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Linking secondary school physical education with community sport and recreation for girls: A process evaluation

- Casey, Meghan, Telford, Amanda, Mooney, Amanda, Harvey, Jack, Eime, Rochelle, Payne, Warren

  • Authors: Casey, Meghan , Telford, Amanda , Mooney, Amanda , Harvey, Jack , Eime, Rochelle , Payne, Warren
  • Date: 2014
  • Type: Text , Journal article
  • Relation: BMC Public Health Vol. 14, no. 1039 (2014), p. 1-14
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  • Description: Background: The purpose of this study was to undertake a process evaluation to examine the reach, adoption and implementation of a school-community linked physical activity (PA) program for girls aged 12 - 15 years (School Years 7 - 9) using the RE-AIM framework. Methods. Various approaches were used to assess 'reach', 'adoption' and implementation: (a) a school environment survey of intervention schools (n = 6); (b) teacher feedback regarding the professional development component (91.1% response rate) and lesson implementation (60.8% response rate); and (c) post-intervention focus group interviews with physical education (PE) teachers (n = 29), students (n = 125), coaches (n = 13) and instructors (n = 8) regarding program experiences. Results: Reach and Adoption: Seven schools (n = 1491 Year 7-9 female student enrolment; 70% adoption rate), five tennis clubs, eight football clubs and five leisure centres participated in the program during 2011. Implementation: Program design and professional development opportunities (training, resource manual and opportunities to work with coaches and instructors during PE classes) supported implementation and student engagement in PA. However, there was a lack of individual and organisational readiness to adopt program principles. For some deliverers there were deeply embedded ideologies that were not aligned with the Game Sense teaching approach upon which the program was based. Further, cognitive components of the program such as self-management were not widely adopted as other components of the program tended to be prioritised. Conclusion: The program design and resources supported the success of the program, however, some aspects were not implemented as intended, which may have affected the likelihood of achieving further positive outcomes. Barriers to program implementation were identified and should be considered when designing school-community linked interventions. In particular, future programs should seek to assess and adjust for organizational readiness within the study design. For example, shared commitment and abilities of program deliverers to implement the program needs to be determined to support program implementation. Trial registration. ACTRN12614000446662. April 30th 2014.

Left to their own devices : The everyday realities of one-to-one classrooms

- Selwyn, Neil, Nemorin, Selena, Bulfin, Scott, Johnson, Nicola

  • Authors: Selwyn, Neil , Nemorin, Selena , Bulfin, Scott , Johnson, Nicola
  • Date: 2017
  • Type: Text , Journal article
  • Relation: Oxford Review of Education Vol. 43, no. 3 (2017), p. 289-310
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  • Description: The past decade has seen the expansion of personal digital technologies into schools. With many students and teachers now possessing smartphones, tablets, and laptops, schools are initiating one-to-one and ‘Bring Your Own Device’ (BYOD) policies aiming to make use of these ‘personal devices’ in classrooms. While often discussed in terms of possible educational benefits and/or organisational risks, the actual presence of personal devices in schools tends to be more mundane in nature and effect. Drawing upon ethnographic studies of three Australian high schools, this paper details ways in which the proliferation of digital devices has come to bear upon everyday experiences of school. In particular, the paper highlights the ways in which staff and students negotiate (in)appropriate technology engagement; the ordinary (rather than extraordinary) ways that students make use of their devices in classrooms; and the device-related tensions now beginning to arise in schools. Rather than constituting a radically ‘transformational’ form of schooling, the paper considers how the heightened presence of personal technologies is becoming subsumed into existing micro-politics of school organisation and control. © 2017 Informa UK Limited, trading as Taylor & Francis Group.

An evaluation of the CAST program using a conceptual model of school-based implementation

- Corboy, Denise, McDonald, John

  • Authors: Corboy, Denise , McDonald, John
  • Date: 2007
  • Type: Text , Journal article
  • Relation: Australian e-Journal for the Advancement of Mental Health Vol. 6, no. 1 (2007), p. 1-15
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  • Description: Therapeutic prevention and/or early intervention programs for children at risk of developing disruptive behaviour disorders are increasingly being implemented in schools. One such Australian school-based program is CAST: CAMHS (Child and Adolescent Mental Health Service) and Schools Together, an evidenced-based program treating children with emerging disruptive behaviour disorders in the early primary school years. The current evaluation examines the process of implementation of the CAST program in primary schools. By using a conceptual model of school-based implementation (developed by Greenberg, Domitrovich, Graczyk & Zins, 2005) the wide array of factors that can affect successful implementation at the school level were identified, and those elements critical to implementation quality were examined. Semi-structured individual and group interviews were conducted with a sample of 69 school personnel across 16 schools in the City of Ballarat and wider Grampians region of Victoria, in both government and Catholic primary schools. Results showed that schools were highly satisfied with the quality of CAST resources and personnel, and the implementation and delivery of sessions as planned. Aspects that impacted negatively on the implementation process were the lack of parental engagement; the lack of classroom follow-up in some schools; the level of readiness and pre-planning by the schools; and the availability of technical support. Greenberg’s conceptual model appears to be a useful framework to utilise in examining the implementation of the CAST model, as it allowed close examination of how the program was implemented within naturally occurring constraints. It allowed the identification of elements within the CAST model and the associated support system that must be maintained and nurtured by the collaborating parties, in addition to the factors at a school level that are potential barriers to effective implementation. Identification and examination of such factors assist in ensuring quality outcomes for school-based interventions in the future.
  • Description: C1
  • Description: 2003005834

