ORCID Profile
0000-0001-5140-9533
Current Organisations
University of Sydney
,
University of Oxford
,
Macquarie University
,
University of Queensland
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Publisher: Informa UK Limited
Date: 05-2013
Publisher: Elsevier BV
Date: 09-2022
DOI: 10.1016/J.JSAMS.2022.04.008
Abstract: This study examined the physical activity (PA) and sedentary behaviour (SB) along with the developmental progression of 2,087 Canadian students. It also examined whether their physical literacy (PL) predicts latent class affiliations and transition probabilities from grades 5 to 6 and whether this affiliation in grade 6 predicts body mass index (BMI) and self-concept by grade 7. Longitudinal observational study. Data was collected from a longitudinal open cohort study using data from three waves of data. In grades 5 and 6 we examined patterns of PA and SB behaviour and their correlates. In grade 7 we examined outcomes associated with latent class affiliation. Our results found a validated measure of PL was a robust predictor of class affiliation and transitions between classes across grade and sex. Students with higher PL were two to four times more likely to be in the active screeners (AS) or low SB class compared to the sedentary/inactive (SI) class in both grades 5 and 6. For females, PL was also related to transitioning out of the SI class and into the AS. PL did not predict transitions out of the low SB class. Class affiliation in grade 6 also predicted BMI and self-concept in grade 7. Students in the SI class had higher BMI and lower self-concept compared to students in AS and low SB classes. Future research should assess additional domains of PL and utilize objective methods to measure PA.
Publisher: Human Kinetics
Date: 10-2016
Abstract: The United Nations Educational, Cultural and Scientific Organization (UNESCO) recognizes quality physical education (QPE) must, along with physical, social and affective educative goals, seek to improve the health status of youth (UNESCO, 2015). Health-Optimizing Physical Education (HOPE) is a model of physical education (PE) that seeks this goal but is creating much debate in the discipline (Sallis et al., 2012). The aim of this paper is to present a conceptual assessment framework for QPE and HOPE on which future assessment protocols may be based that serve both health and educative goals. Policy and literature pertaining to QPE and HOPE were reviewed and compared for similarities and differences. This was followed by an analysis of literature on assessment in the health and education disciplines. These analyses provided the authors with the insight to propose a new model of assessment for HOPE models to implement QPE. Many similarities exist in the policy of QPE and the published literature on HOPE. However, the measurement model of assessment can often circumvent two important assessment functions for education settings that need to be addressed in a wider QPE and Models-Based Practice (MBP) context. Conclusions: HOPE models were established using an interventionist mindset and are therefore well suited to integrating well-defined MBP pedagogies as appropriate ‘intervening’ strategies by using a clinical approach to teaching and assessment. To date, they have lacked an assessment framework that has been capable of addressing both the health and educative goals that both HOPE and MBP seek to achieve. This paper provides new insight by reimagining the role MBPs and assessment practices have to play in the health and education nexus.
Publisher: Springer Science and Business Media LLC
Date: 30-10-2020
DOI: 10.1007/S11881-019-00187-5
Abstract: We provide a meta-analytic review of all group-comparison studies that used reading-level match design, were conducted in highly consistent European orthographies, included children with dyslexia younger than 13 years of age as participants, and included measures of one or more of the potential causes of dyslexia. We identified 21 studies meeting these criteria that examined one or more of phonological awareness, rapid naming, verbal short-term memory, or auditory temporal processing. A random effects model analysis showed first that the groups were matched imperfectly and they differed significantly in word reading measures not used for matching. Second, there were no significant differences between the in iduals with dyslexia and their reading-level-matched controls in rapid naming, phonological memory, and auditory temporal processing. Finally, the analyses for phonological awareness showed a significant effect for comparisons that involved manipulating phonemes but not for tasks that involved manipulating syllables. The results are compatible with phonological deficit theories of dyslexia, but this conclusion is qualified by observed differences in reading skills and s le selection concerns.
Publisher: Paris Scholar Publishing
Date: 10-2020
DOI: 10.14485/HBPR.7.5.1
Publisher: Elsevier BV
Date: 03-2010
DOI: 10.1016/J.JSAMS.2009.04.008
Abstract: The purpose of this study was to determine the feasibility, acceptability, and potential efficacy of a school-based physical activity program delivered during school sport time among adolescent girls from low income predominately linguistically erse backgrounds in New South Wales, Australia. Using a 3-month, 2-arm, parallel-group pilot RCT design, 38 adolescent girls (Year 11) were recruited to participate in the program and randomised into intervention (n=17) or control groups (n=21). The intervention program aimed to increase physical activity by improving enjoyment, physical self-perception and perceived competence. Baseline and follow-up (12 weeks) assessments included enjoyment of physical activity, physical self-perception, and objectively measured physical activity during school sport sessions. Process data were collected through observations of lessons, attendance records, and interviews with participants and staff. Recruitment (63%) and retention (68%) goals were less than anticipated but similar to other studies. Participation was higher for the intervention (72%) than the control (60%) group and the intervention group reported high levels of satisfaction with the program. At follow-up, girls in the intervention group, compared with the control group, showed greater improvement in their enjoyment of physical activity during school sport (adjusted mean difference=3.8, 95% Confidence Interval [CI] -2.4, 10.1 Cohen's d=0.42 standard deviation units) and body image (adjusted difference mean=1.0, 95% CI -0.4, 2.3 d=0.50). There was a smaller decline in participation in physical activity during school sport (adjusted mean=13.6, 95% CI -21.8, 48.9 d=0.24). This study highlights major barriers confronting adolescent girls' participation in school sport. Some of these include teacher attitudes and support, activities and programming, purpose and distinction, and student input. Negotiating these barriers and overcoming them in a school setting appears feasible with support from the entire school community.
