The effectiveness of school-based run/walk programmes to develop physical literacy and physical activity components in primary school children: A systematic review

The objectives of this review were to systematically review the research on school-based run/walk programmes and their measurements of physical literacy (PL) and physical activity (PA)-related components and to assess the different intervention methods and their impact on encouraging PL and PA. To be included in the review, studies had to satisfy all inclusion criteria. An electronic search was conducted on six databases, the last date search was 25 April 2022. All outcome measures were grouped using the Shearer et al. (Citation2021) PL checklist and additional PA related outcomes. Ten studies were included in the final review. Five different run/walk interventions were identified and six studies followed or referred to The Daily Mile (TDM) protocol. Outcomes relating to the physical domain were most commonly explored, and no studies explored the cognitive domain. Four studies reported significant differences in cardiovascular endurance measures. Positive findings were also reported for outcomes relating to motivation and self-perception/self-esteem in the affective domain. Overall, run/walk programmes appear to provide promising results in favour of physical and affective development in PL. However, further high-quality studies are needed to draw firm conclusions. This review highlights the popularity of TDM and its potential to contribute to PL development

‘Works for some but not others’ A qualitative study on teachers’ perspectives and perceived pupil experience of a North West London school-based run/walk programme

Developing physical literacy (PL) in childhood is a key to develop lifelong physical activity. Teachers’ play an important role in supporting children’s PL and are at the forefront for continued participation in school-based interventions. This study aimed to discuss teacher-perceived pupils’ experiences of a London-based run/walk intervention and explore its contribution to PL. Semi-structured interviews were developed to explore school delivery and teacher perceptions. Six themes developed: perceived experiences, perceived outcomes of participation, teacher attitudes, fidelity/adherence, logistics and intervention suggestions. A novel insight is that the intervention ‘works for some but not others’ and the importance of self-select pace

A pós-modernização da cultura: património e museus na contemporaneidade

Este artigo pretende analisar o crescimento e a diversificação de museus e sítios patrimoniais na contemporaneidade, procurando problematizar este fenómeno no âmbito das condições que caracterizam a pós-modernidade e que incluem uma multiplicidade de aspectos, como sejam, os processos de globalização, os localismos, a nostalgia pelo passado, a problemática da representação cultural no quadro das críticas ao realismo e a uma epistemologia positivista, bem como a mercantilização da cultura e a ênfase crescente na questão dos públicos e nos processos de interpretação e comunicação que se desenrolam nestes cenários culturais.<br>This paper intends to analyse the growth and diversification of museums and heritage sites in the contemporary world, seeking to investigate this subject in the vast context of post-modernity, addressing several dimensions such as globalization, localisms, nostalgia for the past, cultural representation and the critics of realism and positivist epistemology. It will also revolve around the comodification of culture, the increasing emphasis on audiences, as well as the processes of interpretation and communication that take place at this cultural cenarios

A respeito da materialidade do patrimônio imaterial: o caso do INRC Porongos

O colecionamento e a conservação de "bens culturais" vêm ganhando em complexidade pela inclusão de temas oriundos de minorias étnicas e econômicas. Apesar do consenso relativo ao conceito de patrimônio cultural proposto pela Unesco, a definição do que deve ser preservado e celebrado como "bem cultural" pode ser objeto de lutas políticas, jurídicas, econômicas e sociais. Visando refletir sobre as consequências dessas lutas, este artigo aborda o processo de inventário de referências culturais em torno do Massacre de Porongos, evento da Revolução Farroupilha (1835-1845) que vem servindo de apoio à configuração de uma identidade negra e gaúcha no Rio Grande do Sul. Segundo os autores, apesar de se apresentar no registro de "patrimônio imaterial", o processo de inventário possibilitou a fabricação de um "corpo" (de textos e imagens) e a delimitação de "lugares" (de memória) a partir dos quais os referentes culturais ditos "imateriais" vêm se inscrever.<br>The collection and conservation of "cultural objects" has been gaining in complexity with the inclusion of non-material associations regarding ethnic and economic minorities. Despite the consensus on the concept of cultural heritage proposed by Unesco, the definition of what should be preserved and celebrated as "cultural object" may be subject of political, legal, economic and social struggles. In order to reflect upon the consequences of these struggles, this article discusses the process of inventory of cultural references related to the Porongos Massacre, an event of the Farroupilha's Revolution (1835-1845). These cultural references are serving in the configuration of black people's and gauchos identities. According to the authors, althought relating to the "intangible heritage", the process of inventory has enabled the fabrication of a "body" (text and images) and the definition of "places" (from memory) from which the cultural references so-called "non-material" come subscribe