Description:
Objective: To see whether concerns about injury risk relate to children's physical activity (PA). Methods: Two cohorts were recruited from 19 Australian schools and assessed in 2001 (T1), 2004 (T2) and 2006 (T3). The younger (n=162) was assessed at 6, 9 and 11years old, and the older (n=259) at 11, 14 and 16 years old. At T1 and T2, parents of the younger cohort reported on fear of child being injured, and whether child would be at risk of injury if they played organised sport; the older cohort self-reported injury fear. Accelerometers assessed PA at each time point. Linear regression models examined cross-sectional associations, and also associations between T1 injury fear and risk and T2 PA, and T2 injury fear and risk and T3 PA. Results: In the younger cohort at T2 (9 years), fear and risk were both negatively associated with moderate to vigorous PA (MVPA) (β=−0.17, 95% CI −0.30 to −0.03 and β=−0.26, 95% CI −0.41 to −0.10) and also vigorous PA (VPA). Fear was also associated with moderate PA (MPA). For the older cohort at T1, injury fear was negatively associated with MVPA (β=−0.21, 95% CI −0.35 to −0.07) and also MPA and VPA. Parental perception of risk at T1 (6 years) was negatively associated with children’s MPA at T2 (9 years) (β= −0.17, 95% CI −0.32 to −0.02). Sex did not moderate any association. Conclusions Younger children and their parents need to know which sports have low injury risks. Some children may need increased confidence to participate.
Description:
Objective: To see whether concerns about injury risk relate to children's physical activity (PA). Methods: Two cohorts were recruited from 19 Australian schools and assessed in 2001 (T1), 2004 (T2) and 2006 (T3). The younger (n=162) was assessed at 6, 9 and 11years old, and the older (n=259) at 11, 14 and 16 years old. At T1 and T2, parents of the younger cohort reported on fear of child being injured, and whether child would be at risk of injury if they played organised sport; the older cohort self-reported injury fear. Accelerometers assessed PA at each time point. Linear regression models examined cross-sectional associations, and also associations between T1 injury fear and risk and T2 PA, and T2 injury fear and risk and T3 PA. Results: In the younger cohort at T2 (9 years), fear and risk were both negatively associated with moderate to vigorous PA (MVPA) (
Description:
Public health policy is a successful population-level strategy for injury prevention but it is yet to be widely applied to the sports sector. Such policy is generally coordinated by government health departments concerned with the allocation of limited resources to health service delivery and preventive programs for addressing large community health issues. Prioritisation of sports injury prevention (SIP) requires high-quality evidence about the size of the problem and its public health burden; identification of at-risk vulnerable groups; confirmed effective prevention solutions; evidence of intervention cost-effectiveness; and quantifi cation of both financial and policy implications of inaction. This paper argues that the major reason for a lack of sports injury policy by government departments for health or sport to date is a lack of relevant information available for policy makers to make their decisions. Key information gaps evident in Australia are used to highlight this problem. SIP policy does not yet rank highly because, relative to other health/injury issues, there is very little hard evidence to support: claims for its priority ranking, the existence of solutions that can be implemented and which will work, and potential cost-savings to government agencies. Moreover, policy action needs to be integrated across government portfolios, including sport, health and others. Until sports medicine research generates high-quality population-level information of direct relevance and importance to policy makers, especially intervention costing and implementation cost-benefit estimates, and fully engage in policy-informing partnerships, SIP will continue to be left off the public health agenda.