Publisher: Springer Science and Business Media LLC
Date: 25-03-0025
Publisher: Springer Science and Business Media LLC
Date: 29-06-2016
Publisher: Elsevier BV
Date: 11-2020
Publisher: Frontiers Media SA
Date: 23-06-2022
DOI: 10.3389/FPSYG.2022.799330
Abstract: To determine the effects of learning interventions aimed at optimizing the quality of physical education (PE) on psychomotor, cognitive, affective and social learning outcomes in children and adolescents. A systematic review and meta-analysis. After searching PsycInfo, ERIC, and SportDiscus electronic databases, we identified 135 eligible studies published between January 1, 1995 to May 1, 2021. We included randomized controlled trials, quasi-experimental studies, and controlled trials that assessed the effect of a PE-based intervention against one of the four identified learning domains in youth at school (aged 5–18 years). One hundred and thirty five (135) studies with over 42,500 participants and 193 calculated effect sizes were included in the study. The mean effect across all the learning and development outcomes was small to medium (Cohen's d = 0.32, 95% confidence interval [CI] (0.27–0.37). When adjusted for publication bias using the Duval and Tweedie Trim and Fill Method, this mean effect size increased to d = 0.40 (CI = 0.34–0.46). Effect sizes varied significantly based on learning and development outcomes. Interventions that consistently report above or below the mean d = 0.40 effect are identified based on learning outcome. The greatest effects across interventions were witnessed in psychomotor learning outcomes ( d = 0.52) followed by affective ( d = 0.47), social ( d = 0.32), and cognitive ( d = 0.17) learning outcomes. A minority (& %) of PE interventions captured by this systematic review and meta-analysis reported having a negative effect on student learning and development. The interventions with the greatest effects on student learning and development were dependant on the learning domains. Some PE interventions with a pedagogical focus such as games-based approaches, TARGET/Mastery Teaching, and Sport Education were found to be strong investments across multiple domains. The evidence is limited however by consistency in intervention dosage, study design, and data collection instruments. The study received no internal or external funding and was not prospectively registered.
Publisher: MDPI AG
Date: 29-12-2019
Abstract: Anti-bullying policies and interventions are the main approach addressing bullying behaviours in Australian schools. However, the evidence supporting these approaches is inconsistent and its theoretical underpinning may be problematic. The current study examined the effects of a martial arts based psycho-social intervention on participants’ ratings of resilience and self-efficacy, delivered as a randomised controlled trial to 283 secondary school students. Results found a consistent pattern for strengths-based wellbeing outcomes. All measures relating to resilience and self-efficacy improved for the intervention group, whereas results declined for the control group. These findings suggest that a martial arts based psycho-social intervention may be an efficacious method of improving wellbeing outcomes including resilience and self-efficacy. The study proposes utilising alternatives to the anti-bullying approach and that interventions should be aimed towards helping in iduals develop strengths and cope more effectively, which has specific relevance to bullying and more generalised importance to positive mental health.
Publisher: Human Kinetics
Date: 10-2023
Abstract: Since 2015, the United Nations Education, Scientific and Cultural Organization has posited physical literacy as a central tenet and pedagogical reform initiative of quality physical education. An assessment of physical literacy is, therefore, becoming an increasingly important aspect of physical education in schools. Internal and external threats to assessment instrument validity are always important considerations in assessment tool development, but this paper identifies why particular attention needs to be paid to the content validity of one such instrument being used by physical educators and researchers. Specifically, this paper interrogates the content validity claims of the Canadian Assessment of Physical Literacy—Version 2 and discusses why greater attention needs to be paid to the content validity of this instrument if pedagogical reform in physical education is not to be undermined.
Publisher: Springer Science and Business Media LLC
Date: 10-09-2018
Publisher: Wiley
Date: 03-04-2016
DOI: 10.1111/JOSH.12382
Abstract: School-based programs represent an ideal setting to enhance healthy eating, as most children attend school regularly and consume at least one meal and a number of snacks at school each day. However, current research reports that elementary school teachers often display low levels of nutritional knowledge, self-efficacy, and skills to effectively deliver nutrition education. The purpose of this review was to understand the availability and quality of resources that are accessible for elementary school teachers to use to support curriculum delivery or nutrition education programs. The review included 32 resources from 4 countries in the final analysis from 1989 to 2014. The 32 resources exhibited 8 dominant teaching strategies: curriculum approaches cross-curricular approaches parental involvement experiential learning approaches contingent reinforcement approaches literary abstraction approaches games-based approaches and web-based approaches. The resources were accessible to elementary school teachers, with all the resources embedding curriculum approaches, and most of the resources embedding parental involvement strategies. Resources were less likely to embed cross-curricular and experiential learning approaches, as well as contingent reinforcement approaches, despite recent research suggesting that the most effective evidence-based strategies for improving healthy eating in elementary school children are cross-curricular and experiential learning approaches.
