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

Dean Dudley, Anthony D. Okely, Philip Pearson, Wayne G. Cotton, Peter Caputi

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Abstract

Background - 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). MethodsThis 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. ResultsThere was no significant decline in moderate-to-vigorous physical activity (MVPA) during PE (MD= -4.8%; p=.777), but a significant decline and medium negative effect in time spent in vigorous physical activity (VPA) (MD= -7.9%; p=.009) during PE was observed. Significant declines and large negative effects over time in percentage of PE time spent in management (MD= -8.8%; p<.001) and the number of observations where teachers promoted PA (MD= -20.7%; p<.001). ConclusionsThe 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.
Original languageEnglish
Pages (from-to)1-17
Number of pages17
JournalInternational Journal of Behavioral Nutrition and Physical Activity
Volume9
Issue number114
Publication statusPublished - Sep 2012

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@article{09be04d64bf34afa8bbb7a63da6ef82a,
title = "Changes in physical activity levels, lesson context, and teacher interaction during physical education in culturally and linguistically diverse Australian schools",
abstract = "Background - 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). MethodsThis 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. ResultsThere was no significant decline in moderate-to-vigorous physical activity (MVPA) during PE (MD= -4.8{\%}; p=.777), but a significant decline and medium negative effect in time spent in vigorous physical activity (VPA) (MD= -7.9{\%}; p=.009) during PE was observed. Significant declines and large negative effects over time in percentage of PE time spent in management (MD= -8.8{\%}; p<.001) and the number of observations where teachers promoted PA (MD= -20.7{\%}; p<.001). ConclusionsThe 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.",
keywords = "Open access version available, Adolescents, Cohort study, Direct observation, Feedback, Pedagogy, Sport",
author = "Dean Dudley and Okely, {Anthony D.} and Philip Pearson and Cotton, {Wayne G.} and Peter Caputi",
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volume = "9",
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Changes in physical activity levels, lesson context, and teacher interaction during physical education in culturally and linguistically diverse Australian schools. / Dudley, Dean; Okely, Anthony D.; Pearson, Philip; Cotton, Wayne G.; Caputi, Peter.

In: International Journal of Behavioral Nutrition and Physical Activity, Vol. 9, No. 114, 09.2012, p. 1-17.

Research output: Contribution to journalArticle

TY - JOUR

T1 - Changes in physical activity levels, lesson context, and teacher interaction during physical education in culturally and linguistically diverse Australian schools

AU - Dudley, Dean

AU - Okely, Anthony D.

AU - Pearson, Philip

AU - Cotton, Wayne G.

AU - Caputi, Peter

N1 - Imported on 12 Apr 2017 - DigiTool details were: month (773h) = September; Journal title (773t) = International Journal of Behavioral Nutrition and Physical Activity. ISSNs: 1479-5868;

PY - 2012/9

Y1 - 2012/9

N2 - Background - 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). MethodsThis 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. ResultsThere was no significant decline in moderate-to-vigorous physical activity (MVPA) during PE (MD= -4.8%; p=.777), but a significant decline and medium negative effect in time spent in vigorous physical activity (VPA) (MD= -7.9%; p=.009) during PE was observed. Significant declines and large negative effects over time in percentage of PE time spent in management (MD= -8.8%; p<.001) and the number of observations where teachers promoted PA (MD= -20.7%; p<.001). ConclusionsThe 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.

AB - Background - 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). MethodsThis 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. ResultsThere was no significant decline in moderate-to-vigorous physical activity (MVPA) during PE (MD= -4.8%; p=.777), but a significant decline and medium negative effect in time spent in vigorous physical activity (VPA) (MD= -7.9%; p=.009) during PE was observed. Significant declines and large negative effects over time in percentage of PE time spent in management (MD= -8.8%; p<.001) and the number of observations where teachers promoted PA (MD= -20.7%; p<.001). ConclusionsThe 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.

KW - Open access version available

KW - Adolescents

KW - Cohort study

KW - Direct observation

KW - Feedback

KW - Pedagogy

KW - Sport

M3 - Article

VL - 9

SP - 1

EP - 17

JO - International Journal of Behavioral Nutrition and Physical Activity

JF - International Journal of Behavioral Nutrition and Physical Activity

SN - 1479-5868

IS - 114

ER -