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
- Full Text:
- Reviewed:
- 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
- Full Text:
- Reviewed:
- 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
Going beyond CSF II to nurture the head and heart of students in Victorian schools
- Authors: Fisher, John
- Date: 2001
- Type: Text , Journal article
- Relation: Health Education Australia Vol. 1, no. 1 (2001), p. 6-9
- Full Text:
- Description: The foreword to the Victorian Curriculum and Standards Framework II notes the skills and knowledge that students now need to prepare them to work. The preface states that the curriculum standards framework (CSF) makes it clear what students should know and be able to do. Focusing on the essentials provides a rationalistic approach to humans doing, rather than humans being. At this point, one could well ask about attitudes, values and beliefs which lie at the heart of nurturing people. [Author abstract, ed]
- Authors: Fisher, John
- Date: 2001
- Type: Text , Journal article
- Relation: Health Education Australia Vol. 1, no. 1 (2001), p. 6-9
- Full Text:
- Description: The foreword to the Victorian Curriculum and Standards Framework II notes the skills and knowledge that students now need to prepare them to work. The preface states that the curriculum standards framework (CSF) makes it clear what students should know and be able to do. Focusing on the essentials provides a rationalistic approach to humans doing, rather than humans being. At this point, one could well ask about attitudes, values and beliefs which lie at the heart of nurturing people. [Author abstract, ed]
Contemporary physical education reform in China : Teachers talk
- Hickey, Christopher, Jin, Aijing
- Authors: Hickey, Christopher , Jin, Aijing
- Date: 2007
- Type: Text , Conference paper
- Relation: Paper presented at AARE 2007 International Educational Research Conference, Fremantle, Western Australia : 25th-29th November 2007
- Full Text:
- Description: Among the many changes occurring across Chinese society in the early phase of Y2K is the construction and implementation of a new physical education (PE) curriculum. Not unlike recent changes in Australia, New Zealand and the UK, this process has seen a heightening of the profile of health. Presented within a wider framework for making the school curriculum more relevant, PE is more closely aligned with China's emerging health concerns around young people. Foremost here are burgeoning social anxieties about decreased levels of physical activity, dietary practices, risk-taking tendencies, and a general decline of social cohesion/connection across the profile of contemporary youth. This paper reports on a study undertaken to explore the experiences of Chinese PE teachers as they engage with the new curriculum.The data reveals a number of structural, personal and cultural factors that work against teachers taking up the opportunities presented in the new curriculum. Prominent here are; low professional status, an expanding generation gap, lack of training and the grip of deeply rooted cultural values. Juxtaposed against the like experiences of PE teachers in Australia and the UK the paper concludes with practical recommendations for nurturing curriculum change in China.
- Description: 2003006441
- Authors: Hickey, Christopher , Jin, Aijing
- Date: 2007
- Type: Text , Conference paper
- Relation: Paper presented at AARE 2007 International Educational Research Conference, Fremantle, Western Australia : 25th-29th November 2007
- Full Text:
- Description: Among the many changes occurring across Chinese society in the early phase of Y2K is the construction and implementation of a new physical education (PE) curriculum. Not unlike recent changes in Australia, New Zealand and the UK, this process has seen a heightening of the profile of health. Presented within a wider framework for making the school curriculum more relevant, PE is more closely aligned with China's emerging health concerns around young people. Foremost here are burgeoning social anxieties about decreased levels of physical activity, dietary practices, risk-taking tendencies, and a general decline of social cohesion/connection across the profile of contemporary youth. This paper reports on a study undertaken to explore the experiences of Chinese PE teachers as they engage with the new curriculum.The data reveals a number of structural, personal and cultural factors that work against teachers taking up the opportunities presented in the new curriculum. Prominent here are; low professional status, an expanding generation gap, lack of training and the grip of deeply rooted cultural values. Juxtaposed against the like experiences of PE teachers in Australia and the UK the paper concludes with practical recommendations for nurturing curriculum change in China.
