12 research outputs found
How class size reduction mediates secondary students’ learning: hearing the pupil voice
Correlates of gross motor competence in children and adolescents: A systematic review and meta-analysis
Background Gross motor competence confers health benefits, but levels in children and adolescents are low. While interventions can improve gross motor competence, it remains unclear which correlates should be targeted to ensure interventions are most effective, and for whom targeted and tailored interventions should be developed. Objective The aim of this systematic review was to identify the potential correlates of gross motor competence in typically developing children and adolescents (aged 3–18 years) using an ecological approach. Methods Motor competence was defined as gross motor skill competency, encompassing fundamental movement skills and motor coordination, but excluding motor fitness. Studies needed to assess a summary score of at least one aspect of motor competence (i.e., object control, locomotor, stability, or motor coordination). A structured electronic literature search was conducted in accordance with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses statement. Six electronic databases (CINAHL Complete, ERIC, MEDLINE Complete, PsycINFO, Scopus and SPORTDiscus with Full Text) were searched from 1994 to 5 August 2014. Meta-analyses were conducted to determine the relationship between potential correlates and motor competency if at least three individual studies investigated the same correlate and also reported standardized regression coefficients. Results A total of 59 studies were identified from 22 different countries, published between 1995 and 2014. Studies reflected the full range of age groups. The most examined correlates were biological and demographic factors. Age (increasing) was a correlate of children’s motor competence. Weight status (healthy), sex (male) and socioeconomic background (higher) were consistent correlates for certain aspects of motor competence only. Physical activity and sport participation constituted the majority of investigations in the behavioral attributes and skills category. Whilst we found physical activity to be a positive correlate of skill composite and motor coordination, we also found indeterminate evidence for physical activity being a correlate of object control or locomotor skill competence. Few studies investigated cognitive, emotional and psychological factors, cultural and social factors or physical environment factors as correlates of motor competence. Conclusion This systematic review is the first that has investigated correlates of gross motor competence in children and adolescents. A strength is that we categorized correlates according to the specific ways motor competence has been defined and operationalized (object control, motor coordination, etc.), which enables us to have an understanding of what correlates assist what types of motor competence. Indeed our findings do suggest that evidence for some correlates differs according to how motor competence is operationalized
Gender differences in recess play in five Fiji primary schools
This study aimed to investigate gender differences in the level of social interaction and types of play and games in which class four pupils in five Fiji primary schools in Suva are engaged during school recess. Five researchers observed 168 (male n = 79, female n = 89) class four pupils over three months, using scan sampling. With a mixed method approach, the study analysed quantitative data using the Kruskal–Wallis test, while qualitative data was gathered via five focus groups with recess observers. Qualitative data derived from these focus groups were used as a smaller component of the study to support quantitative findings in the dominant–less dominant mixed methods study. It was found that boys are significantly into ‘vigorous’ and ‘fantasy’ play more so than girls, while girls are engaged in ‘conversation’ more than boys during recess. This indicates that boys play more vigorous activities during recess than girls. Furthermore, it also indicates that boys may view recess as opportunity to be engaged in vigorous play, while girls may see it as opportunity to socialise with their friends. These and other discussions will have implications for a recess policy in Fiji
Active Designs for Movement in Early Childhood Environments
One of the preeminent aspects of the early years is movement. Young children use movement to explore their environment, practice physical skills, and interact with people and objects around them. Through movement, children also develop active and healthy bodies, which may significantly affect their quality of life in later years. The indoor and outdoor environments in early childhood settings facilitate opportunities to move and play. It is therefore essential to design appropriate environments that would accommodate children’s movement needs. This chapter will focus on the importance of appropriately designed and well-managed indoor and outdoor spaces for promoting movement in the early years. The chapter will also provide some prominent characteristics of designed spaces and identify the physical and spatial implications for movement. Lastly, there will be a discussion about how movement may be integrated into children’s daily routines, vis-à -vis early childhood education, in a manner that is substantially appealing for teacher