determine the broad curriculum content of Australian EXSS degrees by summarizing the units offered, identify most commonly delivered content areas, and capture course information such as work-integrated learning (WIL) requirements and majors offered. Data were gathered through publicly available university course pages, with 30 EXSS courses included and only core units identified. The most common Australian EXSS units were “Exercise Physiology,” “Biomechanics,” “Research Methods and Data Analysis,” “Exercise Prescription and Delivery,” and “Exercise and Sport Psychology.” WIL requirements ranged from 140 to 300 h per course, and five courses offered majors. This study provides an overview of Australian EXSS courses, with the focus on exercise-related components reflecting accreditation requirements. Future research should examine how these courses equip students for the multidisciplinary EXSS industry. Copyright © 2023 Kittel, Stevens, Lindsay, Spittle and Spittle.
- Authors: Kittel, Aden , Stevens, Christopher , Lindsay, Riki , Spittle, Sharna , Spittle, Michael
- Date: 2023
- Type: Text , Journal article
- Relation: Frontiers in Education Vol. 8, no. (2023), p.
- Full Text:
- Reviewed:
- Description: Exercise and Sport Science (EXSS) is a common degree offered at Australian universities, yet there is no systematic overview of this multidisciplinary field of study. This study aimed to determine the broad curriculum content of Australian EXSS degrees by summarizing the units offered, identify most commonly delivered content areas, and capture course information such as work-integrated learning (WIL) requirements and majors offered. Data were gathered through publicly available university course pages, with 30 EXSS courses included and only core units identified. The most common Australian EXSS units were “Exercise Physiology,” “Biomechanics,” “Research Methods and Data Analysis,” “Exercise Prescription and Delivery,” and “Exercise and Sport Psychology.” WIL requirements ranged from 140 to 300 h per course, and five courses offered majors. This study provides an overview of Australian EXSS courses, with the focus on exercise-related components reflecting accreditation requirements. Future research should examine how these courses equip students for the multidisciplinary EXSS industry. Copyright © 2023 Kittel, Stevens, Lindsay, Spittle and Spittle.
Considering the need for movement variability in motor imagery training : implications for sport and rehabilitation
- Lindsay, Riki, Spittle, Sharna, Spittle, Michael
- Authors: Lindsay, Riki , Spittle, Sharna , Spittle, Michael
- Date: 2023
- Type: Text , Journal article
- Relation: Frontiers in Psychology Vol. 14, no. (2023), p.
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- Authors: Lindsay, Riki , Spittle, Sharna , Spittle, Michael
- Date: 2023
- Type: Text , Journal article
- Relation: Frontiers in Psychology Vol. 14, no. (2023), p.
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Imagery training for reactive agility : performance improvements for decision time but not overall reactive agility
- McNeil, Dominic, Spittle, Michael, Mesagno, Christopher
- Authors: McNeil, Dominic , Spittle, Michael , Mesagno, Christopher
- Date: 2019
- Type: Text , Journal article
- Relation: International Journal of Sport and Exercise Psychology Vol. , no. (2019), p. 1-17
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- Description: This study investigated the effects of imagery training on reactive agility and whether reacting to unpredictable stimuli could be improved using imagery. Forty-seven female athletes (Mage = 21.51, SD = 2.32) were randomly assigned to either a three-week physical training, imagery training, or control condition. Physical training condition involved physically rehearsing the reactive agility task, whereas the imagery training condition involved imagining the presenting stimulus and performing the reactive agility task. The control condition did no reactive agility training. A 3 (training conditions) x 7 (reactive agility performance components) mixed-model MANOVA was conducted to examine changes in reactive agility performance from the training interventions. Physical training improved decision time components and overall reactive agility performance. Imagery training improved Stimulus-Decision Time and Stimulus-Foot performance, but not overall reactive agility performance. No performance improvements occurred for the control condition. Findings support imagery use for the decision time variables associated with lightstimulus reactive agility performance. The lack of overall reactive performance improvement may indicate that imagery training is not effective for all components of perceptual-motor performance. Performance change inconsistencies appear to indicate that participants may not have generated unpredictable stimuli during imagery. Future investigation as to whether imagery improvements translate to sport-specific reactive tasks is needed.
