Complementing the Australian primary school Health and Physical Education (HPE) curriculum: Exploring children's HPE learning experiences within varying school ground equipment contexts

Brendon Hyndman, Linda Mahony, Aue Te Ava, Sue Smith, Georgie Nutton

Research output: Contribution to journalArticle

5 Citations (Scopus)

Abstract

This paper unearths how primary school children experience and can complement the Australian HPE curriculum within three unique school ground equipment scenarios that include an ‘empty’, ‘loose parts’ and a ‘traditional’ school ground context. Using direct observation, 490 scans were undertaken of the school grounds over five days. Field note observations recorded children's HPE learning experiences according to the curriculum, and predominant physical activity types and intensities were recorded. Implementing a variety of school ground equipment provisions was revealed to be important compared to the ‘empty’ school ground context for primary school children to meet HPE curriculum objectives.
Original languageEnglish
Pages (from-to)613-628
Number of pages16
JournalEducation 3-13
Volume45
Issue number5
Early online date03 Mar 2016
DOIs
Publication statusPublished - 01 Oct 2017

Fingerprint

education curriculum
physical education
health promotion
primary school
school
learning
experience
schoolchild
scenario
curriculum

Cite this

@article{244339f2515c4a8e9a39fcf6b451a7fa,
title = "Complementing the Australian primary school Health and Physical Education (HPE) curriculum: Exploring children's HPE learning experiences within varying school ground equipment contexts",
abstract = "This paper unearths how primary school children experience and can complement the Australian HPE curriculum within three unique school ground equipment scenarios that include an ‘empty’, ‘loose parts’ and a ‘traditional’ school ground context. Using direct observation, 490 scans were undertaken of the school grounds over five days. Field note observations recorded children's HPE learning experiences according to the curriculum, and predominant physical activity types and intensities were recorded. Implementing a variety of school ground equipment provisions was revealed to be important compared to the ‘empty’ school ground context for primary school children to meet HPE curriculum objectives.",
keywords = "Physical education, Curricula (Courses of study), School grounds, Schools -- Australia, Physical activity, curriculum, equipment, Health and Physical Education (HPE), physical activity, Primary school, school grounds",
author = "Brendon Hyndman and Linda Mahony and {Te Ava}, Aue and Sue Smith and Georgie Nutton",
year = "2017",
month = "10",
day = "1",
doi = "10.1080/03004279.2016.1152282",
language = "English",
volume = "45",
pages = "613--628",
journal = "Education 3-13",
issn = "0300-4279",
publisher = "Routledge",
number = "5",

}

TY - JOUR

T1 - Complementing the Australian primary school Health and Physical Education (HPE) curriculum

T2 - Exploring children's HPE learning experiences within varying school ground equipment contexts

AU - Hyndman, Brendon

AU - Mahony, Linda

AU - Te Ava, Aue

AU - Smith, Sue

AU - Nutton, Georgie

PY - 2017/10/1

Y1 - 2017/10/1

N2 - This paper unearths how primary school children experience and can complement the Australian HPE curriculum within three unique school ground equipment scenarios that include an ‘empty’, ‘loose parts’ and a ‘traditional’ school ground context. Using direct observation, 490 scans were undertaken of the school grounds over five days. Field note observations recorded children's HPE learning experiences according to the curriculum, and predominant physical activity types and intensities were recorded. Implementing a variety of school ground equipment provisions was revealed to be important compared to the ‘empty’ school ground context for primary school children to meet HPE curriculum objectives.

AB - This paper unearths how primary school children experience and can complement the Australian HPE curriculum within three unique school ground equipment scenarios that include an ‘empty’, ‘loose parts’ and a ‘traditional’ school ground context. Using direct observation, 490 scans were undertaken of the school grounds over five days. Field note observations recorded children's HPE learning experiences according to the curriculum, and predominant physical activity types and intensities were recorded. Implementing a variety of school ground equipment provisions was revealed to be important compared to the ‘empty’ school ground context for primary school children to meet HPE curriculum objectives.

KW - Physical education

KW - Curricula (Courses of study)

KW - School grounds

KW - Schools -- Australia

KW - Physical activity

KW - curriculum

KW - equipment

KW - Health and Physical Education (HPE)

KW - physical activity

KW - Primary school

KW - school grounds

U2 - 10.1080/03004279.2016.1152282

DO - 10.1080/03004279.2016.1152282

M3 - Article

VL - 45

SP - 613

EP - 628

JO - Education 3-13

JF - Education 3-13

SN - 0300-4279

IS - 5

ER -