Classroom Teachers' Perceptions of the Impact of Barriers to Teaching Physical Education on the Quality of Physical Education Programs

Morgan, P.; Hansen, Vibeke

doi:10.1080/02701367.2008.10599517

Cited by 234 publications

(177 citation statements)

References 13 publications

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“…Thus, our results can be attributed to the physical activity component of the intervention, which included (i) the rearrangement of the classroom in order to assist the children to be more active, (Yasmeen et al) . Many teachers lack the skill to teach physical education efficiently (Morgan & Hansen, 2008). It is necessary for teachers to understand the process of developing motor skills and abilities, their importance and ways of teaching.…”

Section: Discussionmentioning

confidence: 99%

Effects of a kindergarten-based, family-involved intervention on motor performance ability in 3- to 6-year-old children: the ToyBox-study

Birnbaum

Geyer

Kirchberg

et al. 2016

Journal of Sports Sciences

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This study aimed to examine the effect of the ToyBox-intervention, a kindergarten-based, family-involved intervention on different components of motor performance ability in children aged 3 to 6 years. We also assessed the influence of demographic and anthropometric, social and behavioural factors on effects of the intervention. The intervention and control were cluster-randomized (2:1 ratio) and children's anthropometry and two motor test items covering coordination (jumping from side to side, JSS) and strength (standing long jump, SLJ) were assessed before and after the intervention over one year. 1,293 children with different socio-economic status from 45 kindergartens in Germany were included (intervention, n=863; control, n=430). The intervention group showed a better improvement in JSS over time (P=0.01) and tended to improve better in SLJ (P=0.08). The intervention was more effective in boys than in girls with respect to SLJ (P=0.01). Children aged <4.5 years did not show a significant benefit of the intervention while older children improved (SLJ, P=0.004; JSS, P=0.04). The subgroup of children with low SES improved in JSS (P=0.0001) whether no significant changes were detectable in the subgroups with medium and high SES. The ToyBox-intervention improved specific components of motor performance ability in early childhood. Future programs should consider specific targeting of subgroups based on gender, age and SES.

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Section: Discussionmentioning

confidence: 99%

Effects of a kindergarten-based, family-involved intervention on motor performance ability in 3- to 6-year-old children: the ToyBox-study

Birnbaum

Geyer

Kirchberg

et al. 2016

Journal of Sports Sciences

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“…However, it is unclear whether teachers will have to assess and report student achievement against FMS proficiency. Current practice would suggest this is unlikely 10 but, given the evidence, this is what we should be striving for.…”

mentioning

confidence: 99%

“…However, this is cautioned by available evidence that shows there is strong and consistent consensus that generalist classroom teachers lack confidence to teach physical education, feel inadequately trained and prepared and tend to place physical education as a lower priority in an already 'crowded' curriculum. 9,10 There is also an immediate opportunity with the development of the Australian National HPE curriculum for primary and high schools to place opportunities to develop FMS centre stage in HPE programs. The public consultation phase for the Draft HPE curriculum has recently closed and it is currently being revised for publication in late 2013.…”

mentioning

confidence: 99%

Australian children lack the basic movement skills to be active and healthy

Barnett

Hardy

Lubans

et al. 2013

Health Prom J of Aust

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The authors make a case for urgent action to ensure all Australian children are provided with the opportunity to develop competence and confidence in fundamental movement skills (FMS), which will help them to be physically active, fit and to have a healthy body composition. It is suggested that cooperation and commitment between public health, education and early childhood sectors is required. The authors advocate that FMS development should be highlighted in all relevant policy documents, that children should be given opportunities to be taught FMS during the preschool years and that primary schools should provide a quality health and physical education programs.

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“…In a study among primary school teachers, it was found that many were unable to fit in the mandatory hours across all subject areas, with most participants admitting that PE was the first to suffer (Morgan & Hansen, 2008a, 2008b. There is a range of other factors impacting on teachers, these include their lack of confidence to teach PE, a lack of time, poor facilities, inadequate resources and low levels of interest in PE in general.…”

Section: Primary School Context In New South Walesmentioning

confidence: 99%

Implementing Sport, Physical Activity and Physical Education in New South Wales, Australia, primary schools

Evans

Curry²

2018

AGORA EFyD

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Abstract. A renewed focus on Physical Education in New SouthWales primary schools has the potential to act as an intervention that has positive long-term implications for the whole population. The introduction of physical education (PE) as part of the National Curriculum means the role of PE in Australian primary schools is now open for renewed attention. The rise of an international obesity epidemic means that that the role of PE in primary schools has the potential to make a positive impact on public health outcomes. There could be significant long term savings from well-organized PE programs in primary schools delivered by teaching staff educated in quality physical education. In addition there is also an historical and emerging body of research which links physical activity to academic performance. However not all teachers in primary schools have the skills or life experiences to effectively teach PE. In order to achieve these outcomes we posit that the use of a Game Centered Teaching approach and the use of an underlying pedagogy have the potential to provide more meaningful experiences for students and teachers. In order to implement a Game Centered Teaching approach we advocate the use of specialist PE teachers rather than outsourcing the delivery of PE in schools Keywords: Physical activity; physical education; primary schools; pedagogy; quality teaching; game centred teaching. Resumen. Un emergente nuevo enfoque de la Educación Física (EF) para la Educación Primaria en Nueva Gales del Sur, Australia, tiene el potencial de generar una forma de intervención que puede traer consigo positivas consecuencias a largo plazo para toda la población. La introducción de la EF dentro del Currículo Nacional va a provocar que se preste una renovada atención sobre el papel de la EF en las escuelas primarias australianas. El incremento de la obesidad como epidemia internacional abre la puerta para que la EF en las escuelas primarias contribuya positivamente a la mejora de la salud pública. En este contexto, unos buenos programas de EF para la educación primaria, desarrollados por profesorado formado para impartir una EF de calidad, pueden dar lugar a beneficios significativos a largo plazo. Por otra parte, hay también un importante corpus de investigación, pasado y presente, que vincula la actividad física al rendimiento académico. No obstante, no todos los docentes de educación primaria poseen los conocimientos ni la experiencia que les permita impartir una EF de calidad. Con el fin de lograr los resultados esperados, proponemos un enfoque de la Enseñanza Centrada en el Juego (Game Centered Teaching) y la subyacente pedagogía porque tienen el potencial de proporcionar unas experiencias más significativas para estudiantes y profesores. Para poner en marcha dicho enfoque, abogamos porque los responsables de su desarrollo en las escuelas sean los docentes especialistas en EF -y no personal subcontratado externo-.Palabras clave. Educación Física; actividad física; escuela primaria; pedagogía; calidad de la enseñanza; enseñ...

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Classroom Teachers' Perceptions of the Impact of Barriers to Teaching Physical Education on the Quality of Physical Education Programs

Cited by 234 publications

References 13 publications

Effects of a kindergarten-based, family-involved intervention on motor performance ability in 3- to 6-year-old children: the ToyBox-study

Effects of a kindergarten-based, family-involved intervention on motor performance ability in 3- to 6-year-old children: the ToyBox-study

Australian children lack the basic movement skills to be active and healthy

Implementing Sport, Physical Activity and Physical Education in New South Wales, Australia, primary schools

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