Swimming and water safety: reaching all children in Australian primary schools
- Authors: Lynch, Timothy
- Date: 2012
- Type: Text , Journal article
- Relation: International Journal of Aquatic Research and Education Vol. 6, no. 3 (2012), p. 267-278
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- Description: Data gathered indicate that reductions in annual Australian drowning fatalities for not only children, but people of all ages, have hit a plateau, and if anything, figures suggest that fatal drownings in recent years are on the increase. It is alarm- ing that figures are not falling despite the many well-developed swimming and water safety education programs available. The number of drowning deaths in Australia is regarded by governing bodies as far too many, hence it is proposed that the necessary changes required to further reduce drowning may involve teachers within primary schools being used more efficiently in the educational process. This paper concludes that by implementing swimming and water safety with conviction into the school curriculum, all students will become more aware of drowning risk behaviors, thus successfully decreasing drowning fatalities in both the short and long terms
Rips, currents and snags: investigating the delivery of educational goals for young Australians in the region of Gippsland, Victoria
- Authors: Lynch, Timothy
- Date: 2012
- Type: Text , Journal article
- Relation: Australian and International Journal of Rural Education Vol. 22, no. 3 (2012), p. 1-18
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- Description: Monash University (Gippsland campus) is situated in Churchill, Latrobe Valley, located in central Gippsland, eastern Victoria. A large percentage of the Gippsland region comprises of a socio-economically disadvantaged population (Figure 1). In Semester One, 2011 as part of the Bachelor of Primary Education course at Monash, it was decided that a pathway be created to achieve these national ideals and goals through the implementation of swimming and water safety education in Primary schools. Swimming and water safety education represents the specific curriculum to be implemented in rural schools, it is representative of any aspect of the curriculum to be delivered. This paper comprises a narrative memoir by the author of his involvement in the pathway and subsequently the paper sheds light on the barriers, benefits and strategies for implementing such policies in practice.
What does a role model Australian primary school health and physical education program look like?
- Authors: Lynch, Timothy
- Date: 2012
- Type: Text , Conference paper
- Relation: ICHPER-SD 53rd Anniversary World Congress & Exposition p. 150-161
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Phenotype, genotype, and worldwide genetic penetrance of LRRK2-associated Parkinson's disease
- Authors: Healy, Daniel , Falchi, Mario , O'Sullivan, Sean , Bonifati, Vincenzo , Durr, Alexandra , Bressman, Susan , Brice, Alexis , Aasly, Jan , Zabetian, Cyrus , Goldwurm, Stefano , Ferreira, Joaquim , Tolosa, Eduardo , Kay, Denise , Klein, Christine , Williams, David , Marras, Connie , Lang, Anthony , Wszolek, Zbigniew , Berciano, Jose , Schapira, Anthony , Lynch, Timothy , Bhatia, Kailash , Gasser, Thomas , Lees, Andrew , Wood, Nicholas
- Date: 2008
- Type: Text , Journal article
- Relation: The Lancet Neurology Vol. 7, no. 7 (2008), p. 583-590
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- Description: Background Mutations in LRRK2, the gene that encodes leucine-rich repeat kinase 2, are a cause of Parkinson's disease (PD). The International LRRK2 Consortium was established to answer three key clinical questions: can LRRK2-associated PD be distinguished from idiopathic PD; which mutations in LRRK2 are pathogenic; and what is the age-specific cumulative risk of PD for individuals who inherit or are at risk of inheriting a deleterious mutation in LRRK2? Methods Researchers from 21 centres across the world collaborated on this study. The frequency of the common LRRK2 Gly2019Ser mutation was estimated on the basis of data from 24 populations worldwide, and the penetrance of the mutation was defined in 1045 people with mutations in LRRK2 from 133 families. The LRRK2 phenotype was defined on the basis of 59 motor and non-motor symptoms in 356 patients with LRRK2-associated PD and compared with the symptoms of 543 patients with pathologically proven idiopathic PD. Findings Six mutations met the consortium's criteria for being proven pathogenic. The frequency of the common LRRK2 Gly2019Ser mutation was 1% of patients with sporadic PD and 4% of patients with hereditary PD; the frequency was highest in the middle east and higher in southern Europe than in northern Europe. The risk of PD for a person who inherits the LRRK2 Gly2019Ser mutation was 28% at age 59 years, 51% at 69 years, and 74% at 79 years. The motor symptoms (eg, disease severity, rate of progression, occurrence of falls, and dyskinesia) and non-motor symptoms (eg, cognition and olfaction) of LRRK2-associated PD were more benign than those of idiopathic PD. Interpretation Mutations in LRRK2 are a clinically relevant cause of PD that merit testing in patients with hereditary PD and in subgroups of patients with PD. However, this knowledge should be applied with caution in the diagnosis and counselling of patients.
