"In the eye of the beholder...": Girls', boys' and teachers' perceptions of boys' aggression to girls
- Owens, Larry, Shute, Rosalyn, Slee, Phillip
- Authors: Owens, Larry , Shute, Rosalyn , Slee, Phillip
- Date: 2005
- Type: Text , Journal article
- Relation: International Education Journal Vol. 5, no. 5 (2005), p. 142-151
- Full Text:
- Reviewed:
- Description: Because children and young teenagers usually associate in same-sex groups, psychological research concerned with adolescent aggression has often concentrated on within-sex relationships. However, during adolescence, boys and girls increasingly interact socially. This paper reports a study of boy-to-girl aggression as perceived by girls, boys and their teachers. Focus group discussions were conducted with groups of Grade 9 adolescents (aged between 14 and 15 years) across four middle class schools in metropolitan Adelaide, South Australia, and individual interviews were conducted with their teachers. Thematic analyses revealed different understandings by girls, boys and teachers of the same behaviour. Girls and teachers reported that boys frequently use verbally offensive language including sexual harassment toward girls but boys argued that they were often not being malicious but rather just joking and that girls over-reacted. Girls, boys and teachers agreed that boys often harassed girls in order to impress other boys and for their own entertainment or fun. Teachers also emphasised home and cultural background factors in influencing boys' behaviour toward girls. All three groups agreed that boys' behaviour toward girls could have devastating effects on the girl victims. Girls' appearance was reported as a major contributing factor associated with boys' victimisation such that, while physical attractiveness could protect a girl from boys' meanness, over-weight girls or those seen as being unattractive or 'uncool' were vulnerable. However, girls were not seen universally as passive victims. Girls, boys and teachers reported that many girls responded assertively and even matched boys' aggression. Girls and boys agreed that teacher intervention was often not helpful. In contrast, teachers reported the effectiveness of school anti-harassment policies and a range of successful interventions. This study highlights the importance of understanding behaviour from different perspectives and confirms research that emphasises the crucial role of the peer group in influencing aggressive interactions among students in schools. © 2005 Shannon Research Press.
- Description: C1
- Description: 2003001255
- Authors: Owens, Larry , Shute, Rosalyn , Slee, Phillip
- Date: 2005
- Type: Text , Journal article
- Relation: International Education Journal Vol. 5, no. 5 (2005), p. 142-151
- Full Text:
- Reviewed:
- Description: Because children and young teenagers usually associate in same-sex groups, psychological research concerned with adolescent aggression has often concentrated on within-sex relationships. However, during adolescence, boys and girls increasingly interact socially. This paper reports a study of boy-to-girl aggression as perceived by girls, boys and their teachers. Focus group discussions were conducted with groups of Grade 9 adolescents (aged between 14 and 15 years) across four middle class schools in metropolitan Adelaide, South Australia, and individual interviews were conducted with their teachers. Thematic analyses revealed different understandings by girls, boys and teachers of the same behaviour. Girls and teachers reported that boys frequently use verbally offensive language including sexual harassment toward girls but boys argued that they were often not being malicious but rather just joking and that girls over-reacted. Girls, boys and teachers agreed that boys often harassed girls in order to impress other boys and for their own entertainment or fun. Teachers also emphasised home and cultural background factors in influencing boys' behaviour toward girls. All three groups agreed that boys' behaviour toward girls could have devastating effects on the girl victims. Girls' appearance was reported as a major contributing factor associated with boys' victimisation such that, while physical attractiveness could protect a girl from boys' meanness, over-weight girls or those seen as being unattractive or 'uncool' were vulnerable. However, girls were not seen universally as passive victims. Girls, boys and teachers reported that many girls responded assertively and even matched boys' aggression. Girls and boys agreed that teacher intervention was often not helpful. In contrast, teachers reported the effectiveness of school anti-harassment policies and a range of successful interventions. This study highlights the importance of understanding behaviour from different perspectives and confirms research that emphasises the crucial role of the peer group in influencing aggressive interactions among students in schools. © 2005 Shannon Research Press.
- Description: C1
- Description: 2003001255
A fine romance? Developing a transformational school-university partnership
- Goriss-Hunter, Anitra, Sellings, Peter, Lenk, Karen, Scash, Melinda
- Authors: Goriss-Hunter, Anitra , Sellings, Peter , Lenk, Karen , Scash, Melinda
- Date: 2021
- Type: Text , Journal article
- Relation: Educational Practice and Theory Vol. 43, no. 1 (2021), p. 57-76
- Full Text:
- Reviewed:
- Description: This paper investigates the complexities involved in a school-university partnership between a secondary school, Highview College and Federation University, both located in Australia. The authors argue that Federation University and Highview College have worked together to develop a transformational partnership in a Community of Practice (CoP) that has benefits for both parties. The authors report the findings through the analogy of a relationship unfolding. Using a qualitative methodology, it was found that through the development of a transformational partnership, a number of benefits had even-tuated. These benefits include authentic learning experiences and the raising of university aspirations for school students. © 2021 James Nicholas Publishers.
- Authors: Goriss-Hunter, Anitra , Sellings, Peter , Lenk, Karen , Scash, Melinda
- Date: 2021
- Type: Text , Journal article
- Relation: Educational Practice and Theory Vol. 43, no. 1 (2021), p. 57-76
- Full Text:
- Reviewed:
- Description: This paper investigates the complexities involved in a school-university partnership between a secondary school, Highview College and Federation University, both located in Australia. The authors argue that Federation University and Highview College have worked together to develop a transformational partnership in a Community of Practice (CoP) that has benefits for both parties. The authors report the findings through the analogy of a relationship unfolding. Using a qualitative methodology, it was found that through the development of a transformational partnership, a number of benefits had even-tuated. These benefits include authentic learning experiences and the raising of university aspirations for school students. © 2021 James Nicholas Publishers.
A novel hamstring strain injury prevention system: post-match strength testing for secondary prevention in football
- Wollin, Martin, Thorborg, Kristian, Drew, Michael, Pizzari, Tania
- Authors: Wollin, Martin , Thorborg, Kristian , Drew, Michael , Pizzari, Tania
- Date: 2019
- Type: Text , Journal article , Editorial
- Relation: British Journal of Sports Medicine Vol. , no. (2019), p.
- Full Text:
- Reviewed:
- Authors: Wollin, Martin , Thorborg, Kristian , Drew, Michael , Pizzari, Tania
- Date: 2019
- Type: Text , Journal article , Editorial
- Relation: British Journal of Sports Medicine Vol. , no. (2019), p.
