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

International Journal of Behavioral Nutrition and Physical Activity

Peter Caputi²  Wayne G Cotton¹  Philip Pearson³  Anthony D Okely⁴  Dean A Dudley⁴ 

[1]Faculty of Education and Social Work, University of Sydney, Sydney, New South Wales, Australia

[2]School of Psychology, 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]Interdisciplinary Education Research Institute, University of Wollongong, Northfields Avenue, Wollongong, New South Wales, Australia

关键词: Pedagogy;    Sport;    Adolescents;    Feedback;    Cohort study;    Direct observation;   

Others  :  811765
DOI  :  10.1186/1479-5868-9-114

 received in 2012-05-04, accepted in 2012-08-30,  发布年份 2012

【 摘 要 】

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.

【 授权许可】

   
2012 Dudley et al.; licensee BioMed Central Ltd.

【 图 表 】

Figure 1.

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