scholarly journals Embedding Active Pedagogies within Pre-Service Teacher Education: Implementation Considerations and Recommendations

Children ◽  
2020 ◽  
Vol 7 (11) ◽  
pp. 207
Author(s):  
Natalie Lander ◽  
Emiliano Mazzoli ◽  
Samuel Cassar ◽  
Naomi Symington ◽  
Jo Salmon
Keyword(s):  
Physical Activity ◽  
Teacher Education ◽  
Learning Experience ◽  
Descriptive Analysis ◽  
Activity Levels ◽  
School Students ◽  
Physically Active ◽  
Five Dimensions ◽  
Pre Service Teacher Education ◽  
Pre Service Teacher

The physical activity levels of children in Australia are critically low and correlate with reduced academic achievement and poor health outcomes. Schools provide an ideal setting for physical activity interventions to help children move more. Instead of targeting in-service teachers, this study embedded an evidence-based active pedagogy program called Transform-Ed! into pre-service teacher education. Pre/post surveys and post-program interviews and focus group discussions were conducted with key stakeholders (n = 5), lecturers (n = 6), and pre-service teachers (n = 274) involved with the 12-week program. The design, implementation, and evaluation of the study were systematically guided by all five dimensions of Glasgow and colleagues’ RE-AIM (reach, effectiveness, adoption, implementation, and maintenance) framework. Linear mixed models, descriptive analysis and a framework approach were used to analyse the data. Significant improvements were observed in pre-service teachers’ willingness, confidence, and competence to implement physically active pedagogic strategies following the intervention. Pre-service teacher perceived effectiveness of such strategies on student outcomes also significantly increased and perceived barriers decreased. High adherence was consistently reported and the program was maintained after completion of the implementation trial by all lecturers. Four key themes spanning multiple dimensions and participant levels informed recommendations for program scalability: an “inter-systemic approach”, a “co-design” approach, “embedded in professional practice”, and “evidence of impact” on teacher practice. Anchored in real-world settings and tethered by implementation science, Transform-Ed! could have the potential to advance the teaching capability of teachers, and transform the learning experience and physical and academic outcomes of primary school students.

scholarly journals Embedding Active Pedagogies into Pre-Service Teacher Education: Implementation Considerations and Recommendations

2020 ◽  
Author(s):  
Natalie Lander ◽  
Emiliano Mazzoli ◽  
Samuel Cassar ◽  
Naomi Symington ◽  
Jo Salmon
Keyword(s):  
Physical Activity ◽  
Teacher Education ◽  
Learning Experience ◽  
Descriptive Analysis ◽  
Activity Levels ◽  
School Students ◽  
Physically Active ◽  
Five Dimensions ◽  
Pre Service Teacher Education ◽  
Pre Service Teacher

Abstract Purpose: The physical activity levels of children in Australia are critically low and correlate with reduced academic achievement and poor health outcomes. Schools provide an ideal setting for physical activity interventions to help children move more. Instead of targeting in-service teachers, this study embedded an evidence-based active pedagogy program called Transform-Ed! into pre-service teacher education. Methods: Surveys, interviews and focus group discussions were conducted with key stakeholders, lecturers and pre-service teachers involved with the 12-week program. The design, implementation and evaluation of the study were systematically guided by all five dimensions of the RE-AIM framework – reach, effectiveness, adoption, implementation, and maintenance. Linear mixed models, descriptive analysis and a framework approach were used to analyse the data. Results: Significant improvements were observed in pre-service teachers’ willingness, confidence, and competence to implement physically active pedagogic strategies following the intervention. Pre-service teacher perceived effectiveness of such strategies on student outcomes also significantly increased and perceived barriers decreased. High adherence was consistently reported and the program was maintained by all lecturers. Four key themes spanning multiple dimensions and participant levels informed recommendations for program scalability: an ‘inter-systemic approach’, a ‘co-design’ approach, ‘embedded in professional practice’ and ‘evidence of impact’ on teacher practice. Anchored in real-world settings and tethered by implementation science, Transform-Ed! could have the potential to advance the capability of teachers and transform the learning experience and physical and academic outcomes of future primary school students.

scholarly journals Temporal Trends in the Association between Participation in Physical Education and Physical Activity among U.S. High School Students, 2011–2017

