ORCID Profile
0000-0003-1387-0243
Current Organisation
University of South Australia
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Publisher: Elsevier BV
Date: 12-2022
Publisher: Wiley
Date: 23-12-2016
DOI: 10.1111/AJR.12254
Abstract: This study aimed to richly describe previously inactive Riverland adults' experiences of commencing and maintaining a walking routine following participation in a walking intervention. Qualitative description using semi-structured in-depth interviews and thematic analysis. Riverland, South Australia. Nine adults (four men and five women) aged between 40 and 65 years. Six-week walking intervention included issuing of pedometers, setting goals, completing logs and weekly emails to remind participants to wear their pedometers, recording of steps and provision of strategies for increasing daily steps. Rich description of participants' experiences represented by four themes and a number of subthemes, supported by direct quotes. Four themes: taking care of me through my walk, pedometers and accountability as motivators, fitting walking in and commencing and maintaining a walking routine. The participants' experience of commencing a walking routine differed from maintaining a walking routine. Future attempts to support maintenance of a walking routine may be strengthened through identifying and including ways to provide accountability for walking to others beyond the intervention as well as strategies that support the integration of walking into every activity. Furthermore, future walking interventions should enable participants to tailor their walks to their own preferences and mental health benefits of walking should be promoted at least as much as the physical benefits.
Publisher: Elsevier BV
Date: 11-2023
Publisher: University of South Australia Library
Date: 14-07-2022
Abstract: Background: South Australian preschool educators report anecdotally they perceive changes in children’s development over the past decade, and consequently, changes in children’s school readiness, also evidenced by Australian Education Development Census (AEDC, 2018) data. This honours study describes the profile of South Australian children’s development and school readiness, based on the perceptions of preschool directors. The study explores the understandings of school readiness and its relationship with developmental delay. Methods: An online questionnaire was developed, guided by literature in the child development field, and was reviewed, piloted and validated by experts. In total, 405 directors from the South Australian Department for Education-funded preschools, were invited to take part. Data analysis involved descriptive statistics and content analysis. Results: Out of 103 returned questionnaires (25.4% response rate), the majority were preschool directors with over 15 years’ experience as director and/or working with children in any field. The majority (80%) of participants agreed there has been an increase in the number of children diagnosed with, or observed to have developmental delay, over the past decade. Directors commonly defined school readiness as a developmental status of the child, with others extending this concept to add the primary school’s readiness to receive the child. The majority (82%) acknowledged children with signs of developmental delay are at risk of not being “school ready”. Factors affecting children’s development have been identified. Conclusions: From this study, it is evident that over the past decade, experienced preschool directors have indicated South Australian children’s development to decline. These delays are impacting on their readiness to transition into the formal school system. Practical implications include the need for urgent support for these children to ensure they are ready to transition to school and to engage optimally in their learning.
Location: United Kingdom of Great Britain and Northern Ireland
No related grants have been discovered for Sarah Seekamp.