ORCID Profile
0000-0002-0279-3724
Current Organisation
Deakin University
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Higher education | Teacher education and professional development of educators | Education systems | Health promotion
Publisher: Informa UK Limited
Date: 07-2020
Publisher: Springer Science and Business Media LLC
Date: 02-08-2021
DOI: 10.1007/S40279-021-01519-5
Abstract: Motor competence is an important predictor of health behaviours. However, levels of motor competence are low in children and adolescents. Many interventions have improved motor competence, yet intervention effects were highly variable. Potential causes of such variations are not fully understood. Process evaluation can assist with the understanding of why an intervention worked or not, but its application and reporting in motor competence interventions has received little attention. The primary aim of this review was to investigate whether process evaluations have been reported in interventions to improve motor competence and, if reported, which process evaluation measures have been used. A secondary aim was to explore the association of intervention characteristics and process evaluation findings (outcomes of process evaluation measures) with intervention outcomes, in a search for what process evaluation measures may impact on intervention functioning and outcomes. The process of conducting and reporting this review adhered to Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. The review protocol was registered with PROSPERO (CRD42019124412). A systematic search of seven electronic databases (i.e. MEDLINE [via EBSCOhost], Cochrane Central Register of Controlled Trials [CENTRAL], CINAHL, Academic Search Complete, Education Database, SPORTDiscus and Scopus) was conducted with no date restrictions. Eligibility criteria included the following: (1) a study s le of typically developing children and adolescents aged 5-18 years, (2) an intervention aimed to improve motor competence, (3) an intervention included a control group, (4) a report of motor competence outcome at both pre- and post-intervention. Only original articles published in English in peer-reviewed journals were considered. Process evaluation measures and findings were extracted using the UK Medical Research Council's process evaluation framework in order to provide overarching descriptions on the implementation, mechanism of change and context of interventions. Univariable meta-regressions were performed to ascertain whether selected study-level covariates moderated the improvement in motor competence outcomes in interventions. The search identified 60 intervention studies. Only 30 studies (50%) reported process evaluation measures. No studies reported (or employed) theoretical frameworks to guide process evaluation. Process evaluation measures relating to implementation were most commonly reported, with the most prevalent aspect being fidelity. This was followed by reporting on measures relating to mechanism of change and context of the intervention. Meta-analysis results suggested intervention duration, dose, inclusion of process evaluation aim, provision of lesson plans, s le size and sex as potential moderators. Reporting of process evaluation measures may help build our understanding of the optimal characteristics of motor competence interventions. However, process evaluation is under-used and/or under-reported. This review serves as a call for more process evaluations and better reporting in motor competence interventions.
Publisher: Informa UK Limited
Date: 30-10-2020
Publisher: JMIR Publications Inc.
Date: 30-08-2023
Abstract: espite the known benefits of physical activity (PA), globally, rates of engagement in PA remain low. The low engagement of PA among young women has the potential to impact their health. Technology-supported PA may be able to increase PA and physical literacy (skills that can support PA) among young women. his systematic review aimed to investigate the: i) associations between technology-supported PA and PA levels, ii) associations between technology-supported PA and physical literacy levels and iii) the types of technology-supported PA that are associated with higher levels of PA engagement among women aged 13-24 years. ligible studies were original research, published in English between 2010 and 2023 from six databases Medline Complete, SPORTDiscus, Global Health, Education Source, Applied Science, and EMBASE. The studies focused on young women between 13-24 years-old, were either technology-supported PA interventions or research exploring correlation between technology and PA and/or physical literacy. Quality was assessed using the Joanna Briggs Institute Critical Appraisal checklists for randomised control trials (RCT), cross-sectional and quasi-experimental study designs. ligible studies were original research, published in English between 2010 and 2023 from six databases Medline Complete, SPORTDiscus, Global Health, Education Source, Applied Science, and EMBASE. The studies focused on young women between 13-24 years-old, were either technology-supported PA interventions or research exploring correlation between technology and PA and/or physical literacy. Quality was assessed using the Joanna Briggs Institute Critical Appraisal checklists for randomised control trials (RCT), cross-sectional and quasi-experimental study designs. his is the first review to investigate the literature exploring the use of technology-supported PA in young women. This review found limited evidence that technology-supported PA can improve young women’s PA or physical literacy. Given that technology-supported PA is still in its infancy, and technology is continuing to rapidly advance, further studies are needed to demonstrate the value and impact of technology-supported PA in improving PA and physical literacy among young women. ROSPERO International Prospective Register of Systematic Reviews CRD42022382471 www.crd.york.ac.uk rospero/display_record.php?ID=CRD42022382471
Publisher: Informa UK Limited
Date: 27-01-2022
Publisher: Informa UK Limited
Date: 21-12-2022
Publisher: Human Kinetics
Date: 2023
Abstract: Purpose : To refine a motor competence assessment app prototype, enabling its redesign. Method : Workshops were conducted to inform the prototype development. App’s usability was evaluated on its ability to communicate relevant information to the teachers ( n = 9). A “think out loud” protocol was applied by the users. Results : Both workshops refined the app, namely: interface , background , acceptability/feasibility , results , teachers themselves , and effectiveness . Competitor analysis revealed recommendations for the wireframe , visuals, and proposed skills to be assessed . The need to include a demonstration for first-time users, video guidance, and links to more information for each skill was also raised. There was a recommendation on the design brief features and experiences. Conclusions : This study will provide guidance in discovering how digital solutions may shape motor competence assessment. The usability testing process with the teachers provides insight on the essential/desirable features required on these apps, enabling the prototype’s redesign to meet the users’ needs.
