Characteristics of Teacher Training in School-Based Physical Education Interventions to Improve Fundamental Movement Skills and/or Physical Activity: A Systematic Review

Lander, Natalie; Eather, Narelle; Morgan, Philip J.; Salmon, Jo; Barnett, Lisa M.

doi:10.1007/s40279-016-0561-6

Cited by 140 publications

(137 citation statements)

References 101 publications

(357 reference statements)

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“…For example, Jones et al [15] found small to medium effect sizes in favor of the FMS professional development intervention group compared to the control group. Despite the importance of FMS, the impact of FMS interventions on ECEC educators appears to be understudied [16]. It is therefore vital for studies to evaluate the impact of FMS professional development programs on educator physical activity practices.…”

Section: Introductionmentioning

confidence: 99%

Nature Play and Fundamental Movement Skills Training Programs Improve Childcare Educator Supportive Physical Activity Behavior

Bai

Thornton

Lester

et al. 2019

IJERPH

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Background: Physical activity professional development programs for Early Childhood Education and Care (ECEC) educators are a viable strategy for improving preschool children’s physical activity behavior. This pilot intervention evaluated the effectiveness of ‘nature play’ and ‘fundamental movement skills’ (FMS) professional development programs on ECEC educators’ practices on physical activity. Methods: 148 ECEC educators from 20 ECEC centers took part in either the Nature play or FMS professional development programs in Perth, Western Australia. Educators self-reported their physical activity related practices at baseline and three months post-professional development training, using established items. Wilcoxon’s test and adjusted models using Mann–Whitney U tests were run at the individual educator level to examine the change between baseline and post-professional development educator physical activity behavior. Results: Educators’ self-efficacy to engage children to be active significantly increased in both the Nature play and FMS professional development programs (p < 0.05). In the Nature play professional development program, ECEC educators’ perceived time set aside for children to participate in nature-based play increased by 9.2%, and their perceived behavioral control for supporting general and nature-based play activities for preschool children increased by 5% and 10.3%, respectively (p < 0.05). However, these results were no longer significant after adjusting for educator socio-demographics. Conclusion: Both the Nature play and FMS professional development programs were effective in improving educators’ self-efficacy to engage children to be active in Nature play or FMS activities. Larger pragmatic trials are required to confirm the impact of these professional development programs on educator perceived physical activity behavior.

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Section: Introductionmentioning

confidence: 99%

Nature Play and Fundamental Movement Skills Training Programs Improve Childcare Educator Supportive Physical Activity Behavior

Bai

Thornton

Lester

et al. 2019

IJERPH

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“…In EQUIP schools, a possible explanation regarding why more significant changes were not observed may be that increasing the amount of equipment alone is not enough to increase PA . In fact, teachers may have a greater impact than equipment on the amount of PA that students participate in due to their instructions and encouragement . It is also possible that the type of equipment provided to the students was not conducive to increasing the PA for those students in particular, as not all types of equipment have been shown to be equally effective in increasing PA .…”

Section: Discussionmentioning

confidence: 99%

An Evaluation of an Unstructured and Structured Approach to Increasing Recess Physical Activity

Behrens

Holeva-Eklund

Luna

et al. 2019

Journal of School Health

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BACKGROUND:The purpose of this study was to evaluate an unstructured and a structured program designed to increase physical activity (PA). The unstructured program increased the amount of equipment during recess, whereas the structured program introduced activities to students. METHODS:PA was observed using the System for Observing Play and Leisure Activity in Youth (SOPLAY) in two school districts in Colorado. Researchers recorded baseline and follow-up observations for sedentary activity, moderate PA, and vigorous PA, as well as for available equipment for the unstructured program. Observations from schools were aggregated for data analyses at the district level. RESULTS:For the program increasing equipment, moderate PA and vigorous PA increased, while sedentary behavior decreased. For the structured program, moderate PA and vigorous PA did not increase, whereas sedentary behaviors increased following the program. CONCLUSIONS:Other variables are likely influencing student PA during recess, such as teachers' interaction with students or the fidelity of the program. Results indicate that funding and implementing a program aimed at increasing PA will not necessarily accomplish that goal, and additional research should be performed to determine the best practice for increasing PA.

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“…In particular, his time (teacher overload) or availability, his training, having a supportive school environment, technical support, his skills proficiency as well as his own characteristics, level of commitment and motivation have been found as major elements to explain the successful implementation of intervention programs (Naylor et al 2015). Another review focused on the characteristics of teachers training in schoolbased education interventions to improve fundamental movement skills and physical activity practice (PAP) (Lander et al 2017). The authors from this review found that teachers training that provide pedagogy content, theoretical models or frameworks, follow-ups and technical support to the teacher during the intervention programs, were the most effective factors at improving the students PAP (Lander et al 2017).…”

Section: Factors That Influence Intervention Strategies Implementationmentioning

confidence: 99%

The role of the teacher in the implementation of a School-based intervention on the physical activity practice of children

Gadais¹,

Caron²,

Ayoub³

et al. 2019

Preprint

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INTRODUCTION: Medium or long term intervention strategies on physical activity practice (PAP) need to be more effective in their implementation by practitioners. The aim of this study was to evaluate the role of a teacher to implement the Team Pentathlon (TP) in order to improve the PAP in children. METHODS: 203 children (age: 10-13years), grades 5 and 6 (intervention group [IG] N = 104, control group [CG] N = 99) were guided to increase their PAP during an 8-week period by 5 elementary school teachers (physical education or classroom) who received 4 training sessions. Levels of PAP (self-reported) were compared between groups (IG/CG), sex, socioeconomic status of the schools and between teachers: baseline and during TP. RESULTS: Several teachers noted significant increases in PAP in the IG for both boys and girls (p<.05 or p<.01), whereas others found only small improvements in PAP. One teacher even observed higher PAP in the CG. Training session records revealed that the teacher himself, how the TP is implemented, and proper resources were the 3 elements that explained the successful implementation of the TP program. CONCLUSION: The implementation of the TP significantly increased the PAP in children. Training sessions helped teachers to implement the TP program but personal engagement, motivation, respecting protocol and adequate environment are necessary in improving the PAP of children.

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Characteristics of Teacher Training in School-Based Physical Education Interventions to Improve Fundamental Movement Skills and/or Physical Activity: A Systematic Review

Cited by 140 publications

References 101 publications

Nature Play and Fundamental Movement Skills Training Programs Improve Childcare Educator Supportive Physical Activity Behavior

Nature Play and Fundamental Movement Skills Training Programs Improve Childcare Educator Supportive Physical Activity Behavior

An Evaluation of an Unstructured and Structured Approach to Increasing Recess Physical Activity

The role of the teacher in the implementation of a School-based intervention on the physical activity practice of children

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