- Description: 2003006441
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
- 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
- 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
The lifestyle of our kids (LOOK) project : Outline of methods
- Telford, Richard, Bass, Shona, Budge, Marc, Byrne, Donald, Carlson, John, Coles, David, Cunningham, Ross, Daly, Robin, Dunstan, David, English, Rowena, Fitzgerald, Robert, Eser, Prisca, Gravenmaker, Karen, Haynes, Wayne, Hickman, Peter, Javaid, Ahmad, Jiang, Xiaoli, Lafferty, Tony, McGrath, Mark, Martin, Mary Kay, Naughton, Geraldine, Potter, Julia, Potter, Stacey, Prosser, Laurie, Pyne, David, Reynolds, Graham, Saunders, Philo, Seibel, Markus, Shaw, Jonathan, Southcott, Emma, Srikusalanukul, Wichat, Stuckey, Darryl, Telford, Rohan, Thomas, Kerry, Tallis, Ken, Waring, Paul
- Authors: Telford, Richard , Bass, Shona , Budge, Marc , Byrne, Donald , Carlson, John , Coles, David , Cunningham, Ross , Daly, Robin , Dunstan, David , English, Rowena , Fitzgerald, Robert , Eser, Prisca , Gravenmaker, Karen , Haynes, Wayne , Hickman, Peter , Javaid, Ahmad , Jiang, Xiaoli , Lafferty, Tony , McGrath, Mark , Martin, Mary Kay , Naughton, Geraldine , Potter, Julia , Potter, Stacey , Prosser, Laurie , Pyne, David , Reynolds, Graham , Saunders, Philo , Seibel, Markus , Shaw, Jonathan , Southcott, Emma , Srikusalanukul, Wichat , Stuckey, Darryl , Telford, Rohan , Thomas, Kerry , Tallis, Ken , Waring, Paul
- Date: 2009
- Type: Text , Journal article
- Relation: Journal of Science and Medicine in Sport Vol. 12, no. 1 (2009), p. 156-163
- Full Text:
- Description: This methods paper outlines the overall design of a community-based multidisciplinary longitudinal study with the intent to stimulate interest and communication from scientists and practitioners studying the role of physical activity in preventive medicine. In adults, lack of regular exercise is a major risk factor in the development of chronic degenerative diseases and is a major contributor to obesity, and now we have evidence that many of our children are not sufficiently active to prevent early symptoms of chronic disease. The lifestyle of our kids (LOOK) study investigates how early physical activity contributes to health and development, utilizing a longitudinal design and a cohort of eight hundred and thirty 7-8-year-old (grade 2) school children followed to age 11-12 years (grade 6), their average family income being very close to that of Australia. We will test two hypotheses, that (a) the quantity and quality of physical activity undertaken by primary school children will influence their psychological and physical health and development; (b) compared with existing practices in primary schools, a physical education program administered by visiting specialists will enhance health and development, and lead to a more positive perception of physical activity. To test the first hypothesis we will monitor all children longitudinally over the 4 years. To test the second we will involve an intervention group of 430 children who receive two 50 min physical education classes every week from visiting specialists and a control group of 400 who continue with their usual primary school physical education with their class-room teachers. At the end of grades 2, 4, and 6 we will measure several areas of health and development including blood risk factors for chronic disease, cardiovascular structure and function, physical fitness, psychological characteristics and perceptions of physical activity, bone structure and strength, motor control, body composition, nutritional intake, influence of teachers and family, and academic performance. © 2007 Sports Medicine Australia.
- Authors: Telford, Richard , Bass, Shona , Budge, Marc , Byrne, Donald , Carlson, John , Coles, David , Cunningham, Ross , Daly, Robin , Dunstan, David , English, Rowena , Fitzgerald, Robert , Eser, Prisca , Gravenmaker, Karen , Haynes, Wayne , Hickman, Peter , Javaid, Ahmad , Jiang, Xiaoli , Lafferty, Tony , McGrath, Mark , Martin, Mary Kay , Naughton, Geraldine , Potter, Julia , Potter, Stacey , Prosser, Laurie , Pyne, David , Reynolds, Graham , Saunders, Philo , Seibel, Markus , Shaw, Jonathan , Southcott, Emma , Srikusalanukul, Wichat , Stuckey, Darryl , Telford, Rohan , Thomas, Kerry , Tallis, Ken , Waring, Paul
- Date: 2009
- Type: Text , Journal article
- Relation: Journal of Science and Medicine in Sport Vol. 12, no. 1 (2009), p. 156-163
- Full Text:
- Description: This methods paper outlines the overall design of a community-based multidisciplinary longitudinal study with the intent to stimulate interest and communication from scientists and practitioners studying the role of physical activity in preventive medicine. In adults, lack of regular exercise is a major risk factor in the development of chronic degenerative diseases and is a major contributor to obesity, and now we have evidence that many of our children are not sufficiently active to prevent early symptoms of chronic disease. The lifestyle of our kids (LOOK) study investigates how early physical activity contributes to health and development, utilizing a longitudinal design and a cohort of eight hundred and thirty 7-8-year-old (grade 2) school children followed to age 11-12 years (grade 6), their average family income being very close to that of Australia. We will test two hypotheses, that (a) the quantity and quality of physical activity undertaken by primary school children will influence their psychological and physical health and development; (b) compared with existing practices in primary schools, a physical education program administered by visiting specialists will enhance health and development, and lead to a more positive perception of physical activity. To test the first hypothesis we will monitor all children longitudinally over the 4 years. To test the second we will involve an intervention group of 430 children who receive two 50 min physical education classes every week from visiting specialists and a control group of 400 who continue with their usual primary school physical education with their class-room teachers. At the end of grades 2, 4, and 6 we will measure several areas of health and development including blood risk factors for chronic disease, cardiovascular structure and function, physical fitness, psychological characteristics and perceptions of physical activity, bone structure and strength, motor control, body composition, nutritional intake, influence of teachers and family, and academic performance. © 2007 Sports Medicine Australia.
