Preparing physical and health education pre-service teachers to support students’ physical activity and wellbeing during the school day

Heikinaro-Johansson, Pilvikki; Hasanen, Elina; McEvoy, Eileen; Lyyra, Nelli

doi:10.1080/18377122.2017.1418181

Cited by 4 publications

(5 citation statements)

References 21 publications

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“…There were no statistically significant differences between the groups observed regarding the impact of the subjects structured in Factor 1-training contributing to the development of skills in managing the teaching-learning processes in PE. Both groups considered that the subjects taken helped them a lot in developing skills related to the design and implementation of didactic interventions and assessment, which are vital aspects for managing such contents [15][16][17], and similarly with students from both degrees [6,22]. However, there was a training shortcoming observed in developing skills for addressing inclusion and diversity by PE, which both groups valued as slightly or not at all trained.…”

Section: Discussionmentioning

confidence: 99%

“…The first scope of content approached the implementation of educational practices [12] focused on diversity from an inclusion and equity point of view [7,13,14]. Taking this into account [15][16][17], such training highlighted the importance of specific teaching modules oriented toward didactic interventions associated with training assessment [18][19][20][21]. According to Alonso and Campos-Izquierdo et al [6,22], although ITTPE has already this instrumental emphasis, more classroom inclusive practices ought to be encouraged [23][24][25] to shape teacher profiles in more sensitive ways toward groups with special needs [26][27][28].…”

Section: Training Scopes In Initial Teacher Training In Physical Educ...mentioning

confidence: 99%

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Teaching Skills Assessment in Initial Teacher Training in Physical Education

et al. 2020

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This paper assessed the impact of two teacher training degrees in Physical Education, one focusing on primary school teaching and the other one concerning secondary school teaching. Data from students of both degrees were statistically compared and contrasted taking into account four training scopes from the Questionnaire of Perception of Teaching Skills in Physical Education. A three-stage analysis was carried out: (i) a descriptive stage, (ii) an invariance analysis, and (iii) a comparison of latent means across the degrees. The results show significant statistical differences between the two degrees regarding the training impact on developing skills for physical and motor development basics, contents for learning, and physical activity promoting health; however, no statistically significant differences were found regarding the learning and teaching processes in Physical Education. Moreover, in both degrees, the training proved to be insufficient for developing the skill in inclusive education.

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Section: Discussionmentioning

confidence: 99%

Section: Training Scopes In Initial Teacher Training In Physical Educ...mentioning

confidence: 99%

Teaching Skills Assessment in Initial Teacher Training in Physical Education

et al. 2020

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“…Initial teacher training and in-service training (CPD) are central to enhancing the capability and motivation of school staff to implement physical activity. Currently, initial teacher training fails to provide newly qualified teachers with sufficient capability to become effective whole-school physical activity practitioners [34,[56][57][58]. Until initial teacher training evolves to meet the demands of contemporary teachers who are tasked with delivering a curriculum focussed on physical, social and emotional development, high-quality inservice training (CPD) is required [58].…”

Section: Teacher Training and Behavioural Change Theorymentioning

confidence: 99%

Using a multi-stakeholder experience-based design process to co-develop the Creating Active Schools Framework

