- O'Meara, James, Spittle, Michael
- Authors: O'Meara, James , Spittle, Michael
- Date: 2005
- Type: Text , Conference paper
- Relation: Paper presented at 2005 Australian Conference of Science and Medicine in Sport, Fifth National Physical Activity Conference, Fourth National Sports Injury Prevention Conference : Promoting Innovation, measuring success, Melbourne Convention Centre, Melbourne, Victoria : 13th-16th October 2005
- Full Text: false
- Description: Children’s activity choices and patterns of activity in the after-school-hours period (between the end of school and dinner) can be important predictors of daily activity levels The Out of School Hours Sports Program (OSHSP) is a state-wide physical activity initiative that provides structured sporting experiences for children in formal out-of-school-hours care (OSHC) involving 17 State Sporting Associations (SSAs) and 70 OSHC services. Participants in the evaluation were 86 children (27 girls and 59 boys) and 86 parents, and 20 deliverers of the OSHSP at various OSHC services. The average age of the children was 7.7 years (SD = 1.6). Measures included surveys, focus groups, semi-structured interviews, and document analysis. The OSHSP initiative was evaluated over three years on four levels: reactions of the deliverers, advances in skills and knowledge, attitudes of the deliverers, and success of the initiatives against program objectives. The evaluation suggested that deliverers remained concerned about the requirements of delivering the initiative. Often deliverers did not modify their current practices to match the objectives of the OSHSP, possibly due to a clash between deliverer beliefs and program objectives. The children were having fun (97.5%) and learning new skills (89%). Most participants (76.7%) indicated an intention to continue their participation in the sport being delivered at the OSHSP into club sport participation. Children in the OSHSP were generally very active, with most (88%) already participating in sport outside the OSHSP suggesting that the target population may be difficult to access.
- Description: 2003003800
- Casey, Meghan, Eime, Rochelle, Payne, Warren, Harvey, Jack, Bellamy, M., Maher, Shelley
- Authors: Casey, Meghan , Eime, Rochelle , Payne, Warren , Harvey, Jack , Bellamy, M. , Maher, Shelley
- Date: 2009
- Type: Text , Conference paper
- Relation: Paper presented at ASICS Conference of science and medicine in sport 2008, Hamilton Island : 16th-18th October 2008
- Full Text: false
- Description: Adolescence is a critical time for developing lifelong healthy behaviours including regular participation in sport and physical activity. Participation in sport and physical activity, however, declines during adolescence and few studies have comprehensively identified why; particularly amongst rural girls. This study identifies a range of independent and interacting factors that influence sport and physical activity participation in rural adolescent girls. Methodology: The socio-ecological model of health was used to conduct four focus group discussions with Grade 7 girls (n = 34). Four secondary schools were randomly selected and checked for remoteness using SEIFA and ARIA+ Indexes. Results: Adolescent girls were positively influenced when sport or physical activities were fun, they involved being with friends, and were supported by families and teachers through role modelling and positive feedback. A range of intrapersonal and organisational factors affected perceived self-competence; particularly the co-educational nature of school physical education classes and peer teasing which supported social comparisons of skill level. Conclusions: In the promotion of sport and physical activity to rural adolescent girls, focus must be directed upon developmentally appropriate activities that are fun, opportunities for single-sex classes, and generating cultural changes that encourage non-competitive, and self-referencing activities.
- Description: 2003007623
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.
- Eime, Rochelle, Payne, Warren, Casey, Meghan, Harvey, Jack
- Authors: Eime, Rochelle , Payne, Warren , Casey, Meghan , Harvey, Jack
- Date: 2010
- Type: Text , Journal article
- Relation: Health Education Research Vol. 25, no. 2 (2010), p. 282–293
- Full Text: false
- Reviewed:
- Description: Physical activity (PA) is important for lifelong health; however, participation is lower in rural compared with metropolitan areas and declines during adolescence, particularly for girls. It is likely that this decline is related to the number of life transitions that occur during adolescence. This qualitative study examined the views of active rural living girls regarding the factors affecting their sport and PA participation, using the socioecological model. Twenty-seven girls aged 16-17 from four schools participated in semi-structured focus group discussions. Content and thematic analysis was conducted from verbatim transcripts using NVivo. The girls enjoyed involvement in community club sport with friends and they reported living in communities where participation in sport was a major form of social interaction. However, the desire to succeed educationally was a critical factor affecting their participation in sport and PA and influenced their movement from structured club sport to more flexible, but socially isolated individual activities. It is recommended that future longitudinal research should track rural living adolescent females as they complete secondary school, in order to better understand the influence of educational priorities upon sport and PA participation and to identify practical strategies for both schools and community organizations to foster continuing participation throughout this crucial period of life transition.