Linking physical education with community sport and recreation : A program for adolescent girls
- Casey, Meghan, Mooney, Amanda, Eime, Rochelle, Harvey, Jack, Smyth, John, Telford, Amanda, Payne, Warren
- Authors: Casey, Meghan , Mooney, Amanda , Eime, Rochelle , Harvey, Jack , Smyth, John , Telford, Amanda , Payne, Warren
- Date: 2013
- Type: Text , Journal article
- Relation: Health Promotion Practice Vol. 14, no. 5 (2013), p. 721-731
- Relation: http://purl.org/au-research/grants/arc/LP0990206
- Full Text:
- Reviewed:
- Description: The engagement of adolescent girls in physical activity (PA) is a persistent challenge. School-based PA programs have often met with little success because of the lack of linkages between school and community PA settings. The Triple G program aimed to improve PA levels of secondary school girls (12-15 years) in regional Victoria, Australia. The program included a school-based physical education (PE) component that uniquely incorporated student-centered teaching and behavioral skill development. The school component was conceptually and practically linked to a community component that emphasized appropriate structures for participation. The program was informed by ethnographic fieldwork to understand the contextual factors that affect girls' participation in PA. A collaborative intervention design was undertaken to align with PE curriculum and coaching and instructional approaches in community PA settings. The theoretical framework for the intervention was the socioecological model that was underpinned by both individual-level (social cognitive theory) and organizational-level (building organizational/community capacity) strategies. The program model provides an innovative conceptual framework for linking school PE with community sport and recreation and may benefit other PA programs seeking to engage adolescent girls. The objective of this article is to describe program development and the unique theoretical framework and curriculum approaches.
- Description: The engagement of adolescent girls in physical activity (PA) is a persistent challenge. School-based PA programs have often met with little success because of the lack of linkages between school and community PA settings. The Triple G program aimed to improve PA levels of secondary school girls (12-15 years) in regional Victoria, Australia. The program included a school-based physical education (PE) component that uniquely incorporated student-centered teaching and behavioral skill development. The school component was conceptually and practically linked to a community component that emphasized appropriate structures for participation. The program was informed by ethnographic fieldwork to understand the contextual factors that affect girls' participation in PA. A collaborative intervention design was undertaken to align with PE curriculum and coaching and instructional approaches in community PA settings. The theoretical framework for the intervention was the socioecological model that was underpinned by both individual-level (social cognitive theory) and organizational-level (building organizational/community capacity) strategies. The program model provides an innovative conceptual framework for linking school PE with community sport and recreation and may benefit other PA programs seeking to engage adolescent girls. The objective of this article is to describe program development and the unique theoretical framework and curriculum approaches. © 2012 Society for Public Health Education.
- Authors: Casey, Meghan , Mooney, Amanda , Eime, Rochelle , Harvey, Jack , Smyth, John , Telford, Amanda , Payne, Warren
- Date: 2013
- Type: Text , Journal article
- Relation: Health Promotion Practice Vol. 14, no. 5 (2013), p. 721-731
- Relation: http://purl.org/au-research/grants/arc/LP0990206
- Full Text:
- Reviewed:
- Description: The engagement of adolescent girls in physical activity (PA) is a persistent challenge. School-based PA programs have often met with little success because of the lack of linkages between school and community PA settings. The Triple G program aimed to improve PA levels of secondary school girls (12-15 years) in regional Victoria, Australia. The program included a school-based physical education (PE) component that uniquely incorporated student-centered teaching and behavioral skill development. The school component was conceptually and practically linked to a community component that emphasized appropriate structures for participation. The program was informed by ethnographic fieldwork to understand the contextual factors that affect girls' participation in PA. A collaborative intervention design was undertaken to align with PE curriculum and coaching and instructional approaches in community PA settings. The theoretical framework for the intervention was the socioecological model that was underpinned by both individual-level (social cognitive theory) and organizational-level (building organizational/community capacity) strategies. The program model provides an innovative conceptual framework for linking school PE with community sport and recreation and may benefit other PA programs seeking to engage adolescent girls. The objective of this article is to describe program development and the unique theoretical framework and curriculum approaches.
