Teacher and school outcomes of the Physical Education and Physical Literacy (PEPL) approach: a pragmatic cluster randomised controlled trial of a multicomponent intervention to improve physical literacy in primary schools     

Rohan M. Telford  Lisa S. Olive  Richard J. Keegan  Sarah Keegan  Richard D. Telford 《Physical Education & Sport Pedagogy》2021,26(1):79-96

ABSTRACT

Background: Physical education (PE) can be considered the centrepiece of school physical literacy (PL) programs, but ineffective lessons or an absence of PE across the public primary school system has raised concern. This study aimed to evaluate the implementation, acceptability and impact of teacher delivery of PE as part of a multicomponent Physical Education Physical Literacy (PEPL) approach, designed to improve classroom teachers’ provision of PE and PL opportunities within a cluster of suburban primary schools.

Method: Within a pragmatic randomised cluster-based trial with mixed methods, a PEPL coach was appointed to seven schools for one school year, with another seven schools continuing their usual practice as the control group. The coach’s role was to support and professionally develop classroom teachers to teach PE and to create opportunities that develop PL inside and outside the school environment. Focusing on Grade 5 teachers, the implementation, acceptability and teacher impact were assessed using direct observations of PE teaching style, a daily log kept by the coach and interviews with principals and teachers.

Results: The PEPL coach visited each school on average once a week for the 33 available weeks of the school year. There were several positive effects for teachers and schools. With no classroom teacher initially taking PE or classroom physical activity breaks, all seven teachers regularly introduced a PE lesson and activity breaks into their weekly schedule. PE class instructional time increased (intervention; +4.8 vs. control; ?3.5 min/lesson; β?=?1.69; SE?=?0.76; p?=?.05), with lessons of greater duration (intervention; +8.6 vs. control +1.9 min/lesson; β?=?1.14, SE?=?0.58, p?=?.05) and moderate and vigorous physical activity increased 5.7 min in intervention classes (p?<?.05). The PEPL coach introduced regular physical activities before and after school and linked the schools with a national sports coaching scheme. Interviews indicated that the PEPL approach was both valued and well-accepted by staff, that classroom teacher confidence to teach PE increased and that principals perceived a shift toward a school ‘culture’ of physical activity.

Conclusions: Well-received by classroom teachers and principals, the PEPL approach resulted in classroom teachers introducing both PE and activity breaks into their weekly teaching program and schools were linked to external sport coaching programs. These effects suggest that the PEPL approach enhanced opportunities for the development of physical literacy in this suburban primary school setting.

Trial registration: Australian New Zealand Clinical Trials Registry identifier: ACTRN12615000066583.  相似文献   

Radial and tibial bone indices in athletes participating in different endurance sports: a pQCT study†     

Tanja Oosthuyse  Joanne A. McVeigh  Lisa K. Micklesfield 《European Journal of Sport Science》2017,17(2):231-240

Low magnitude bone-loading sports may benefit bone structure and strength in the exercised limbs. This study compared peripheral quantitative computed tomography measures of radial and tibial diaphyseal strength (strength–strain index, SSI), structure (total area (ToA) and cortical area (CoA), density (CoD) and thickness (CT), and circumferences), muscle cross-sectional area (MCSA) and strength (one-repetition maximum, 1-RM) in male endurance athletes taking part in (i) non-weight-bearing and non-impact sports: swimmers (SWIM, n?=?13) and road cyclists (RC, n?=?10), (ii) non-weight-bearing, impact sport: mountain bikers (MB, n?=?10), (iii) weight bearing and impact sport: runners (RUN, n?=?9). All athlete groups were also compared to sedentary controls (CON, n?=?10). Arm MCSA, 1-RM and radial bone size and strength tended to be greater in SWIM than CON and/or RC (ToA, %difference ±?95%CI, SWIM-CON: 14.6%?±?12.7%; SWIM-RC: 12.9%?±?10.7%) but not different to MB and RUN. RUN had bigger tibial CoA than CON, SWIM and RC (CoA, RUN-CON: 12.1%?±?10.7%; RUN-SWIM: 10.9%?±?9.4%; RUN-RC: 15.8%?±?9.5%) without marked changes in tibial strength indices, lower-limb MCSA or 1-RM. Both MB and RC failed to display any difference in tibial indices, lower-limb MCSA and 1-RM compared to CON. In swimmers, the bone structure and strength of the primary exercised limbs, the arms, is greater than controls and road cyclists. Conversely, although runners experience impact and weight-bearing loading, tibial structure is greater without a substantial difference in tibial strength compared to controls and non-impact sports. Failure to observe a difference in tibial indices in MB and RC compared to controls is unexpected.  相似文献   