- Description: 2003006479
Linking secondary school physical education with community sport and recreation for girls: A process evaluation
- Casey, Meghan, Telford, Amanda, Mooney, Amanda, Harvey, Jack, Eime, Rochelle, Payne, Warren
- Authors: Casey, Meghan , Telford, Amanda , Mooney, Amanda , Harvey, Jack , Eime, Rochelle , Payne, Warren
- Date: 2014
- Type: Text , Journal article
- Relation: BMC Public Health Vol. 14, no. 1039 (2014), p. 1-14
- Full Text:
- Reviewed:
- Description: Background: The purpose of this study was to undertake a process evaluation to examine the reach, adoption and implementation of a school-community linked physical activity (PA) program for girls aged 12 - 15 years (School Years 7 - 9) using the RE-AIM framework. Methods. Various approaches were used to assess 'reach', 'adoption' and implementation: (a) a school environment survey of intervention schools (n = 6); (b) teacher feedback regarding the professional development component (91.1% response rate) and lesson implementation (60.8% response rate); and (c) post-intervention focus group interviews with physical education (PE) teachers (n = 29), students (n = 125), coaches (n = 13) and instructors (n = 8) regarding program experiences. Results: Reach and Adoption: Seven schools (n = 1491 Year 7-9 female student enrolment; 70% adoption rate), five tennis clubs, eight football clubs and five leisure centres participated in the program during 2011. Implementation: Program design and professional development opportunities (training, resource manual and opportunities to work with coaches and instructors during PE classes) supported implementation and student engagement in PA. However, there was a lack of individual and organisational readiness to adopt program principles. For some deliverers there were deeply embedded ideologies that were not aligned with the Game Sense teaching approach upon which the program was based. Further, cognitive components of the program such as self-management were not widely adopted as other components of the program tended to be prioritised. Conclusion: The program design and resources supported the success of the program, however, some aspects were not implemented as intended, which may have affected the likelihood of achieving further positive outcomes. Barriers to program implementation were identified and should be considered when designing school-community linked interventions. In particular, future programs should seek to assess and adjust for organizational readiness within the study design. For example, shared commitment and abilities of program deliverers to implement the program needs to be determined to support program implementation. Trial registration. ACTRN12614000446662. April 30th 2014.
- Authors: Casey, Meghan , Telford, Amanda , Mooney, Amanda , Harvey, Jack , Eime, Rochelle , Payne, Warren
- Date: 2014
- Type: Text , Journal article
- Relation: BMC Public Health Vol. 14, no. 1039 (2014), p. 1-14
- Full Text:
- Reviewed:
- Description: Background: The purpose of this study was to undertake a process evaluation to examine the reach, adoption and implementation of a school-community linked physical activity (PA) program for girls aged 12 - 15 years (School Years 7 - 9) using the RE-AIM framework. Methods. Various approaches were used to assess 'reach', 'adoption' and implementation: (a) a school environment survey of intervention schools (n = 6); (b) teacher feedback regarding the professional development component (91.1% response rate) and lesson implementation (60.8% response rate); and (c) post-intervention focus group interviews with physical education (PE) teachers (n = 29), students (n = 125), coaches (n = 13) and instructors (n = 8) regarding program experiences. Results: Reach and Adoption: Seven schools (n = 1491 Year 7-9 female student enrolment; 70% adoption rate), five tennis clubs, eight football clubs and five leisure centres participated in the program during 2011. Implementation: Program design and professional development opportunities (training, resource manual and opportunities to work with coaches and instructors during PE classes) supported implementation and student engagement in PA. However, there was a lack of individual and organisational readiness to adopt program principles. For some deliverers there were deeply embedded ideologies that were not aligned with the Game Sense teaching approach upon which the program was based. Further, cognitive components of the program such as self-management were not widely adopted as other components of the program tended to be prioritised. Conclusion: The program design and resources supported the success of the program, however, some aspects were not implemented as intended, which may have affected the likelihood of achieving further positive outcomes. Barriers to program implementation were identified and should be considered when designing school-community linked interventions. In particular, future programs should seek to assess and adjust for organizational readiness within the study design. For example, shared commitment and abilities of program deliverers to implement the program needs to be determined to support program implementation. Trial registration. ACTRN12614000446662. April 30th 2014.