Publisher: Informa UK Limited
Date: 21-03-2017
Publisher: Elsevier BV
Date: 11-2018
Publisher: Sagamore Publishing, LLC
Date: 2015
Publisher: Elsevier BV
Date: 12-2020
Publisher: Elsevier BV
Date: 05-2012
DOI: 10.1016/J.JSAMS.2011.10.005
Abstract: To determine the levels of physical activity (PA), lesson context and teacher interaction students receive during physical education (PE) in secondary schools in New South Wales, Australia. Baseline cross-sectional study. Systematic direct observation of Year 7 PE classes over a six-month period. Eighty one (81) PE lessons across six schools were observed. The mean (SD) percentage of class time spent in moderate to vigorous physical activity (MVPA) was 56.9% (18.7). However, only 60% of the 81 met the recommended 50% of class time spent in moderate to vigorous physical activity (MVPA). Just over 6% of class time was spent in skill instruction. Game play made up nearly half of the lesson context (44%) and teachers spent just under one-third (31%) of class time promoting PA. Substantial variations in the PA, lesson context and teacher interaction exist within PE. As a large proportion of classes, especially girls' only classes, did not meet the Centers of Disease Control and Prevention (CDC) recommendation of 50% of class time in MVPA, ways need to be found to promote PA in PE classes. Levels of skill instruction and practice were well below international comparisons and may have implications for PA participation later in life. Numerous possibilities exist for improving PE in Australia as a way of improving the activity levels and experiences of our young people.
Publisher: Springer Science and Business Media LLC
Date: 10-06-2020
Publisher: Springer Science and Business Media LLC
Date: 05-01-2017
Publisher: Informa UK Limited
Date: 02-11-2016
Publisher: Springer Science and Business Media LLC
Date: 12-2021
DOI: 10.1186/S12905-021-01581-1
Abstract: It is estimated that less than one third of women (28%) worldwide, are not sufficiently active, and there is evidence indicating physical activity (PA) participation is lower during pregnancy and the postpartum period. Despite the importance of educating and encouraging postpartum women to engage in PA, existing systematic reviews have only focused on examining the impact of in idually tailored PA interventions and on specific postpartum populations such as women who are inactive (i.e., do not meet PA recommendations) or women at risk of gestational diabetes mellitus or postnatal depression. This review aims to fill this gap by examining the impact of group-based PA interventions on postpartum women’s PA levels or other health behavior outcomes. A systematic literature search was conducted using four electronic databases (MEDLINE, CINAHL, EMBASE and PsychInfo) of published studies between 1st January 2000 and 31st October 2020. Studies were included if they targeted postpartum women with no current health conditions, had children aged 0–5 years, and engaged postpartum women in a group-based PA program that reported PA or other health behavior outcomes. Out of a total of 1091 articles that were initially identified, six were included. Group-based PA interventions were moderately successful in changing or increasing postpartum women’s self-reported PA levels and psychological wellbeing in the first 2 years of their offspring’s life. Overall, group-based PA interventions were not successful in changing or increasing postpartum women’s objectively measured PA levels, but only one study objectively measured postpartum women’s PA levels. Narrative synthesis highlights the heterogeneity of the outcomes and methodologies used, and the low to medium risk of bias in the included studies. To strengthen the evidence-base for group-based PA programs with postpartum women there is an on-going need for more rigorous randomised controlled trials of appropriate length (at least 3 months in duration) with an adequate dose of group-based PA sessions per week (to meet PA guidelines), and that utilise objective measures of PA. In addition, future PA interventions for this population should include, at the very least, fidelity and process data to capture the characteristics or design features that appeal most to postpartum women.
Publisher: Elsevier BV
Date: 04-2201
Publisher: MDPI AG
Date: 10-05-2023
DOI: 10.3390/PHILOSOPHIES8030043
Abstract: Physical activities are generally accepted as promoting important psychological benefits. However, studies examining martial arts as a form of physical activity and mental health have exhibited many methodological limitations in the past. Additionally, recent philosophical discussion has debated whether martial arts training promotes psychological wellbeing or illness. Self-efficacy has an important relationship with mental health and may be an important mechanism underpinning the potential of martial arts training to promote mental health. This study examined the effect of martial arts training on the psychological construct of self-efficacy. A total of 283 secondary school students with a mean age of 12.76 (SD = 0.68) years were recruited to complete a time-limited (10-session) martial arts intervention, which was examined using a randomised controlled trial. Univariate ANOVAs found that the intervention improved the experimental group’s self-efficacy compared to the control group, which was sustained at follow-up. Regression analysis indicated that socio-educational status moderated this outcome. These findings support the martial arts-based intervention’s potential to improve self-efficacy and promote wellbeing through physical activity. Martial arts training may be an efficacious psychosocial treatment that can be used as a complementary approach to promote mental health.