- Description: The engagement of adolescent girls in physical activity (PA) is a persistent challenge. School-based PA programs have often met with little success because of the lack of linkages between school and community PA settings. The Triple G program aimed to improve PA levels of secondary school girls (12-15 years) in regional Victoria, Australia. The program included a school-based physical education (PE) component that uniquely incorporated student-centered teaching and behavioral skill development. The school component was conceptually and practically linked to a community component that emphasized appropriate structures for participation. The program was informed by ethnographic fieldwork to understand the contextual factors that affect girls' participation in PA. A collaborative intervention design was undertaken to align with PE curriculum and coaching and instructional approaches in community PA settings. The theoretical framework for the intervention was the socioecological model that was underpinned by both individual-level (social cognitive theory) and organizational-level (building organizational/community capacity) strategies. The program model provides an innovative conceptual framework for linking school PE with community sport and recreation and may benefit other PA programs seeking to engage adolescent girls. The objective of this article is to describe program development and the unique theoretical framework and curriculum approaches. © 2012 Society for Public Health Education.
Effect of lactate tolerance board training on upper body anaerobic performance
- Authors: Morton, Darren
- Date: 1994
- Type: Text , Thesis , Masters
- Full Text:
- Description: "The present study was concerned with the effect of lactate tolerance training and a period of reduced training on the energy systems and associated performance."
- Description: Thesis (Master of Science (Human Movement)
- Authors: Morton, Darren
- Date: 1994
- Type: Text , Thesis , Masters
- Full Text:
- Description: "The present study was concerned with the effect of lactate tolerance training and a period of reduced training on the energy systems and associated performance."
- Description: Thesis (Master of Science (Human Movement)
'Power, regulation and physically active identities' : the experiences of rural and regional living adolescent girls
- Casey, Meghan, Mooney, Amanda, Smyth, John, Payne, Warren
- Authors: Casey, Meghan , Mooney, Amanda , Smyth, John , Payne, Warren
- Date: 2016
- Type: Text , Journal article
- Relation: Gender and Education Vol. 28, no. 1 (2016), p. 108-127
- Relation: http://purl.org/au-research/grants/arc/LP0990206
- Full Text:
- Reviewed:
- Description: Drawing on interpretations of Foucault's techniques of power, we explored the discourses and power relations operative between groups of girls that appeared to influence their participation in Physical Education (PE) and outside of school in sport and physical activity (PA) in rural and regional communities. Interviews and focus groups were conducted in eight secondary schools with female students from Year 9 (n = 22) and 10 (n = 116). Dominant gendered and performance discourses were active in shaping girls' construction of what it means to be active or sporty', and these identity positions were normalised and valued. The perceived and real threat of their peer's gaze as a form of surveillance acted to further perpetuate the power of performance discourses; whereby girls measured and (self) regulated their participation. Community settings were normalised as being exclusively for skilled performers and girls self-regulated their non-participation according to judgements made about their own physical abilities. These findings raise questions about the ways in which power relations, as forged in broader sociocultural and institutional discourse-power relations, can infiltrate the level of the PE classroom to regulate and normalise practices in relation to their, and others, PA participation.
- Authors: Casey, Meghan , Mooney, Amanda , Smyth, John , Payne, Warren
- Date: 2016
- Type: Text , Journal article
- Relation: Gender and Education Vol. 28, no. 1 (2016), p. 108-127
- Relation: http://purl.org/au-research/grants/arc/LP0990206
- Full Text:
- Reviewed:
- Description: Drawing on interpretations of Foucault's techniques of power, we explored the discourses and power relations operative between groups of girls that appeared to influence their participation in Physical Education (PE) and outside of school in sport and physical activity (PA) in rural and regional communities. Interviews and focus groups were conducted in eight secondary schools with female students from Year 9 (n = 22) and 10 (n = 116). Dominant gendered and performance discourses were active in shaping girls' construction of what it means to be active or sporty', and these identity positions were normalised and valued. The perceived and real threat of their peer's gaze as a form of surveillance acted to further perpetuate the power of performance discourses; whereby girls measured and (self) regulated their participation. Community settings were normalised as being exclusively for skilled performers and girls self-regulated their non-participation according to judgements made about their own physical abilities. These findings raise questions about the ways in which power relations, as forged in broader sociocultural and institutional discourse-power relations, can infiltrate the level of the PE classroom to regulate and normalise practices in relation to their, and others, PA participation.
