A Guide for Educators to Move Beyond Conventional School Playgrounds: The RE-AIM Evaluation of the Lunchtime Enjoyment Activity and Play (LEAP) Intervention

A Systematic Review of Research into the Impact of Loose Parts Play on Children’s Cognitive, Social and Emotional Development

“…Another study by the same group using qualitative interviews with teachers found unanimous reports of increased creative play and majority reports of improved activity and reduced levels of playground aggression. Similarly in a qualitative evaluation of their LPP intervention, Hyndman and colleagues report via field notes and teacher focus group data that children showed levels of creativity, engagement, pleasure and problem solving (Hyndman, Benson, & Telford, 2014a; Hyndman et al, 2014b). Additionally, social skills such as negotiation, inclusion, team work and co-operation between children were also reported to have increased.…”

Perceived Social-Ecological Barriers of Generalist Pre-Service Teachers towards Teaching Physical Education: Findings from the GET-PE study

“…Since the work of Bronfenbrenner a range of social-ecological model frameworks have been formulated to understand human behaviour and experiences within the contexts of physical education, health education, outdoor education and coaching (Wattchow et al, 2013). The barriers to teaching PE for generalist PSTs can be partly explained by the SEM framework which can be used to provide a conceptual framework to analyse, explore and understand the multiple factors that influence teacher behaviours at the intrapersonal (individual), interpersonal (social), physical environment and policy levels (Elder et al, 2007;Hyndman, Benson, & Telford, 2014;Whittle, Telford, & Benson, 2015). The intrapersonal level consists of genetic characteristics, psychological influences (Stokols, 1992), learning histories (Hovell et al 2009), behaviours, intentions and expectations (Glass and McAtee 2006).…”

The Influences on Teaching Perspectives of Australian Physical Education Teacher Education Students: The First-Year Influences on Teaching Perspectives Exploratory (FIT-PE) Study

“…With informal physical education facilitation (e.g. during school break periods) emerging as a strong consideration for PETE programs (Hyndman, Benson & Telford, 2014;Hyndman & Chancellor, 2015), further questionnaire items could also have been considered to gauge PETE students' teaching values towards facilitating learning beyond structured classes.…”