- Full Text:
- Reviewed:
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
- Eime, Rochelle, Young, Janet, Harvey, Jack, Charity, Melanie, Payne, Warren
- Authors: Eime, Rochelle , Young, Janet , Harvey, Jack , Charity, Melanie , Payne, Warren
- Date: 2013
- Type: Text , Journal article
- Relation: International Journal of Behavioral Nutrition and Physical Activity Vol. 10, no. (2013), p. 1-14
- Full Text:
- Reviewed:
- Description: Background: The definition of health incorporates the physical, social and mental domains, however the Physical Activity (PA) guidelines do not address social health. Furthermore, there is insufficient evidence about the levels or types of PA associated specifically with psychological health. This paper first presents the results of a systematic review of the psychological and social health benefits of participation in sport by adults. Secondly, the information arising from the systematic review has been used to develop a conceptual model of Health through Sport. Methods: A systematic review of 14 electronic databases was conducted in June 2012, and studies published since 1990 were considered for inclusion. Studies that addressed mental and/or social health benefits from participation in sport were included. Results: A total of 3668 publications were initially identified, of which 11 met the selection criteria. There were many different psychological and social health benefits reported, with the most commonly being wellbeing and reduced distress and stress. Sport may be associated with improved psychosocial health in addition to improvements attributable to participation in PA. Specifically, club-based or team-based sport seems to be associated with improved health outcomes compared to individual activities, due to the social nature of the participation. Notwithstanding this, individuals who prefer to participate in sport by themselves can still derive mental health benefits which can enhance the development of true-self-awareness and personal growth which is essential for social health. A conceptual model, Health through Sport, is proposed. The model depicts the relationship between psychological, psychosocial and social health domains, and their positive associations with sport participation, as reported in the literature. However, it is acknowledged that the capacity to determine the existence and direction of causal links between participation and health is limited by the cross-sectional nature of studies to date. Conclusion: It is recommended that participation in sport is advocated as a form of leisure-time PA for adults which can produce a range of health benefits. It is also recommended that the causal link between participation in sport and psycho-social health be further investigated and the conceptual model of Health through Sport tested. © 2013 Eime et al.; licensee BioMed Central Ltd.
- Authors: Eime, Rochelle , Young, Janet , Harvey, Jack , Charity, Melanie , Payne, Warren
- Date: 2013
- Type: Text , Journal article
- Relation: International Journal of Behavioral Nutrition and Physical Activity Vol. 10, no. (2013), p. 1-14
- Full Text:
- Reviewed:
- Description: Background: The definition of health incorporates the physical, social and mental domains, however the Physical Activity (PA) guidelines do not address social health. Furthermore, there is insufficient evidence about the levels or types of PA associated specifically with psychological health. This paper first presents the results of a systematic review of the psychological and social health benefits of participation in sport by adults. Secondly, the information arising from the systematic review has been used to develop a conceptual model of Health through Sport. Methods: A systematic review of 14 electronic databases was conducted in June 2012, and studies published since 1990 were considered for inclusion. Studies that addressed mental and/or social health benefits from participation in sport were included. Results: A total of 3668 publications were initially identified, of which 11 met the selection criteria. There were many different psychological and social health benefits reported, with the most commonly being wellbeing and reduced distress and stress. Sport may be associated with improved psychosocial health in addition to improvements attributable to participation in PA. Specifically, club-based or team-based sport seems to be associated with improved health outcomes compared to individual activities, due to the social nature of the participation. Notwithstanding this, individuals who prefer to participate in sport by themselves can still derive mental health benefits which can enhance the development of true-self-awareness and personal growth which is essential for social health. A conceptual model, Health through Sport, is proposed. The model depicts the relationship between psychological, psychosocial and social health domains, and their positive associations with sport participation, as reported in the literature. However, it is acknowledged that the capacity to determine the existence and direction of causal links between participation and health is limited by the cross-sectional nature of studies to date. Conclusion: It is recommended that participation in sport is advocated as a form of leisure-time PA for adults which can produce a range of health benefits. It is also recommended that the causal link between participation in sport and psycho-social health be further investigated and the conceptual model of Health through Sport tested. © 2013 Eime et al.; licensee BioMed Central Ltd.
A systematic review of the psychological and social benefits of participation in sport for children and adolescents: Informing development of a conceptual model of health through sport
- Eime, Rochelle, Young, Janet, Harvey, Jack, Charity, Melanie, Payne, Warren
- Authors: Eime, Rochelle , Young, Janet , Harvey, Jack , Charity, Melanie , Payne, Warren
- Date: 2013
- Type: Text , Journal article
- Relation: International Journal of Behavioral Nutrition and Physical Activity Vol. 10, no. Article 98 (2013), p.
- Full Text:
- Reviewed:
- Description: Background: There are specific guidelines regarding the level of physical activity (PA) required to provide health benefits. However, the research underpinning these PA guidelines does not address the element of social health. Furthermore, there is insufficient evidence about the levels or types of PA associated specifically with psychological health. This paper first presents the results of a systematic review of the psychological and social health benefits of participation in sport by children and adolescents. Secondly, the information arising from the systematic review has been used to develop a conceptual model.Methods: A systematic review of 14 electronic databases was conducted in June 2012, and studies published since 1990 were considered for inclusion. Studies that addressed mental and/or social health benefits from participation in sport were included.Results: A total of 3668 publications were initially identified, of which 30 met the selection criteria. There were many different psychological and social health benefits reported, with the most commonly being improved self-esteem, social interaction followed by fewer depressive symptoms. Sport may be associated with improved psychosocial health above and beyond improvements attributable to participation in PA. Specifically, team sport seems to be associated with improved health outcomes compared to individual activities, due to the social nature of the participation. A conceptual model, Health through Sport, is proposed. The model depicts the relationship between psychological, psychosocial and social health domains, and their positive associations with sport participation, as reported in the literature. However, it is acknowledged that the capacity to determine the existence and direction of causal links between participation and health is limited by the fact that the majority of studies identified (n=21) were cross-sectional.Conclusion: It is recommended that community sport participation is advocated as a form of leisure time PA for children and adolescents, in an effort to not only improve physical health in relation to such matters as the obesity crisis, but also to enhance psychological and social health outcomes. It is also recommended that the causal link between participation in sport and psychosocial health be further investigated and the conceptual model of Health through Sport tested. © 2013 Eime et al.; licensee BioMed Central Ltd.
- Description: C1
- Authors: Eime, Rochelle , Young, Janet , Harvey, Jack , Charity, Melanie , Payne, Warren
- Date: 2013
- Type: Text , Journal article
- Relation: International Journal of Behavioral Nutrition and Physical Activity Vol. 10, no. Article 98 (2013), p.
- Full Text:
- Reviewed:
- Description: Background: There are specific guidelines regarding the level of physical activity (PA) required to provide health benefits. However, the research underpinning these PA guidelines does not address the element of social health. Furthermore, there is insufficient evidence about the levels or types of PA associated specifically with psychological health. This paper first presents the results of a systematic review of the psychological and social health benefits of participation in sport by children and adolescents. Secondly, the information arising from the systematic review has been used to develop a conceptual model.Methods: A systematic review of 14 electronic databases was conducted in June 2012, and studies published since 1990 were considered for inclusion. Studies that addressed mental and/or social health benefits from participation in sport were included.Results: A total of 3668 publications were initially identified, of which 30 met the selection criteria. There were many different psychological and social health benefits reported, with the most commonly being improved self-esteem, social interaction followed by fewer depressive symptoms. Sport may be associated with improved psychosocial health above and beyond improvements attributable to participation in PA. Specifically, team sport seems to be associated with improved health outcomes compared to individual activities, due to the social nature of the participation. A conceptual model, Health through Sport, is proposed. The model depicts the relationship between psychological, psychosocial and social health domains, and their positive associations with sport participation, as reported in the literature. However, it is acknowledged that the capacity to determine the existence and direction of causal links between participation and health is limited by the fact that the majority of studies identified (n=21) were cross-sectional.Conclusion: It is recommended that community sport participation is advocated as a form of leisure time PA for children and adolescents, in an effort to not only improve physical health in relation to such matters as the obesity crisis, but also to enhance psychological and social health outcomes. It is also recommended that the causal link between participation in sport and psychosocial health be further investigated and the conceptual model of Health through Sport tested. © 2013 Eime et al.; licensee BioMed Central Ltd.