Effectiveness of a school-community linked program on physical activity levels and health-related quality of life for adolescent girls
- Casey, Meghan, Harvey, Jack, Telford, Amanda, Eime, Rochelle, Mooney, Amanda, Payne, Warren
- Authors: Casey, Meghan , Harvey, Jack , Telford, Amanda , Eime, Rochelle , Mooney, Amanda , Payne, Warren
- Date: 2014
- Type: Text , Journal article
- Relation: Bmc Public Health Vol. 14, no. (2014), p. 1-15
- Relation: http://purl.org/au-research/grants/arc/LP0990206
- Full Text:
- Reviewed:
- Description: Background: This study evaluated the effectiveness of a school-community program on Health-Related Quality of Life (HRQoL; the primary outcome), physical activity (PA), and potential mediators of PA among adolescent girls living in low-socioeconomic rural/regional settings. Method: The study was a cluster-randomized controlled trial. Twelve communities with the requisite sports clubs and facilities were paired according to relevant criteria; one of each pair was randomly assigned to the intervention or control condition. Eight schools per condition were randomly selected from these communities and the intervention was conducted over one school year (2011). Female students in grades 7-9 in intervention schools participated in two 6-session PA units - a sport unit (football or tennis) and a recreational unit (leisure centre-based). These were incorporated into physical education (PE) curriculum and linked to PA opportunities for participation outside school. Students were surveyed at baseline and endpoint, self-reporting impact on primary and secondary outcome measures (HRQoL, PA) and PA mediators (e.g. self-efficacy). Linear mixed models for two-group (intervention, control) and three-group (completers, non-completers, control) analyses were conducted with baseline value, age and BMI as covariates, group as a fixed effect and school as random cluster effect. Results: Participants completing baseline and endpoint measures included: 358 intervention (baseline response rate 33.7%, retention rate 61.3%) and 256 control (14.1% and 84.0%). Adjustment for age and BMI made no substantive difference to outcomes, and there were no cluster effects. For HRQoL, after adjustment for baseline scores, the intervention group showed significantly higher scores on all three PedsQL scores (physical functioning: M +/- SE = 83.9 +/- 0.7, p = .005; psychosocial: 79.9 +/- 0.8, p = .001; total score: 81.3 +/- 0.7, p = .001) than the control group (80.9 +/- 0.8; 76.1 +/- 0.9 and 77.8 +/- 0.8). The three-group analysis found intervention non-completers had significantly higher PedsQL scores (84.0 +/- 0.8, p = .021; 80.4 +/- 0.9, p = .003; 81.7 +/- 0.8, p = .002;) than controls (80.9 +/- 0.8, 76.1 +/- 0.9 and 77.8 +/- 0.8). There were no significant differences for any PA measure. Intervention completers had significantly higher scores than non-completers and controls for some mediator variables (e.g. self-efficacy, behavioural control). Conclusion: Positive outcomes were achieved from a modest school-community linked intervention. The school component contributed to maintaining HRQoL; students who completed the community component derived a range of intra-personal and inter-personal benefits.
- Authors: Casey, Meghan , Harvey, Jack , Telford, Amanda , Eime, Rochelle , Mooney, Amanda , Payne, Warren
- Date: 2014
- Type: Text , Journal article
- Relation: Bmc Public Health Vol. 14, no. (2014), p. 1-15
- Relation: http://purl.org/au-research/grants/arc/LP0990206
- Full Text:
- Reviewed:
- Description: Background: This study evaluated the effectiveness of a school-community program on Health-Related Quality of Life (HRQoL; the primary outcome), physical activity (PA), and potential mediators of PA among adolescent girls living in low-socioeconomic rural/regional settings. Method: The study was a cluster-randomized controlled trial. Twelve communities with the requisite sports clubs and facilities were paired according to relevant criteria; one of each pair was randomly assigned to the intervention or control condition. Eight schools per condition were randomly selected from these communities and the intervention was conducted over one school year (2011). Female students in grades 7-9 in intervention schools participated in two 6-session PA units - a sport unit (football or tennis) and a recreational unit (leisure centre-based). These were incorporated into physical education (PE) curriculum and linked to PA opportunities for participation outside school. Students were surveyed at baseline and endpoint, self-reporting impact on primary and secondary outcome measures (HRQoL, PA) and PA mediators (e.g. self-efficacy). Linear mixed models for two-group (intervention, control) and three-group (completers, non-completers, control) analyses were conducted with baseline value, age and BMI as covariates, group as a fixed effect and school as random cluster effect. Results: Participants completing baseline and endpoint measures included: 358 intervention (baseline response rate 33.7%, retention rate 61.3%) and 256 control (14.1% and 84.0%). Adjustment for age and BMI made no substantive difference to outcomes, and there were no cluster effects. For HRQoL, after adjustment for baseline scores, the intervention group showed significantly higher scores on all three PedsQL scores (physical functioning: M +/- SE = 83.9 +/- 0.7, p = .005; psychosocial: 79.9 +/- 0.8, p = .001; total score: 81.3 +/- 0.7, p = .001) than the control group (80.9 +/- 0.8; 76.1 +/- 0.9 and 77.8 +/- 0.8). The three-group analysis found intervention non-completers had significantly higher PedsQL scores (84.0 +/- 0.8, p = .021; 80.4 +/- 0.9, p = .003; 81.7 +/- 0.8, p = .002;) than controls (80.9 +/- 0.8, 76.1 +/- 0.9 and 77.8 +/- 0.8). There were no significant differences for any PA measure. Intervention completers had significantly higher scores than non-completers and controls for some mediator variables (e.g. self-efficacy, behavioural control). Conclusion: Positive outcomes were achieved from a modest school-community linked intervention. The school component contributed to maintaining HRQoL; students who completed the community component derived a range of intra-personal and inter-personal benefits.
