Understanding the contexts of adolescent female participation in sport and physical activity
- Eime, Rochelle, Harvey, Jack, Sawyer, Neroli, Craike, Melinda, Symons, Caroline, Polman, Remco, Payne, Warren
- Authors: Eime, Rochelle , Harvey, Jack , Sawyer, Neroli , Craike, Melinda , Symons, Caroline , Polman, Remco , Payne, Warren
- Date: 2013
- Type: Text , Journal article
- Relation: Research quarterly for exercise and sport Vol. 84, no. 2 (2013), p. 157-166
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- Description: Purpose: Participation in physical activity (PA) is reported to decline in adolescence, particularly for girls. However, we do not know if this decline in PA is consistent across modes and settings or whether there are transfers of participation between modes and settings. Nor do we understand the changes in specific types of PA or the interaction between types of participation and different modes/settings. This study investigated contexts of PA participation for female adolescents at two life transition points. Method: A survey of 489 Year 7 and 243 Year 11 adolescent girls was conducted, incorporating a measure of overall PA level and participation rates in seven modes/settings and in specific types of sport and PA. Results: Less than half of the respondents met or exceeded the recommended level of moderate or vigorous PA-60 min or more-on the previous day, and there was no statistically significant difference in the proportions in Years 7 and 11 (39.5% vs. 45.9%; p > .05). However, older adolescents shifted their participation away from organized, competitive modes and settings toward nonorganized and noncompetitive modes and settings and individual types of PA. Conclusions: An understanding of the changes in PA modes and settings identified here can inform the planning of policies and implementation of programs for the promotion of PA by adolescent girls.
- Authors: Eime, Rochelle , Harvey, Jack , Sawyer, Neroli , Craike, Melinda , Symons, Caroline , Polman, Remco , Payne, Warren
- Date: 2013
- Type: Text , Journal article
- Relation: Research quarterly for exercise and sport Vol. 84, no. 2 (2013), p. 157-166
- Full Text:
- Reviewed:
- Description: Purpose: Participation in physical activity (PA) is reported to decline in adolescence, particularly for girls. However, we do not know if this decline in PA is consistent across modes and settings or whether there are transfers of participation between modes and settings. Nor do we understand the changes in specific types of PA or the interaction between types of participation and different modes/settings. This study investigated contexts of PA participation for female adolescents at two life transition points. Method: A survey of 489 Year 7 and 243 Year 11 adolescent girls was conducted, incorporating a measure of overall PA level and participation rates in seven modes/settings and in specific types of sport and PA. Results: Less than half of the respondents met or exceeded the recommended level of moderate or vigorous PA-60 min or more-on the previous day, and there was no statistically significant difference in the proportions in Years 7 and 11 (39.5% vs. 45.9%; p > .05). However, older adolescents shifted their participation away from organized, competitive modes and settings toward nonorganized and noncompetitive modes and settings and individual types of PA. Conclusions: An understanding of the changes in PA modes and settings identified here can inform the planning of policies and implementation of programs for the promotion of PA by adolescent girls.
Narrative pedagogies in Science, Mathematics and Technology
- Authors: Hobbs, Linda , Davis, Robert
- Date: 2012
- Type: Text , Journal article
- Relation: Research in Science Education Vol. , no. (2012), p. 1-17
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- Description: Despite years of research, there remains serious concern regarding the engagement of students in science, mathematics and technology education. In this paper, the authors explore how narrative pedagogies are used in science, mathematics and technology in order to make the subjects meaningful. The paper focuses specifically on the role and aesthetic nature of narrative as a pedagogical approach in these school subjects and between school sectors. Case study methodology was used to compare the findings of two independent studies investigating the role of narrative-based pedagogies in mathematics and science (first author) and technology (second author). Based on this comparison, this paper proposes two perspectives on narrative-based pedagogies that deal with the connection of students with the subject: inward-looking that situated the learner within the story generated around artefact creation, and outward-looking that situated the stories of the content into students' lifeworlds. The use of this comparative lens enabled a higher level of analysis that could not have been achieved by each research programme, generating a broader narrative that provided deeper insight into the teaching and learning experience. © 2012 Springer Science+Business Media B.V.
- Authors: Hobbs, Linda , Davis, Robert
- Date: 2012
- Type: Text , Journal article
- Relation: Research in Science Education Vol. , no. (2012), p. 1-17
- Full Text:
- Reviewed:
- Description: Despite years of research, there remains serious concern regarding the engagement of students in science, mathematics and technology education. In this paper, the authors explore how narrative pedagogies are used in science, mathematics and technology in order to make the subjects meaningful. The paper focuses specifically on the role and aesthetic nature of narrative as a pedagogical approach in these school subjects and between school sectors. Case study methodology was used to compare the findings of two independent studies investigating the role of narrative-based pedagogies in mathematics and science (first author) and technology (second author). Based on this comparison, this paper proposes two perspectives on narrative-based pedagogies that deal with the connection of students with the subject: inward-looking that situated the learner within the story generated around artefact creation, and outward-looking that situated the stories of the content into students' lifeworlds. The use of this comparative lens enabled a higher level of analysis that could not have been achieved by each research programme, generating a broader narrative that provided deeper insight into the teaching and learning experience. © 2012 Springer Science+Business Media B.V.
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