Effectiveness of professionally‐guided physical education on fitness outcomes of primary school children

Lucertini, Francesco; Spazzafumo, Liana; Lillo, F.; Centonze, Debora; Valentini, Manuela; Federici, Ario

doi:10.1080/17461391.2012.746732

Cited by 25 publications

(27 citation statements)

References 31 publications

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“…Therefore, it may be that access to a specialist physical education teacher predisposes children to participation in organised sports. For example, specialist physical education teachers in primary schools have been shown to facilitate greater sport-related outcomes such as higher levels of physical activity, greater fitness, and greater levels of fundamental movement skills when compared with untrained teachers [43-45]. Thus, it is possible that access to a specialist physical education teacher can predispose children to participate in organised sports by increasing skills and behaviours that are conducive to successful participation in organised sports.…”

Section: Discussionmentioning

confidence: 99%

Socio-ecological predictors of participation and dropout in organised sports during childhood

Vella

Cliff

Okely

2014

Int J Behav Nutr Phys Act

109

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BackgroundThe purpose of this study was to explore the socio-ecological determinants of participation and dropout in organised sports in a nationally-representative sample of Australian children.MethodsData were drawn from Waves 3 and 4 of the Longitudinal Study of Australian Children. In total, 4042 children aged 8.25 (SD = 0.44) years at baseline were included, with 24-months between Waves. Socio-ecological predictors were reported by parents and teachers, while cognitive and health measures were assessed by trained professionals. All predictors were assessed at age 8, and used to predict participation and dropout by age 10.ResultsSeven variables at age 8 were shown to positively predict participation in organised sports at age 10. These included: sex (boy); fewer people in household; higher household income; main language spoken at home (English); higher parental education; child taken to a sporting event; and, access to a specialist PE teacher during primary school. Four variables predicted dropout from organised sports by age 10: lower household income; main language spoken at home (non-English); lower parental education; and, child not taken to a sporting event.ConclusionsThe interplay between child sex, socioeconomic indicators, and parental support is important in predicting children’s participation in organised sports. Multilevel and multicomponent interventions to promote participation and prevent dropout should be underpinned by the Socio-Ecological Model and targeted to high risk populations using multiple levels of risk.

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Section: Discussionmentioning

confidence: 99%

Socio-ecological predictors of participation and dropout in organised sports during childhood

Vella

Cliff

Okely

2014

Int J Behav Nutr Phys Act

109

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“…Nevertheless, there is a lack of research addressing the effectiveness of PE in primary schools for the acquisition of fundamental and specific MSs. Most studies involving PE have focused on PF effects, like cardiorespiratory fitness, strength, body fat, and/or physical activity promotion Lavallée 1993a, 1994;Lucertini et al 2013;Reed et al 2013). In addition, the dose-response question is not always adequately addressed in MS development research.…”

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confidence: 99%

Effectiveness of physical education to promote motor competence in primary school children

Lopes

Stodden

Rodrigues

2017

Physical Education and Sport Pedagogy

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Background: Motor skill (MS) competence is an important contributing factor for healthy development. Purpose: The goal was to test the effectiveness of primary school physical education (PE) on MS and physical fitness (PF) development. Methods: Three classes (n = 60, aged 9.0 ± 0.9) were randomly assigned to three diverse conditions during a school year: two PE lessons/week (PE-2), three PE lessons/week (PE-3), and no PE lessons control group (CG). BMI, skinfolds, PF (9-min run/walk, sit-up, modified pull-ups), gymnastics, soccer, handball, basketball and track-and-field skills were evaluated. Effect sizes (d) were reported as magnitude of change. Results: Skinfolds significantly increased only in CG (d = 1.21). PF composite z-scores improved in PE-3 (d = 0.61), but decreased in PE-2 (d = 0.57), and had no changes in CG. Statistically significant improvement was verified in gymnastics and handball skills in both experimental groups (gymnastic: d = 2.95 and d = 2.61 for PE-3 and PE-2, respectively; handball: d = 1.87 and d = 0.57 for PE-3 and PE-2, respectively), and no changes were seen in CG. In soccer, there were improvements only in the PE-3 (d = 0.55), and in basketball only in PE-2 (d = 0.46). There were no changes in any group for track-and-field skills. Conclusions: PE programs can effectively promote PF and MS development.

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“…While intuitively this may seem the case, supporting evidence would be helpful to include given that there would be a resource cost associated with implementing such a policy and policymakers would want such evidence. Again, there are studies that support this [9,11,14,15]. Providing training is an important way of up-skilling current teachers but more evidence is needed around the minimum dose of professional development required to have an impact on child activity levels.…”

Section: Discussionmentioning

confidence: 99%

Rethinking school-based approaches to promote physical activity among children: using the evidence base more effectively

Okely

2017

Behav. Med. Pract. Policy Res.

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KeywordsPhysical activity, School-based approaches, Physical education The paper by Beauchamp, Rhodes, and Nigg [1] sets out a bold goal and one which is worth investing in given our knowledge of the health benefits of physical activity in children. It proposes three actions to address the low levels of physical activity among children and the purported lack of success of school-based interventions in promoting meaningful levels of physical activity. It is aspirational, suggesting changes in legislation to extend the school day, to employ specialist physical education (PE) teachers in primary or elementary schools, and to mandate a minimum amount of PE that should occur in schools each week.I agree with the authors that researchers, practitioners, and policymakers need to work together to more effectively promote physical activity among students in elementary schools. I also agree that each component of the proposed Btripartite framework^is worth pursuing and provide some suggestions for consideration to further strengthen the authors' main points.First, there is good evidence that school-based interventions are effective. Whole-of-school programs are one of the B7 best investments for physical activity^pro-moted in the complementary document to support the Toronto Charter for Physical Activity: A Global Call for Action [2]. To be included, each investment needed to be supported by evidence and be applicable globally. The systematic review used by the authors to argue that school-based interventions have shown limited effectiveness [3] did not focus solely on the school day. Just over half the studies (17/30) were school-based and, despite this, the review did show that there was a statistically significant intervention effect for school-based interventions for moderate-to vigorous-intensity physical activity (MVPA) (standardized mean difference [95% CI] 0.17 [0.07-0.27]). In my opinion, this difference does provide an important health benefit given MVPA is the intensity of activity recommended in physical activity guidelines for school-aged children and that current rates of meeting physical activity guidelines in children is low internationally [4]. In addition, the Metcalf review did not include studies that only reported intervention effects for a component of the day, such as school hours. As such, the effect of school-based interventions was measured across the entire day, which can be misleading when determining their effectiveness given many of the school-based interventions only targeted the school day and had little to no control over activity levels outside this time. The Metcalf review does cite one study which did report an intervention effect specifically for the school day that was more than four times greater than that reported across the entire day (0.92 vs 0.21) [3]. Before taking up the authors' suggestion to Bsubstantively rethink how we promote school-based physical activity among children,^one should be confident that what is currently being done is not working and needs fixing. This woul...

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Effectiveness of professionally‐guided physical education on fitness outcomes of primary school children

Cited by 25 publications

References 31 publications

Socio-ecological predictors of participation and dropout in organised sports during childhood

Socio-ecological predictors of participation and dropout in organised sports during childhood

Effectiveness of physical education to promote motor competence in primary school children

Rethinking school-based approaches to promote physical activity among children: using the evidence base more effectively

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