Publisher: Informa UK Limited
Date: 09-01-2023
Publisher: Springer Science and Business Media LLC
Date: 25-02-2015
Publisher: Human Kinetics
Date: 04-2021
Abstract: Although high-intensity interval training (HIIT) is perceived to be an efficient way to meet health outcomes in physical education (PE), the effect of HIIT on the learning environment of students is unknown. Purpose : This study compared two PE interventions lasting 8 weeks and assessed the potential efficacy of embedding HIIT into a PE program to meet concurrent health and educative outcomes. Methods : Participants ( N = 166 mean age = 12.91 years) were assigned to one of two study conditions according to intact groupings: HIIT program ( n = 84) and dynamic PE (DPE) program ( n = 82). Assessments occurred at baseline and postintervention. A repeated-measures analysis of variance was used to test the intervention effects in each group. Results : Postintervention analysis demonstrated increases in health indices of both groups and comparing the effect size of each intervention revealed no difference. Systematic direct observation revealed effects for the provision of terminal feedback within the HIIT intervention ( g = 1.03) when compared with the DPE intervention. A self-report questionnaire revealed changes in motivation toward PE among students allocated to the HIIT group were trivial, whereas students exposed to the DPE program displayed increased levels of motivation toward their PE experience. Conclusions : This study demonstrates that HIIT may elicit positive changes in PE settings by creating a “time potential” leading to an increased opportunity to learn without negating health gains. The DPE program proved to be move favorable in terms of student motivations to learn during PE.
Publisher: Springer Science and Business Media LLC
Date: 11-09-2019
DOI: 10.1186/S40359-019-0329-5
Abstract: Mental health problems are a significant social issue that have multiple consequences, including broad social and economic impacts. However, many in iduals do not seek assistance for mental health problems. Limited research suggests martial arts training may be an efficacious sports-based mental health intervention that potentially provides an inexpensive alternative to psychological therapy. Unfortunately, the small number of relevant studies and other methodological problems lead to uncertainty regarding the validity and reliability of existing research. This study aims to examine the efficacy of a martial arts based therapeutic intervention to improve mental health outcomes. The study is a 10-week secondary school-based intervention and will be evaluated using a randomised controlled trial. Data will be collected at baseline, post-intervention, and 12-week follow-up. Power calculations indicate a maximum s le size of n = 293 is required. The target age range of participants is 11–14 years, who will be recruited from government and catholic secondary schools in New South Wales, Australia. The intervention will be delivered in a face-to-face group format onsite at participating schools and consists of 10 × 50–60 min sessions, once per week for 10 weeks. Quantitative outcomes will be measured using standardised psychometric instruments. The current study utilises a robust design and rigorous evaluation process to explore the intervention’s potential efficacy. As previous research examining the training effects of martial arts participation on mental health outcomes has not exhibited comparable scale or rigour, the findings of the study will provide valuable evidence regarding the efficacy of martial arts training to improve mental health outcomes. Australian New Zealand Clinical Trials Register ACTR N12618001405202 . Registered 21st August 2018.
Publisher: Human Kinetics
Date: 04-2019
Publisher: Springer Science and Business Media LLC
Date: 31-01-2015
Publisher: Informa UK Limited
Date: 22-12-2022
Publisher: Springer Science and Business Media LLC
Date: 28-05-2021
Publisher: SAGE Publications
Date: 30-03-2015
Abstract: Physical activity affords a host of physical and cognitive benefits for children. Physical education classes are one such venue where children can reap recommended amounts of physical activity. However, little research has explored evidence-based physical education instruction, particularly in culturally and linguistically erse schools. No studies to date have provided recommendations for a range of educational stakeholders that serve these students. The Physical Activity in Linguistically Diverse Communities study examined the evidence-based physical education opportunities and barriers at six culturally and linguistically erse high schools in New South Wales, Australia. This article provides implications and synthesized recommendations based on Phase One (systematic review) and Phase Two (prospective cohort study of students in six schools) of Physical Activity in Linguistically Diverse Communities for school leadership and psychologists targeting policy and practice changes on a systems level.
Publisher: SAGE Publications
Date: 04-07-2017
Abstract: Health literacy research for adolescents and young people has been growing in importance. However, conceptualisation has been largely limited to concepts of adult health literacy in healthcare and disease prevention settings. The challenge for the future lies in developing a coherent concept that combines adolescent development, educational theory, whole school action and change, and critical health literacy. Such an approach needs to be both enabling and positive for students currently, and should also help facilitate health literacy outcomes in the future. This paper describes the process used to develop a conceptualisation of adolescent health literacy and to summarise what is known about health literacy in schools. Guided by an international expert panel, we identified, reviewed, summarised and re-constructed key literature and resources to identify key components and principles necessary for adolescent health literacy in schools. The proposed conceptualisation of adolescent health literacy initially had three areas of focus: adolescent development, whole school change and health literacy. The concepts of adolescent learning, health-literate organisation and critical health literacy emerged from the review as key components for health literacy in school settings. Pedagogy was found to be the crucial mechanism for health literacy development in the school setting and the resultant concept of adolescent health literacy. The focus on health-literate organisations, critical health literacy and pedagogy in the school setting distinguishes this conceptualisation from other health literacy work.