Changes in sport and physical activity participation for adolescent females : A longitudinal study
- Eime, Rochelle, Harvey, Jack, Sawyer, Neroli, Craike, Melinda, Symons, Caroline, Payne, Warren
- Authors: Eime, Rochelle , Harvey, Jack , Sawyer, Neroli , Craike, Melinda , Symons, Caroline , Payne, Warren
- Date: 2016
- Type: Text , Journal article
- Relation: Bmc Public Health Vol. 16, no. (2016), p. 1-7
- Full Text:
- Reviewed:
- Description: Background: Participation in sport and physical activity is reported to decline during adolescence, particularly for females. However we do not have a clear understanding of changes in the context (i.e., modes and settings) of participation throughout adolescence. This study investigated longitudinal changes in physical activity participation and the specific modes and settings of physical activity, together with cross-sectional comparisons, for two age cohorts of female adolescents. Methods: Survey of 729 adolescent girls (489 recruited in Year 7 and 243 in Year 11). Participation in eight different modes/settings was reported. PA was measured using 24-h recall diary and metabolic equivalent weighted energy expenditure (MET-min) in Leisure Time Moderate and Vigorous Physical Activity (LTMVPA) on the previous day was calculated. Results: There were no significant changes in duration or total MET-min of LTMVPA on previous day. However, there were significant changes in the modes/settings of participation across time. Participation in school physical education rose during early adolescence before decreasing significantly, and participation in competitive sport and club sport significantly decreased over time; however there were increases in non-competitive forms of physical activity. Conclusions: Overall levels of physical activity did not significantly decrease over adolescence, which is positive for physical health. However, the transition from structured sport to non-organised physical activity may effect social and psychological health, which needs to be further examined.
- Authors: Eime, Rochelle , Harvey, Jack , Sawyer, Neroli , Craike, Melinda , Symons, Caroline , Payne, Warren
- Date: 2016
- Type: Text , Journal article
- Relation: Bmc Public Health Vol. 16, no. (2016), p. 1-7
- Full Text:
- Reviewed:
- Description: Background: Participation in sport and physical activity is reported to decline during adolescence, particularly for females. However we do not have a clear understanding of changes in the context (i.e., modes and settings) of participation throughout adolescence. This study investigated longitudinal changes in physical activity participation and the specific modes and settings of physical activity, together with cross-sectional comparisons, for two age cohorts of female adolescents. Methods: Survey of 729 adolescent girls (489 recruited in Year 7 and 243 in Year 11). Participation in eight different modes/settings was reported. PA was measured using 24-h recall diary and metabolic equivalent weighted energy expenditure (MET-min) in Leisure Time Moderate and Vigorous Physical Activity (LTMVPA) on the previous day was calculated. Results: There were no significant changes in duration or total MET-min of LTMVPA on previous day. However, there were significant changes in the modes/settings of participation across time. Participation in school physical education rose during early adolescence before decreasing significantly, and participation in competitive sport and club sport significantly decreased over time; however there were increases in non-competitive forms of physical activity. Conclusions: Overall levels of physical activity did not significantly decrease over adolescence, which is positive for physical health. However, the transition from structured sport to non-organised physical activity may effect social and psychological health, which needs to be further examined.