2020 ◽  
Vol 17 (7) ◽  
pp. 2357 ◽  
Author(s):  
Seungho Ryu ◽  
Paul Loprinzi ◽  
Heontae Kim ◽  
Minsoo Kang
Keyword(s):  
Physical Activity ◽  
High School ◽  
High School Students ◽  
Physical Education ◽  
Temporal Trends ◽  
Physical Activity Guideline ◽  
Activity Levels ◽  
School Students ◽  
Physically Active ◽  
Education Participation

The purpose of this study was to assess trends in physical education and physical activity among U.S. high school students from 2011 to 2017, respectively, and to evaluate temporal trends in the relationship between physical education class participation and physical activity levels. Data from a total of 51,616 high school students who participated in the Youth Risk Behavior Surveillance System (YRBSS) from 2011 to 2017 were analyzed for this study. Physical education was measured as follows: In an average week when you are in school, on how many days do you go to physical education classes? Physical activity was measured as follows: During the past 7 days, on how many days were you physically active for a total of at least 60 min per day? Meeting physical activity guideline was defined as engaging in 7 days per week of at least 60 min per day. Across the 2011–2017 YRBSS, there were no linear (p = 0.44)/quadratic trends (p = 0.37) in physical education and linear (p = 0.27)/quadratic trends (p = 0.25) in physical activity, respectively. Regarding the trends in the association between physical education and physical activity, there were no statistically significant linear (unstandardized regression coefficient (b) = 0.013, p = 0.43) or quadratic (p = 0.75) trends; however, at the sample level, there was a slight increase in the odds ratio effect sizes from 2011 to 2017 (ES = 1.80–1.98). The pooled association between physical education participation and physical activity was statistically significant, OR = 1.88, 95% CI = 1.75–2.03, p < 0.001. That is, on average across the four YRBSS cycles, students who participated in physical education had 1.88 times higher odds of meeting physical activity guideline when compared to students who did not participate in physical education. The trends of physical education and physical activity did not change between 2011 and 2017. Overall, we observed a significant relationship between participation in physical education and physical activity. There was a non-significant yet stable trend of association between participation in physical education and physical activity over time.

scholarly journals Predictors of physical activity for weekdays and weekends among adolescent – a cross-sectional study in Sarawak, Malaysia

2015 ◽  
Vol 7 (1) ◽  
pp. 42-50
Author(s):  
WHYE LIAN CHEAH ◽  
HELMY HAZMI ◽  
CHING THON CHANG
Keyword(s):  
Physical Activity ◽  
Cross Sectional Study ◽  
Activity Levels ◽  
Sectional Study ◽  
School Students ◽  
Cross Sectional ◽  
Physically Active ◽  
Physical Activity Levels ◽  
Steps Per Day ◽  
The Mean

Background: This study aimed to describe the patterns of physical activities both at weekends and on weekdays and to identify their associated factors. Material/Methods: This was a cross-sectional study conducted among secondary school students aged 13-15 years old in Kuching Division, Sarawak, Malaysia. A self-administered questionnaire was used to collect socio-demographic information and to measure perceived barriers, self-efficacies and social influences. Anthropometric measurements were taken and used to determine BMI-for-age, while pedometers were used to assess the physical activity levels. Data were analyzed using SPSS. Results: A total of 474 students from six secondary schools participated. About 16% of the respondents were overweight and obese, majority of them males. The mean BMI was 21.21 ±12.93, higher among males. The mean steps per day were 6251.37±3085.31, with weekends recorded a higher number of steps. The number of steps among males was higher than among females. On weekdays, self-motivation scores significantly predicted the participants’ number of steps/physical activity rate (b = 521.43, 95% CI -72.78 to 1050.19). At weekends, lack of interest and knowledge scores (b = -427.82, 95% CI -837.72 to 17.92) and making choices scores (b = 737.41, 95% CI -197.94 to 1276.88) were significant to predict the number of steps/physical activity levels. Conclusions: These findings indicated the importance of investigating predictors of physical activity for weekdays and weekends. Thus, efforts should focus on how to motivate adolescents to be more physically active targeting the identified predictors for weekdays and week ends.

scholarly journals Relationships Between Physical Activity Levels, Self-Identity, Body Dissatisfaction and Motivation Among Spanish High School Students