Publisher: Inderscience Publishers
Date: 2013
Publisher: Routledge
Date: 24-01-2202
Publisher: Routledge
Date: 05-06-2019
Publisher: Springer Science and Business Media LLC
Date: 21-06-2023
DOI: 10.1007/S40279-023-01867-4
Abstract: While the burgeoning researcher and practitioner interest in physical literacy has stimulated new assessment approaches, the optimal tool for assessment among school-aged children remains unclear. The purpose of this review was to: (i) identify assessment instruments designed to measure physical literacy in school-aged children (ii) map instruments to a holistic construct of physical literacy (as specified by the Australian Physical Literacy Framework) (iii) document the validity and reliability for these instruments and (iv) assess the feasibility of these instruments for use in school environments. This systematic review (registered with PROSPERO on 21 August, 2022) was conducted in accordance with the Preferred Reporting Items for Systematic Review and Meta-Analysis (PRISMA) statement. Reviews of physical literacy assessments in the past 5 years (2017 +) were initially used to identify relevant assessments. Following that, a search (20 July, 2022) in six databases (CINAHL, ERIC, GlobalHealth, MEDLINE, PsycINFO, SPORTDiscus) was conducted for assessments that were missed/or published since publication of the reviews. Each step of screening involved evaluation from two authors, with any issues resolved through discussion with a third author. Nine instruments were identified from eight reviews. The database search identified 375 potential papers of which 67 full text papers were screened, resulting in 39 papers relevant to a physical literacy assessment. Instruments were classified against the Australian Physical Literacy Framework and needed to have assessed at least three of the Australian Physical Literacy Framework domains (i.e., psychological, social, cognitive, and/or physical). Instruments were assessed for five aspects of validity (test content, response processes, internal structure, relations with other variables, and the consequences of testing). Feasibility in schools was documented according to time, space, equipment, training, and qualifications. Assessments with more validity/reliability evidence, according to age, were as follows: for children, the Physical Literacy in Children Questionnaire (PL-C Quest) and Passport for Life (PFL). For older children and adolescents, the Canadian Assessment for Physical Literacy (CAPL version 2). For adolescents, the Adolescent Physical Literacy Questionnaire (APLQ) and Portuguese Physical Literacy Assessment Questionnaire (PPLA-Q). Survey-based instruments were appraised to be the most feasible to administer in schools. This review identified optimal physical literacy assessments for children and adolescents based on current validity and reliability data. Instrument validity for specific populations was a clear gap, particularly for children with disability. While survey-based instruments were deemed the most feasible for use in schools, a comprehensive assessment may arguably require objective measures for elements in the physical domain. If a physical literacy assessment in schools is to be performed by teachers, this may require linking physical literacy to the curriculum and developing teachers’ skills to develop and assess children’s physical literacy.
Publisher: Elsevier BV
Date: 10-2020
DOI: 10.1016/J.JBMT.2020.06.017
Abstract: Mental health issues are of increasing public concern, however are often untreated for a variety of reasons. While limited, the research examining the relationship between mental health and martial arts training is generally positive. This systematic review and meta-analysis explored whether martial arts training may be an efficacious sports-based mental health intervention. The meta-analysis used a random effects model and examined three mental health outcomes: wellbeing, internalising mental health, and aggression. During January to July 2018 the following electronic databases were searched: CENTRAL, EBSCO, Embase, ERIC, MEDLINE, PUBMED, and ScienceDirect. Eligibility criteria included: (1) martial arts was examined as an intervention or activity resulting in a psychological outcome, (2) the study reported descriptive quantitative results measured using standardised scales that compared results between groups and (3) studies were published as full-length articles in peer reviewed scientific or medical journals. More than 500,000 citations were identified and screened to determine eligibility. Data was extracted from 14 eligible studies. Martial arts training had a significant but small positive effect on wellbeing (d = 0.346, 95% CI = 0.106 to 0.585, I Whilst there is considerable variance across the studies included in the meta-analyses, there is support for martial arts training as an efficacious sports-based mental health intervention for improving wellbeing and reducing symptoms associated with internalising mental health.
Publisher: Springer Science and Business Media LLC
Date: 30-01-2023
DOI: 10.1186/S12889-023-15101-3
Abstract: Research has begun to examine whether blue space is beneficial to mental health. While results are promising, it is difficult to know which aspects of mental health or mental ill-health may benefit most. Physical activity has been proposed as one potential mechanism via which blue space may be associated with better mental health. However, very few studies have examined mechanisms. We examined associations between blue space proximity and a range of mental health outcomes and examined which of these associations were mediated by physical activity. 350 participants ( M = 38.74, SD = 14.92, 70% female) self-reported their weekly physical activity and completed measures of depression, anxiety, and psychological wellbeing. We then used GIS software to calculate blue space proximity (i.e., coastal and inland), and structural equation modelling with mediation paths to determine the role of physical activity in the associations between bluespace and mental health. Physical activity partially mediated the associations between coastal proximity and depression (β = 0.02, 95% CI = 0.001, 0.05), anxiety (β = 0.03, 95% CI = 0.01, 0.06), and wellbeing (β = − 0.03, 95% CI = − 0.08, − 0.01), and fully mediated the associations between inland water proximity and depression (β = 0.02, 95% CI = 0.003, 0.05), anxiety (β = 0.03, 95% CI = 0.01, 0.07), and wellbeing (β = − 0.03, 95% CI = − 0.07, − 0.01). While physical activity appears to explain associations between inland blue space and mental health outcomes, it only partially explains the association between coastal blue space and mental health, suggesting other mechanisms may play a role and even inactive exposure may be beneficial.
Publisher: Springer Science and Business Media LLC
Date: 20-04-2018
Publisher: Routledge
Date: 07-04-2020
Publisher: SAGE Publications
Date: 29-11-2018
Abstract: Educational institutions have been identified as ideal locations to implement health promotion strategies that aim to prevent and treat youth obesity. However, the tertiary training of future health promoters currently lacks health and nutrition instruction. This study sought to investigate attitudes towards youth obesity and perceptions of the roles of schools and educators in strategies to treat and prevent youth obesity. Participants ( n = 155) were tertiary students who enrolled in a general-level health and nutrition elective that housed an intervention to increase awareness of obesity. Baseline and post-intervention responses to the Perceptions of Youth Obesity and Health Education questionnaire were collected and compared spanning the 12 weeks. Agreement that health is linked to being of normal weight and that general educators should have a major role in school strategies did not waver over the course of the intervention. The belief that schools are ideal places for obesity prevention strategies was higher at baseline than post-intervention. It was desired that obesity awareness would increase but perceived importance of involvement of school staff in youth obesity strategies did not increase. Further research is required to investigate the influence of attitudes and perceptions held by future health promoters towards their roles in prevention and treatment strategies on professional practice.
