The influence of an educational dance program on female adolescent self esteem, body image and physical fitness

Master of EducationIt is generally accepted by proponents of dance in education that dance has many positive effects, both physical and psychological. However, there is little empirical research to support these claims. The purpose of this study was to evaluate the influence of an educational dance program on self esteem, body image and selected aspects of health-related fitness in a group of adolescent females. The dance program was developed and presented within a school setting and included the components of skill development, composition and performance. This treatment program was compared with physical education, another intrinsically physical activity. A multiple measurement approach, incorporating both quantitative measures and qualitative observations, was used to assess the impact of dance education. Fifteen female students enrolled in dance were tested prior to and during the concluding weeks of a 10-month dance program. Fifteen physical education students were tested at the same times. Quantitative measures included a self-report self esteem inventory, a behavioural self esteem inventory, a body image scale and physiological assessment of aerobic fitness, skinfold measures and flexibility. Qualitative procedures included weekly observations of self esteem behaviour and preferred movement preferences in dance. Quantitative analysis using Analysis of Covariance showed a significant difference in favour of dance on post-test measures of self esteem, body image, flexibility and skinfold measures. Pre-test scores were used as covariates in each case. As a result of this experimental study, there is now further statistical evidence that dance may be a valid educational tool. Analysis of qualitative data indicated that dance was a positive learning experience for students and that there may be an observable connection between expressive movement behaviour and self esteem

Narrative inquiry in physical education research: the story so far and its future promise

At a recent international education conference, current life history and narrative research within Physical Education Teacher Education (PETE) was criticised for its seeming inability to ‘produce anything new’ and for lacking ‘rigour’. This paper aims to respond to the criticism and to reassert the strengths of narrative inquiry in the current moment. It maps out narrative and life history research (published in English) carried out in PETE, illuminating a spectrum of narrative approaches and a richness of theoretical perspectives. It underscores the need for PETE scholars to acknowledge the broad range of philosophical assumptions about knowledge and how we come to know as this underpins all research, whether carried out within a qualitative or quantitative research tradition, and to develop a climate of mutual respect for these various positions if we are to avoid stagnation, hegemony or blind spots in our research agendas

‘If they can say it they can do it’: redesigning pedagogies in senior secondary physical education

Pedagogical practices are central to teachers’ work, and in the spaces of schooling bear a potential to impact on students. This impact is particularly significant for students attending schools where low socio-economic factors prevail, as these students rely heavily on formal schooling for their educational resources. Interrelationships between pedagogical practices, senior-secondary physical education curriculum, and the learning experienced by students from a school located in an area of socio-economic disadvantage are explored in this paper. The specific focus is action research conducted by a physical education teacher and university academics, which investigated pedagogical redesign for a ‘skill acquisition unit’. Of key interest are pedagogical practices that sought to scaffold the acquisition and application of scientific literacies, which are fundamental to academic success in senior secondary physical education. Findings reveal high levels of student engagement, successful utilisation of scientific literacies specific to motor-skill acquisition and application of new learning to life-world situations. We argue that pedagogical practices that breach the divide between student life-world knowledge and powerful or specialised knowledge can disrupt default modes of teaching theoretical concepts in physical education, which marginalise and exclude students from low-socio-economic backgrounds. Key words: physical education, pedagogies, vertical and horizontal discourse

Will this be just? Will we survive? The SACE Research Project

A review of South Australia Senior Secondary Education entitled Success for All authorised development of the new South Australian Certificate of Education (SACE) which proposed an Extended Learning Initiative (Research Project) in senior secondary curriculum. The Research Project allows students to conduct an in-depth investigation on a topic of their choice and to develop capabilities deemed essential for work and life. As such, the Research Project offers opportunity for the kind of pedagogical innovation where the life-world of the student becomes a key focus for connecting school based learning with students’ lives and communities. In focusing on how this might be realised in practice, this paper traces the inaugural process and experience of the Research Project for first time teachers in the northern suburbs of Adelaide. We pay particular attention to the pedagogical problem of adopting experiential and self-directed learning approaches alongside the challenge of capability development and completion of schooling

