Changes in physical activity levels, lesson context, and teacher interaction during physical education in culturally and linguistically diverse Australian schools

<p<Abstract</p< <p<Background</p< <p<Recent data show that only 15% of Australian adolescents participate in adequate amounts of physical activity (PA) and those students from Asian and Middle-Eastern backgrounds in Grades 6–12 are significantly less active than their English-speaking background peers. Schools have recently been recognised as the most widely used and cost-effective setting for promoting PA among youth and one domain within schools where PA can occur regularly for all youth, regardless of cultural background or socio-economic status, is during physical education (PE).</p< <p<Methods</p< <p<This study describes changes in physical activity (PA), lesson context and teacher interaction in physical education over the first two years in culturally and linguistically diverse secondary schools. Grade 7 PE classes in six schools were randomly observed using systematic direct observation (n = 81) and then followed up over the same period (n = 51) twelve months later.</p< <p<Results</p< <p<There was no significant decline in moderate-to-vigorous physical activity (MVPA) during PE (<it<MD = −</it<4.8%; <it<p =</it< .777), but a significant decline and medium negative effect in time spent in vigorous physical activity (VPA) (<it<MD = −</it<7.9%; <it<p</it< = .009) during PE was observed. Significant declines and large negative effects over time in percentage of PE time spent in management (<it<MD = −</it<8.8%; <it<p <</it< .001) and the number of observations where teachers promoted PA (<it<MD</it< = −20.7%; <it<p</it< < .001).</p< <p<Conclusions</p< <p<The decline of VPA and teacher promotion of PA in culturally and linguistically diverse schools is of concern. Given the declines in VPA and the increases in time spent in game play, further research is needed to ascertain whether PE instruction could be improved by focussing on skill instruction and fitness in a games-based PE instruction model. Further research for increasing teacher promotion of PA during PE is needed.</p< Ausführliche Beschreibung

Gespeichert in:

Autor*in:	Dudley Dean A [verfasserIn] Okely Anthony D [verfasserIn] Pearson Philip [verfasserIn] Cotton Wayne G [verfasserIn] Caputi Peter [verfasserIn]

Format:	E-Artikel
Sprache:	Englisch

Erschienen:	2012

Schlagwörter:	Direct observation Cohort study Feedback Adolescents Sport Pedagogy

Übergeordnetes Werk:	In: International Journal of Behavioral Nutrition and Physical Activity - BMC, 2004, 9(2012), 1, p 114
Übergeordnetes Werk:	volume:9 ; year:2012 ; number:1, p 114

Links:	Link aufrufen Link aufrufen Link aufrufen Journal toc

DOI / URN:	10.1186/1479-5868-9-114

Katalog-ID:	DOAJ063632756

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allfields	10.1186/1479-5868-9-114 doi (DE-627)DOAJ063632756 (DE-599)DOAJ7a018d521a6d4c599dcf7021190fc884 DE-627 ger DE-627 rakwb eng RC620-627 RA1-1270 Dudley Dean A verfasserin aut Changes in physical activity levels, lesson context, and teacher interaction during physical education in culturally and linguistically diverse Australian schools 2012 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier <p<Abstract</p< <p<Background</p< <p<Recent data show that only 15% of Australian adolescents participate in adequate amounts of physical activity (PA) and those students from Asian and Middle-Eastern backgrounds in Grades 6–12 are significantly less active than their English-speaking background peers. Schools have recently been recognised as the most widely used and cost-effective setting for promoting PA among youth and one domain within schools where PA can occur regularly for all youth, regardless of cultural background or socio-economic status, is during physical education (PE).</p< <p<Methods</p< <p<This study describes changes in physical activity (PA), lesson context and teacher interaction in physical education over the first two years in culturally and linguistically diverse secondary schools. Grade 7 PE classes in six schools were randomly observed using systematic direct observation (n = 81) and then followed up over the same period (n = 51) twelve months later.</p< <p<Results</p< <p<There was no significant decline in moderate-to-vigorous physical activity (MVPA) during PE (<it<MD = −</it<4.8%; <it<p =</it< .777), but a significant decline and medium negative effect in time spent in vigorous physical activity (VPA) (<it<MD = −</it<7.9%; <it<p</it< = .009) during PE was observed. Significant declines and large negative effects over time in percentage of PE time spent in management (<it<MD = −</it<8.8%; <it<p <</it< .001) and the number of observations where teachers promoted PA (<it<MD</it< = −20.7%; <it<p</it< < .001).