Publisher: Informa UK Limited
Date: 03-07-2015
Publisher: Informa UK Limited
Date: 27-07-2009
Publisher: Elsevier BV
Date: 02-2019
DOI: 10.1016/J.BERH.2019.01.015
Abstract: Public health c aigns promote regular exercise and physical activity. These c aigns are founded on global recommendations that a combination of aerobic and resistance exercise is required, on a weekly basis, to maximise physical and mental health. However, participation in all forms of sports and physical activity has inherent risks that need to be considered by both health practitioners making activity recommendations and the people participating. This review examines biological, psychological and social benefits and harms of the three highest participation physical activities: walking/running, multidirectional sports and resistance exercise. While the remaining evidence indicates that the positives do outweigh the negatives, it demonstrates that moderate amounts of exercise provide the most optimal balance and that potential harms are typically associated with low or high participation.
Publisher: Human Kinetics
Date: 04-2019
Publisher: SAGE Publications
Date: 17-02-2019
Abstract: An increased focus on standardized testing of students has had the unintended effect of eroding curriculum time allocated to physical education (PE). The empirical literature on increasing the proportion of total curriculum time allocated to PE was reviewed and a series of meta-analyses conducted to estimate the mean effect of doing so on student learning. After combining results across six studies that were absent of additional intervention, we found pooled effect sizes of 0.41 standard deviations on student learning across cognitive, affective and psychomotor learning outcomes. The evidence for the meta-analyses came from PE programmes implemented in primary and secondary schools from four Organization of Economic Cooperation and Development countries. Although findings affirmed that increasing the proportion of curriculum allocation to PE had no detrimental effect on student learning, further analyses illustrated the disparity of learning effects across the three learning domains.
Publisher: Informa UK Limited
Date: 14-03-2018
Publisher: Springer Science and Business Media LLC
Date: 11-02-2019
DOI: 10.1007/S40279-019-01063-3
Abstract: Physical literacy (PL) provides a powerful lens for examining movement in relation to physical activity (PA) and motor skill outcomes, environmental context, and broader social and affective learning processes. To date, limited consideration has been given to the role PL plays in promoting positive health behaviours. There is no clear conceptual framework based on existing empirical evidence that links PL to health, nor has an evidence-informed case been made for such a position. The purpose of this paper is to (1) present a conceptual model positioning PL as a health determinant, and (2) present evidence in support of PL as a health determinant, drawing on research largely from outside physical education. Viewing PL from the perspective of a multidimensional, experiential convergence process enables it to be differentiated from other models. However, parallels between our model and existing models that focus on movement competence are also drawn. Arguing from a pragmatic perspective on PL, we present evidence for positioning PL as a determinant of health from two literature sources: research on motor coordination disorders in children, and associations between motor competence, PA and health in typically developing children. Statistical modelling approaches consistent with the concept of PL are discussed. Results from these approaches-confirmatory factor analysis and cluster analysis-support the idea that measures related to motor competence, motivation and positive affect work in an integrative manner to produce differences in PA and subsequent health outcomes in children. There is increasing interest in PL, particularly in the field of public health. Presenting a model that explicitly links PL to health can lead to the generation of new research questions and the possibility of broadening impact beyond the context of physical education alone. To date, there has been little conceptual attention to what positioning PL as a determinant of health means. By providing an evidence-based model of PL as a determinant of health, we hope to further the discussion and stimulate increased empirical research in the field.
Publisher: Springer Science and Business Media LLC
Date: 12-10-2021
Publisher: Wiley
Date: 25-01-2019
DOI: 10.1002/HPJA.27
Abstract: The SunSmart Policy Support and Intervention Study (SSPSIS) (ACTRN12614000926639) investigated the feasibility of improving schools' implementation of the SunSmart Program, which is a resource for primary school communities to support their development of a comprehensive sun protection policy. A cluster randomised controlled trial (RCT) was used to evaluate the SSPSIS, which was conducted in NSW SunSmart schools (n = 20). Objective measurements of students' sun-safe hat-wearing behaviours and sunscreen application, and teachers' role-modelling behaviours, were collected for baseline, post-test and follow-up data. Interviews with school community stakeholders, including students (n = 103), parents (n = 31), teachers (n = 11) and executive staff (n = 4), were conducted to inform the intervention design, which was implemented following baseline data collection. The results of baseline observations and interviews have been published previously. The intervention design aimed to combat negative perceptions of hat-wearing policy and create a trigger for sunscreen application by rewarding students practising these sun protection behaviours with play-based incentives. Although this intervention had no significant effect on the wearing of sun-safe hats among students or teachers, it did have a large effect on the consumption of sunscreen. Associating sunscreen and play-based incentives can create an effective trigger for students' sunscreen application behaviours. However, further evidence is needed to investigate how students' and teacher role models' hat-wearing behaviours could be increased. SO WHAT?: While combining a play-based incentive with a trigger for behaviour can promptly increase students' sunscreen application, it was unable to increase students' or teacher role models' hat-wearing behaviours.