Publisher: Human Kinetics
Date: 10-2023
Abstract: Purpose : Evidence demonstrates that many school children fail to master fundamental movement skills (FMS). Little is known about the teaching and learning of FMS in Hong Kong. This study aimed to capture voices from both teachers and students to better understand the current FMS practices in primary physical education Methods : Semistructured interviews with physical education teachers and focus groups with students were conducted. Thematic analysis of teacher transcriptions was performed. Student focus groups were analyzed using a framework approach, guided by TARGET (i.e., Task, Autonomy, Recognition, Grouping, Evaluation, and Time). Results : Several “teacher” level themes were developed: Self-efficacy (mis)judgment, limited pedagogical content knowledge, ineffective instructional and assessment strategies, insufficient teacher training, and deprioritization of skill development in physical education. Students perceived the need for a more student-centered approach to the teaching of FMS. Conclusions : Results highlighted the need for a different approach to initial and continuous teacher education in FMS. Further investigation into the most effective forms of teacher education is necessary, in order to improve the teaching and learning of FMS in schools.
Publisher: Informa UK Limited
Date: 22-12-2022
Publisher: Informa UK Limited
Date: 23-06-2020
Publisher: Research Square Platform LLC
Date: 08-10-2020
DOI: 10.21203/RS.3.RS-87074/V1
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.
Publisher: Informa UK Limited
Date: 06-04-2020
Publisher: Informa UK Limited
Date: 02-01-2022
Publisher: Springer Science and Business Media LLC
Date: 07-11-2019
DOI: 10.1186/S40814-019-0507-5
Abstract: Low levels of physical activity and high levels of sedentary behaviour are pervasive, especially in schools. Pre-service teacher education is pivotal to school and educational reform but is an under-studied setting for physical activity and sedentary behaviour intervention research. The objective of this pilot study was to test the feasibility and potential impact of embedding evidence-based active pedagogy based on an adapted version of Transform-Us! , Transform-Ed! in one core unit of an undergraduate teacher education degree. Baseline and follow-up measures (i.e. surveys) were conducted with Bachelor of Education (Primary) pre-service teachers who received the Transform-Ed! intervention and academic educators who delivered the intervention. Focus groups of senior academics and telephone interviews with primary school principals examined perceptions of intervention feasibility and explored potential real-world relevance and impact of pre-service teachers training in active pedagogy. After 12 weeks, pre-service teachers ( n = 218) were significantly more willing ( pre–post change Δ = 0.54, 95% CI [0.16, 0.91]), confident (Δ = 1.40, 95% CI [0.89, 1.91]) and competent (Δ = 2.39, 95% CI [1.85, 2.92]) to deliver Transform-Ed! , had more positive feelings about the impact of physical activity on student outcomes (Δ = 2.05, 95% CI [1.58, 2.52]), and perceived fewer barriers to integrating Transform-Ed! into current and future teaching (Δ = − 7.26, 95% CI [− 8.88, − 5.64]). Four major themes emerged from the focus groups ( n = 9) and interviews ( n = 5) around participant perceptions of Transform-Ed! : (i) acceptability and appropriateness, (ii) need (tertiary level), (iii) need (primary level) and (iv) overcoming challenges. The Transform-Ed! pilot study demonstrated promising results across multiple participant levels, as it was perceived to be feasible, acceptable and appropriate by pre-service teachers, academics and school principals. The findings have direct implications for the progression of Transform-Ed! from pilot to a future definitive trial.
Publisher: Human Kinetics
Date: 10-2023
Abstract: Purpose : Teachers are important stakeholders in supporting children’s physical literacy (PL), yet teachers’ perception of PL assessment is underexplored. Method : Utilizing a mixed-methods design, 122 primary school teachers (of children aged 5–12 years) in Australia completed an online survey, followed by nine interviews. Results : Teachers who favored assessment (58%) tended to report assessing PL in children (χ 2 [1, N = 110] = 7.025, p = .008). Those who reported assessing PL (also 58%) were more confident to do so (χ 2 [2, N = 109] = 10.540, p = .005). Teachers considered movement skills , engagement and enjoyment , relationships , and safety and risk as the most important elements for assessing PL. Qualitative data showed nonsupport for PL assessment stemmed from skepticism regarding relevance of assessment, appropriateness of assessment, and views that the curriculum and PL framework were implicitly linked. Conclusion : Professional development, resources, and suitable PL teacher assessments can upskill teachers’ knowledge, confidence, and reduce barriers in implementing PL assessments.
Publisher: Informa UK Limited
Date: 25-06-2020
Start Date: 02-2024
End Date: 02-2027
Amount: $364,774.00
Funder: Australian Research Council
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