- Description: C1
Afterword : a fresh look at workplace learning for VET teachers
- Authors: Smith, Erica
- Date: 2020
- Type: Text , Journal article
- Relation: International Journal of Training Research Vol. 18, no. 1 (2020), p. 84-92
- Full Text:
- Reviewed:
- Description: The expertise and professionalism of teachers is vital in vocational education and training (VET), as it is in any other education sector. As ‘dual professionals’, VET teachers need to keep abreast of their industry or discipline area as well as maintaining and improving their pedagogical skills and knowledge. VET workplaces (colleges and vocational schools) are important sites of learning for these matters. This paper draws together and analyses the findings from the other papers in this special issue, finding that VET workplaces contribute to teachers’ learning both as a part of pedagogical qualifications (in ‘teaching practice’ components) and as part of continuing professional learning. The paper draws on a previous theoretical model and the findings in the papers to propose a number of categories of workplace learning: learning that is taught, sought, wrought, caught, brought, and thought. These could be applied to any occupation. Finally, the contribution of teachers’ personal attributes to the extent and nature of their site-based learning is examined, using the data in the papers to develop further a previous model of VET teacher professionalism. © 2020, © 2020 Informa UK Limited, trading as Taylor & Francis Group.
- Authors: Smith, Erica
- Date: 2020
- Type: Text , Journal article
- Relation: International Journal of Training Research Vol. 18, no. 1 (2020), p. 84-92
- Full Text:
- Reviewed:
- Description: The expertise and professionalism of teachers is vital in vocational education and training (VET), as it is in any other education sector. As ‘dual professionals’, VET teachers need to keep abreast of their industry or discipline area as well as maintaining and improving their pedagogical skills and knowledge. VET workplaces (colleges and vocational schools) are important sites of learning for these matters. This paper draws together and analyses the findings from the other papers in this special issue, finding that VET workplaces contribute to teachers’ learning both as a part of pedagogical qualifications (in ‘teaching practice’ components) and as part of continuing professional learning. The paper draws on a previous theoretical model and the findings in the papers to propose a number of categories of workplace learning: learning that is taught, sought, wrought, caught, brought, and thought. These could be applied to any occupation. Finally, the contribution of teachers’ personal attributes to the extent and nature of their site-based learning is examined, using the data in the papers to develop further a previous model of VET teacher professionalism. © 2020, © 2020 Informa UK Limited, trading as Taylor & Francis Group.
At last count : Engineering undergraduates in 21st Century Australia
- Authors: Dobson, Ian
- Date: 2013
- Type: Text , Journal article
- Relation: World Transactions on Engineering and Technology Education Vol. 10, no. 4 (2013), p. 253-257
- Full Text:
- Reviewed:
- Description: The number of enrolments in undergraduate programmes in engineering has grown at more than the national average this century. The main areas of enrolment growth in Australian higher education have been of women and overseas students, and the latter group has been particularly relevant in the case in engineering. The analysis undertaken for this article is based on statistical data from the ministry responsible for Australia's tertiary education. However, women remain underrepresented in engineering programmes, and there is a risk that the high proportion of overseas students means that Australia is exporting engineering talent at a cost to the development of its own knowledge-intensive labour force. © 2012 WIETE.
- Description: 2003010825
- Authors: Dobson, Ian
- Date: 2013
- Type: Text , Journal article
- Relation: World Transactions on Engineering and Technology Education Vol. 10, no. 4 (2013), p. 253-257
- Full Text:
- Reviewed:
- Description: The number of enrolments in undergraduate programmes in engineering has grown at more than the national average this century. The main areas of enrolment growth in Australian higher education have been of women and overseas students, and the latter group has been particularly relevant in the case in engineering. The analysis undertaken for this article is based on statistical data from the ministry responsible for Australia's tertiary education. However, women remain underrepresented in engineering programmes, and there is a risk that the high proportion of overseas students means that Australia is exporting engineering talent at a cost to the development of its own knowledge-intensive labour force. © 2012 WIETE.
- Description: 2003010825
Building empathy through a design thinking project : a case study with middle secondary schoolboys
- Dawbin, Benjamin, Sherwen, Matthew, Dean, Sue, Donnelly, Samantha, Cant, Robyn
- Authors: Dawbin, Benjamin , Sherwen, Matthew , Dean, Sue , Donnelly, Samantha , Cant, Robyn
- Date: 2021
- Type: Text , Journal article
- Relation: Issues in Educational Research Vol. 31, no. 2 (2021), p. 440-457
- Full Text:
- Reviewed:
- Description: Adolescents' empathy is an essential socio-emotional concept that helps mediate friendships and family relationships. Year 10 boys, aged 14-15 years, were invited to participate in a five-day experiential education program (Design Week) based on a social equity challenge using a Design Thinking concept. Students worked in small groups, mentored by experts. Student groups developed innovative solutions to support women who experienced domestic and family violence. As a key outcome, students' empathy measured by the Comprehensive State Empathy Scale increased significantly from a baseline of 63% to 75% at post-test, representing a large effect size (d= 1.06). Six empathy subscale factors were also significantly increased (p= <0.05). The program was feasible and was rated by teachers and students as engaging, relevant to learning, and learning about complex social issues. This paper presents a case study of the Design Week program, shown to be worthy of further testing with secondary school adolescents. © 2021, Western Australian Institute for Educational Research Inc. All rights reserved.
- Authors: Dawbin, Benjamin , Sherwen, Matthew , Dean, Sue , Donnelly, Samantha , Cant, Robyn
- Date: 2021
- Type: Text , Journal article
- Relation: Issues in Educational Research Vol. 31, no. 2 (2021), p. 440-457
- Full Text:
- Reviewed:
- Description: Adolescents' empathy is an essential socio-emotional concept that helps mediate friendships and family relationships. Year 10 boys, aged 14-15 years, were invited to participate in a five-day experiential education program (Design Week) based on a social equity challenge using a Design Thinking concept. Students worked in small groups, mentored by experts. Student groups developed innovative solutions to support women who experienced domestic and family violence. As a key outcome, students' empathy measured by the Comprehensive State Empathy Scale increased significantly from a baseline of 63% to 75% at post-test, representing a large effect size (d= 1.06). Six empathy subscale factors were also significantly increased (p= <0.05). The program was feasible and was rated by teachers and students as engaging, relevant to learning, and learning about complex social issues. This paper presents a case study of the Design Week program, shown to be worthy of further testing with secondary school adolescents. © 2021, Western Australian Institute for Educational Research Inc. All rights reserved.
Categorising sports injuries in epidemiological studies : the subsequent injury categorisation (SIC) model to address multiple, recurrent and exacerbation of injuries
- Authors: Finch, Caroline , Cook, Jill
- Date: 2014
- Type: Text , Journal article
- Relation: British Journal of Sports Medicine Vol. 48, no.17, p. 1-6
- Relation: http://purl.org/au-research/grants/nhmrc/565900
- Full Text:
- Reviewed:
- Description: Objective: Sports injuries are often recurrent and there is wide recognition that a subsequent injury (of either the same or a different type) can be strongly influenced by a previous injury. Correctly categorising subsequent injuries (multiple, recurrent, exacerbation or new) requires substantial clinical expertise, but there is also considerable value in combining this expertise with more objective statistical criteria. This paper presents a new model, the subsequent injury categorisation (SIC) model, for categorising subsequent sports injuries that takes into account the need to include both acute and overuse injuries and ten different dependency structures between injury types. Methods: The suitability of the SIC model was demonstrated with date ordered sports injury data from a large injury database from community Australian football players over one playing season. A subsequent injury was defined to have occurred in the subset of players with two or more reported injuries. Results: 282 players sustained 469 subsequent injuries of which 15.6% were coded to categories representing injuries that were directly related to previous index injuries. This demonstrates that players can sustain a number of injuries over one playing season. Many of these will be unrelated to previous injuries but subsequent injuries that are related to previous injury occurrences are not uncommon. Conclusion: The handling of subsequent sports injuries is a substantial challenge for the sports medicine field—both in terms of injury treatment and in epidemiological research to quantify them. Application of the SIC model allows for multiple different injury types and relationships within players, as well as different index injuries.