- Craike, Melinda, Symons, Caroline, Eime, Rochelle, Payne, Warren, Harvey, Jack
- Authors: Craike, Melinda , Symons, Caroline , Eime, Rochelle , Payne, Warren , Harvey, Jack
- Date: 2011
- Type: Text , Journal article
- Relation: Annals of Leisure Research Vol. 14, no. 4 (2011), p. 355-368
- Full Text: false
- Reviewed:
- Description: The aim of this research was to provide a comparative analysis of the influence of behavioural alternatives, autonomy, competence and relatedness on participation in sport and physical activity for female adolescents within metropolitan and rural settings. Eighteen focus groups were conducted with a cross section of schools within metropolitan Melbourne and rural Victoria, Australia, involving 12-13-year olds and 15-16-year olds, using a semi-structured format. Content and thematic analyses were conducted on the data. Findings supported the sport commitment model by demonstrating that, in both rural and metropolitan settings, participation was influenced by the strength of commitment to a range of behavioural alternatives. Our findings also extended self-determination theory by suggesting that autonomy, competence, and relatedness were interrelated and their strength and influence on participation varied between settings. This study also has practical implications, including the promotion of more inclusive and supportive sports environments for female adolescents and promoting sport and physical activities as activity that promotes wellness, complements academic endeavours and reduces the stress of academic study. © 2011 Taylor & Francis.
'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.
Participation in sport and physical activity : associations with socio-economic status and geographical remoteness
- Eime, Rochelle, Charity, Melanie, Harvey, Jack, Payne, Warren
- Authors: Eime, Rochelle , Charity, Melanie , Harvey, Jack , Payne, Warren
- Date: 2015
- Type: Text , Journal article
- Relation: BMC public health Vol. 15, no. (2015), p. 1-12
- Full Text:
- Reviewed:
- Description: BACKGROUND: Many factors influence participation in sport and Physical Activity (PA). It is well established that socio-economic status (SES) is a critical factor. There is also growing evidence that there are differences in participation patterns according to residential location. However, little is known more specifically about the relationship of PA participation and frequency of participation in particular contexts, to SES and residential location. This study investigated the relationship of participation, and frequency and context of participation, to SES and location. METHODS: Three aspects of participation were investigated from data collected in the Exercise, Recreation and Sport Survey (ERASS) 2010 of persons aged 15+ years: any participation (yes, no), regular participation (<12 times per year, ≥ 12 times per year) and level of organisation of participation setting (non-organised, organised non-club setting, club setting). RESULTS: The rates of both any and regular PA participation increased as SES increased and decreased as remoteness increased. However, participation in PA was SES- or remoteness-prohibitive for only a few types of PA. As remoteness increased and SES decreased, participation in many team sports actually increased. For both SES and remoteness, there were more significant associations with overall participation, than with regular participation or participation in more organised contexts. CONCLUSIONS: This study demonstrates the complexity of the associations between SES and location across different contexts of participation. Nevertheless, it seems that once initial engagement in PA is established, SES and remoteness are not critical determinants of the depth of engagement.
- Authors: Eime, Rochelle , Charity, Melanie , Harvey, Jack , Payne, Warren
- Date: 2015
- Type: Text , Journal article
- Relation: BMC public health Vol. 15, no. (2015), p. 1-12
- Full Text:
- Reviewed:
- Description: BACKGROUND: Many factors influence participation in sport and Physical Activity (PA). It is well established that socio-economic status (SES) is a critical factor. There is also growing evidence that there are differences in participation patterns according to residential location. However, little is known more specifically about the relationship of PA participation and frequency of participation in particular contexts, to SES and residential location. This study investigated the relationship of participation, and frequency and context of participation, to SES and location. METHODS: Three aspects of participation were investigated from data collected in the Exercise, Recreation and Sport Survey (ERASS) 2010 of persons aged 15+ years: any participation (yes, no), regular participation (<12 times per year, ≥ 12 times per year) and level of organisation of participation setting (non-organised, organised non-club setting, club setting). RESULTS: The rates of both any and regular PA participation increased as SES increased and decreased as remoteness increased. However, participation in PA was SES- or remoteness-prohibitive for only a few types of PA. As remoteness increased and SES decreased, participation in many team sports actually increased. For both SES and remoteness, there were more significant associations with overall participation, than with regular participation or participation in more organised contexts. CONCLUSIONS: This study demonstrates the complexity of the associations between SES and location across different contexts of participation. Nevertheless, it seems that once initial engagement in PA is established, SES and remoteness are not critical determinants of the depth of engagement.