- Authors: McNeil, Dominic , Spittle, Michael , Mesagno, Christopher
- Date: 2019
- Type: Text , Journal article
- Relation: International Journal of Sport and Exercise Psychology Vol. , no. (2019), p. 1-17
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- Description: This study investigated the effects of imagery training on reactive agility and whether reacting to unpredictable stimuli could be improved using imagery. Forty-seven female athletes (Mage = 21.51, SD = 2.32) were randomly assigned to either a three-week physical training, imagery training, or control condition. Physical training condition involved physically rehearsing the reactive agility task, whereas the imagery training condition involved imagining the presenting stimulus and performing the reactive agility task. The control condition did no reactive agility training. A 3 (training conditions) x 7 (reactive agility performance components) mixed-model MANOVA was conducted to examine changes in reactive agility performance from the training interventions. Physical training improved decision time components and overall reactive agility performance. Imagery training improved Stimulus-Decision Time and Stimulus-Foot performance, but not overall reactive agility performance. No performance improvements occurred for the control condition. Findings support imagery use for the decision time variables associated with lightstimulus reactive agility performance. The lack of overall reactive performance improvement may indicate that imagery training is not effective for all components of perceptual-motor performance. Performance change inconsistencies appear to indicate that participants may not have generated unpredictable stimuli during imagery. Future investigation as to whether imagery improvements translate to sport-specific reactive tasks is needed.
Exploration of the perceptual-cognitive processes that contribute to in-game decision-making of Australian football umpires
- Larkin, Paul, Mesagno, Chrisopher, Berry, Jason, Spittle, Michael
- Authors: Larkin, Paul , Mesagno, Chrisopher , Berry, Jason , Spittle, Michael
- Date: 2018
- Type: Text , Journal article
- Relation: International Journal of Sport and Exercise Psychology Vol. 16, no. 2 (2018), p. 112-124
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- Description: Decision-making is fundamental to officiating in all sports. It is well established in contemporary research that decision-making skills underpin umpire expertise; however, there is little understanding of the cognitive processes that contribute to in-game decision-making. This research implemented an in-depth case study approach, using qualitative methods, to explore the in-game decision-making process of three Australian football umpires. Concurrent and retrospective verbalisation methods were used to obtain verbal reports of the cognitive processes associated with decision-making. Findings identified three salient themes related to both in-game decision-making processes (i.e. decision evaluation, player intention during game-play) and umpire performance (i.e. knowledge of game-play). These themes contributed to the development of decision-making heuristics for Australian football umpires. This study provides initial evidence of the factors that may contribute to and/or affect in-game decision-making processes; however, additional exploration is necessary to further inform training programmes aimed to develop domain-specific decision-making skills and subsequent in-game performance. © 2016 International Society of Sport Psychology.
- Authors: Larkin, Paul , Mesagno, Chrisopher , Berry, Jason , Spittle, Michael
- Date: 2018
- Type: Text , Journal article
- Relation: International Journal of Sport and Exercise Psychology Vol. 16, no. 2 (2018), p. 112-124
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- Description: Decision-making is fundamental to officiating in all sports. It is well established in contemporary research that decision-making skills underpin umpire expertise; however, there is little understanding of the cognitive processes that contribute to in-game decision-making. This research implemented an in-depth case study approach, using qualitative methods, to explore the in-game decision-making process of three Australian football umpires. Concurrent and retrospective verbalisation methods were used to obtain verbal reports of the cognitive processes associated with decision-making. Findings identified three salient themes related to both in-game decision-making processes (i.e. decision evaluation, player intention during game-play) and umpire performance (i.e. knowledge of game-play). These themes contributed to the development of decision-making heuristics for Australian football umpires. This study provides initial evidence of the factors that may contribute to and/or affect in-game decision-making processes; however, additional exploration is necessary to further inform training programmes aimed to develop domain-specific decision-making skills and subsequent in-game performance. © 2016 International Society of Sport Psychology.
Applying self-determination theory to understand the motivation for becoming a physical education teacher
- Spittle, Michael, Jackson, Kevin, Casey, Meghan
- Authors: Spittle, Michael , Jackson, Kevin , Casey, Meghan
- Date: 2009
- Type: Text , Journal article
- Relation: Teaching and Teacher Education Vol. 25, no. 1 (2009), p. 190-197
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- Description: This study explored the reasons people choose physical education teaching as a profession and investigated the relationship of these choices with motivation. Physical education pre-service teachers (n = 324) completed the Academic Motivation Scale (AMS) and a measure of reasons for choosing physical education teaching. Confident interpersonal service reasons were linked with intrinsic motivation; whereas sport and physical activity reasons were related to extrinsic motivation. Enrolling because teaching seemed easy was linked with amotivation. Motivation was similar for different course entry methods, however, females were more intrinsically motivated than males and third year students were lower in motivation than other year levels. © 2008 Elsevier Ltd. All rights reserved.