- Authors: Finch, Caroline , Cook, Jill
- Date: 2014
- Type: Text , Journal article
- Relation: British Journal of Sports Medicine Vol. 48, no.17, p. 1-6
- Relation: http://purl.org/au-research/grants/nhmrc/565900
- Full Text:
- Reviewed:
- Description: Objective: Sports injuries are often recurrent and there is wide recognition that a subsequent injury (of either the same or a different type) can be strongly influenced by a previous injury. Correctly categorising subsequent injuries (multiple, recurrent, exacerbation or new) requires substantial clinical expertise, but there is also considerable value in combining this expertise with more objective statistical criteria. This paper presents a new model, the subsequent injury categorisation (SIC) model, for categorising subsequent sports injuries that takes into account the need to include both acute and overuse injuries and ten different dependency structures between injury types. Methods: The suitability of the SIC model was demonstrated with date ordered sports injury data from a large injury database from community Australian football players over one playing season. A subsequent injury was defined to have occurred in the subset of players with two or more reported injuries. Results: 282 players sustained 469 subsequent injuries of which 15.6% were coded to categories representing injuries that were directly related to previous index injuries. This demonstrates that players can sustain a number of injuries over one playing season. Many of these will be unrelated to previous injuries but subsequent injuries that are related to previous injury occurrences are not uncommon. Conclusion: The handling of subsequent sports injuries is a substantial challenge for the sports medicine field—both in terms of injury treatment and in epidemiological research to quantify them. Application of the SIC model allows for multiple different injury types and relationships within players, as well as different index injuries.
Children's route choice during active transportation to school : Difference between shortest and actual route
- Dessing, Dirk, de Vries, Sanne, Hegeman, Geerje, Verhagen, Evert, van Mechelen, Willem, Pierik, Frank
- Authors: Dessing, Dirk , de Vries, Sanne , Hegeman, Geerje , Verhagen, Evert , van Mechelen, Willem , Pierik, Frank
- Date: 2016
- Type: Text , Journal article
- Relation: International Journal of Behavioral Nutrition and Physical Activity Vol. 13, no. 1 (2016), p. 1-11
- Full Text:
- Reviewed:
- Description: Background: The purpose of this study is to increase our understanding of environmental correlates that are associated with route choice during active transportation to school (ATS) by comparing characteristics of actual walking and cycling routes between home and school with the shortest possible route to school. Methods: Children (n = 184; 86 boys, 98 girls; age range: 8-12 years) from seven schools in suburban municipalities in the Netherlands participated in the study. Actual walking and cycling routes to school were measured with a GPS-device that children wore during an entire school week. Measurements were conducted in the period April-June 2014. Route characteristics for both actual and shortest routes between home and school were determined for a buffer of 25 m from the routes and divided into four categories: Land use (residential, commercial, recreational, traffic areas), Aesthetics (presence of greenery/natural water ways along route), Traffic (safety measures such as traffic lights, zebra crossings, speed bumps) and Type of street (pedestrian, cycling, residential streets, arterial roads). Comparison of characteristics of shortest and actual routes was performed with conditional logistic regression models. Results: Median distance of the actual walking routes was 390.1 m, whereas median distance of actual cycling routes was 673.9 m. Actual walking and cycling routes were not significantly longer than the shortest possible routes. Children mainly traveled through residential areas on their way to school ( > 80 % of the route). Traffic lights were found to be positively associated with route choice during ATS. Zebra crossings were less often present along the actual routes (walking: OR = 0.17, 95 % CI = 0.05-0.58; cycling: OR = 0.31, 95 % CI = 0.14-0.67), and streets with a high occurrence of accidents were less often used during cycling to school (OR = 0.57, 95 % CI = 0.43-0.76). Moreover, percentage of visible surface water along the actual route was higher compared to the shortest routes (walking: OR = 1.04, 95 % CI = 1.01-1.07; cycling: OR = 1.03, 95 % CI = 1.01-1.05). Discussion: This study showed a novel approach to examine built environmental exposure during active transport to school. Most of the results of the study suggest that children avoid to walk or cycle along busy roads on their way to school. © 2016 Dessing et al.
- Authors: Dessing, Dirk , de Vries, Sanne , Hegeman, Geerje , Verhagen, Evert , van Mechelen, Willem , Pierik, Frank
- Date: 2016
- Type: Text , Journal article
- Relation: International Journal of Behavioral Nutrition and Physical Activity Vol. 13, no. 1 (2016), p. 1-11
- Full Text:
- Reviewed:
- Description: Background: The purpose of this study is to increase our understanding of environmental correlates that are associated with route choice during active transportation to school (ATS) by comparing characteristics of actual walking and cycling routes between home and school with the shortest possible route to school. Methods: Children (n = 184; 86 boys, 98 girls; age range: 8-12 years) from seven schools in suburban municipalities in the Netherlands participated in the study. Actual walking and cycling routes to school were measured with a GPS-device that children wore during an entire school week. Measurements were conducted in the period April-June 2014. Route characteristics for both actual and shortest routes between home and school were determined for a buffer of 25 m from the routes and divided into four categories: Land use (residential, commercial, recreational, traffic areas), Aesthetics (presence of greenery/natural water ways along route), Traffic (safety measures such as traffic lights, zebra crossings, speed bumps) and Type of street (pedestrian, cycling, residential streets, arterial roads). Comparison of characteristics of shortest and actual routes was performed with conditional logistic regression models. Results: Median distance of the actual walking routes was 390.1 m, whereas median distance of actual cycling routes was 673.9 m. Actual walking and cycling routes were not significantly longer than the shortest possible routes. Children mainly traveled through residential areas on their way to school ( > 80 % of the route). Traffic lights were found to be positively associated with route choice during ATS. Zebra crossings were less often present along the actual routes (walking: OR = 0.17, 95 % CI = 0.05-0.58; cycling: OR = 0.31, 95 % CI = 0.14-0.67), and streets with a high occurrence of accidents were less often used during cycling to school (OR = 0.57, 95 % CI = 0.43-0.76). Moreover, percentage of visible surface water along the actual route was higher compared to the shortest routes (walking: OR = 1.04, 95 % CI = 1.01-1.07; cycling: OR = 1.03, 95 % CI = 1.01-1.05). Discussion: This study showed a novel approach to examine built environmental exposure during active transport to school. Most of the results of the study suggest that children avoid to walk or cycle along busy roads on their way to school. © 2016 Dessing et al.
Coding OSICS sports injury diagnoses in epidemiological studies : Does the background of the coder matter?