</p< <p<Conclusions</p< <p<The decline of VPA and teacher promotion of PA in culturally and linguistically diverse schools is of concern. Given the declines in VPA and the increases in time spent in game play, further research is needed to ascertain whether PE instruction could be improved by focussing on skill instruction and fitness in a games-based PE instruction model. Further research for increasing teacher promotion of PA during PE is needed.</p< Direct observation Cohort study Feedback Adolescents Sport Pedagogy Nutritional diseases. Deficiency diseases Public aspects of medicine Okely Anthony D verfasserin aut Pearson Philip verfasserin aut Cotton Wayne G verfasserin aut Caputi Peter verfasserin aut In International Journal of Behavioral Nutrition and Physical Activity BMC, 2004 9(2012), 1, p 114 (DE-627)378572342 (DE-600)2134691-4 14795868 nnns volume:9 year:2012 number:1, p 114 https://doi.org/10.1186/1479-5868-9-114 kostenfrei https://doaj.org/article/7a018d521a6d4c599dcf7021190fc884 kostenfrei http://www.ijbnpa.org/content/9/1/114 kostenfrei https://doaj.org/toc/1479-5868 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ SSG-OLC-PHA GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_206 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_602 GBV_ILN_2003 GBV_ILN_2005 GBV_ILN_2009 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2055 GBV_ILN_2111 GBV_ILN_2522 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4335 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4598 GBV_ILN_4700 AR 9 2012 1, p 114
spelling	10.1186/1479-5868-9-114 doi (DE-627)DOAJ063632756 (DE-599)DOAJ7a018d521a6d4c599dcf7021190fc884 DE-627 ger DE-627 rakwb eng RC620-627 RA1-1270 Dudley Dean A verfasserin aut Changes in physical activity levels, lesson context, and teacher interaction during physical education in culturally and linguistically diverse Australian schools 2012 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier <p<Abstract</p< <p<Background</p< <p<Recent data show that only 15% of Australian adolescents participate in adequate amounts of physical activity (PA) and those students from Asian and Middle-Eastern backgrounds in Grades 6–12 are significantly less active than their English-speaking background peers. Schools have recently been recognised as the most widely used and cost-effective setting for promoting PA among youth and one domain within schools where PA can occur regularly for all youth, regardless of cultural background or socio-economic status, is during physical education (PE).</p< <p<Methods</p< <p<This study describes changes in physical activity (PA), lesson context and teacher interaction in physical education over the first two years in culturally and linguistically diverse secondary schools. Grade 7 PE classes in six schools were randomly observed using systematic direct observation (n = 81) and then followed up over the same period (n = 51) twelve months later.</p< <p<Results</p< <p<There was no significant decline in moderate-to-vigorous physical activity (MVPA) during PE (<it<MD = −</it<4.8%; <it<p =</it< .777), but a significant decline and medium negative effect in time spent in vigorous physical activity (VPA) (<it<MD = −</it<7.9%; <it<p</it< = .009) during PE was observed. Significant declines and large negative effects over time in percentage of PE time spent in management (<it<MD = −</it<8.8%; <it<p <</it< .001) and the number of observations where teachers promoted PA (<it<MD</it< = −20.7%; <it<p</it< < .001).</p< <p<Conclusions</p< <p<The decline of VPA and teacher promotion of PA in culturally and linguistically diverse schools is of concern. Given the declines in VPA and the increases in time spent in game play, further research is needed to ascertain whether PE instruction could be improved by focussing on skill instruction and fitness in a games-based PE instruction model. Further research for increasing teacher promotion of PA during PE is needed.