None listed
Conditions
Brief summary
The main objective is to determine the effectiveness of a method of assisting classroom teachers to conduct physical education and sport in primary schools. We are testing the Physical Literacy (PL) Facilitator scheme which proposes to introduce a trained PE teacher into a group of 8 schools. Roles of the Physical Literacy Facilitator include: 1) In-class professional development for the generalist classroom teacher. He or she provides teachers with new and innovative classroom teacher-friendly lesson plans, designed to be consistent with the new Physical Education National Curriculum guidelines. 2) Promote cooperation between school sport and community sport/active recreation groups by introducing children and parents to sporting groups and other clubs and physical activities, including after-school programs 3) Education of junior sport coach through local media and discussion groups. 4) Identify children with special barriers to developing sufficient physical literacy (e.g. obesity, postural problems, and motor coordination disorders) and contact parents to discuss options to overcome the barriers. 5) Encourage and facilitate engagement (and increased physical activity) in the school environment (at recesses, before and after school)
Interventions
The intervention involves the appointment of a trained physical educator whom we refer to as a “Physical Literacy Facilitator”. The facilitator will use a socio-ecological framework approach to improve physical activity levels and physical literacy at the child (participant) level by targeting barriers at the teacher, school, family, and community level. Barriers to physical activity and physical literacy will be identified using surveys and questionnaires completed at the start of the study.
Th
The intervention involves the appointment of a trained physical educator whom we refer to as a “Physical Literacy Facilitator”. The facilitator will use a socio-ecological framework approach to improve physical activity levels and physical literacy at the child (participant) level by targeting barriers at the teacher, school, family, and community level. Barriers to physical activity and physical literacy will be identified using surveys and questionnaires completed at the start of the study. The facilitator will be assigned to a cluster of approximately 6-10 geographically linked schools on a full-time working basis for the 10 month study period. Examples of day to day activities of the Physical Literacy Facilitator will include: 1) Teacher level: providing assistance, resources, support and professional development for generalist classroom teachers to improve the planning, quality and delivery of physical education classes. 2) Family level: Encouraging parents (through educational materials) to provide more opportunities and support for their child to by physically active 3) School level: assisting schools to develop and/or improve their school physical activity policy 4) Community level: encouraging sports clubs to receive new participants and facilitating community role models to visit schools to promote physical activity. Adherence to the intervention will be monitored using school and teacher attendance records.
Sponsors
University of Canberra
Study design
Allocation
Non-randomised trial
Intervention model
Parallel
Primary purpose
Educational / counselling / training
Masking
Open (masking not used)
Eligibility
Sex/Gender
All
Age
6 Years to 12 Years
Healthy volunteers
Yes
Inclusion criteria
healthy children in government public schools
Exclusion criteria
None
Outcome results
None listed