Facilitators and Barriers to Adopting Evidence-Based Physical Education in Elementary Schools

Lounsbery, Monica; McKenzie, Thomas L.; Trost, Stewart G.; Smith, Nicole J.

doi:10.1123/jpah.8.s1.s17

Cited by 59 publications

(52 citation statements)

References 27 publications

(36 reference statements)

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“…For example, in a study in the US, McKenzie (2007b) complained that physical educators are rarely trained to be effective in teaching behavioural skills, promoting physical activity beyond the gymnasium, or doing the kind of social marketing required to encourage sustained physical activity engagement. Furthermore, a study by Lounsbery, McKenzie, Trost & Smith (2011) argued that a lack of critical awareness and accountability in schools presented persistent barriers to the dissemination and adoption of evidence-based health-PE programmes. In Germany, it was reported that few PE programmes focus on health in any systematic or specialised way and that PE teachers tend to focus on developing young people"s sporting abilities.…”

Section: Towards the Development Of New 'Pe-for-health' Pedagogiesmentioning

confidence: 99%

Making the Case for Developing New PE-for-Health Pedagogies

Armour

Harris

2013

Quest

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This paper argues for a new direction in research on health education within physical education (PE). Governments are increasingly looking to schools as a convenient form of public health investment. PE is implicated in health because of its core focus on physical activity, but there is little evidence to suggest that PE improves health outcomes.Moreover, although there has been interest in health-focussed curriculum activities and interventions, there has been a surprising silence around the pedagogies to be used in the health dimension of PE practices. This paper critically reviews claims made about the role of PE in public health, and considers how health has been conceptualised in PE over time. The professional development needs of PE teachers in health are examined, and it is argued that the development of new, complex, evidence-based and personalised "PE-forhealth" pedagogies is the next major step to be taken in PE research.

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Section: Towards the Development Of New 'Pe-for-health' Pedagogiesmentioning

confidence: 99%

Making the Case for Developing New PE-for-Health Pedagogies

Armour

Harris

2013

Quest

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“…For example, Lanier et al [101] found that teachers were often unaware of their respective school's wellness policies, and two studies identified the school principals' leadership as key to improved physical activity and nutrition policy implementation [102,103]. One study identified that lower complexity, higher compatibility, and greater perceived relative advantage assisted schools in implementing nutrition guidelines [104].…”

Section: Policy Issuesmentioning

confidence: 99%

Current Trends in Childhood Obesity Research

2012

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Childhood obesity is a global health issue. To identify research trends and gaps of childhood obesity research, we reviewed MEDLINE publications from January 2011 to May 2012 and qualitatively analyzed the major domains and themes of research focus. Major domains are: measurements, obesity correlates, prevention interventions, treatment interventions, and policy issues. Key advances and innovations are highlighted within each domain. Emerging areas include the advancement of measurement methodologies that simultaneously capture individual and contextual information across time, analysis of policy problems, and the development of multilevel, community interventions. However, few effective and sustainable interventions are exemplified; some strategies are promising. Recommendations for future research includes the adoption of a systems approach that integrates individual, environmental, and policy change, the scale up and diffusion of innovations, studies of intended and unintended policy impacts, and the design and testing of effective social marketing strategies.

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“…This is of note, given that the control groups in these studies received the same time in PE or "dose" as the intervention group and both intervention and control groups had PE specialists deliver the respective programs. Given the issues identified in primary school PE internationally, including the constraints of a "crowded curriculum" [60][61][62][63] , further strategies to integrate FMS learning beyond the school may have merit. This was a successful strategy used in 4 studies in the after-school setting 35,37,42,45 and by using supplementary home-based FMS tasks.…”

Section: Fms Intervention Characteristics and Pedagogical Approachesmentioning

confidence: 99%

Fundamental Movement Skill Interventions in Youth: A Systematic Review and Meta-analysis

et al. 2013

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BACKGROUND: Fundamental movement skill (FMS) proficiency is positively associated with physical activity and fitness levels. The objective of this study was to systematically review evidence for the benefits of FMS interventions targeting youth. METHODS:A search with no date restrictions was conducted across 7 databases. Studies included any school-, home-, or community-based intervention for typically developing youth with clear intent to improve FMS proficiency and that reported statistical analysis of FMS competence at both preintervention and at least 1 other postintervention time point. Study designs included randomized controlled trials (RCTs) using experimental and quasi-experimental designs and single group pre-post trials. Risk of bias was independently assessed by 2 reviewers.RESULTS: Twenty-two articles (6 RCTs, 13 quasi-experimental trials, 3 pre-post trials) describing 19 interventions were included. All but 1 intervention were evaluated in primary/elementary schools. All studies reported significant intervention effects for $1 FMS. Metaanalyses revealed large effect sizes for overall gross motor proficiency (standardized mean difference [SMD] = 1.42, 95% confidence interval [CI] 0.68-2.16, Z = 3.77, P , .0002) and locomotor skill competency (SMD = 1.42, 95% CI 0.56-2.27, Z = 3.25, P = .001). A medium effect size for object control skill competency was observed (SMD = 0.63, 95% CI 0.28-0.98, Z = 3.53, P = .0004). Many studies scored poorly for risk of bias items.

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Facilitators and Barriers to Adopting Evidence-Based Physical Education in Elementary Schools

Cited by 59 publications

References 27 publications

Making the Case for Developing New PE-for-Health Pedagogies

Making the Case for Developing New PE-for-Health Pedagogies

Current Trends in Childhood Obesity Research

Fundamental Movement Skill Interventions in Youth: A Systematic Review and Meta-analysis

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