</p< Direct observation Cohort study Feedback Adolescents Sport Pedagogy Nutritional diseases. Deficiency diseases Public aspects of medicine Okely Anthony D verfasserin aut Pearson Philip verfasserin aut Cotton Wayne G verfasserin aut Caputi Peter verfasserin aut In International Journal of Behavioral Nutrition and Physical Activity BMC, 2004 9(2012), 1, p 114 (DE-627)378572342 (DE-600)2134691-4 14795868 nnns volume:9 year:2012 number:1, p 114 https://doi.org/10.1186/1479-5868-9-114 kostenfrei https://doaj.org/article/7a018d521a6d4c599dcf7021190fc884 kostenfrei http://www.ijbnpa.org/content/9/1/114 kostenfrei https://doaj.org/toc/1479-5868 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ SSG-OLC-PHA GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_206 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_602 GBV_ILN_2003 GBV_ILN_2005 GBV_ILN_2009 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2055 GBV_ILN_2111 GBV_ILN_2522 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4335 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4598 GBV_ILN_4700 AR 9 2012 1, p 114
allfields_unstemmed	10.1186/1479-5868-9-114 doi (DE-627)DOAJ063632756 (DE-599)DOAJ7a018d521a6d4c599dcf7021190fc884 DE-627 ger DE-627 rakwb eng RC620-627 RA1-1270 Dudley Dean A verfasserin aut Changes in physical activity levels, lesson context, and teacher interaction during physical education in culturally and linguistically diverse Australian schools 2012 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier <p<Abstract</p< <p<Background</p< <p<Recent data show that only 15% of Australian adolescents participate in adequate amounts of physical activity (PA) and those students from Asian and Middle-Eastern backgrounds in Grades 6–12 are significantly less active than their English-speaking background peers. Schools have recently been recognised as the most widely used and cost-effective setting for promoting PA among youth and one domain within schools where PA can occur regularly for all youth, regardless of cultural background or socio-economic status, is during physical education (PE).</p< <p<Methods</p< <p<This study describes changes in physical activity (PA), lesson context and teacher interaction in physical education over the first two years in culturally and linguistically diverse secondary schools. Grade 7 PE classes in six schools were randomly observed using systematic direct observation (n = 81) and then followed up over the same period (n = 51) twelve months later.</p< <p<Results</p< <p<There was no significant decline in moderate-to-vigorous physical activity (MVPA) during PE (<it<MD = −</it<4.8%; <it<p =</it< .777), but a significant decline and medium negative effect in time spent in vigorous physical activity (VPA) (<it<MD = −</it<7.9%; <it<p</it< = .009) during PE was observed. Significant declines and large negative effects over time in percentage of PE time spent in management (<it<MD = −</it<8.8%; <it<p <</it< .001) and the number of observations where teachers promoted PA (<it<MD</it< = −20.7%; <it<p</it< < .001).</p< <p<Conclusions</p< <p<The decline of VPA and teacher promotion of PA in culturally and linguistically diverse schools is of concern. Given the declines in VPA and the increases in time spent in game play, further research is needed to ascertain whether PE instruction could be improved by focussing on skill instruction and fitness in a games-based PE instruction model. Further research for increasing teacher promotion of PA during PE is needed.</p< Direct observation Cohort study Feedback Adolescents Sport Pedagogy Nutritional diseases. Deficiency diseases Public aspects of medicine Okely Anthony D verfasserin aut Pearson Philip verfasserin aut Cotton Wayne G verfasserin aut Caputi Peter verfasserin aut In International Journal of Behavioral Nutrition and Physical Activity BMC, 2004 9(2012), 1, p 114 (DE-627)378572342 (DE-600)2134691-4 14795868 nnns volume:9 year:2012 number:1, p 114 https://doi.org/10.1186/1479-5868-9-114 kostenfrei https://doaj.org/article/7a018d521a6d4c599dcf7021190fc884 kostenfrei http://www.ijbnpa.org/content/9/1/114 kostenfrei https://doaj.org/toc/1479-5868 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ SSG-OLC-PHA GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_206 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_602 GBV_ILN_2003 GBV_ILN_2005 GBV_ILN_2009 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2055 GBV_ILN_2111 GBV_ILN_2522 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4335 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4598 GBV_ILN_4700 AR 9 2012 1, p 114