Participation and dropout of Hockey New South Wales participants in 2017 and 2018: a longitudinal study
- Owen, Katherine, Foley, Bridget, Eime, Rochelle, Rose, Catriona, Reece, Lindsey
- Authors: Owen, Katherine , Foley, Bridget , Eime, Rochelle , Rose, Catriona , Reece, Lindsey
- Date: 2022
- Type: Text , Journal article
- Relation: BMC Sports Science Medicine and Rehabilitation Vol. 14, no. 1 (2022), p. 103-103
- Full Text:
- Reviewed:
- Description: Sports have a focus on increasing participation, which contributes to increasing population levels of physical activity, social cohesion and longevity of the sport. The primary aim of this study was to examine reasons for drop-out of a popular team sport in Australia, Field Hockey and identify opportunities to increase participation. This longitudinal study obtained routinely collected registered player data from Hockey New South Wales over two consecutive years, and survey data from registered players who dropped out. Logistic regression models identified demographic subgroups who were more likely to drop out of sport, and the reasons for dropping out. In 2018, 8463 (31%) of hockey players did not return to play hockey after the previous season and 805 (10%) of these completed a survey. Specific groups who were more likely to stop playing included 5-6 years (OR: 2.1, 95% CI 1.8-2.6 reference: 12-17 years), females (OR: 1.1, 95% CI 1.0-1.2 reference: males), Indigenous (OR: 1.2, 95% CI 1.1-1.4 reference: non-Indigenous), most disadvantaged (OR: 1.1, 95% CI 1.0-1.2 reference: least disadvantaged) or regional and remote (1.1, 95% CI 1.0-1.2 reference: major cities). Top reasons for drop out were medical/age (17%), change in circumstances (16%) and high cost (13%), lack of time (13%) and lack of enjoyment (7%). Although Hockey successfully reaches a large proportion of underrepresented groups in sport, these groups are more likely to drop out. Sports should consult these groups to develop enjoyable, flexible, and modifiable versions of the game that are appropriate to their needs.
- Authors: Owen, Katherine , Foley, Bridget , Eime, Rochelle , Rose, Catriona , Reece, Lindsey
- Date: 2022
- Type: Text , Journal article
- Relation: BMC Sports Science Medicine and Rehabilitation Vol. 14, no. 1 (2022), p. 103-103
- Full Text:
- Reviewed:
- Description: Sports have a focus on increasing participation, which contributes to increasing population levels of physical activity, social cohesion and longevity of the sport. The primary aim of this study was to examine reasons for drop-out of a popular team sport in Australia, Field Hockey and identify opportunities to increase participation. This longitudinal study obtained routinely collected registered player data from Hockey New South Wales over two consecutive years, and survey data from registered players who dropped out. Logistic regression models identified demographic subgroups who were more likely to drop out of sport, and the reasons for dropping out. In 2018, 8463 (31%) of hockey players did not return to play hockey after the previous season and 805 (10%) of these completed a survey. Specific groups who were more likely to stop playing included 5-6 years (OR: 2.1, 95% CI 1.8-2.6 reference: 12-17 years), females (OR: 1.1, 95% CI 1.0-1.2 reference: males), Indigenous (OR: 1.2, 95% CI 1.1-1.4 reference: non-Indigenous), most disadvantaged (OR: 1.1, 95% CI 1.0-1.2 reference: least disadvantaged) or regional and remote (1.1, 95% CI 1.0-1.2 reference: major cities). Top reasons for drop out were medical/age (17%), change in circumstances (16%) and high cost (13%), lack of time (13%) and lack of enjoyment (7%). Although Hockey successfully reaches a large proportion of underrepresented groups in sport, these groups are more likely to drop out. Sports should consult these groups to develop enjoyable, flexible, and modifiable versions of the game that are appropriate to their needs.