- Finch, Caroline, Orchard, John, Twomey, Dara, Saleem, Muhammad Saad, Ekegren, Christina, Lloyd, David, Elliott, Bruce
- Authors: Finch, Caroline , Orchard, John , Twomey, Dara , Saleem, Muhammad Saad , Ekegren, Christina , Lloyd, David , Elliott, Bruce
- Date: 2012
- Type: Text , Journal article
- Relation: British Journal of Sports Medicine, Vol.48, p.552-556.
- Relation: http://purl.org/au-research/grants/nhmrc/565900
- Full Text:
- Reviewed:
- Description: Objective: To compare Orchard Sports Injury Classification System (OSICS-10) sports medicine diagnoses assigned by a clinical and non-clinical coder. Design: Assessment of intercoder agreement. Setting: Community Australian football. Participants: 1082 standardised injury surveillance records. Main outcome measurements: Direct comparison of the four-character hierarchical OSICS-10 codes assigned by two independent coders (a sports physician and an epidemiologist). Adjudication by a third coder (biomechanist). Results: The coders agreed on the first character 95% of the time and on the first two characters 86% of the time. They assigned the same four-digit OSICS-10 code for only 46% of the 1082 injuries. The majority of disagreements occurred for the third character; 85% were because one coder assigned a non-specific 'X' code. The sports physician code was deemed correct in 53% of cases and the epidemiologist in 44%. Reasons for disagreement included the physician not using all of the collected information and the epidemiologist lacking specific anatomical knowledge. Conclusions: Sports injury research requires accurate identification and classification of specific injuries and this study found an overall high level of agreement in coding according to OSICS-10. The fact that the majority of the disagreements occurred for the third OSICS character highlights the fact that increasing complexity and diagnostic specificity in injury coding can result in a loss of reliability and demands a high level of anatomical knowledge. Injury report form details need to reflect this level of complexity and data management teams need to include a broad range of expertise. Copyright Article author (or their employer) 2012.
- Authors: Finch, Caroline , Orchard, John , Twomey, Dara , Saleem, Muhammad Saad , Ekegren, Christina , Lloyd, David , Elliott, Bruce
- Date: 2012
- Type: Text , Journal article
- Relation: British Journal of Sports Medicine, Vol.48, p.552-556.
- Relation: http://purl.org/au-research/grants/nhmrc/565900
- Full Text:
- Reviewed:
- Description: Objective: To compare Orchard Sports Injury Classification System (OSICS-10) sports medicine diagnoses assigned by a clinical and non-clinical coder. Design: Assessment of intercoder agreement. Setting: Community Australian football. Participants: 1082 standardised injury surveillance records. Main outcome measurements: Direct comparison of the four-character hierarchical OSICS-10 codes assigned by two independent coders (a sports physician and an epidemiologist). Adjudication by a third coder (biomechanist). Results: The coders agreed on the first character 95% of the time and on the first two characters 86% of the time. They assigned the same four-digit OSICS-10 code for only 46% of the 1082 injuries. The majority of disagreements occurred for the third character; 85% were because one coder assigned a non-specific 'X' code. The sports physician code was deemed correct in 53% of cases and the epidemiologist in 44%. Reasons for disagreement included the physician not using all of the collected information and the epidemiologist lacking specific anatomical knowledge. Conclusions: Sports injury research requires accurate identification and classification of specific injuries and this study found an overall high level of agreement in coding according to OSICS-10. The fact that the majority of the disagreements occurred for the third OSICS character highlights the fact that increasing complexity and diagnostic specificity in injury coding can result in a loss of reliability and demands a high level of anatomical knowledge. Injury report form details need to reflect this level of complexity and data management teams need to include a broad range of expertise. Copyright Article author (or their employer) 2012.
Collaboratively designing a national, mandated teaching performance assessment in a multi-university consortium: Leadership, dispositions and tensions
- McGraw, Amanda, Keamy, Ron, Kriewaldt, Jeana, Brandenburg, Robyn, Walker, Rebecca, Crane, Nadine
- Authors: McGraw, Amanda , Keamy, Ron , Kriewaldt, Jeana , Brandenburg, Robyn , Walker, Rebecca , Crane, Nadine
- Date: 2021
- Type: Text , Journal article
- Relation: Australian Journal of Teacher Education Vol. 46, no. 5 (2021), p. 39-53
- Full Text:
- Reviewed:
- Description: It is a requirement for pre-service students in Initial Teacher Education programs in Australia to successfully complete a teaching performance assessment (TPA) before they graduate. This follows similar requirements in other international contexts, particularly the United States, where standard-based assessment is also a focus. As members of the design team of a TPA, which was affirmed by a nationally appointed Expert Advisory Group in Australia, we examine the social processes contributing to the development of a high-stakes assessment task. Significant challenges emerged through the nature of the task and the responsibility developers had for ensuring validity and fairness, but also because the design team comprised of teacher educators from ten universities. Using collaborative self-study as a methodology we examine our reflexive narratives and find that collaborative leadership and key personal dispositions are at the heart of the design process. These enable us to identify, examine and navigate arising tensions. © 2021 Social Science Press. All rights reserved.
- Authors: McGraw, Amanda , Keamy, Ron , Kriewaldt, Jeana , Brandenburg, Robyn , Walker, Rebecca , Crane, Nadine
- Date: 2021
- Type: Text , Journal article
- Relation: Australian Journal of Teacher Education Vol. 46, no. 5 (2021), p. 39-53
- Full Text:
- Reviewed:
- Description: It is a requirement for pre-service students in Initial Teacher Education programs in Australia to successfully complete a teaching performance assessment (TPA) before they graduate. This follows similar requirements in other international contexts, particularly the United States, where standard-based assessment is also a focus. As members of the design team of a TPA, which was affirmed by a nationally appointed Expert Advisory Group in Australia, we examine the social processes contributing to the development of a high-stakes assessment task. Significant challenges emerged through the nature of the task and the responsibility developers had for ensuring validity and fairness, but also because the design team comprised of teacher educators from ten universities. Using collaborative self-study as a methodology we examine our reflexive narratives and find that collaborative leadership and key personal dispositions are at the heart of the design process. These enable us to identify, examine and navigate arising tensions. © 2021 Social Science Press. All rights reserved.
Controlled ecological evaluation of an implemented exercise-training programme to prevent lower limb injuries in sport : Population-level trends in hospital-treated injuries
- Finch, Caroline, Gray, Shannon, Akram, Muhammad, Donaldson, Alex, Lloyd, David, Cook, Jill
- Authors: Finch, Caroline , Gray, Shannon , Akram, Muhammad , Donaldson, Alex , Lloyd, David , Cook, Jill
- Date: 2019
- Type: Text , Journal article
- Relation: British Journal of Sports Medicine Vol. 53, no. 8 (2019), p. 487-492
- Full Text:
- Reviewed:
- Description: Objective Exercise-training programmes have reduced lower limb injuries in trials, but their population-level effectiveness has not been reported in implementation trials. This study aimed to demonstrate that routinely collected hospital data can be used to evaluate population-level programme effectiveness. Method A controlled ecological design was used to evaluate the effect of FootyFirst, an exercise-training programme, on the number of hospital-treated lower limb injuries sustained by males aged 16-50 years while participating in community-level Australian Football. FootyFirst was implemented with a € support' (FootyFirst+S) or a € without support' (FootyFirst+NS) in different geographic regions of Victoria, Australia: 22 clubs in region 1: FootyFirst+S in 2012/2013; 25 clubs in region 2: FootyFirst+NS in 2012/2013; 31 clubs region 3: control in 2012, FootyFirst+S in 2013. Interrupted time-series analysis compared injury counts across regions and against trends in the rest of Victoria. Results After 1 year of FootyFirst+S, there was a non-statistically significant decline in the number of lower limb injuries in region 1 (2012) and region 3 (2013); this was not maintained after 2 years in region 1. Compared with before FootyFirst in 2006-2011, injury count changes at the end of 2013 were: region 1: 20.0% reduction (after 2 years support); region 2: 21.5% increase (after 2 years without support); region 3: 21.8% increase (after first year no programme, second year programme with support); rest of Victoria: 12.6% increase. Conclusion Ecological analyses using routinely collected hospital data show promise as the basis of population-level programme evaluation. The implementation and sustainability of sports injury prevention programmes at the population-level remains challenging.
