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

Journal Article


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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.

Publication Date


  • 2012

Citation


  • Dudley, D. A., Okely, A. D., Pearson, P., Cotton, W. G. & Caputi, P. (2012). 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, 9 (1), 1-9.

Scopus Eid


  • 2-s2.0-84866289375

Ro Full-text Url


  • http://ro.uow.edu.au/cgi/viewcontent.cgi?article=1192&context=sspapers

Ro Metadata Url


  • http://ro.uow.edu.au/sspapers/193

Has Global Citation Frequency


Number Of Pages


  • 8

Start Page


  • 1

End Page


  • 9

Volume


  • 9

Issue


  • 1

Place Of Publication


  • United Kingdom

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.

Publication Date


  • 2012

Citation


  • Dudley, D. A., Okely, A. D., Pearson, P., Cotton, W. G. & Caputi, P. (2012). 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, 9 (1), 1-9.

Scopus Eid


  • 2-s2.0-84866289375

Ro Full-text Url


  • http://ro.uow.edu.au/cgi/viewcontent.cgi?article=1192&context=sspapers

Ro Metadata Url


  • http://ro.uow.edu.au/sspapers/193

Has Global Citation Frequency


Number Of Pages


  • 8

Start Page


  • 1

End Page


  • 9

Volume


  • 9

Issue


  • 1

Place Of Publication


  • United Kingdom