What if curriculum theorists were to share centre stage after school hours?
- O'Meara, James, Spittle, Michael
- Authors: O'Meara, James , Spittle, Michael
- Date: 2007
- Type: Conference paper
- Relation: Paper presented at 2007 National Biennial Conference of the Australian Curriculum Studies Association: Curriculum Centre Stage: Inclusivity, Creativity and Diversity, Melbourne : 7th-10th July 2007
- Full Text:
- Description: The after school hours time period is seen as a critical time for encouraging children between the ages of 5-7 to be active and play more sport. Often, existing age-appropriate junior sport programs represent a form of curriculum used in this time period. The curriculum in these programs is based on non-competitive, modified activities to minimise the risk of emotional harm to children and prepare them to play the mature form of the game. This paper uses Marsh and Willis' curriculum continuum to advocate an alternative perspective on addressing the needs of those children wishing to have rules and competition in the games they play as they participate in junior sports development programs. This perspective is supported by an analysis of two of the age-appropriate junior sport programs. Examples are drawn from the comments of Executive Officers, Program Officers, delivers, and parents. Key themes running through the comments were that some children were being discouraged from continued participation in sport due to the removal of competition and a feeling that they were not playing a version of the game they recognised.
- Description: 2003005030
- Authors: O'Meara, James , Spittle, Michael
- Date: 2007
- Type: Conference paper
- Relation: Paper presented at 2007 National Biennial Conference of the Australian Curriculum Studies Association: Curriculum Centre Stage: Inclusivity, Creativity and Diversity, Melbourne : 7th-10th July 2007
- Full Text:
- Description: The after school hours time period is seen as a critical time for encouraging children between the ages of 5-7 to be active and play more sport. Often, existing age-appropriate junior sport programs represent a form of curriculum used in this time period. The curriculum in these programs is based on non-competitive, modified activities to minimise the risk of emotional harm to children and prepare them to play the mature form of the game. This paper uses Marsh and Willis' curriculum continuum to advocate an alternative perspective on addressing the needs of those children wishing to have rules and competition in the games they play as they participate in junior sports development programs. This perspective is supported by an analysis of two of the age-appropriate junior sport programs. Examples are drawn from the comments of Executive Officers, Program Officers, delivers, and parents. Key themes running through the comments were that some children were being discouraged from continued participation in sport due to the removal of competition and a feeling that they were not playing a version of the game they recognised.
- Description: 2003005030
- Van der Smee, Cameron, McDonald, Brent, Spaaij, Ramon
- Authors: Van der Smee, Cameron , McDonald, Brent , Spaaij, Ramon
- Date: 2022
- Type: Text , Journal article
- Relation: Sport, Education and Society Vol. 29, no. 1 (2022), p. 27-41
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- Description: The drop off in physical activity (PA) for children has led to an increased focus on their PA engagement, due to the poor health outcomes often linked to this decline. Subsequently, stakeholders, across a variety of fields, have problematised and intervened in activity settings to address this decline. Many of these studies acknowledge high levels of activity in the primary years and tend to prioritise their efforts on the adolescent years. An important limitation in these studies is that they greatly overlook how a decline might also be related to children’s physical engagement in early childhood. To gain more insight on the role that early PA engagement may play in long-term PA participation, this paper examines early physical engagement through a focus on year one/ two students across three PA spaces–the home, the physical education (PE) class and the playground. Data was collected through a range of ethnographic and child-centred methods and examined using a Bourdieusian lens. This analysis shows that engagement in PA starts as a confluence between the physically active habitus, sport-focused PE and the sportised playground, which produces different patterns of engagement. This paper offers an in-depth examination of this process across the three spaces and identifies how these outcomes become habitualised over the course of primary school, which may play a role in affecting long-term participation. The paper concludes with a call for a more democratised approach to early primary PE, along with accompanying changes to the playground. © 2022 Informa UK Limited, trading as Taylor & Francis Group.
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