Fundamental movement skills and physical activity of 3–4-year-old children within early childhood centers in New Zealand
- Ali, Ajmol, McLachlan, Claire, McLaughlin, Tara, Mugridge, Owen, Conlon, Cathryn
- Authors: Ali, Ajmol , McLachlan, Claire , McLaughlin, Tara , Mugridge, Owen , Conlon, Cathryn
- Date: 2021
- Type: Text , Journal article
- Relation: Children Vol. 8, no. 9 (2021), p.
- Full Text:
- Reviewed:
- Description: We sought to describe and explore relationships between fundamental movement skills (FMS) and level of physical activity (PA; light-, medium-, vigorous, and kCal/hour) in preschool children, aged 3–4-years-old, across four early childhood education (ECE) settings. Children’s FMS were assessed using the Test for Gross Motor Development-2 (TGMD-2; n = 81) and PA via accelerometers (S = 53). Eighty-four children participated, with 50 in both assessments. The TGMD-2 showed as the children got older, their locomotor skills (p < 0.001, r = 0.512) and object control motor skills (p < 0.001, r = 0.383) improved. Accelerometry showed children were primarily inactive at ECE (78.3% of the time). There were significant correlations between kCal/hour and light (p < 0.001, r = −0.688), moderate (p < 0.001, r = 0.599) and vigorous (p < 0.001, rs = 0.707) activity, and between gross motor quotient and locomotor (p < 0.001, r = 0.798) and object control (p < 0.001, r = 0.367) skills. No correlation was observed between gross motor quotient and kCal/hour. To conclude, children in this cohort were primarily inactive during ECE center hours. Moreover, gross motor quotient was significantly correlated to locomotor and object control skills. © 2021 by the authors. Licensee MDPI, Basel, Switzerland. **Please note that there are multiple authors for this article therefore only the name of the first 5 including Federation University Australia affiliate “Claire McLaughlin” is provided in this record**
- Authors: Ali, Ajmol , McLachlan, Claire , McLaughlin, Tara , Mugridge, Owen , Conlon, Cathryn
- Date: 2021
- Type: Text , Journal article
- Relation: Children Vol. 8, no. 9 (2021), p.
- Full Text:
- Reviewed:
- Description: We sought to describe and explore relationships between fundamental movement skills (FMS) and level of physical activity (PA; light-, medium-, vigorous, and kCal/hour) in preschool children, aged 3–4-years-old, across four early childhood education (ECE) settings. Children’s FMS were assessed using the Test for Gross Motor Development-2 (TGMD-2; n = 81) and PA via accelerometers (S = 53). Eighty-four children participated, with 50 in both assessments. The TGMD-2 showed as the children got older, their locomotor skills (p < 0.001, r = 0.512) and object control motor skills (p < 0.001, r = 0.383) improved. Accelerometry showed children were primarily inactive at ECE (78.3% of the time). There were significant correlations between kCal/hour and light (p < 0.001, r = −0.688), moderate (p < 0.001, r = 0.599) and vigorous (p < 0.001, rs = 0.707) activity, and between gross motor quotient and locomotor (p < 0.001, r = 0.798) and object control (p < 0.001, r = 0.367) skills. No correlation was observed between gross motor quotient and kCal/hour. To conclude, children in this cohort were primarily inactive during ECE center hours. Moreover, gross motor quotient was significantly correlated to locomotor and object control skills. © 2021 by the authors. Licensee MDPI, Basel, Switzerland. **Please note that there are multiple authors for this article therefore only the name of the first 5 including Federation University Australia affiliate “Claire McLaughlin” is provided in this record**
The effect of a 10-week physical activity programme on fundamental movement skills in 3–4-year-old children within early childhood education centres
- Ali, Ajmol, McLachlan, Claire, Mugridge, Owen, McLaughlin, Tara, Conlon, Cathryn, Clarke, Linda
- Authors: Ali, Ajmol , McLachlan, Claire , Mugridge, Owen , McLaughlin, Tara , Conlon, Cathryn , Clarke, Linda
- Date: 2021
- Type: Text , Journal article
- Relation: Children Vol. 8, no. 6 (2021), p.