- Authors: Finch, Caroline , Gray, Shannon , Akram, Muhammad , Donaldson, Alex , Lloyd, David , Cook, Jill
- Date: 2019
- Type: Text , Journal article
- Relation: British Journal of Sports Medicine Vol. 53, no. 8 (2019), p. 487-492
- Full Text:
- Reviewed:
- Description: Objective Exercise-training programmes have reduced lower limb injuries in trials, but their population-level effectiveness has not been reported in implementation trials. This study aimed to demonstrate that routinely collected hospital data can be used to evaluate population-level programme effectiveness. Method A controlled ecological design was used to evaluate the effect of FootyFirst, an exercise-training programme, on the number of hospital-treated lower limb injuries sustained by males aged 16-50 years while participating in community-level Australian Football. FootyFirst was implemented with a € support' (FootyFirst+S) or a € without support' (FootyFirst+NS) in different geographic regions of Victoria, Australia: 22 clubs in region 1: FootyFirst+S in 2012/2013; 25 clubs in region 2: FootyFirst+NS in 2012/2013; 31 clubs region 3: control in 2012, FootyFirst+S in 2013. Interrupted time-series analysis compared injury counts across regions and against trends in the rest of Victoria. Results After 1 year of FootyFirst+S, there was a non-statistically significant decline in the number of lower limb injuries in region 1 (2012) and region 3 (2013); this was not maintained after 2 years in region 1. Compared with before FootyFirst in 2006-2011, injury count changes at the end of 2013 were: region 1: 20.0% reduction (after 2 years support); region 2: 21.5% increase (after 2 years without support); region 3: 21.8% increase (after first year no programme, second year programme with support); rest of Victoria: 12.6% increase. Conclusion Ecological analyses using routinely collected hospital data show promise as the basis of population-level programme evaluation. The implementation and sustainability of sports injury prevention programmes at the population-level remains challenging.
Cross-cultural communication in teacher education : A case study of an Australian pre-service teacher placement in Liaoning, China
- Jin, Aijing, Cooper, Maxine, Golding, Barry
- Authors: Jin, Aijing , Cooper, Maxine , Golding, Barry
- Date: 2016
- Type: Text , Journal article
- Relation: Australian Journal of Teacher Education Vol. 41, no. 6 (2016), p. 20-34
- Full Text:
- Reviewed:
- Description: This paper presents a case study of the experiences and reflections of four fourth year pre-service teachers from Federation University Australia who completed their three-week teaching placement in Anshan, Liaoning Province, China, in April 2014. The study also explores the perspectives and opinions of both the Chinese mentor teachers and Chinese students towards the Australian preservice teachers. The research confirms the mutual benefits of crosscultural teacher education professional experiences for pre-service teachers, Chinese mentor teachers and Chinese students. The teaching experiences revealed major differences in educational concepts and teaching strategies and approaches between the two systems because of the different social and cultural contexts. The evidence from the voices of the participants indicates that the professional experience in these two Chinese schools fostered the Australian pre-service teachers’ cross-cultural communication skills, developed their confidence and skills as teachers and generally enriched their personal and professional lives.
- Authors: Jin, Aijing , Cooper, Maxine , Golding, Barry
- Date: 2016
- Type: Text , Journal article
- Relation: Australian Journal of Teacher Education Vol. 41, no. 6 (2016), p. 20-34
- Full Text:
- Reviewed:
- Description: This paper presents a case study of the experiences and reflections of four fourth year pre-service teachers from Federation University Australia who completed their three-week teaching placement in Anshan, Liaoning Province, China, in April 2014. The study also explores the perspectives and opinions of both the Chinese mentor teachers and Chinese students towards the Australian preservice teachers. The research confirms the mutual benefits of crosscultural teacher education professional experiences for pre-service teachers, Chinese mentor teachers and Chinese students. The teaching experiences revealed major differences in educational concepts and teaching strategies and approaches between the two systems because of the different social and cultural contexts. The evidence from the voices of the participants indicates that the professional experience in these two Chinese schools fostered the Australian pre-service teachers’ cross-cultural communication skills, developed their confidence and skills as teachers and generally enriched their personal and professional lives.
Developing pre-service teachers : The impact of an embedded framework in literacy and numeracy
- Sellings, Peter, Felstead, Karen, Goriss-Hunter, Anitra
- Authors: Sellings, Peter , Felstead, Karen , Goriss-Hunter, Anitra
- Date: 2018
- Type: Text , Journal article
- Relation: Australian Journal of Teacher Education Vol. 43, no. 4 (2018), p. 1-16
- Full Text:
- Reviewed:
- Description: This paper focuses on the development of the academic and personal literacy and numeracy skills of pre-service teachers. It examines how an embedded enhancement framework of literacy and numeracy support named the DEER (Developing, Embedding, Extending, Reflecting) framework by the researchers was created in initial teacher education (ITE) programs in regional Victoria. The implementation of the DEER framework will be discussed and an evaluation of the impact of the DEER framework will be presented. Quantitative data draws on two test results in both literacy and numeracy, comparing the performance of students. These tests were undertaken by pre-service teachers, before and after the implementation of the DEER framework. Effect sizes for the changes in the test results are presented with the effect size for the numeracy testing calculated as 0.99, while the effect size for the literacy testing was 0.75.
- Authors: Sellings, Peter , Felstead, Karen , Goriss-Hunter, Anitra
- Date: 2018
- Type: Text , Journal article
- Relation: Australian Journal of Teacher Education Vol. 43, no. 4 (2018), p. 1-16
- Full Text:
- Reviewed:
- Description: This paper focuses on the development of the academic and personal literacy and numeracy skills of pre-service teachers. It examines how an embedded enhancement framework of literacy and numeracy support named the DEER (Developing, Embedding, Extending, Reflecting) framework by the researchers was created in initial teacher education (ITE) programs in regional Victoria. The implementation of the DEER framework will be discussed and an evaluation of the impact of the DEER framework will be presented. Quantitative data draws on two test results in both literacy and numeracy, comparing the performance of students. These tests were undertaken by pre-service teachers, before and after the implementation of the DEER framework. Effect sizes for the changes in the test results are presented with the effect size for the numeracy testing calculated as 0.99, while the effect size for the literacy testing was 0.75.
Effect of pre-departure culture preparation courses on student learning during international fieldwork
- Authors: Jiang, Xiaoli
- Date: 2016
- Type: Text , Journal article
- Relation: Creative Education Vol. 07, no. 09 (2016), p. 1237-1243
- Full Text:
- Reviewed:
- Description: This paper examined the effect of two pre-departure culture preparation courses on student learning during their International Fieldwork in Asia. These courses are designed to develop Anglo- European origin Australian students’ knowledge, understanding and appreciation of Asian societies, cultures, etiquettes, education and political systems, together with Asian problem solving and living styles. The courses further foster student skills in intercultural communication with people from Asia. A group of students completed the training and travelled to China for fieldwork. Their evaluation and feedback, together with their written assignments, were collated and analyzed. Results indicated that the two courses are effective in assisting students’ cultural adaptation to the host country environment and engaging in higher culture learning during their fieldwork.