allfieldsGer	10.1186/1479-5868-9-114 doi (DE-627)DOAJ063632756 (DE-599)DOAJ7a018d521a6d4c599dcf7021190fc884 DE-627 ger DE-627 rakwb eng RC620-627 RA1-1270 Dudley Dean A verfasserin aut Changes in physical activity levels, lesson context, and teacher interaction during physical education in culturally and linguistically diverse Australian schools 2012 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier <p<Abstract</p< <p<Background</p< <p<Recent data show that only 15% of Australian adolescents participate in adequate amounts of physical activity (PA) and those students from Asian and Middle-Eastern backgrounds in Grades 6–12 are significantly less active than their English-speaking background peers. Schools have recently been recognised as the most widely used and cost-effective setting for promoting PA among youth and one domain within schools where PA can occur regularly for all youth, regardless of cultural background or socio-economic status, is during physical education (PE).</p< <p<Methods</p< <p<This study describes changes in physical activity (PA), lesson context and teacher interaction in physical education over the first two years in culturally and linguistically diverse secondary schools. Grade 7 PE classes in six schools were randomly observed using systematic direct observation (n = 81) and then followed up over the same period (n = 51) twelve months later.</p< <p<Results</p< <p<There was no significant decline in moderate-to-vigorous physical activity (MVPA) during PE (<it<MD = −</it<4.8%; <it<p =</it< .777), but a significant decline and medium negative effect in time spent in vigorous physical activity (VPA) (<it<MD = −</it<7.9%; <it<p</it< = .009) during PE was observed. Significant declines and large negative effects over time in percentage of PE time spent in management (<it<MD = −</it<8.8%; <it<p <</it< .001) and the number of observations where teachers promoted PA (<it<MD</it< = −20.7%; <it<p</it< < .001).</p< <p<Conclusions</p< <p<The decline of VPA and teacher promotion of PA in culturally and linguistically diverse schools is of concern. Given the declines in VPA and the increases in time spent in game play, further research is needed to ascertain whether PE instruction could be improved by focussing on skill instruction and fitness in a games-based PE instruction model. Further research for increasing teacher promotion of PA during PE is needed.</p< Direct observation Cohort study Feedback Adolescents Sport Pedagogy Nutritional diseases. Deficiency diseases Public aspects of medicine Okely Anthony D verfasserin aut Pearson Philip verfasserin aut Cotton Wayne G verfasserin aut Caputi Peter verfasserin aut In International Journal of Behavioral Nutrition and Physical Activity BMC, 2004 9(2012), 1, p 114 (DE-627)378572342 (DE-600)2134691-4 14795868 nnns volume:9 year:2012 number:1, p 114 https://doi.org/10.1186/1479-5868-9-114 kostenfrei https://doaj.org/article/7a018d521a6d4c599dcf7021190fc884 kostenfrei http://www.ijbnpa.org/content/9/1/114 kostenfrei https://doaj.org/toc/1479-5868 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ SSG-OLC-PHA GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_206 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_602 GBV_ILN_2003 GBV_ILN_2005 GBV_ILN_2009 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2055 GBV_ILN_2111 GBV_ILN_2522 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4335 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4598 GBV_ILN_4700 AR 9 2012 1, p 114
allfieldsSound	10.1186/1479-5868-9-114 doi (DE-627)DOAJ063632756 (DE-599)DOAJ7a018d521a6d4c599dcf7021190fc884 DE-627 ger DE-627 rakwb eng RC620-627 RA1-1270 Dudley Dean A verfasserin aut Changes in physical activity levels, lesson context, and teacher interaction during physical education in culturally and linguistically diverse Australian schools 2012 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier <p<Abstract</p< <p<Background</p< <p<Recent data show that only 15% of Australian adolescents participate in adequate amounts of physical activity (PA) and those students from Asian and Middle-Eastern backgrounds in Grades 6–12 are significantly less active than their English-speaking background peers. Schools have recently been recognised as the most widely used and cost-effective setting for promoting PA among youth and one domain within schools where PA can occur regularly for all youth, regardless of cultural background or socio-economic status, is during physical education (PE).</p< <p<Methods</p< <p<This study describes changes in physical activity (PA), lesson context and teacher interaction in physical education over the first two years in culturally and linguistically diverse secondary schools. Grade 7 PE classes in six schools were randomly observed using systematic direct observation (n = 81) and then followed up over the same period (n = 51) twelve months later.