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- Description: The objective of this study was to examine the effect of a 10-week physical activity (PA) programme, in early childhood education (ECE) settings, on 3 and 4-year-old children’s fundamental movement skills (FMS). A further aim was to examine FMS three-months post-intervention. The PA instructors delivered one 45 min session/week over 10 weeks, to 3-and 4-year-old children (n = 46), across four ECE centres. These sessions involved participation from ECE teachers. Children in the control group (CON; n = 20) received no PA classes and completed pre-and post-intervention assessments only. Locomotor (e.g., running/hopping) and object-control (e.g., kicking/throwing) skills were assessed using the Test for Gross Motor Development-2 (TGMD-2), before and after the intervention and, for the intervention group (EXP), at 3 months. Locomotor and object-control skills significantly improved in the EXP group, with typically no change in the CON group. The EXP group’s locomotor and object-control skills were maintained at 3 months. The 10-week PA intervention successfully improved 3-and 4-year-old children’s FMS. © 2021 by the authors. Licensee MDPI, Basel, Switzerland.
- Authors: Ali, Ajmol , McLachlan, Claire , Mugridge, Owen , McLaughlin, Tara , Conlon, Cathryn , Clarke, Linda
- Date: 2021
- Type: Text , Journal article
- Relation: Children Vol. 8, no. 6 (2021), p.
- Full Text:
- Reviewed:
- Description: The objective of this study was to examine the effect of a 10-week physical activity (PA) programme, in early childhood education (ECE) settings, on 3 and 4-year-old children’s fundamental movement skills (FMS). A further aim was to examine FMS three-months post-intervention. The PA instructors delivered one 45 min session/week over 10 weeks, to 3-and 4-year-old children (n = 46), across four ECE centres. These sessions involved participation from ECE teachers. Children in the control group (CON; n = 20) received no PA classes and completed pre-and post-intervention assessments only. Locomotor (e.g., running/hopping) and object-control (e.g., kicking/throwing) skills were assessed using the Test for Gross Motor Development-2 (TGMD-2), before and after the intervention and, for the intervention group (EXP), at 3 months. Locomotor and object-control skills significantly improved in the EXP group, with typically no change in the CON group. The EXP group’s locomotor and object-control skills were maintained at 3 months. The 10-week PA intervention successfully improved 3-and 4-year-old children’s FMS. © 2021 by the authors. Licensee MDPI, Basel, Switzerland.
Challenges facing Chinese PE curriculum reform : Teachers’ talk
- Authors: Jin, Aijing
- Date: 2009
- Type: Text , Conference paper
- Relation: Paper presented at ATEA 2009 Conference : Teacher Education Crossing Borders, Albury, New South Wales : 28th June-1st July, 2009
- Full Text:
- Description: China has attracted a huge amount of interest from around the world over the last two decades because of its rapid and vigorous development. Rapid economic growth has brought with it significant structural reforms in all trades and professions across China. Within this context of rapid social change, the Chinese basic education system has been subject to considerable reforms. Foremost has been the introduction of a new National Curriculum Standard comprising 18 learning areas in which Physical Education and Health was included in order to better accommodate the contemporary needs of (post)modern China. This study focuses upon the ways physical education teachers interpret and engage with the curriculum reforms advanced in the new National Physical Education and Health Curriculum. Through interviews with 18 practicing physical education teachers, the paper seeks to address some challenge issues facing Chinese physical education reform, especially the factors resisting implementation of the new curriculum. Among the core themes to be discussed in this paper will be the personal, structural and cultural factors that work against teachers taking up the change opportunities.
- Description: 2003007967
- Authors: Jin, Aijing
- Date: 2009
- Type: Text , Conference paper
- Relation: Paper presented at ATEA 2009 Conference : Teacher Education Crossing Borders, Albury, New South Wales : 28th June-1st July, 2009
- Full Text:
- Description: China has attracted a huge amount of interest from around the world over the last two decades because of its rapid and vigorous development. Rapid economic growth has brought with it significant structural reforms in all trades and professions across China. Within this context of rapid social change, the Chinese basic education system has been subject to considerable reforms. Foremost has been the introduction of a new National Curriculum Standard comprising 18 learning areas in which Physical Education and Health was included in order to better accommodate the contemporary needs of (post)modern China. This study focuses upon the ways physical education teachers interpret and engage with the curriculum reforms advanced in the new National Physical Education and Health Curriculum. Through interviews with 18 practicing physical education teachers, the paper seeks to address some challenge issues facing Chinese physical education reform, especially the factors resisting implementation of the new curriculum. Among the core themes to be discussed in this paper will be the personal, structural and cultural factors that work against teachers taking up the change opportunities.
- Description: 2003007967
Collaborative continuing professional development in physical education: an introduction
- Gonçalves, Luiza, Luguetti, Carla, Borges, Cecilia
- Authors: Gonçalves, Luiza , Luguetti, Carla , Borges, Cecilia
- Date: 2022
- Type: Text , Journal article
- Relation: Movimento Vol. 28, no. [e28063] (2022), p.
