None listed
Conditions
Brief summary
The Physical Education Physical Literacy (PEPL) project evaluates a support system designed to assist primary schools to create a physically active culture, increase student opportunities for physical activity, and to enhance the content and delivery of physical education. This study continues on from a previous research project conducted in Victoria (ACTRN12615000066583) The system is guided by a PEPL coach - an expert physical educator working in a network of 8 schools who tailors the support system to meet individual school needs. The objectives of the PEPL coach include: 1) Develop a school climate that understands the benefits of PEPL for student learning and development 2) Provide in-class lesson modelling and professional development for the generalist classroom teacher 3) Increase opportunities for students to take part in physical education and physical literacy activities outside of physical education time 4) To develop relationships between schools, community organisations and sporting clubs
Interventions
The intervention involves the appointment of a trained physical educator whom we refer to as a “Physical Education Physical Literacy (PEPL) coach”. The coach 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 intervention involves the appointment of a trained physical educator whom we refer to as a “Physical Education Physical Literacy (PEPL) coach”. The coach 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 PEPL coach will be assigned to a cluster of 8 geographically linked schools on a full-time working basis for the 10 month study period. Examples of day to day activities of the Coachr will include: 1) Teacher level: providing assistance, resources, modelling, 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 and climate 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
10 Years to 12 Years
Healthy volunteers
Yes
Inclusion criteria
Healthy children in government public schools
Exclusion criteria
None
Outcome results
None listed