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  • Taking the ‘‘physical’’ out of physical education

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    Usher PUB1409.pdf (1.216Mb)
    Author(s)
    Usher, Wayne
    Keegan, Richard
    Edwards, Allan
    Griffith University Author(s)
    Usher, Wayne T.
    Year published
    2016
    Metadata
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    Abstract
    Australian youth (5–17) are exhibiting the most alarming statistics surrounding poor physical activity (PA) levels and increasing correlating chronic disease trends (i.e. obesity). With schools well positioned to address such concerns, this study aimed to determine the type, frequency and intensity levels of PA being undertaken by children during their physical education (PE) classes (Queensland, Australia). A cross-sectional descriptive study design was adopted, using a mixed methods approach across 10 primary schools (grades 1–5), with the purpose of determining if in fact there are appropriate PA levels undertaken and ...
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    Australian youth (5–17) are exhibiting the most alarming statistics surrounding poor physical activity (PA) levels and increasing correlating chronic disease trends (i.e. obesity). With schools well positioned to address such concerns, this study aimed to determine the type, frequency and intensity levels of PA being undertaken by children during their physical education (PE) classes (Queensland, Australia). A cross-sectional descriptive study design was adopted, using a mixed methods approach across 10 primary schools (grades 1–5), with the purpose of determining if in fact there are appropriate PA levels undertaken and implemented by PE teachers, for school-aged students. Observation of 30 students was used to assess PE class practice with Primary Outcome Variables collected from Student Activity, Lesson Context and Teacher Interaction. Further questionnaires were administered to students (n = 80), PE specialists (n = 10) and principals (n = 10). Whilst this study specifically addresses the importance of correctly structured PE lessons, further attention is directed towards identifying the impact appropriately structured PA levels have on students’ wider social and emotional well-being. Schools are encouraged to prioritise the importance of PA at a school level, for example, through re-engaging key stakeholders to ensure the delivery methods meet national and international PA guidelines.
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    Journal Title
    Cogent Education
    Volume
    3
    DOI
    https://doi.org/10.1080/2331186X.2016.1181025
    Copyright Statement
    © 2016 The Author(s). This open access article is distributed under a Creative Commons Attribution (CC-BY) 4.0 license.
    Subject
    Physical Education and Development Curriculum and Pedagogy
    Education Systems
    Curriculum and Pedagogy
    Specialist Studies in Education
    Publication URI
    http://hdl.handle.net/10072/99430
    Collection
    • Journal articles

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