Physical activity in linguistically diverse communities (PALDC) research project in primary schools implications for teaching

Transcription

1 Physical activity in linguistically diverse communities (PALDC) research project in primary schools implications for teaching Background The NSW Schools Physical Activity and Nutrition Survey in 2004 (Booth et al., 2004) 1 found that the prevalence of adequate physical activity levels, fundamental movement skill proficiency and cardiorespiratory fitness levels were substantially lower among students from non-english speaking backgrounds, especially those from Middle-Eastern cultural backgrounds. It also found that students from these backgrounds were more likely to be overweight. In response to this, in 2006 the NSW Department of Education and Communities (DEC) commissioned a consortium of researchers to work with eight selected primary schools from the South Western Sydney Region. The project introduced a three-year low-cost intervention, targeting fundamental movement skills within the Personal Development, Health and Physical Education (PDHPE) curriculum as well as in school sport, the school environment and the local community. The aim was to determine whether this intervention could increase teachers understanding of the change process in schools; increase teachers understanding of the PDHPE curriculum and fundamental movement skills; and have favourable effects on the fundamental movement skills, cardiorespiratory endurance, and adiposity levels among students. Results Compared with students in the control schools, those in the intervention schools had significantly greater improvements in total fundamental movement skill proficiency (sum of all seven skills) and in the run, vertical jump, catch, and leap. The changes for the other three skills (kick, throw, and side gallop) and for cardiorespiratory endurance and adiposity all favoured the intervention schools, but the differences when compared with the control schools were not statistically significant. 1 Booth ML, Okely AD, Denney-Wilson E, Hardy L, Yang B, Dobbins T. NSW Schools Physical Activity and Nutrition Survey (SPANS) 2004: Full Report. Sydney: NSW Department of Health, 2006 (ISBN X). State of New South Wales, Department of Education and Communities, /5

2 Comparison with the Schools Physical Activity and Nutrition Survey (SPANS) 2010 PALDC data was collected at the same time as SPANS 2010 data using the same methodology for fundamental movement skill assessment. Figure 4 (below) from Spans 2010, shows that across NSW from 2004 to 2010 there were improvements in students mastery of the sprint run. When comparing with the changes in the sprint run in the PALDC study, there were statistically significant improvements in the intervention schools when compared with the control schools. This is an impressive result. Graphs from SPANS 2010 Executive Summary, page 8, PALDC - Changes in proficiency in the sprint run Intervention Control Mean change in the number of components mastered in the run from baseline to follow-up State of New South Wales, Department of Education and Communities, /5

3 The results in the vertical jump are even more impressive. In Figure 5 (below) from SPANS 2010 data, there were decreases in mastery of the vertical jump across all year levels from 2004 to The control schools in the PALDC study mirrored the state-wide decline in mastery of the vertical jump. The intervention schools, however, defied the negative statewide trend and made significant improvements in mastery of the vertical jump. Graphs from SPANS 2010 Executive Summary, page 8, PALDC - Changes in Proficiency in the Vertical Jump Intervention Control Mean change in the number of components mastered in the vertical jump from baseline to follow-up State of New South Wales, Department of Education and Communities, /5

4 Recommendations In summary, the recommendations for schools are: Follow the Quality Teaching and Learning Model (QTLM) when implementing change Construct a school committee to develop a whole school action plan as part of the school management plan to improve areas of the formal curriculum, school ethos and environment and links between the school, home and local community Develop strategies to support classroom teachers in teaching PDHPE and school sport Recognise that change takes time Remember active support from the Principal is essential when implementing whole school change. What are the implications of this research for teaching? Applicable to all schools Even though the research focused on students from culturally and linguistically diverse communities, the conclusions and recommendations are applicable to all schools. The intervention itself did not focus on strategies that only support students from the selected backgrounds. The focus was on what impact the intervention had on students from culturally and linguistically diverse communities. PDHPE curriculum By focusing on improving fundamental movement skills within the PDHPE curriculum, teachers can make a positive difference to the fundamental movement skill level of students. Students do not pick up fundamental movement skills naturally as part of their normal growth and development. Fundamental movement skills can be incorporated into all aspects of the PDHPE practical program as they are an essential foundation for Physical Education. However, teachers should remember to address all outcomes in PDHPE, not just content and outcomes related to fundamental movement skills. Successful schools developed comprehensive scope and sequences for PDHPE and provided staff with professional learning and access to equipment. Teachers can access a range of resources including videos of the twelve fundamental movement skills from the NSW Department of Education and Communities Get Skilled: Get Active resource State of New South Wales, Department of Education and Communities, /5

5 Whole school commitment For significant improvements in changing the culture of the school towards being more physically active, whole school commitment is needed. This includes active commitment from the Principal and for every teacher to perform their role. Whole school change does take time. Start by focusing on the things you can change within the school, such as improving the teaching of the Physical Education curriculum and school policies, then move to broader aspects of the whole school. Professional learning Access to quality professional learning to improve the teaching of fundamental movement skills and Physical Education outcomes is essential for every teacher. Fundamental movement skills are commonly known as the building blocks to lifelong participation in physical activity. Research has shown that when students improve their competence in fundamental movement skills, they are more likely to participate in physical activity and have higher levels of fitness and lower levels of adiposity (Lubans et al., 2010). 2 Live Life School Live Life School is a professional learning program designed by the NSW Department of Education and Communities in partnership with the NSW Ministry of Health to improve healthy eating habits and physical activity in primary schools. The program focuses on the same model of change management, PDHPE curriculum intervention and whole school action planning as the PALDC project. 2 Lubans DR, Morgan PJ, Cliff DP, Barnett L, Okely AD. (2010). Fundamental movement skill competency in youth: review of associated health benefits, Sports Medicine, 40 (12), State of New South Wales, Department of Education and Communities, /5