Publisher: Human Kinetics
Date: 04-2019
Abstract: Assessment of physical literacy poses a dilemma of what instrument to use. There is currently no guide regarding the suitability of common assessment approaches. The purpose of this brief communication is to provide a user’s guide for selecting physical literacy assessment instruments appropriate for use in school physical education and sport settings. Although recommendations regarding specific instruments are not provided, the guide offers information about key attributes and considerations for the use. A decision flow chart has been developed to assist teachers and affiliated school practitioners to select appropriate methods of assessing physical literacy. School physical education and sport scenarios are presented to illustrate this process. It is important that practitioners are empowered to select the most appropriate instrument/s to suit their needs.
Publisher: Springer Science and Business Media LLC
Date: 02-09-2021
Publisher: Frontiers Media SA
Date: 27-06-2023
DOI: 10.3389/FSPOR.2023.1192025
Abstract: The aim of this study was to assess the construct validity and reliability of the Portuguese Physical Literacy Assessment (PPLA) instruments (a questionnaire and a tool using teacher-reported data). We also investigated the conceptual and practical implications of reflective vs. formative measurement of Physical Literacy using the PPLA. Multiple Confirmatory Factor Analysis (CFA) and Confirmatory Composite Analysis (CCA) models were used complementarily to assess construct validity in a s le of 521 grade 10–12 Portuguese students from Lisbon, Portugal. Bifactor model-based indices ( ω ), Explained Common Variance (ECV), and Percentage of Uncontaminated Correlations (PUC) were used to assess score reliability and adequacy. Using CFA, an asymmetrical bifactor model (S*1-1) provided the best fit to the data [Robust Comparative Fit Index = 97, Robust Root Mean Square Error Of Approximation = 0.05 (0.04–0.06), Standardized Root Mean Square Residual (SRMR) = 0.04], while CCA resulted in the best absolute fit for single first-order composite models ( d G , d L , and SRMR below or borderline of their 95% critical value). Through a reflective paradigm, the total PL score should not be used in isolation (ECV = 0.49, ω H = 0.71, lower than recommended 0.80). Subscales for the Physical, Psychological, and Social domains attained acceptable reliability scores ( ω s = 0.76, 0.82, 0.80, and 0.60). A general trait of PL accounts for considerable variance in all indicators. We advise calculation of a total summed PL score and domain scores, which should be interpreted conjointly in applied settings. Despite both paradigms being tenable, future research efforts should use a bifactor measurement model, which permits disentanglement of the variance attributed to the general PL trait and its domains. Overall, evidence supported the construct validity and reliability of the PPLA for its intended use as an integrated tool to measure PL as a multidimensional construct in 15- to 18-year-old Portuguese students in a physical education setting.
Publisher: Human Kinetics
Date: 07-2016
Abstract: Recent international conference presentations have critiqued the promotion of fundamental movement skills (FMS) as a primary pedagogical focus. Presenters have called for a debate about the importance of, and rationale for teaching FMS, and this letter is a response to that call. The authors of this letter are academics who actively engage in FMS research. We have answered a series of contentions about the promotion of FMS using the peer reviewed literature to support our perspective. We define what we mean by FMS, discuss the context of what skills can be considered fundamental, discuss how the development of these skills is related to broader developmental health contexts, and recommend the use of different pedagogical approaches when teaching FMS. We conclude the promotion of FMS is an important focus in Physical Education (PE) and sport and provide future research questions for investigation.
Publisher: Springer Science and Business Media LLC
Date: 2012
Publisher: Frontiers Media SA
Date: 07-06-2018
Publisher: Human Kinetics
Date: 04-2019
Publisher: SAGE Publications
Date: 10-2011
Abstract: This article presents a systematic review of published literature on the effectiveness of physical education in promoting participation in physical activity, enjoyment of physical activity and movement skill proficiency in children and adolescents. The review utilized a literature search, specifically publications listed in Ovid, A+ Education, ERIC, Sports Discus, Science Direct, PsychInfo from 1990 to June 2010. The literature search yielded 27,410 potentially relevant publications. Twenty-three articles met the inclusion criteria established for this review and applied by three independent reviewers. Articles were rated independently by three reviewers using a 10-item methodological quality scale derived from the CONSORT 2010 statement. The results of the review detail the nature, scope and focus of intervention strategies reported, and reported outcomes of interventions. The most effective strategies to increase children’s levels of physical activity and improve movement skills in physical education were direct instruction teaching methods and providing teachers with sufficient and ongoing professional development in using these physical education (PE) instruction methods. However, the review revealed a lack of high quality evaluations and statistical power to draw conclusions concerning the effectiveness of interventions conducted in physical education and school sport to improve enjoyment outcomes. It is argued that adequately powered interventions that target movement skills in secondary schools and evaluate school sport curriculum are urgently needed.