</p< <p<Results</p< <p<There was no significant decline in moderate-to-vigorous physical activity (MVPA) during PE (<it<MD = −</it<4.8%; <it<p =</it< .777), but a significant decline and medium negative effect in time spent in vigorous physical activity (VPA) (<it<MD = −</it<7.9%; <it<p</it< = .009) during PE was observed. Significant declines and large negative effects over time in percentage of PE time spent in management (<it<MD = −</it<8.8%; <it<p <</it< .001) and the number of observations where teachers promoted PA (<it<MD</it< = −20.7%; <it<p</it< < .001).</p< <p<Conclusions</p< <p<The decline of VPA and teacher promotion of PA in culturally and linguistically diverse schools is of concern. Given the declines in VPA and the increases in time spent in game play, further research is needed to ascertain whether PE instruction could be improved by focussing on skill instruction and fitness in a games-based PE instruction model. Further research for increasing teacher promotion of PA during PE is needed.</p< Direct observation Cohort study Feedback Adolescents Sport Pedagogy Nutritional diseases. Deficiency diseases Public aspects of medicine Okely Anthony D verfasserin aut Pearson Philip verfasserin aut Cotton Wayne G verfasserin aut Caputi Peter verfasserin aut In International Journal of Behavioral Nutrition and Physical Activity BMC, 2004 9(2012), 1, p 114 (DE-627)378572342 (DE-600)2134691-4 14795868 nnns volume:9 year:2012 number:1, p 114 https://doi.org/10.1186/1479-5868-9-114 kostenfrei https://doaj.org/article/7a018d521a6d4c599dcf7021190fc884 kostenfrei http://www.ijbnpa.org/content/9/1/114 kostenfrei https://doaj.org/toc/1479-5868 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ SSG-OLC-PHA GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_206 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_602 GBV_ILN_2003 GBV_ILN_2005 GBV_ILN_2009 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2055 GBV_ILN_2111 GBV_ILN_2522 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4335 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4598 GBV_ILN_4700 AR 9 2012 1, p 114
language	English
source	In International Journal of Behavioral Nutrition and Physical Activity 9(2012), 1, p 114 volume:9 year:2012 number:1, p 114
sourceStr	In International Journal of Behavioral Nutrition and Physical Activity 9(2012), 1, p 114 volume:9 year:2012 number:1, p 114
format_phy_str_mv	Article
institution	findex.gbv.de
topic_facet	Direct observation Cohort study Feedback Adolescents Sport Pedagogy Nutritional diseases. Deficiency diseases Public aspects of medicine
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container_title	International Journal of Behavioral Nutrition and Physical Activity
authorswithroles_txt_mv	Dudley Dean A @@aut@@ Okely Anthony D @@aut@@ Pearson Philip @@aut@@ Cotton Wayne G @@aut@@ Caputi Peter @@aut@@
publishDateDaySort_date	2012-01-01T00:00:00Z
hierarchy_top_id	378572342
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language_de	englisch
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Schools have recently been recognised as the most widely used and cost-effective setting for promoting PA among youth and one domain within schools where PA can occur regularly for all youth, regardless of cultural background or socio-economic status, is during physical education (PE).</p< <p<Methods</p< <p<This study describes changes in physical activity (PA), lesson context and teacher interaction in physical education over the first two years in culturally and linguistically diverse secondary schools. Grade 7 PE classes in six schools were randomly observed using systematic direct observation (n = 81) and then followed up over the same period (n = 51) twelve months later.</p< <p<Results</p< <p<There was no significant decline in moderate-to-vigorous physical activity (MVPA) during PE (<it<MD = −</it<4.8%; <it<p =</it< .777), but a significant decline and medium negative effect in time spent in vigorous physical activity (VPA) (<it<MD = −</it<7.9%; <it<p</it< = .009) during PE was observed. Significant declines and large negative effects over time in percentage of PE time spent in management (<it<MD = −</it<8.8%; <it<p <</it< .001) and the number of observations where teachers promoted PA (<it<MD</it< = −20.7%; <it<p</it< < .001).</p< <p<Conclusions</p< <p<The decline of VPA and teacher promotion of PA in culturally and linguistically diverse schools is of concern. Given the declines in VPA and the increases in time spent in game play, further research is needed to ascertain whether PE instruction could be improved by focussing on skill instruction and fitness in a games-based PE instruction model. Further research for increasing teacher promotion of PA during PE is needed.