- Description: C1
- Authors: Spittle, Michael , Jackson, Kevin , Casey, Meghan
- Date: 2009
- Type: Text , Journal article
- Relation: Teaching and Teacher Education Vol. 25, no. 1 (2009), p. 190-197
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- Description: This study explored the reasons people choose physical education teaching as a profession and investigated the relationship of these choices with motivation. Physical education pre-service teachers (n = 324) completed the Academic Motivation Scale (AMS) and a measure of reasons for choosing physical education teaching. Confident interpersonal service reasons were linked with intrinsic motivation; whereas sport and physical activity reasons were related to extrinsic motivation. Enrolling because teaching seemed easy was linked with amotivation. Motivation was similar for different course entry methods, however, females were more intrinsically motivated than males and third year students were lower in motivation than other year levels. © 2008 Elsevier Ltd. All rights reserved.
- Description: C1
A preliminary analysis of barriers, intentions, and attitudes towards moderate physical activity in women who are overweight
- Jewson, Elizabeth, Spittle, Michael, Casey, Meghan
- Authors: Jewson, Elizabeth , Spittle, Michael , Casey, Meghan
- Date: 2008
- Type: Text , Journal article
- Relation: Journal of Science and Medicine in Sport Vol. 11, no. 6 (Nov 2008), p. 558-561
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- Description: Physical activity is important for the health of all individuals, however, the determinants of physical activity behaviour for women who are overweight remain largely unexplored. The purpose of this investigation was to explore a range of factors that influence participation in physical activity for a group of women who are overweight. Participants were 30 women, aged 25-71 years, with a mean age of 46.8 years (+12.95) and an average BMI of 31.2 kg/m(2) (+5.6). Self-reported level of physical activity, perceived barriers and facilitators of physical activity, attitudes, intentions and perceived behavioural. control to physical activity were measured. Seventeen participants were generally active, with self-reported moderate physical activity of 218.53 min (+/- 113.82) in the last 7 days; whereas 13 participants were reportedly less active 43.46 (+/- 42.98) min. Active participants were more likely to identify social reasons for participating in physical activity, while inactive participants perceived that their laziness prevented them from being physically active. There were no significant differences between active and inactive overweight women for attitude, intention or subjective norm for moderate-intensity physical activity. There was a significant difference between these women in perceived behavioural control (p = .014) for moderate-intensity physical activity, as women who felt more in control of their physical activity behaviour were more likely to engage in physical activity than inactive women. Future research should investigate interventions to increase behavioural control of moderate-intensity physical activity in women who are overweight. (c) 2007 Sports Medicine Australia. Published by Elsevier Ltd. All rights reserved.
- Description: C1
- Authors: Jewson, Elizabeth , Spittle, Michael , Casey, Meghan
- Date: 2008
- Type: Text , Journal article
- Relation: Journal of Science and Medicine in Sport Vol. 11, no. 6 (Nov 2008), p. 558-561
- Full Text:
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- Description: Physical activity is important for the health of all individuals, however, the determinants of physical activity behaviour for women who are overweight remain largely unexplored. The purpose of this investigation was to explore a range of factors that influence participation in physical activity for a group of women who are overweight. Participants were 30 women, aged 25-71 years, with a mean age of 46.8 years (+12.95) and an average BMI of 31.2 kg/m(2) (+5.6). Self-reported level of physical activity, perceived barriers and facilitators of physical activity, attitudes, intentions and perceived behavioural. control to physical activity were measured. Seventeen participants were generally active, with self-reported moderate physical activity of 218.53 min (+/- 113.82) in the last 7 days; whereas 13 participants were reportedly less active 43.46 (+/- 42.98) min. Active participants were more likely to identify social reasons for participating in physical activity, while inactive participants perceived that their laziness prevented them from being physically active. There were no significant differences between active and inactive overweight women for attitude, intention or subjective norm for moderate-intensity physical activity. There was a significant difference between these women in perceived behavioural control (p = .014) for moderate-intensity physical activity, as women who felt more in control of their physical activity behaviour were more likely to engage in physical activity than inactive women. Future research should investigate interventions to increase behavioural control of moderate-intensity physical activity in women who are overweight. (c) 2007 Sports Medicine Australia. Published by Elsevier Ltd. All rights reserved.