Performing Motherhood: Introduction to a Special Issue on Mothering in Children’s and Young Adult Literature     

Karen Coats  Lisa Rowe Fraustino 《Children‘s Literature in Education》2015,46(2):107-109

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Assessing Perceptions of Culture and Trauma in an Elementary School: Informing a Model for Culturally Responsive Trauma-Informed Schools     

Lisa V. Blitz  Elizabeth M. Anderson  Monique Saastamoinen 《The Urban Review》2016,48(4):520-542

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The provision of higher education in regional areas: an integrative review of the literature     

Lisa Wirihana  Anthony Welch  Moira Williamson  Martin Christensen  Judy Craft 《Journal of Higher Education Policy & Management》2017,39(3):307-319

There is a great deal of literature surrounding the needs of regional Australia. This integrative review of the literature focuses on the experience of nursing academics teaching on a satellite campus, many of which are located in regional Australia. Four themes were identified: (1) challenges specific to regional satellite campuses, (2) student characteristics, (3) student experiences and (4) the academics’ experiences. These themes identified not only significant benefits but also considerable challenges to the provision of higher education on regional university campuses. The experience of nursing academics and indeed their students is remarkably different from the experience of their metropolitan counterparts, and therefore the local context needs to be considered in regional education provision. Australian regional nursing academics need to be multi-skilled to address the workload and social inequity in support service provision.  相似文献   

Enhancing Information Literacy Using Bernard Lonergan's Generalized Empirical Method: A Three-year Case Study in a First Year Biology Course     

Lisa Rose-Wiles  Marian Glenn  Doreen Stiskal 《The Journal of Academic Librarianship》2017,43(6):495-508

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Beyond a Common Approach: Teaching Students the Ethical Practice of Reference     

Lisa A. Ellis 《The Reference Librarian》2014,55(3):212-223

This article describes the creation and use of case studies to help teach the ethical practice of reference. There are considerations for applying the case study method in reference that require cumulative preparation through the study and reinforcement of reference values, functions, behaviors, and ethical codes. The strategies for writing ethical case studies in reference are detailed. Overall, case studies on the ethical practice of reference are valued for promoting reflection and active learning in library science students through analysis and discussion.  相似文献   

The Development of Social Cognition: Preschoolers' Use of Mental State Talk in Peer Conflicts     

Lisa Comparini  Edith M. Douglas  Sara N. Perez 《Early education and development》2014,25(7):1083-1101

Research Findings: This research examines preschoolers' use of mental state terms in naturally occurring peer conflicts in the classroom to determine how children use mental state terms for organizing their social interactions. Analyses focus on the types, frequencies, and social interactive functions of mental state terms. Utterances (N = 166) with mental state terms from 124 conflict episodes were analyzed. Children used a number of different mental state terms, want and need being the most frequently used, to index their own and their interlocutors' desires for subtle interactive purposes. Want was paired most often with bids for action, objects, inclusion in a play area, or clarification of another child's mental state. Need was most often used when directing the other child's action or attention, to justify, clarify, or insist on their own action or previous request. Practice or Policy: Findings suggest that children's peer conflicts constitute a rich setting for the active construction of social relationships through the use of utterances with mental state language. This emphasis on peer interactions has the potential to inform new ways of supporting children's self–other development as a foundation for academic success.  相似文献   

Evidence‐Based Practices: Applications of Concrete Representational Abstract Framework across Math Concepts for Students with Mathematics Disabilities     

Jugnu Agrawal  Lisa L. Morin 《Learning disabilities research & practice》2016,31(1):34-44

Students with mathematics disabilities (MD) experience difficulties with both conceptual and procedural knowledge of different math concepts across grade levels. Research shows that concrete representational abstract framework of instruction helps to bridge this gap for students with MD. In this article, we provide an overview of this strategy embedded within the explicit instruction framework. We highlight effective practices for each component of the framework across different mathematical strands. Implications for practice are also discussed and a detailed case study is provided.  相似文献   

Three-year maintenance of a teacher-led programme targeting motor competence in early adolescent girls     

Natalie Lander  Jo Salmon  Philip J. Morgan  Naomi Symington  Lisa M. Barnett 《Journal of sports sciences》2020,38(16):1886-1896

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