</p<</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Direct observation</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Cohort study</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Feedback</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Adolescents</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Sport</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Pedagogy</subfield></datafield><datafield tag="653" ind1=" " ind2="0"><subfield code="a">Nutritional diseases. 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callnumber-first	R - Medicine
author	Dudley Dean A
spellingShingle	Dudley Dean A misc RC620-627 misc RA1-1270 misc Direct observation misc Cohort study misc Feedback misc Adolescents misc Sport misc Pedagogy misc Nutritional diseases. Deficiency diseases misc Public aspects of medicine Changes in physical activity levels, lesson context, and teacher interaction during physical education in culturally and linguistically diverse Australian schools
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topic_title	RC620-627 RA1-1270 Changes in physical activity levels, lesson context, and teacher interaction during physical education in culturally and linguistically diverse Australian schools Direct observation Cohort study Feedback Adolescents Sport Pedagogy
topic	misc RC620-627 misc RA1-1270 misc Direct observation misc Cohort study misc Feedback misc Adolescents misc Sport misc Pedagogy misc Nutritional diseases. Deficiency diseases misc Public aspects of medicine
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title	Changes in physical activity levels, lesson context, and teacher interaction during physical education in culturally and linguistically diverse Australian schools
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title_full	Changes in physical activity levels, lesson context, and teacher interaction during physical education in culturally and linguistically diverse Australian schools
author_sort	Dudley Dean A
journal	International Journal of Behavioral Nutrition and Physical Activity
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author_browse	Dudley Dean A Okely Anthony D Pearson Philip Cotton Wayne G Caputi Peter
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title_sort	changes in physical activity levels, lesson context, and teacher interaction during physical education in culturally and linguistically diverse australian schools
callnumber	RC620-627
title_auth	Changes in physical activity levels, lesson context, and teacher interaction during physical education in culturally and linguistically diverse Australian schools
abstract	<p<Abstract</p< <p<Background</p< <p<Recent data show that only 15% of Australian adolescents participate in adequate amounts of physical activity (PA) and those students from Asian and Middle-Eastern backgrounds in Grades 6–12 are significantly less active than their English-speaking background peers. Schools have recently been recognised as the most widely used and cost-effective setting for promoting PA among youth and one domain within schools where PA can occur regularly for all youth, regardless of cultural background or socio-economic status, is during physical education (PE).</p< <p<Methods</p< <p<This study describes changes in physical activity (PA), lesson context and teacher interaction in physical education over the first two years in culturally and linguistically diverse secondary schools. Grade 7 PE classes in six schools were randomly observed using systematic direct observation (n = 81) and then followed up over the same period (n = 51) twelve months later.</p< <p<Results</p< <p<There was no significant decline in moderate-to-vigorous physical activity (MVPA) during PE (<it<MD = −</it<4.8%; <it<p =</it< .777), but a significant decline and medium negative effect in time spent in vigorous physical activity (VPA) (<it<MD = −</it<7.9%; <it<p</it< = .009) during PE was observed. Significant declines and large negative effects over time in percentage of PE time spent in management (<it<MD = −</it<8.8%; <it<p <</it< .001) and the number of observations where teachers promoted PA (<it<MD</it< = −20.7%; <it<p</it< < .001).</p< <p<Conclusions</p< <p<The decline of VPA and teacher promotion of PA in culturally and linguistically diverse schools is of concern. Given the declines in VPA and the increases in time spent in game play, further research is needed to ascertain whether PE instruction could be improved by focussing on skill instruction and fitness in a games-based PE instruction model. Further research for increasing teacher promotion of PA during PE is needed.</p<