- Description: C1
Injury and burnout in Australian athletes
- Grylls, Elizabeth, Spittle, Michael
- Authors: Grylls, Elizabeth , Spittle, Michael
- Date: 2008
- Type: Text , Journal article
- Relation: Perceptual and Motor Skills Vol. 107, no. 3 (2008), p. 873-880
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- Description: The relationship between injury and burnout in a sample of 264 local to international Australian athletes (124 men and 140 women) was studied. Injury can be a stressful experience for athletes; coupled with the demands of rehabilitation, it could increase feelings of burnout. Experiencing more than one injury could have a cumulative effect on feelings of burnout. Alternatively, for some athletes the break from training or competing caused by an injury could alleviate burnout symptoms. Participants completed a demographic questionnaire and a modified version of the Maslach Burnout Inventory. Independent sample t tests indicated that currendy injured athletes (n = 150) had significandy lower mean Burnout scores than currendy uninjured athletes (n= 113). Small, but statistically significant, positive correlations were found between number of injuries and Burnout scores. Possible explanations are that injury provides a temporary break from intense sporting involvement and, thus, lower scores on Burnout, but multiple injuries might have a cumulative effect on burnout. © Perceptual and Motor Skills 2008.
- Authors: Grylls, Elizabeth , Spittle, Michael
- Date: 2008
- Type: Text , Journal article
- Relation: Perceptual and Motor Skills Vol. 107, no. 3 (2008), p. 873-880
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- Description: The relationship between injury and burnout in a sample of 264 local to international Australian athletes (124 men and 140 women) was studied. Injury can be a stressful experience for athletes; coupled with the demands of rehabilitation, it could increase feelings of burnout. Experiencing more than one injury could have a cumulative effect on feelings of burnout. Alternatively, for some athletes the break from training or competing caused by an injury could alleviate burnout symptoms. Participants completed a demographic questionnaire and a modified version of the Maslach Burnout Inventory. Independent sample t tests indicated that currendy injured athletes (n = 150) had significandy lower mean Burnout scores than currendy uninjured athletes (n= 113). Small, but statistically significant, positive correlations were found between number of injuries and Burnout scores. Possible explanations are that injury provides a temporary break from intense sporting involvement and, thus, lower scores on Burnout, but multiple injuries might have a cumulative effect on burnout. © Perceptual and Motor Skills 2008.
Primary school teacher perceived self-efficacy to teach fundamental motor skills
- Callea, Micarl, Spittle, Michael, O'Meara, James, Casey, Meghan
- Authors: Callea, Micarl , Spittle, Michael , O'Meara, James , Casey, Meghan
- Date: 2008
- Type: Text , Journal article
- Relation: Research in Education Vol. , no. 79 (2008), p. 67-75
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- Description: Fundamental Movement Skills (FMS) are a part of the school curricula, yet many Australian primary-age children are not mastering FMS. One reason may be a lack of perceived self-efficacy of primary teachers to teach FMS. This study investigated the level of perceived self-efficacy of primary school teachers to teach FMS in Victoria, Australia. A cross-sectional survey, based on the Victorian Institute of Teaching Standards of Professional Practice, was used to sample sixty-five pre-service and forty-six in-service teachers. Most primary school teachers were self-efficacious in teaching FMS (67.59 per cent); almost one-third (32.41 per cent) were not. Male teachers had higher perceived self-efficacy than female teachers, and a positive relationship was found between perceived self-efficacy to teach FMS and interest in, and participation in, physical activity (r = 0.52 and r = 0.31 respectively). Implications for practice include providing FMS teaching resources and professional training. Further research should explore the effect of perceived self-efficacy on teaching performance.
- Description: C1
- Authors: Callea, Micarl , Spittle, Michael , O'Meara, James , Casey, Meghan
- Date: 2008
- Type: Text , Journal article
- Relation: Research in Education Vol. , no. 79 (2008), p. 67-75
- Full Text:
- Reviewed:
- Description: Fundamental Movement Skills (FMS) are a part of the school curricula, yet many Australian primary-age children are not mastering FMS. One reason may be a lack of perceived self-efficacy of primary teachers to teach FMS. This study investigated the level of perceived self-efficacy of primary school teachers to teach FMS in Victoria, Australia. A cross-sectional survey, based on the Victorian Institute of Teaching Standards of Professional Practice, was used to sample sixty-five pre-service and forty-six in-service teachers. Most primary school teachers were self-efficacious in teaching FMS (67.59 per cent); almost one-third (32.41 per cent) were not. Male teachers had higher perceived self-efficacy than female teachers, and a positive relationship was found between perceived self-efficacy to teach FMS and interest in, and participation in, physical activity (r = 0.52 and r = 0.31 respectively). Implications for practice include providing FMS teaching resources and professional training. Further research should explore the effect of perceived self-efficacy on teaching performance.