Shedding school early insights from school : Community shed collaboration in Australia

- Golding, Barry, Foley, Annette, Brown, Michael

  • Authors: Golding, Barry , Foley, Annette , Brown, Michael
  • Date: 2008
  • Type: Text , Conference paper
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  • Description: Our paper focuses on evidence of positive interactions between schools and community sheds in Australia to examine what it is about shed-based community programs and pedagogies that are attractive to some early school leavers and school resisters. It is based primarily on interview data from the subset of men’s sheds across Australia with school programs that formed part of our 2007 research into men’s sheds. It is complemented by insights from interviews with men’s sheds participants and rural fire volunteers about what it was that also led many of them to also ‘shed’ school early. Our paper identifies links between the success factors associated with informal learning pedagogies in voluntary and community groups identified in the UK and success factors associated with community-based shed programs in Australia. We identify the potential benefits of sheds in engaging both early school leavers and older men with negative recollections of school, in enjoyable, regular, hands-on activity. We also discuss ways in which some of the difficulties associated with shed-based school programs that seek to engage and reintegrate early school leavers might be avoided or minimised. Finally, we pose some unanswered questions about the implications of our research findings for education and training providers.
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  • Description: Adelaide :
  • Description: 3rd - 4th April 2008
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Introduction to themed issue new pedagogies for school and community 'capacity building' in disadvantaged schools and communities

- Smyth, John

  • Authors: Smyth, John
  • Date: 2006
  • Type: Text , Journal article
  • Relation: Learning communities Vol. 3, no. (2006), p. 3-6
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  • Description: The educational landscape is changing dramatically and profoundly for schools and communities across Australia and other western countries. It is no longer the case that children automatically do not attend their local neighbourhood school, nor can it be assumed that within public schools that there is a heterogenous social mix. What we have is an increasingly segregated, stratified and residualised system of education in Australia as neo-liberal policies of so-called 'choice' do their pock-marking with those who can afford it 'opting out' to private education, leaving behind those without the resources to exercise choice.
  • Description: C1
  • Description: 2003001904

Young children’s experiences with yoga after school

- Martin, Beverly, Peck, Blake, Terry, Daniel

  • Authors: Martin, Beverly , Peck, Blake , Terry, Daniel
  • Date: 2023
  • Type: Text , Journal article
  • Relation: Journal of Occupational Therapy, Schools, and Early Intervention Vol. 16, no. 2 (2023), p. 194-211
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  • Description: Currently, little is known about the lived experiences of children who participate in yoga, particularly using their own words. This study provides insights into how young children aged 6 to 10 years old were able to understand their bodies within a yoga space. The purpose of this study was to investigate young children’s lived experiences of yoga through qualitative interviews. Parents of children engaged in yoga were also interviewed to gain a sense of their point of view about the experiences of yoga for their children. Results indicated yoga had assisted children to find, and express joy, and fun by moving their bodies into different shapes. The physical and psychological difficulty of some of the yoga shapes assisted children to develop a persistent mind-set which enabled them to transfer knowledge to different contexts, such as difficulties at school, and finding ways to relax, and be with themselves. Yoga as an activity after-school develops strategies such as resilience, and assists in other contexts such as school, and family. The parents’ described how they were looking for techniques to help calm their children, and how challenging this was with the constant stimulation of everyday activities. The findings suggest that yoga may have a place in the school curriculum for the purpose of teaching students’ simple coping skills when experiencing feelings of stress, and anxiety, and assist with controlling their behavior. © 2022 Taylor & Francis.

Community of practice and teaching professional development of Physical Education teachers in a Brazilian school (2021)

- Gonçalves, Luiza, Parker, Melissa, Carbinatto, Michele

  • Authors: Gonçalves, Luiza , Parker, Melissa , Carbinatto, Michele
  • Date: 2021
  • Type: Text , Journal article
  • Relation: Movimento Vol. 27, no. (2021), p. e27073
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  • Description: Abstract: This research aimed to explore the professional development of Physical Education (PE) teachers in a Brazilian municipal school. This study was constituted as an action research in which six PE teachers, a facilitator and a critical friend participated. Meetings with teachers and researchers; interviews; field notebook were the data sources. The results indicate that the community of practice (CP) was able to support teachers during their development. Teachers’ essential needs were met; the CP had autonomous decisions; and your voice heard. The support offered to teachers by CP originated through the process of building the teachers' own practice, supported by their own peers and the facilitator as they came together in a newly developed community. 

Cultural explorations of time and space: Indigenous Australian artists-in residence, conventional narratives and children's text creation

- Zeegers, Margaret

  • Authors: Zeegers, Margaret
  • Date: 2006
  • Type: Journal article
  • Relation: Papers: Explorations into children's literature Vol. 13, no. 1 (2006), p. 138-144
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  • Description: This paper details a project, funded by the University of Ballarat in Victoria, which addresses a local problem of schools' lack of acknowledgement of their being positioned on traditional owners' land. In addressing this issue, I am using two texts, My Place (Wheatley and Rawlins 1987) and Who am I? The Diary of Mary Talence (Heiss 2004) to engage the participants in discussions to make visible what has been invisible; that is, the issue of traditional Indigenous Australian ownership of the land on which the school is placed. Taking up notions of deconstruction from poststructuralist theory, I have looked to these texts as ways of disrupting the taken-for-granted occupation of public space, that is, I examine the language used to position the readers and 'yield up the ideologies that inform them' (Bradford 2001, p.9).
  • Description: C1
  • Description: 2003001844