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      Changes in physical activity levels, lesson context, and teacher interaction during physical education in culturally and linguistically diverse Australian schools

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          Abstract

          Background

          Recent data show that only 15% of Australian adolescents participate in adequate amounts of physical activity (PA) and those students from Asian and Middle-Eastern backgrounds in Grades 6–12 are significantly less active than their English-speaking background peers. Schools have recently been recognised as the most widely used and cost-effective setting for promoting PA among youth and one domain within schools where PA can occur regularly for all youth, regardless of cultural background or socio-economic status, is during physical education (PE).

          Methods

          This study describes changes in physical activity (PA), lesson context and teacher interaction in physical education over the first two years in culturally and linguistically diverse secondary schools. Grade 7 PE classes in six schools were randomly observed using systematic direct observation (n = 81) and then followed up over the same period (n = 51) twelve months later.

          Results

          There was no significant decline in moderate-to-vigorous physical activity (MVPA) during PE ( MD = −4.8%; p = .777), but a significant decline and medium negative effect in time spent in vigorous physical activity (VPA) ( MD = −7.9%; p = .009) during PE was observed. Significant declines and large negative effects over time in percentage of PE time spent in management ( MD = −8.8%; p < .001) and the number of observations where teachers promoted PA ( MD = −20.7%; p < .001).

          Conclusions

          The decline of VPA and teacher promotion of PA in culturally and linguistically diverse schools is of concern. Given the declines in VPA and the increases in time spent in game play, further research is needed to ascertain whether PE instruction could be improved by focussing on skill instruction and fitness in a games-based PE instruction model. Further research for increasing teacher promotion of PA during PE is needed.

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          Most cited references6

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          Economic analysis of physical activity interventions.

          Numerous interventions have been shown to increase physical activity but have not been ranked by effectiveness or cost. This study provides a systematic review of physical activity interventions and calculates their cost-effectiveness ratios. A systematic literature review was conducted (5579 articles) and 91 effective interventions promoting physical activity were identified, with enough information to translate effects into MET-hours gained. Cost-effectiveness ratios were then calculated as cost per MET-hour gained per day per individual reached. Physical activity benefits were compared to U.S. guideline-recommended levels (1.5 MET-hours per day for adults and 3.0 MET-hours per day for children, equivalent to walking 30 and 60 minutes, respectively). The most cost-effective strategies were for point-of-decision prompts (e.g., signs to prompt stair use), with a median cost of $0.07/MET-hour/day/person; these strategies had tiny effects, adding only 0.2% of minimum recommended physical activity levels. School-based physical activity interventions targeting children and adolescents ranked well with a median of $0.42/MET-hour/day/person, generating an average of 16% of recommended physical activity. Although there were few interventions in the categories of "creation or enhanced access to places for physical activity" and "community campaigns," several were cost effective. The least cost-effective categories were the high-intensity "individually adapted behavior change" and "social support" programs, with median cost-effectiveness ratios of $0.84 and $1.16 per MET-hour/day/person. However, they also had the largest effect sizes, adding 35%-43% of recommended physical activity, respectively. Study quality was variable, with many relying on self-reported outcomes. The cost effectiveness, effect size, and study quality should all be considered when choosing physical activity interventions. Copyright © 2011 American Journal of Preventive Medicine. Published by Elsevier Inc. All rights reserved.
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            Can we skill and activate children through primary school physical education lessons? "Move it Groove it"--a collaborative health promotion intervention.

            Physical education (PE) lessons are an ideal setting to improve child fundamental movement skills (FMSs) and increase physical activity (PA) for optimal health. Despite this, few studies have assessed the potential to do both simultaneously. The "Move It Groove It" primary school intervention in New South Wales, Australia, had this opportunity. A whole school approach to implementation included establishment of school project teams, a teacher "buddy" system, project Web site, teacher training workshops, and small grants for equipment. The quasi-experimental evaluation involved 1,045 year 3 and 4 children (aged 7 to 10 years) in nine intervention and nine control rural primary schools (53% boys/47% girls). It utilised pre- and postobservational surveys of (1) mastery or near mastery levels for each of eight FMSs, (2) proportion of PE lesson time spent in moderate to vigorous PA (MVPA) and vigorous PA (VPA), and (3) teacher- and lesson-related contextual covariates. Data were analysed by hierarchical logistic multiple regression. For FMSs, overall mastery or near mastery level at baseline was 47% ranging from 22.7% for the overarm throw among girls to 75.4% for the static balance among boys. The intervention delivered substantial improvements in every FMS for both genders ranging from 7.2% to 25.7% (13 of 16 comparisons were significant). For PA level, mean MVPA at baseline was 34.7%. Baseline MVPA for boys was 38.7% and for girls was 33.2%. The intervention was associated with a nonsignificant 4.5% increase in MVPA and a significant 3.0% increase in VPA. This translates to a gain of <1 minute of MVPA per average 21-minute lesson. This is the first study to show that by modifying existing PE lessons, significant improvements in FMS mastery can be gained without adversely affecting children's MVPA and VPA. To increase PA levels, we recommend increasing the number of PE lessons per week.
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              The effects of a 2-year physical education program (SPARK) on physical activity and fitness in elementary school students. Sports, Play and Active Recreation for Kids.

              This study evaluated a health-related physical education program for fourth- and fifth-grade students designed to increase physical activity during physical education classes and outside of school. Seven schools were assigned to three conditions in a quasi-experimental design. Health-related physical education was taught by physical education specialists or trained classroom teachers. Students from these classes were compared with those in control classes. Analyses were conducted on 955 students with complete data. Students spent more minutes per week being physically active in specialist-led (40 min) and teacher-led (33 min) physical education classes than in control classes (18 min; P < .001). After 2 years, girls in the specialist-led condition were superior to girls in the control condition on abdominal strength and endurance (P < .001) and cardiorespiratory endurance (P < .001). There were no effects on physical activity outside of school. A health-related physical education curriculum can provide students with substantially more physical activity during physical education classes. Improved physical education classes can potentially benefit 97% of elementary school students.
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                Author and article information

                Journal
                Int J Behav Nutr Phys Act
                Int J Behav Nutr Phys Act
                The International Journal of Behavioral Nutrition and Physical Activity
                BioMed Central
                1479-5868
                2012
                18 September 2012
                : 9
                : 114
                Affiliations
                [1 ]School of Human Movement Studies, Faculty of Education, Charles Sturt University, Allen House, Panorama Avenue, Bathurst, New South Wales, Australia
                [2 ]Interdisciplinary Education Research Institute, University of Wollongong, Northfields Avenue, Wollongong, New South Wales, Australia
                [3 ]Faculty of Education, University of Wollongong, Northfields Avenue, Wollongong, New South Wales, Australia
                [4 ]Faculty of Education and Social Work, University of Sydney, Sydney, New South Wales, Australia
                [5 ]School of Psychology, University of Wollongong, Northfields Avenue, Wollongong, New South Wales, Australia
                Article
                1479-5868-9-114
                10.1186/1479-5868-9-114
                3515340
                22989149
                64979632-205d-44c7-b120-483552c89c3a
                Copyright ©2012 Dudley et al.; licensee BioMed Central Ltd.

                This is an Open Access article distributed under the terms of the Creative Commons Attribution License ( http://creativecommons.org/licenses/by/2.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

                History
                : 4 May 2012
                : 30 August 2012
                Categories
                Research

                Nutrition & Dietetics
                direct observation,pedagogy,feedback,cohort study,adolescents,sport
                Nutrition & Dietetics
                direct observation, pedagogy, feedback, cohort study, adolescents, sport

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