Description:
Background: First-aid is a recommended injury prevention and risk management strategy in community sport; however, little is known about the sport-specific competencies required by first-aid providers. Objective: To achieve expert consensus on the competencies required by community Australian Football (community-AF) sports trainers. Study design: A three-round online Delphi process. Setting: Community-AF. Participants: 16 Australian sports first-aid and community-AF experts. Outcome measures: Rating of competencies as either ‘essential’, ‘expected’, ‘ideal’ or ‘not required’. Results: After Round 3, 47 of the 77 (61%) competencies were endorsed as ‘essential’ or ‘expected’ for a sports trainer to effectively perform the activities required to the standards expected at a community-AF club by ≥75% of experts. These competencies covered: the role of the sports trainer; the responsibilities of the sports trainer; emergency management; injury and illness assessment and immediate management; taping; and injury prevention and risk management. Four competencies (5%) were endorsed as ‘ideal’ or ‘not required’ by ≥85% of experts and were excluded from further consideration. The 26 competencies where consensus was not reached were retained as second-tier, optional competencies. Conclusions: Sports trainers are important members of on-field first-aid teams, providing support to both injured players and other sports medicine professionals. The competencies identified in this study provide the basis of a proposed two-tiered community-AF–specific sports trainer education structure that can be implemented by the peak sports body. This includes six mandatory modules, relating to the ‘required’ competencies, and a further six optional modules covering competencies on which consensus was not reached.
Description:
This study investigates the learning potential of students' experiences working as editors and publishers for a university's creative arts e-journal. The study is based on a project which aimed to strengthen creative arts students' graduate attributes and employability skills associated with interpersonal and written communication skills, specifically editing and e-publication. The participants were surveyed prior to and after e-publication of each issue of the journal over a two year period. The study focuses on students' and teachers' perceptions of participating in a non-graded, discipline-based work-integrated learning (WIL) activity. The data were analysed in order to explore students' and teachers' attitudes and responses to the challenges with participating in an e-publication process. The findings indicated that students chose to participate in the activity to address certain employability skills as well as desiring an authentic work-based challenge that enhanced the university experience. The results revealed that students require more guidance and informal set lesson plans. The teachers' responses indicated that the most important teaching methods were: (i) provide authentic communication to students and (ii) illustrate relevant industry experience. Recommendations are made for the careful implementation and integration of the online creative arts WIL project into the University's curriculum in order to: (i) connect WIL pedagogy, courses, policies and objectives in higher education, (ii) provide career and self development for WIL teaching and learning practices, and (iii) continually redevelop and evaluate the WIL activity in order to pursue accreditation.
Description:
This study investigates the learning potential of students' experiences working as editors and publishers for a university's creative arts e-journal. The study is based on a project which aimed to strengthen creative arts students' graduate attributes and employability skills associated with interpersonal and written communication skills, specifically editing and e-publication. The participants were surveyed prior to and after e-publication of each issue of the journal over a two year period. The study focuses on students' and teachers' perceptions of participating in a non-graded, discipline-based work-integrated learning (WIL) activity. The data were analysed in order to explore students' and teachers' attitudes and responses to the challenges with participating in an e-publication process. The findings indicated that students chose to participate in the activity to address certain employability skills as well as desiring an authentic work-based challenge that enhanced the university experience. The results revealed that students require more guidance and informal set lesson plans. The teachers' responses indicated that the most important teaching methods were: (i) provide authentic communication to students and (ii) illustrate relevant industry experience. Recommendations are made for the careful implementation and integration of the online creative arts WIL project into the University's curriculum in order to: (i) connect WIL pedagogy, courses, policies and objectives in higher education, (ii) provide career and self development for WIL teaching and learning practices, and (iii) continually redevelop and evaluate the WIL activity in order to pursue accreditation.
Description:
This article examines the implications of the Australian Football League’s Rule 30 on vilification in football and society. Considering the views of key industry, government, community, multicultural, Indigenous and academic stakeholders it addresses the themes of community harmony, multiculturalism and reconciliation. The paper evaluates the role of Australian Rules football in changing contemporary attitudes towards vilification and how public policy in this area has been driven by sports-led initiatives such as the AFL Rule 30. It briefly provides an international context for understanding these Australian-led initiatives. ”Racism denies people the fundamental human right to be judged by their character, by what is inside. This is why it is not easy to experience a lifetime of racial abuse, be constantly reminded of it and yet be expected to ignore it”. (The Age 1997: 16).