- Description: C1
Providing sporting experiences for children in Out of School Hours Care (OSHC) environments : Sport and physical activity participation and intentions
- Spittle, Michael, O'Meara, James, Garnham, Jennie, Kerr, Megan
- Authors: Spittle, Michael , O'Meara, James , Garnham, Jennie , Kerr, Megan
- Date: 2008
- Type: Text , Journal article
- Relation: Journal of Science and Medicine in Sport Vol. 11, no. 3 (2008), p. 316-322
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- Description: The Out of School Hours Sports Program (OSHSP) aimed to provide structured sporting experiences and community links to local clubs for children in Out of School Hours Care (OSHC). The OSHSP involved 17 State Sporting Associations (SSAs), 71 OSHC Services and local club representatives. This study explored children's participation in sport in and outside the OSHSP and parental intention for participation in sport in and outside the OSHSP. Surveys were received from 211 children (76 girls and 125 boys; mean age = 7.9 years, S.D. = 1.7) and their parents/guardians (37.9% response rate). OSHC is characterised by freedom of choice of participation in activities by children. The OSHSP was used to provide an opportunity to choose to participate in a sport while attending OSHC. At the OSHC Services surveyed, between 7.1 and 100% of the children attending OSHC chose to participate in the OSHSP. Of those children who chose to participate, 85% were participating in a sport, usually a different sport to the one offered in the OSHSP. This participation was largely club-based (49.8%), most often once a week for training and competition (55.2%). Parental intentions for children's participation in the OSHSP sports varied with respect to the number of years attending the OSHSP, where children played and trained in their main sport, and how many times a week a child played and trained in their main sport. Older children tended to play and train for sport more times per week and had been attending the OSHC for more years than younger children. © 2007 Sports Medicine Australia.
- Description: C1
- Authors: Spittle, Michael , O'Meara, James , Garnham, Jennie , Kerr, Megan
- Date: 2008
- Type: Text , Journal article
- Relation: Journal of Science and Medicine in Sport Vol. 11, no. 3 (2008), p. 316-322
- Full Text:
- Reviewed:
- Description: The Out of School Hours Sports Program (OSHSP) aimed to provide structured sporting experiences and community links to local clubs for children in Out of School Hours Care (OSHC). The OSHSP involved 17 State Sporting Associations (SSAs), 71 OSHC Services and local club representatives. This study explored children's participation in sport in and outside the OSHSP and parental intention for participation in sport in and outside the OSHSP. Surveys were received from 211 children (76 girls and 125 boys; mean age = 7.9 years, S.D. = 1.7) and their parents/guardians (37.9% response rate). OSHC is characterised by freedom of choice of participation in activities by children. The OSHSP was used to provide an opportunity to choose to participate in a sport while attending OSHC. At the OSHC Services surveyed, between 7.1 and 100% of the children attending OSHC chose to participate in the OSHSP. Of those children who chose to participate, 85% were participating in a sport, usually a different sport to the one offered in the OSHSP. This participation was largely club-based (49.8%), most often once a week for training and competition (55.2%). Parental intentions for children's participation in the OSHSP sports varied with respect to the number of years attending the OSHSP, where children played and trained in their main sport, and how many times a week a child played and trained in their main sport. Older children tended to play and train for sport more times per week and had been attending the OSHC for more years than younger children. © 2007 Sports Medicine Australia.