Health and physical education: preparing educators for the future

Now in its third edition, Health and Physical Education: Preparing educators for the future, continues to provide a comprehensive overview of the theoretical underpinnings, knowledge, understanding and skills required to successfully teach health and physical education in Australia. Emphasising the importance of the development of movement competence and health literacy, the book brings together research, curriculum and pedagogy in this field. This edition has been thoroughly updated to include the latest research and academic literature. It features a greater balance of early childhood, primary and secondary content and expanded coverage of health education across two chapters. The text links closely to the Early Years Learning Framework and the Australian Curriculum: Health and Physical Education. Each chapter is framed by the five propositions of the Australian Curriculum: Health and Physical Education, and includes key terms, vignettes, activities and review questions suited to personal reflection and group work. Highly engaging and accessible, Health and Physical Education continues to be an essential companion for teacher education students and teacher educators. Taking a ‘future focus’ approach is a hallmark of this third edition

Being mobile : electric mobility-scooters and their use by older people

There is increasing use of electric mobility-scooters by older people in South Australia, the fourth largest state in Australia. Although various issues about their use have been raised by users, carers, urban planners and legislators, to date they have received little research attention. The purpose of the study reported in this paper was to explore the factors that influence and impact upon older people who use mobility-scooters, particularly from their own perspectives. Data were collected through a survey of 67 current electric mobility-scooter older users, and through two focus groups with other older South Australian people who were users. The data showed that more than 71 per cent of the participants had owned their scooter for more than two years, most had purchased the scooter as new, and 80 per cent owned a four-wheel scooter. The scooter was used predominantly for getting to and from shops, visiting friends and family, and to go for rides. Most respondents used their scooters three to five times each week and travelled between two and five kilometres from their home. The key findings from the focus groups were categorised into three major themes of ‘obtaining a scooter’, ‘the meaning of mobility’ and ‘issues around sharing spaces’. Each is exemplified. The implications for environmental and building design, for the better training of users, and for public education are discussed.

Creative and Body-based Learning: Redesigning Pedagogies in Mathematics

Contemporary schooling produces unequal educational outcomes in Australia and across the globe. While mandated high-stakes tests supposedly place all students on a common scale, they can limit pedagogic practices and often fail to recognize the “abilities” or embodied knowledge of many children. In addressing these challenges, particularly as they relate to the teaching of mathematics, this article reports on a qualitative study that investigated an arts integrated professional learning model, Creative Body-based Learning (CBL), at two Australian primary schools. CBL uses active and creative strategies from a range of art forms to increase student engagement and expand pedagogic possibilities across the curriculum. In this pilot study, five teachers formed action research teams with four artists to integrate CBL into mathematics. Findings drawn from interviews with teachers include higher engagement and improvement of student dispositions in mathematics and, more significantly, a broadening of teachers’ pedagogical practices to engage students and provide them with multiple opportunities to present their learning

Creative and Body-based Learning: Redesigning Pedagogies in Mathematics

Contemporary schooling produces unequal educational outcomes in Australia and across the globe. While mandated high-stakes tests supposedly place all students on a common scale, they can limit pedagogic practices and often fail to recognize the “abilities” or embodied knowledge of many children. In addressing these challenges, particularly as they relate to the teaching of mathematics, this article reports on a qualitative study that investigated an arts integrated professional learning model, Creative Body-based Learning (CBL), at two Australian primary schools. CBL uses active and creative strategies from a range of art forms to increase student engagement and expand pedagogic possibilities across the curriculum. In this pilot study, five teachers formed action research teams with four artists to integrate CBL into mathematics. Findings drawn from interviews with teachers include higher engagement and improvement of student dispositions in mathematics and, more significantly, a broadening of teachers’ pedagogical practices to engage students and provide them with multiple opportunities to present their learning