Moving physical activity beyond the school classroom : A social-ecological insight for teachers of the facilitators and barriers to students' non-curricular physical activity
Description:
Non-curricular avenues such as active play during school breaks have been established as a major source for children’s physical and cognitive development, yet there is little information for teachers on the influences affecting primary and secondary school students’ non-curricular physical activity. During this study focus groups and drawing were used to explore the broader influences on primary (n=47) and secondary (n=29) school students’ physical activity behaviour beyond the classroom. Barriers and facilitators to children’s physical activity were categorised using a multi-level social-ecological framework incorporating intrapersonal, interpersonal, physical environment and policy factors. Based on the drawings, comparisons between students’ existing play spaces and their perception of their ideal play space were made. Additionally, students depicted what features within a play space would encourage them to be active. The findings of the study indicate secondary school play spaces may need to incorporate more features to facilitate physical activity. The barriers and facilitators identified in this study provide information for teachers and school decision makers to consider when targeting children’s physical activity beyond school classrooms.
Description:
Non-curricular avenues such as active play during school breaks have been established as a major source for children’s physical and cognitive development, yet there is little information for teachers on the influences affecting primary and secondary school students’ non-curricular physical activity. During this study focus groups and drawing were used to explore the broader influences on primary (n=47) and secondary (n=29) school students’ physical activity behaviour beyond the classroom. Barriers and facilitators to children’s physical activity were categorised using a multi-level social-ecological framework incorporating intrapersonal, interpersonal, physical environment and policy factors. Based on the drawings, comparisons between students’ existing play spaces and their perception of their ideal play space were made. Additionally, students depicted what features within a play space would encourage them to be active. The findings of the study indicate secondary school play spaces may need to incorporate more features to facilitate physical activity. The barriers and facilitators identified in this study provide information for teachers and school decision makers to consider when targeting children’s physical activity beyond school classrooms.
Description:
Translating research evidence into sustained improvements in population health outcomes is a current priority across many health research fields including sports medicine,1 injury prevention2 and physical activity promotion.3 Both the ‘traditional’ approach of publishing sports injury research findings in peer-reviewed journals and hoping for the best, and the more sophisticated approach of developing and disseminating consensus statements and related sport safety guidelines have been relatively unsuccessful to date.
Description:
Entrepreneurship is a novel course in the curriculum for students in the Information Technology (IT) degree program at La Trobe University, Bundoora, Australia. In comparison to other IT-related courses, the Entrepreneurship course seeks to develop business management knowledge and skills; its learning design is thus different to that of other courses in the IT program. The concept of constructive alignment for curriculum renewal suggests that there are several components of good course design. In this paper, we use the principles of constructive alignment to analyze and redesign several components of the Entrepreneurship course. The focus is on reviewing and aligning the assessment tasks to ensure an effective evaluation and the achievement of student learning outcomes. Since assessment drives student learning, we describe the innovative assessment tasks that were implemented to enhance student learning, provide the rationale for the design of these tasks as supported by the current literature, and reflect on possible future improvements. The course redesign process and the constructive alignment and innovative assessment can be applied to other courses in the field, and more broadly to curriculum, teaching, and learning in higher education.
Description:
Entrepreneurship is a novel course in the curriculum for students in the Information Technology (IT) degree program at La Trobe University, Bundoora, Australia. In comparison to other IT-related courses, the Entrepreneurship course seeks to develop business management knowledge and skills; its learning design is thus different to that of other courses in the IT program. The concept of constructive alignment for curriculum renewal suggests that there are several components of good course design. In this paper, we use the principles of constructive alignment to analyze and redesign several components of the Entrepreneurship course. The focus is on reviewing and aligning the assessment tasks to ensure an effective evaluation and the achievement of student learning outcomes. Since assessment drives student learning, we describe the innovative assessment tasks that were implemented to enhance student learning, provide the rationale for the design of these tasks as supported by the current literature, and reflect on possible future improvements. The course redesign process and the constructive alignment and innovative assessment can be applied to other courses in the field, and more broadly to curriculum, teaching, and learning in higher education.
A systematic review of the psychological and social benefits of participation in sport for adults : Informing development of a conceptual model of health through sport