Community collaboration through sport: bringing schools together
- Authors: Lynch, Timothy
- Date: 2013
- Type: Text , Journal article
- Relation: Education in Rural Australia Vol. 23, no. 1 (2013), p. 9-22
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- Description: The purpose of this paper is to share how sport was used to build relationships between Monash University (Gippsland campus) pre-service education and six rural primary schools during semester one, 2012. Not only was sport used to build partnerships but also to deliver quality Health and Physical Education lessons, offering children sporting opportunities that they may otherwise not receive. The goals established at the Melbourne Declaration on Educational Goals for Young Australians (Ministerial Council on Education, Employment, Training and Youth Affairs, 2008) were "about equity and social justice and improved learning outcomes for our most disadvantaged and isolated students" (Ewing, 2010, p. 127). A commitment to action in achieving these goals included: promoting world-class curriculum and assessment; and improving educational outcomes for the disadvantaged young Australians, especially those from lower socio-economic backgrounds. A large percentage of the Gippsland region population comprises of socio-economically disadvantaged and all six rural schools were located within these areas. Initial discussions with local principals in January (2012) revealed that implementation of the Health and Physical Education (HPE) learning area was carried out by classroom teachers in all but one school, which had a delegated Physical Education (PE) teacher (with no specialist training). Furthermore, some schools outsourced the HPE learning area for the approximate annual cost of $10 000 through the 'Bluearth' program. A major problem identified in the 1992 Senate Inquiry into Physical and Sport Education was that "suitably qualified physical education teachers are not being employed to teach physical education and school sport to all children" (Commonwealth of Australia, 1992, p.xiv), as many classroom teachers lack knowledge and confidence for teaching PE (Lynch, 2008; Morgan and Bourke, 2005). In Semester One, 2012 as part of the Bachelor of Primary Education course at Monash - Gippsland, a pathway was created to achieve these national ideals and goals. Primary education university students, choosing the Physical Education (PE) major stream, study the unit EDF3619 'Sport and physical activity education'. Through amendments made to this unit, objectives involved the implementation of the Friday Sports program. This program ran over five weeks and was the first program of this nature to be implemented within the Latrobe Valley. The Friday Sports program enabled Year 5 and 6 children from the six schools to choose a sport that they would like to participate in during the one hour sessions over the five weeks. Each sport group consisted of 20-25 children, were mixed sexes and mixed schools. The aim of the program was to progressively work towards achieving the objectives of the Sports Education curriculum model; "to develop as competent, literate and enthusiastic sportspeople" (Siedentop, 1994, p. 4). Monash University provided the equipment, the human resource of five teacher education students per group who had planned the five week units, and collaboratively with the local health industry (local leisure and sports centre) provided the stadium and field facilities, all at no cost to schools. Dr Tim Lynch, Senior Lecturer at Monash University reflects on building partnerships between university and the local schools through the medium of sport; provision of quality Health and Physical Education lessons at no cost. He shares: his vision; the benefits for the primary school children; the benefits and interest of the teacher education students; dynamics involved when collaboratively working with a number of stakeholders; and barriers that need to be overcome for future growth and for similar programs to succeed.
Exploring religious education and health and physical education key learning area connections in primary schools
- Authors: Lynch, Timothy
- Date: 2013
- Type: Text , Journal article
- Relation: The International Journal of Humanities Education Vol. 10, no. 2 (2013), p. 11-23
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School Centres for Teaching Excellence (SCTE): understanding new directions for schools and universities in health and physical education
- Authors: Lynch, Timothy
- Date: 2013
- Type: Text , Journal article
- Relation: Asia-Pacific Journal of Health, Sport and Physical Education Vol. 4, no. 3 (2013), p. 249-266
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- Description: This paper critically analyzes a community collaborative approach for implementing Health and Physical Education (HPE) lessons within Gippsland primary schools (Victoria, Australia). The rural community collaborations reflected upon are embedded within the Victorian Department of Education and Early Childhood Development (DEECD) ‘School Centres for Teaching Excellence’ (SCTE) initiative and are timely with the current curriculum reform in Health and Physical Education. The purpose of this paper is to reflect on and share the experiential learning offered where the curriculum is relevant, engaging, contemporary, physically active, enjoyable and developmentally appropriate for all stakeholders; namely university pre-service teachers, primary school children and primary teachers. It is envisaged that through sharing the various dynamics involved in a SCTE program, educators may benefit and subsequently consider the suitability and possibility of establishing similar collaborations within their context.
Comparison of health and physical education policies with practices : an evaluation of school responses within three Brisbane Catholic Education (BCE) primary schools (2005)
- Authors: Lynch, Timothy
- Date: 2008
- Type: Text , Journal article
- Relation: ICHPER-SD Journal of Research in Health, Physical Education, Recreation, Sport and Dance Vol. 3, no. 2 (2008), p. 8-18
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