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- Description: Collaborative practices in Physical Education continuing professional development (PE-CPD) have been increasingly recognized due to evident benefits for teachers and students. In introducing this special issue, this paper aims to extend and deepen conversations among scholars about the collaborative practices in PE-CPD. Co-designed as a two-year project about collaborative practices, this special issue pursued collaboration through solidarity, knowledge sharing, and negotiation of challenges in internationalised research. Researchers from Brazil, Australia, Canada, Ireland, Portugal, New Zealand, the U.S., and Turkey worked in six groups to explore four themes: (a) types of collaborative PE-CPD, (b) facilitation of PE-CPD, (c) innovative methodologies and, (d) the development of collaborative experiences. In this special issue, we highlight the opportunities and inputs that might improve the research and experiences of those who form, conceive, and participate in collaborative PE-CPD programs around the world.
- Authors: Gonçalves, Luiza , Luguetti, Carla , Borges, Cecilia
- Date: 2022
- Type: Text , Journal article
- Relation: Movimento Vol. 28, no. [e28063] (2022), p.
- Full Text:
- Reviewed:
- Description: Collaborative practices in Physical Education continuing professional development (PE-CPD) have been increasingly recognized due to evident benefits for teachers and students. In introducing this special issue, this paper aims to extend and deepen conversations among scholars about the collaborative practices in PE-CPD. Co-designed as a two-year project about collaborative practices, this special issue pursued collaboration through solidarity, knowledge sharing, and negotiation of challenges in internationalised research. Researchers from Brazil, Australia, Canada, Ireland, Portugal, New Zealand, the U.S., and Turkey worked in six groups to explore four themes: (a) types of collaborative PE-CPD, (b) facilitation of PE-CPD, (c) innovative methodologies and, (d) the development of collaborative experiences. In this special issue, we highlight the opportunities and inputs that might improve the research and experiences of those who form, conceive, and participate in collaborative PE-CPD programs around the world.
Teaching efficacy of undergraduate PE students what are the key predictors and what can PE educators learn from this?
- Magill, Ceriann, Cronin, Colum, Walsh, Barbara, Polman, Remco, Rudd, James
- Authors: Magill, Ceriann , Cronin, Colum , Walsh, Barbara , Polman, Remco , Rudd, James
- Date: 2023
- Type: Text , Journal article
- Relation: Frontiers in Education Vol. 8, no. (2023), p.
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- Description: IntroductionTeaching efficacy describes the belief in a teacher's ability to promote learning and this belief is an invaluable asset for all teachers. This study examined the contextual influences that predict the teaching efficacy of first-year undergraduate PE students wishing to enter teacher training programs.MethodUsing a mixed methods study design, 168 PE students completed an online questionnaire and 16 of these participants took part in semi-structured focus groups. The data collection procedures investigated students' perceptions of PE teaching efficacy and examined students' awareness of how their involvement in PE or sports influenced their decision to study PE.ResultsTeaching experiences and role model influences were the key predictors of students' perceived PE teaching efficacy.DiscussionsWe recommend that higher education PE programs should facilitate theoretically informed reflective learning opportunities to enable students to understand and make sense of the impact of these key predictors. These opportunities will enable students to understand their starting point in PE teaching efficacy and identify the requirements to develop it. The study extends the existing literature by identifying the key predictors of PE teaching efficacy derived from the acculturation experiences of undergraduate PE students.
- Authors: Magill, Ceriann , Cronin, Colum , Walsh, Barbara , Polman, Remco , Rudd, James
- Date: 2023
- Type: Text , Journal article
- Relation: Frontiers in Education Vol. 8, no. (2023), p.
- Full Text:
- Reviewed:
- Description: IntroductionTeaching efficacy describes the belief in a teacher's ability to promote learning and this belief is an invaluable asset for all teachers. This study examined the contextual influences that predict the teaching efficacy of first-year undergraduate PE students wishing to enter teacher training programs.MethodUsing a mixed methods study design, 168 PE students completed an online questionnaire and 16 of these participants took part in semi-structured focus groups. The data collection procedures investigated students' perceptions of PE teaching efficacy and examined students' awareness of how their involvement in PE or sports influenced their decision to study PE.ResultsTeaching experiences and role model influences were the key predictors of students' perceived PE teaching efficacy.DiscussionsWe recommend that higher education PE programs should facilitate theoretically informed reflective learning opportunities to enable students to understand and make sense of the impact of these key predictors. These opportunities will enable students to understand their starting point in PE teaching efficacy and identify the requirements to develop it. The study extends the existing literature by identifying the key predictors of PE teaching efficacy derived from the acculturation experiences of undergraduate PE students.
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