abstractGer	<p<Abstract</p< <p<Background</p< <p<Recent data show that only 15% of Australian adolescents participate in adequate amounts of physical activity (PA) and those students from Asian and Middle-Eastern backgrounds in Grades 6–12 are significantly less active than their English-speaking background peers. Schools have recently been recognised as the most widely used and cost-effective setting for promoting PA among youth and one domain within schools where PA can occur regularly for all youth, regardless of cultural background or socio-economic status, is during physical education (PE).</p< <p<Methods</p< <p<This study describes changes in physical activity (PA), lesson context and teacher interaction in physical education over the first two years in culturally and linguistically diverse secondary schools. Grade 7 PE classes in six schools were randomly observed using systematic direct observation (n = 81) and then followed up over the same period (n = 51) twelve months later.</p< <p<Results</p< <p<There was no significant decline in moderate-to-vigorous physical activity (MVPA) during PE (<it<MD = −</it<4.8%; <it<p =</it< .777), but a significant decline and medium negative effect in time spent in vigorous physical activity (VPA) (<it<MD = −</it<7.9%; <it<p</it< = .009) during PE was observed. Significant declines and large negative effects over time in percentage of PE time spent in management (<it<MD = −</it<8.8%; <it<p <</it< .001) and the number of observations where teachers promoted PA (<it<MD</it< = −20.7%; <it<p</it< < .001).</p< <p<Conclusions</p< <p<The decline of VPA and teacher promotion of PA in culturally and linguistically diverse schools is of concern. Given the declines in VPA and the increases in time spent in game play, further research is needed to ascertain whether PE instruction could be improved by focussing on skill instruction and fitness in a games-based PE instruction model. Further research for increasing teacher promotion of PA during PE is needed.</p<
abstract_unstemmed	<p<Abstract</p< <p<Background</p< <p<Recent data show that only 15% of Australian adolescents participate in adequate amounts of physical activity (PA) and those students from Asian and Middle-Eastern backgrounds in Grades 6–12 are significantly less active than their English-speaking background peers. Schools have recently been recognised as the most widely used and cost-effective setting for promoting PA among youth and one domain within schools where PA can occur regularly for all youth, regardless of cultural background or socio-economic status, is during physical education (PE).</p< <p<Methods</p< <p<This study describes changes in physical activity (PA), lesson context and teacher interaction in physical education over the first two years in culturally and linguistically diverse secondary schools. Grade 7 PE classes in six schools were randomly observed using systematic direct observation (n = 81) and then followed up over the same period (n = 51) twelve months later.</p< <p<Results</p< <p<There was no significant decline in moderate-to-vigorous physical activity (MVPA) during PE (<it<MD = −</it<4.8%; <it<p =</it< .777), but a significant decline and medium negative effect in time spent in vigorous physical activity (VPA) (<it<MD = −</it<7.9%; <it<p</it< = .009) during PE was observed. Significant declines and large negative effects over time in percentage of PE time spent in management (<it<MD = −</it<8.8%; <it<p <</it< .001) and the number of observations where teachers promoted PA (<it<MD</it< = −20.7%; <it<p</it< < .001).</p< <p<Conclusions</p< <p<The decline of VPA and teacher promotion of PA in culturally and linguistically diverse schools is of concern. Given the declines in VPA and the increases in time spent in game play, further research is needed to ascertain whether PE instruction could be improved by focussing on skill instruction and fitness in a games-based PE instruction model. Further research for increasing teacher promotion of PA during PE is needed.</p<
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Changes in physical activity levels, lesson context, and teacher interaction during physical education in culturally and linguistically diverse Australian schools

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