- Authors: Jiang, Xiaoli
- Date: 2016
- Type: Text , Journal article
- Relation: Creative Education Vol. 07, no. 09 (2016), p. 1237-1243
- Full Text:
- Reviewed:
- Description: This paper examined the effect of two pre-departure culture preparation courses on student learning during their International Fieldwork in Asia. These courses are designed to develop Anglo- European origin Australian students’ knowledge, understanding and appreciation of Asian societies, cultures, etiquettes, education and political systems, together with Asian problem solving and living styles. The courses further foster student skills in intercultural communication with people from Asia. A group of students completed the training and travelled to China for fieldwork. Their evaluation and feedback, together with their written assignments, were collated and analyzed. Results indicated that the two courses are effective in assisting students’ cultural adaptation to the host country environment and engaging in higher culture learning during their fieldwork.
Effectiveness of online tailored advice to prevent running-related injuries and promote preventive behaviour in Dutch trail runners : A pragmatic randomised controlled trial
- Hespanhol, Luiz, van Mechelen, Willem, Verhagen, Evert
- Authors: Hespanhol, Luiz , van Mechelen, Willem , Verhagen, Evert
- Date: 2018
- Type: Text , Journal article
- Relation: British journal of sports medicine Vol. 52, no. 13 (2018), p. 851-858
- Full Text:
- Reviewed:
- Description: BACKGROUND: Trail running is popular worldwide, but there is no preventive intervention for running-related injury (RRI). AIM: To evaluate the effectiveness of adding online tailored advice (TrailS6 ) to general advice on (1) the prevention of RRIs and (2) the determinants and actual preventive behaviour in Dutch trail runners. METHODS: Two-arm randomised controlled trial over 6 months. 232 trail runners were randomly assigned to an intervention or control group. All participants received online general advice on RRI prevention 1 week after baseline. Every 2 weeks, participants in the intervention group received specific advice tailored to their RRI status. The control group received no further intervention. Bayesian mixed models were used to analyse the data. RESULTS: Trail runners in the intervention group sustained 13% fewer RRIs compared with those in the control group after 6 months of follow-up (absolute risk difference -13.1%, 95% Bayesian highest posterior credible interval (95% BCI) -23.3 to -3.1). A preventive benefit was observed in one out of eight trail runners who had received the online tailored advice for 6 months (number needed to treat 8, 95% BCI 3 to 22). No significant between-group difference was observed on the determinants and actual preventive behaviours. CONCLUSIONS: Online tailored advice prevented RRIs among Dutch trail runners. Therefore, online tailored advice may be used as a preventive component in multicomponent RRI prevention programmes. No effect was observed on determinants and actual preventive behaviours. TRIAL REGISTRATION NUMBER: The Netherlands National Trial Register (NTR5431).
- Authors: Hespanhol, Luiz , van Mechelen, Willem , Verhagen, Evert
- Date: 2018
- Type: Text , Journal article
- Relation: British journal of sports medicine Vol. 52, no. 13 (2018), p. 851-858
- Full Text:
- Reviewed:
- Description: BACKGROUND: Trail running is popular worldwide, but there is no preventive intervention for running-related injury (RRI). AIM: To evaluate the effectiveness of adding online tailored advice (TrailS6 ) to general advice on (1) the prevention of RRIs and (2) the determinants and actual preventive behaviour in Dutch trail runners. METHODS: Two-arm randomised controlled trial over 6 months. 232 trail runners were randomly assigned to an intervention or control group. All participants received online general advice on RRI prevention 1 week after baseline. Every 2 weeks, participants in the intervention group received specific advice tailored to their RRI status. The control group received no further intervention. Bayesian mixed models were used to analyse the data. RESULTS: Trail runners in the intervention group sustained 13% fewer RRIs compared with those in the control group after 6 months of follow-up (absolute risk difference -13.1%, 95% Bayesian highest posterior credible interval (95% BCI) -23.3 to -3.1). A preventive benefit was observed in one out of eight trail runners who had received the online tailored advice for 6 months (number needed to treat 8, 95% BCI 3 to 22). No significant between-group difference was observed on the determinants and actual preventive behaviours. CONCLUSIONS: Online tailored advice prevented RRIs among Dutch trail runners. Therefore, online tailored advice may be used as a preventive component in multicomponent RRI prevention programmes. No effect was observed on determinants and actual preventive behaviours. TRIAL REGISTRATION NUMBER: The Netherlands National Trial Register (NTR5431).
Efficacy of a compulsory homework programme for increasing physical activity and improving nutrition in children: A cluster randomised controlled trial
- Duncan, Scott, Stewart, Tom, McPhee, Julia, Borotkanics, Robert, Prendergast, Kate, Zinn, Caryn, Meredith-Jones, Kim, Taylor, Rachael, McLachlan, Claire, Schofield, Grant
- Authors: Duncan, Scott , Stewart, Tom , McPhee, Julia , Borotkanics, Robert , Prendergast, Kate , Zinn, Caryn , Meredith-Jones, Kim , Taylor, Rachael , McLachlan, Claire , Schofield, Grant
- Date: 2019
- Type: Text , Journal article
- Relation: International Journal of Behavioral Nutrition and Physical Activity Vol. 16, no. 1 (2019), p.
- Full Text:
- Reviewed:
- Description: Background: Most physical activity interventions in children focus on the school setting; however, children typically engage in more sedentary activities and spend more time eating when at home. The primary aim of this cluster randomised controlled trial was to investigate the effects of a compulsory, health-related homework programme on physical activity, dietary patterns, and body size in primary school-aged children. Methods: A total of 675 children aged 7-10 years from 16 New Zealand primary schools participated in the Healthy Homework study. Schools were randomised into intervention and control groups (1:1 allocation). Intervention schools implemented an 8-week applied homework and in-class teaching module designed to increase physical activity and improve dietary patterns. Physical activity was the primary outcome measure, and was assessed using two sealed pedometers that monitored school- and home-based activity separately. Secondary outcome measures included screen-based sedentary time and selected dietary patterns assessed via parental proxy questionnaire. In addition, height, weight, and waist circumference were measured to obtain body mass index (BMI) and waist-to-height ratio (WHtR). All measurements were taken at baseline (T0), immediately post-intervention (T1), and 6-months post-intervention (T2). Changes in outcome measures over time were estimated using generalised linear mixed models (GLMMs) that adjusted for fixed (group, age, sex, group x time) and random (subjects nested within schools) effects. Intervention effects were also quantified using GLMMs adjusted for baseline values. Results: Significant intervention effects were observed for weekday physical activity at home (T1 [P < 0.001] and T2 [P = 0.019]), weekend physical activity (T1 [P < 0.001] and T2 [P < 0.001]), BMI (T2 only [P = 0.020]) and fruit consumption (T1 only [P = 0.036]). Additional analyses revealed that the greatest improvements in physical activity occurred in children from the most socioeconomically deprived schools. No consistent effects on sedentary time, WHtR, or other dietary patterns were observed. Conclusions: A compulsory health-related homework programme resulted in substantial and consistent increases in children's physical activity - particularly outside of school and on weekends - with limited effects on body size and fruit consumption. Overall, our findings support the integration of compulsory home-focused strategies for improving health behaviours into primary education curricula. Trial registration: Australian New Zealand Clinical Trials Registry, ACTRN12618000590268. Registered 17 April 2018. © 2019 The Author(s).