Publisher: Elsevier BV
Date: 10-2017
Abstract: Skin cancer represents a major health issue for Australia. Childhood sun exposure is an important risk factor and evidence suggests the use of sun protection measures by Australian school children could be improved. This study examines how the SunSmart Program, a school-based skin cancer prevention resource, can be supported to further increase sun protection behaviours to assist in lowering skin cancer incidence. The Health Promoting Schools (HPS) framework was adopted to select key stakeholders from a convenience s le of five school communities. Students, teaching staff and parents participated in semi-structured focus group and in idual interviews. A thematic analysis was used to extract key themes from the data. Although these school communities were aware of sun protection practices and the risks associated with sun exposure, their understandings of the SunSmart Program were limited. Sun protection policy implementation was inconsistent and students were unlikely to engage in sun protection practices beyond the school setting. School communities require additional support and engagement to holistically enforce the principles of the SunSmart Program.
Publisher: Springer Science and Business Media LLC
Date: 18-02-2023
DOI: 10.1186/S12966-023-01423-3
Abstract: The physical literacy (PL) concept integrates different personal (e.g., physical, cognitive, psychological/affective, social) determinants of physical activity and has received growing attention recently. Although practical efforts increasingly adopt PL as a guiding concept, latest evidence has shown that PL interventions often lack specification of important theoretical foundations and basic delivery information. Therefore, the goal of the present study was to develop an expert-based template that supports researchers and practitioners in planning and reporting PL interventions. The development process was informed by Moher et al.’s guidance for the development of research reporting guidelines. We composed a group of ten distinguished experts on PL. In two face-to-face meetings, the group first discussed a literature-driven draft of reporting items. In the second stage, the experts anonymously voted and commented on the items in two rounds (each leading to revisions) until consensus was reached. The panel recommended that stakeholders of PL initiatives should tightly interlock interventional aspects with PL theory while ensuring consistency throughout all stages of intervention development. The Physical Literacy Interventions Reporting Template (PLIRT) encompasses a total of 14 items (two additional items for mixed-methods studies) in six different sections: title (one item), background and definition (three items), assessment (one item each for quantitative and qualitative studies), design and content (five items), evaluation (one item plus one item each for quantitative and qualitative studies), discussion and conclusion (two items). The PLIRT was designed to facilitate improved transparency and interpretability in reports on PL interventions. The template has the potential to close gaps between theory and practice, thereby contributing to more holistic interventions for the fields of physical education, sport, and health.
Publisher: Wiley
Date: 15-05-2021
DOI: 10.1111/BJEP.12422
Abstract: Mental health problems are a growing and significant issue in the Australian education system. Research has suggested that resilience can be learned and that schools can play an important role in developing resilient skills among youth however, rigorous evaluation of interventions promoting resilience is limited. As martial arts training has been found to have psychological benefits such as increased confidence and self‐esteem, this study investigated whether a 10‐week martial arts training programme was an efficacious sports‐based mental health intervention that promoted resilience in secondary school students. Two hundred and eighty‐three secondary school students (age range 12–14 years) participated in the study. The study examined the effects of martial arts training on participants’ resilience by delivering a 10‐week martial arts‐based intervention in secondary school settings. The intervention was evaluated using quantitative methodology and an experimental research design using a randomized controlled trial which measured participant responses at baseline, post‐intervention, and follow‐up. The study found that the martial arts‐based intervention had a significantly positive effect on developing students’ resilience. This was especially apparent when the intervention and control group’s mean resilience outcomes were compared. Resilience outcomes appeared to be stronger immediately following the intervention compared with 12‐week follow‐up. Given the prevalence of mental illness among Australian youth, the current study provides robust evidence that students’ resilience can be improved using martial arts‐based interventions delivered in school settings. Australian New Zealand Clinical Trials Register ACTRN12618001405202. Registered 21 August 2018.
Publisher: Human Kinetics
Date: 04-2019
Abstract: Purpose : The development of a physical literacy definition and standards framework suitable for implementation in Australia. Method : Modified Delphi methodology. Results : Consensus was established on four defining statements: Core —Physical literacy is lifelong holistic learning acquired and applied in movement and physical activity contexts Composition —Physical literacy reflects ongoing changes integrating physical, psychological, cognitive, and social capabilities Importance —Physical literacy is vital in helping us lead healthy and fulfilling lives through movement and physical activity and Aspiration —A physically literate person is able to draw on his/her integrated physical, psychological, cognitive, and social capacities to support health promoting and fulfilling movement and physical activity, relative to the situation and context, throughout the lifespan. The standards framework addressed four learning domains (physical, psychological, cognitive, and social), spanning five learning configurations/levels. Conclusion : The development of a bespoke program for a new context has important implications for both existing and future programs.
Publisher: MDPI AG
Date: 23-06-2020
Abstract: The aim of this communication is to highlight synergies and opportunities between the fields of education, sport and health and the performing arts for the promotion of physical literacy. First, physical literacy is introduced and then defined according to the definition used in this communication. Secondly, we highlight the gap in physical literacy interventions, in that they do not address learning based on a holistic comprehensive definition of physical literacy. Then we provide ex les of interventions that do borrow from the arts, such as circus arts, and show how these approaches explicitly link to the discipline of arts. This is followed by program ex les, which approach motor and language development from discipline-specific perspectives. Then we introduce actor training (within the discipline of arts) in terms of how this approach may be useful to our understanding of physical literacy and how to expand the conception of physical literacy to include affective meaning making, and tolerance for ambiguity and discomfort in not-knowing. Finally, we conclude with the next step for the bridging of disciplines in order to further our journey to understand and improve physical literacy.
Location: United Kingdom of Great Britain and Northern Ireland
No related grants have been discovered for Dean Dudley.