2017 ◽  
Vol 59 (1) ◽  
pp. 29-38 ◽  
Author(s):  
Pedro Antonio Sánchez-Miguel ◽  
Francisco Miguel Leo ◽  
Diana Amado ◽  
Juan José Pulido ◽  
David Sánchez-Oliva
Keyword(s):  
Physical Activity ◽  
High School ◽  
High School Students ◽  
Body Dissatisfaction ◽  
Sitting Time ◽  
Activity Levels ◽  
School Students ◽  
Physically Active ◽  
Self Identity ◽  
Physical Activity Levels

AbstractThe aim of this study was to examine the relationships between gender and the educational grade on the one hand, and physical activity levels, motivation, self-identity, body dissatisfaction, the intention to be physically active and daily sitting time on the other, in a sample of Spanish high school adolescents. The sample consisted of 2087 Spanish students from the 3rd (n = 1141) and 4th grade (n = 946), both male (n = 1046) and female (n = 1041), ranging in age from 15 to 17 years old (M = 15.42; SD = .86). Students completed questionnaires to assess their levels of physical activity, self-identity, motivation, intention to be physically active and daily sitting time. The students’ perceptions of their body height and mass were also tested. With the exception of walking MET values, the results showed gender differences in the variables tested. Male participants showed higher intrinsic motivation and lower amotivation than female participants. Furthermore, male students revealed higher levels of physical activity than female students. Finally, the research concluded with the importance of promoting intrinsic reasons for physical activity in order to encourage positive consequences in high school students.

scholarly journals The Prevalence and Awareness Concerning Dietary Supplement Use among Saudi Adolescents

2020 ◽  
Vol 17 (10) ◽  
pp. 3515
Author(s):  
Hanan Alfawaz ◽  
Nasiruddin Khan ◽  
Alwateen Almarshad ◽  
Kaiser Wani ◽  
Muneerah A. Aljumah ◽  
...  
Keyword(s):  
Physical Activity ◽  
Dietary Supplement ◽  
Family Income ◽  
Cross Sectional Study ◽  
Vitamin Deficiency ◽  
Activity Levels ◽  
School Students ◽  
Cross Sectional ◽  
Physically Active ◽  
Supplement Use

Current dietary supplement (DS) use among Saudi school students is not well described. In this study, we aim to investigate the prevalence and predictors of DS use among adolescents. This cross-sectional study collected data via self-administered questionnaire from 1221 students (12 to 18 years). The overall prevalence of DS use was 26.2%, significantly higher in females than males (33% vs. 17.9%, p < 0.001). High proportion of female DS users demonstrated normal BMI than males (84% vs. 56.5%, p < 0.001). High percentage of male DS users were engaged in vigorous and/or high physical activity (PA) levels than female DS users (58.2% vs. 43%, p = 0.022; and 57.1% vs. 20.7%, p < 0.001, respectively). The main reasons for DS use among females were vitamin deficiency (63.3%), hair condition (37.6%) and nail health (23.5%) while in males, the main reasons were vitamin deficiency (58.4%) and body building (34.4%). The predictors of DS use in Saudi adolescents included being female, having high family income and being physically active. In conclusion, the overall prevalence and preference of DS use, though low among Saudi adolescents, was driven mostly by gender, physical activity levels and socioeconomic factors like family income. DS use guidelines and counselling among Saudi adolescents are warranted to improve public health.

Learning with and from: positioning school students as advisors in pre-service teacher education

2016 ◽  
Vol 20 (3) ◽  
pp. 295-312 ◽  
Author(s):  
Helen Cahill ◽  
Julia Coffey ◽  
Larissa McLean Davies ◽  
Jeana Kriewaldt ◽  
Elizabeth Freeman ◽  
...  
Keyword(s):  
Teacher Education ◽  
School Students ◽  
Pre Service Teacher Education ◽  
Pre Service Teacher

scholarly journals Looking Inward to 21st Century Pedagogy

2017 ◽  
Vol 51 (3) ◽  
pp. 1197-1203
Author(s):  
Rose Doerksen
Keyword(s):  
Teacher Education ◽  
21St Century ◽  
Learning Experience ◽  
Historical Research ◽  
Research Project ◽  
Social Imagination ◽  
Personal Learning ◽  
Pre Service Teacher Education ◽  
Pre Service Teacher

Through the lens of a student, this Note from the Field responds to a historical research project which engages pre-service teachers in critical citizenship and social imagination. Looking inward facilitates a personal learning experience of identity that is applied to learning in the 21st century. When 21st century pre-service teacher education looks inward rather than forward and outward, we learn to live in the 21st century rather than envision it.

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