- Description: C1
Internal and external imagery perspective measurement and use in imagining open and closed sports skills : An exploratory study
- Spittle, Michael, Morris, Tony
- Authors: Spittle, Michael , Morris, Tony
- Date: 2007
- Type: Text , Journal article
- Relation: Perceptual and Motor Skills Vol. 104, no. 2 (2007), p. 387-404
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- Description: This study explored the measurement and use of internal and external imagery perspectives during imagery of open and closed sports skills. Participants (N = 41; male = 23; female = 18), ages 14 to 28 (M = 19.4 yr.; SD = 3.1), who were recruited from undergraduate classes in human movement and physical education, and local sporting teams, completed the Imagery Use Questionnaire and then imagined performing eight common sports skills, four open skills and four closed skills, in a random order. Participants provided concurrent verbalisation during their imagery. Immediately after imagining each skill, participants completed a rating scale and retrospective verbalisation of imagery perspective use. Analysis indicated that the questionnaire gave a general imagery perspective preference but was not a strong predictor of imagery used on specific occasions. The three measures of imagery perspective were equivalent in imagining performing particular skills. Participants experienced more internal imagery than external imagery while imagining the eight sports skills, but there was no significant difference between perspective use on the open and closed skills. © Perceptual and Motor Skills 2007.
- Description: C1
- Description: 2003005636
- Authors: Spittle, Michael , Morris, Tony
- Date: 2007
- Type: Text , Journal article
- Relation: Perceptual and Motor Skills Vol. 104, no. 2 (2007), p. 387-404
- Full Text:
- Reviewed:
- Description: This study explored the measurement and use of internal and external imagery perspectives during imagery of open and closed sports skills. Participants (N = 41; male = 23; female = 18), ages 14 to 28 (M = 19.4 yr.; SD = 3.1), who were recruited from undergraduate classes in human movement and physical education, and local sporting teams, completed the Imagery Use Questionnaire and then imagined performing eight common sports skills, four open skills and four closed skills, in a random order. Participants provided concurrent verbalisation during their imagery. Immediately after imagining each skill, participants completed a rating scale and retrospective verbalisation of imagery perspective use. Analysis indicated that the questionnaire gave a general imagery perspective preference but was not a strong predictor of imagery used on specific occasions. The three measures of imagery perspective were equivalent in imagining performing particular skills. Participants experienced more internal imagery than external imagery while imagining the eight sports skills, but there was no significant difference between perspective use on the open and closed skills. © Perceptual and Motor Skills 2007.
- Description: C1
- Description: 2003005636
What if curriculum theorists were to share centre stage after school hours?
- O'Meara, James, Spittle, Michael
- Authors: O'Meara, James , Spittle, Michael
- Date: 2007
- Type: Conference paper
- Relation: Paper presented at 2007 National Biennial Conference of the Australian Curriculum Studies Association: Curriculum Centre Stage: Inclusivity, Creativity and Diversity, Melbourne : 7th-10th July 2007
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- Description: The after school hours time period is seen as a critical time for encouraging children between the ages of 5-7 to be active and play more sport. Often, existing age-appropriate junior sport programs represent a form of curriculum used in this time period. The curriculum in these programs is based on non-competitive, modified activities to minimise the risk of emotional harm to children and prepare them to play the mature form of the game. This paper uses Marsh and Willis' curriculum continuum to advocate an alternative perspective on addressing the needs of those children wishing to have rules and competition in the games they play as they participate in junior sports development programs. This perspective is supported by an analysis of two of the age-appropriate junior sport programs. Examples are drawn from the comments of Executive Officers, Program Officers, delivers, and parents. Key themes running through the comments were that some children were being discouraged from continued participation in sport due to the removal of competition and a feeling that they were not playing a version of the game they recognised.
- Description: 2003005030
- Authors: O'Meara, James , Spittle, Michael
- Date: 2007
- Type: Conference paper
- Relation: Paper presented at 2007 National Biennial Conference of the Australian Curriculum Studies Association: Curriculum Centre Stage: Inclusivity, Creativity and Diversity, Melbourne : 7th-10th July 2007
- Full Text:
- Description: The after school hours time period is seen as a critical time for encouraging children between the ages of 5-7 to be active and play more sport. Often, existing age-appropriate junior sport programs represent a form of curriculum used in this time period. The curriculum in these programs is based on non-competitive, modified activities to minimise the risk of emotional harm to children and prepare them to play the mature form of the game. This paper uses Marsh and Willis' curriculum continuum to advocate an alternative perspective on addressing the needs of those children wishing to have rules and competition in the games they play as they participate in junior sports development programs. This perspective is supported by an analysis of two of the age-appropriate junior sport programs. Examples are drawn from the comments of Executive Officers, Program Officers, delivers, and parents. Key themes running through the comments were that some children were being discouraged from continued participation in sport due to the removal of competition and a feeling that they were not playing a version of the game they recognised.
- Description: 2003005030
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