- Authors: Duncan, Scott , Stewart, Tom , McPhee, Julia , Borotkanics, Robert , Prendergast, Kate , Zinn, Caryn , Meredith-Jones, Kim , Taylor, Rachael , McLachlan, Claire , Schofield, Grant
- Date: 2019
- Type: Text , Journal article
- Relation: International Journal of Behavioral Nutrition and Physical Activity Vol. 16, no. 1 (2019), p.
- Full Text:
- Reviewed:
- Description: Background: Most physical activity interventions in children focus on the school setting; however, children typically engage in more sedentary activities and spend more time eating when at home. The primary aim of this cluster randomised controlled trial was to investigate the effects of a compulsory, health-related homework programme on physical activity, dietary patterns, and body size in primary school-aged children. Methods: A total of 675 children aged 7-10 years from 16 New Zealand primary schools participated in the Healthy Homework study. Schools were randomised into intervention and control groups (1:1 allocation). Intervention schools implemented an 8-week applied homework and in-class teaching module designed to increase physical activity and improve dietary patterns. Physical activity was the primary outcome measure, and was assessed using two sealed pedometers that monitored school- and home-based activity separately. Secondary outcome measures included screen-based sedentary time and selected dietary patterns assessed via parental proxy questionnaire. In addition, height, weight, and waist circumference were measured to obtain body mass index (BMI) and waist-to-height ratio (WHtR). All measurements were taken at baseline (T0), immediately post-intervention (T1), and 6-months post-intervention (T2). Changes in outcome measures over time were estimated using generalised linear mixed models (GLMMs) that adjusted for fixed (group, age, sex, group x time) and random (subjects nested within schools) effects. Intervention effects were also quantified using GLMMs adjusted for baseline values. Results: Significant intervention effects were observed for weekday physical activity at home (T1 [P < 0.001] and T2 [P = 0.019]), weekend physical activity (T1 [P < 0.001] and T2 [P < 0.001]), BMI (T2 only [P = 0.020]) and fruit consumption (T1 only [P = 0.036]). Additional analyses revealed that the greatest improvements in physical activity occurred in children from the most socioeconomically deprived schools. No consistent effects on sedentary time, WHtR, or other dietary patterns were observed. Conclusions: A compulsory health-related homework programme resulted in substantial and consistent increases in children's physical activity - particularly outside of school and on weekends - with limited effects on body size and fruit consumption. Overall, our findings support the integration of compulsory home-focused strategies for improving health behaviours into primary education curricula. Trial registration: Australian New Zealand Clinical Trials Registry, ACTRN12618000590268. Registered 17 April 2018. © 2019 The Author(s).
Ensuring implementation success: how should coach injury prevention education be improved if we want coaches to deliver safety programmes during training sessions?
- White, Peta, Otago, Leonie, Saunders, Natalie, Romiti, Maria, Donaldson, Alex, Ullah, Shahid, Finch, Caroline
- Authors: White, Peta , Otago, Leonie , Saunders, Natalie , Romiti, Maria , Donaldson, Alex , Ullah, Shahid , Finch, Caroline
- Date: 2014
- Type: Text , Journal article
- Relation: British Journal of Sports Medicine Vol. 48, no. 5 (2014), p. 402-403
- Relation: http://purl.org/au-research/grants/nhmrc/565900
- Full Text:
- Reviewed:
- Description: Coaches play a major role in encouraging and ensuring that participants of their teams adopt appropriate safety practices. However, the extent to which the coaches undertake this role will depend upon their attitudes about injury prevention, their perceptions of what the other coaches usually do and their own beliefs about how much control they have in delivering such programmes. Fifty-one junior netball coaches were surveyed about incorporating the teaching of correct (safe) landing technique during their delivery of training sessions to junior players. Overall, >94% of coaches had strongly positive attitudes towards teaching correct landing technique and >80% had strongly positive perceptions of their own control over delivering such programmes. Coaches’ ratings of social norms relating to what others think about teaching safe landing were more positive (>94%) than those relating to what others actually do (63–74%). In conclusion, the junior coaches were generally receptive towards delivering safe landing training programmes in the training sessions they led. Future coach education could include role modelling by prominent coaches so that more community-level coaches are aware that this is a behaviour that many coaches can, and do, engage in.
- Authors: White, Peta , Otago, Leonie , Saunders, Natalie , Romiti, Maria , Donaldson, Alex , Ullah, Shahid , Finch, Caroline
- Date: 2014
- Type: Text , Journal article
- Relation: British Journal of Sports Medicine Vol. 48, no. 5 (2014), p. 402-403
- Relation: http://purl.org/au-research/grants/nhmrc/565900
- Full Text:
- Reviewed:
- Description: Coaches play a major role in encouraging and ensuring that participants of their teams adopt appropriate safety practices. However, the extent to which the coaches undertake this role will depend upon their attitudes about injury prevention, their perceptions of what the other coaches usually do and their own beliefs about how much control they have in delivering such programmes. Fifty-one junior netball coaches were surveyed about incorporating the teaching of correct (safe) landing technique during their delivery of training sessions to junior players. Overall, >94% of coaches had strongly positive attitudes towards teaching correct landing technique and >80% had strongly positive perceptions of their own control over delivering such programmes. Coaches’ ratings of social norms relating to what others think about teaching safe landing were more positive (>94%) than those relating to what others actually do (63–74%). In conclusion, the junior coaches were generally receptive towards delivering safe landing training programmes in the training sessions they led. Future coach education could include role modelling by prominent coaches so that more community-level coaches are aware that this is a behaviour that many coaches can, and do, engage in.
Evaluation of a program designed to build science teaching capacity in rural Australia
- Sheehan, Grania, Mosse, Jennifer
- Authors: Sheehan, Grania , Mosse, Jennifer
- Date: 2013
- Type: Text , Journal article
- Relation: Australian Journal of Teacher Education Vol. 38, no. 1 (2013), p. 75-96
- Full Text:
- Reviewed:
- Description: This article reports on a qualitative evaluation of the Science in Schools program; a suite of science based activities delivered by staff of a regional university campus and designed to provide professional development for science teachers working in non-metropolitan schools in a socioeconomically disadvantaged region of Australia. The research identified a range of issues including: the influence of socioeconomic disadvantage and rurality on teachers' professional learning needs, and the importance of subject specific discourse communities and content knowledge for new and out-of-field teachers. Implications for the design and implementation of school-university partnerships are discussed.
- Authors: Sheehan, Grania , Mosse, Jennifer
- Date: 2013
- Type: Text , Journal article
- Relation: Australian Journal of Teacher Education Vol. 38, no. 1 (2013), p. 75-96
- Full Text:
- Reviewed:
- Description: This article reports on a qualitative evaluation of the Science in Schools program; a suite of science based activities delivered by staff of a regional university campus and designed to provide professional development for science teachers working in non-metropolitan schools in a socioeconomically disadvantaged region of Australia. The research identified a range of issues including: the influence of socioeconomic disadvantage and rurality on teachers' professional learning needs, and the importance of subject specific discourse communities and content knowledge for new and out-of-field teachers. Implications for the design and implementation of school-university partnerships are discussed.