ORCID Profile
0000-0003-4977-7278
Current Organisation
Murdoch University
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Publisher: SAGE Publications
Date: 19-07-2021
DOI: 10.1177/1356336X211033696
Abstract: Despite the temperate climate, surrounded by pristine oceans, children in the Mal es do not meet the minimum daily physical activity (PA) requirements. Mal es is a resource inhibited country within the Indian rim. Generalist teachers are required to deliver primary physical education (PE). There is a paucity of information about Mal ian PE, and comprehensive studies of children's engagement in PA levels in this, and similar contexts are limited. Therefore, this study examined PA levels of fifth-grade students ( N = 30 classes) during PE lessons from four schools in the capital city of Male’. The Health Optimising PE model conceptually framed the work. Teachers’ ( N = 20) perceptions of implementation barriers were reported during semi-structured interviews. Students’ PA levels, lesson context and PA promotion were assessed during PE lessons with the System for Observing Fitness Instruction Time. The students averaged 31.05% (7.95 min) of PE time in moderate to vigorous PA. During 26.56% of lesson time teachers focused on skill and knowledge development, while for 10.31% of PE lesson time children were encouraged to be active during and outside of class. Programme implementation, according to the teachers, was impacted by a lack of teacher knowledge and confidence, teacher attire and perceived lack of infrastructure, resources and equipment. Recommendations to improve PE outcomes include interventions and continuous professional development aimed at enhancing teachers’ knowledge and confidence towards PE, in conjunction with promotion of effective teaching strategies. Mal ian PE programmes and student health-related outcomes could be improved by addressing these barriers.
Publisher: Public Library of Science (PLoS)
Date: 06-05-2022
DOI: 10.1371/JOURNAL.PONE.0268098
Abstract: In Mal es’ primary schools, physical education (PE) is mainly taught by generalist classroom teachers who often lack knowledge and confidence to teach PE. Also, PE programs in primary schools are affected by a perceived lack of infrastructure, resources and equipment. Children in primary schools are allocated one 35 minute period of PE per week. Researchers have previously investigated interventions implemented by specialist PE teachers to enhance the motivation of secondary school students in PE classes. However, limited research has been conducted with generalist teachers’ implementing PE intervention with primary school children. In this study we applied self-determination theory to investigate the effects of a professional learning program and an associated resource support package, that was then delivered by the Mal es generalist teachers’ delivering PE. The participants were 30 primary school teachers (control group, n = 15 intervention group, n = 15), and their 725 primary school students aged 9–12 years (mean age of 10.5 years). The teachers in the group undertook eight hours of professional learning that focused on strategies and behaviours to support student satisfaction for the three main elements of self-determination theory: autonomy, competence, and relatedness. A repeated measure ANCOVA was carried out for each of the dependent variables. Overall results when compared to pre-intervention measures, the students of teachers in the intervention group significantly increased their post-intervention perceptions for autonomy, competence, and relatedness and, increased their psychological need satisfaction. Moreover, intervention-students in the post-intervention phase reported reduced need frustration for autonomy, competence, and relatedness and, experienced higher levels of self-efficacy, enjoyment and engagement. We contend that these results accentuate the usefulness of professional learning programs for generalist teachers delivering PE to promote students’ psychological need satisfaction, whilst reducing thwarting behaviours to enhance students’ self-determined motivation toward PE classes. The intervention program significantly enhanced the students’ perceived need support, and autonomous motivation, it also reduced teachers’ need frustrating behaviours within PE classes. Facilitating teachers to provide more moderate to vigorous physical activity (MVPA) and psychological need support could reduce the rate of non-communicable diseases that are currently prevalent in the Mal es.
No related grants have been discovered for Azeema Abdulla.