Daly-Smith

Quarmby

Archbold

et al. 2020

Int J Behav Nutr Phys Act

127

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Background: UK and global policies recommend whole-school approaches to improve childrens' inadequate physical activity (PA) levels. Yet, recent meta-analyses establish current interventions as ineffective due to suboptimal implementation rates and poor sustainability. To create effective interventions, which recognise schools as complex adaptive sub-systems, multi-stakeholder input is necessary. Further, to ensure 'systems' change, a framework is required that identifies all components of a whole-school PA approach. The study's aim was to codevelop a whole-school PA framework using the double diamond design approach (DDDA).Methodology: Fifty stakeholders engaged in a six-phase DDDA workshop undertaking tasks within same stakeholder (n = 9; UK researchers, public health specialists, active schools coordinators, headteachers, teachers, active partner schools specialists, national organisations, Sport England local delivery pilot representatives and international researchers) and mixed (n = 6) stakeholder groupings. Six draft frameworks were created before stakeholders voted for one 'initial' framework. Next, stakeholders reviewed the 'initial' framework, proposing modifications. Following the workshop, stakeholders voted on eight modifications using an online questionnaire.Results: Following voting, the Creating Active Schools Framework (CAS) was designed. At the centre, ethos and practice drive school policy and vision, creating the physical and social environments in which five key stakeholder groups operate to deliver PA through seven opportunities both within and beyond school. At the top of the model, initial and in-service teacher training foster teachers' capability, opportunity and motivation (COM-B) to deliver whole-school PA. National policy and organisations drive top-down initiatives that support or hinder wholeschool PA.Summary: To the authors' knowledge, this is the first time practitioners, policymakers and researchers have codesigned a whole-school PA framework from initial conception. The novelty of CAS resides in identifying the multitude of interconnecting components of a whole-school adaptive sub-system; exposing the complexity required to create systems change. The framework can be used to shape future policy, research and practice to embed sustainable PA interventions within schools. To enact such change, CAS presents a potential paradigm shift, providing a map and method to guide future co-production by multiple experts of PA initiatives 'with' schools, while abandoning outdated traditional approaches of implementing interventions 'on' schools.

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“…Initial teacher training and in-service training (CPD) are central to enhancing the capability and motivation of school staff to implement physical activity. Currently, initial teacher training fails to provide newly qualified teachers with sufficient capability to become effective whole-school physical activity practitioners[52][53][54][55].Until initial teacher training evolves to meet the demands of contemporary teachers who are tasked with delivering a curriculum focussed on physical, social and emotional development, high-quality inservice training (CPD) is required[55]. Training should enhance delivery skills, while also upskilling teachers and school leaders to lead systems change for physical activity.…”

mentioning

confidence: 99%

Using a multi-stakeholder experience-based design process to co-develop the Creating Active Schools Framework

Daly-Smith

Quarmby

Archbold

et al. 2019

Preprint

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Background UK and global policies recommend whole-school approaches to improve childrens’ inadequate physical activity (PA) levels. Yet, recent meta-analyses establish current interventions as ineffective due to suboptimal implementation rates and poor sustainability. To create effective and sustainable interventions which recognise schools as complex adaptive sub-systems, multi-stakeholder input is necessary. Further, to ensure ‘systems’ change, a framework is required that identifies the many components of a whole-school PA approach. The aim of this paper was to co-develop a whole-school PA framework using the double diamond design approach (DDDA); a four-stage reflective process to discover, define, develop, and deliver an innovative solution to a problem. Framework development process Fifty stakeholders engaged in a six-phase DDDA workshop undertaking tasks within same stakeholder (n=9; UK researchers, public health specialists, active schools coordinators, headteachers, teachers, active partner schools specialists, national organisations, Sport England local delivery pilot representatives and international researchers) and mixed (n=6) stakeholder groupings. Six draft frameworks were created before stakeholders selected one ‘initial’ framework through an individual voting process. Next, stakeholders reviewed the ‘initial’ framework, proposing modifications. Following the workshop, the original stakeholders voted on eight proposed modifications using an online questionnaire. Following voting, the final Creating Active Schools (CAS) Framework was designed. Summary To the authors knowledge, this is the first time practitioners, policy makers and researchers who understand the powerful driving agents of school systems and teacher and pupil PA behaviour, have co-designed a whole-school PA framework from initial conception. The novelty of the CAS framework resides in formally identifying the multitude of interconnecting elements of a whole-school adaptive sub-system; exposing the complexity required to create systems change. The CAS framework can be used to shape future policy, research and practice to embed sustainable PA interventions within schools. To enact such change, the CAS framework presents a potential paradigm shift, providing a map and method to guide future co-production by multiple experts of PA initiatives ‘with’ schools, while abandoning outdated traditional approaches of implementing interventions ‘on’ schools.

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Preparing physical and health education pre-service teachers to support students’ physical activity and wellbeing during the school day

Cited by 4 publications

References 21 publications

Teaching Skills Assessment in Initial Teacher Training in Physical Education

Teaching Skills Assessment in Initial Teacher Training in Physical Education

Using a multi-stakeholder experience-based design process to co-develop the Creating Active Schools Framework

Using a multi-stakeholder experience-based design process to co-develop the Creating Active Schools Framework

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