“Children are precious cargo; we don’t let them take any risks!”: Hearing from adults on safety and risk in children’s active play in schools: a systematic review

BACKGROUND: Understanding determinants of children’s outdoor play is important for improving low physical activity levels, and schools are a key setting for both. Safety concerns shape children’s opportunity to play actively outdoors, therefore, this qualitative evidence synthesis aimed to i) examine adult (e.g., parent, teacher, yard supervisor, principal) perspectives on safety and risk in children’s active play during recess in elementary and/or middle schools, and ii) identify how safety and risk influence playground supervision and decision making in this setting. METHODS: Six electronic databases were systematically searched in March 2021, with an updated search in June 2022. Records were screened against eligibility criteria using Covidence software, and data extraction and synthesis were performed using predesigned coding forms in Microsoft Excel and NVivo. Framework synthesis methodology was employed, guided by a conceptual framework structured on the socio-ecological model (SEM) and affordance theory. RESULTS: From 10,370 records, 25 studies were included that represented 608 adults across 89 schools from nine countries. The synthesis identified 10 constraining and four affording factors that influenced whether school staff were risk-averse or risk tolerant during recess, and, in turn, the degree to which children’s play was managed. Constraining factors stemmed from fears for children’s physical safety, and fear of blame and liability in the event of playground injury, which shaped parent, school staff and institutional responses to risk. Interrelated factors across SEM levels combined to drive risk-averse decision making and constraining supervision. Emerging evidence suggests children’s active play in schools can be promoted by fostering a risk tolerant and play friendly culture in schools through play facilitation training (e.g., risk-reframing, conflict resolution) and engaging stakeholders in the development of school policies and rules that balance benefits of play against potential risks. CONCLUSIONS: Findings show several socio-cultural factors limited the ability of school staff to genuinely promote active play. Future work should seek to foster risk tolerance in schools, challenge the cultural norms that shape parent attitudes and institutional responses to risk in children’s play, and explore novel methods for overcoming policy barriers and fear of liability in schools. TRIAL REGISTRATION: PROSPERO registration: CRD42021238719. SUPPLEMENTARY INFORMATION: The online version contains supplementary material available at 10.1186/s12966-022-01344-7

Equipping future teachers with innovative strategies that increase physical activity in the classroom : A hybrid implementation trial across three Australian universities

Introduction: TransformEd targets initial teacher education (ITE) to equip future teachers with innovative strategies that increase physical activity in the Primary school classroom. Methods: This hybrid implementation-effectiveness trial investigated the effects of the TransformEd program when embedded in ITE degrees at two Australian universities (University 1 Single Unit offering; University 2 Dual Unit offering) over a 12-week period, on pre-service teachers’ perceived competence, confidence, and willingness to deliver active pedagogies, in comparison with a third ‘usual practice’ control university. Results: There was a favourable intervention effect on the total teacher perceptions score among pre-service teachers in University 1 compared to the control group pre-service teachers. Further, there was a significant intervention effect on reduced perceived barriers to active strategies in University 1, and a significant increase in perceived effects of active strategies on Primary school student outcomes in University 2. Qualitative data suggested the program strengthened the connection between theory and practice (i.e., how pre-service teachers are educated in university and the way they teach in Primary schools). The program was motivating to both lecturers and pre-service teachers, resulted in them reflecting on their own teaching practice, and helped with pre-service teacher engagement. Discussion: Recommendations for improvement included stronger and more explicit alignment with the Australian Professional Standards for Teachers

A systematic review of tools designed for teacher proxy-report of children’s physical literacy or constituting elements

Abstract Background Physical literacy (PL) in childhood is essential for a healthy active lifestyle, with teachers playing a critical role in guiding its development. Teachers can assist children to acquire the skills, confidence, and creativity required to perform diverse movements and physical activities. However, to detect and directly intervene on the aspects of children’s PL that are suboptimal, teachers require valid and reliable measures. This systematic review critically evaluates the psychometric properties of teacher proxy-report instruments for assessing one or more of the 30 elements within the four domains (physical, psychological, cognitive, social) of the Australian Physical Literacy Framework (APLF), in children aged 5–12 years. Secondary aims were to: examine alignment of each measure (and relevant items) with the APLF and provide recommendations for teachers in assessing PL. Methods Seven electronic databases (Academic Search Complete, CINAHL Complete, Education Source, Global Health, MEDLINE Complete, PsycINFO, and SPORTDiscus) were systematically searched originally in October 2019, with an updated search in April 2021. Eligible studies were peer-reviewed English language publications that sampled a population of children with mean age between 5 and 12 years and focused on developing and evaluating at least one psychometric property of a teacher proxy-report instrument for assessing one or more of the 30 APLF elements. The Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidance was followed for the conduct and reporting of this review. The methodological quality of included studies and quality of psychometric properties of identified tools were evaluated using the COnsensus-based Standards for the selection of health Measurement INstruments (COSMIN) guidance. Alignment of each measure (and relevant items) with the APLF domains and 30 elements was appraised. Results Database searches generated 61,412 citations; reduced to 41 studies that evaluated the psychometric properties of 24 teacher proxy-report tools. Six tools were classified as single domain measures (i.e. assessing a single domain of the APLF), eleven as dual-domain measures, and seven as tri-domain measures. No single tool captured all four domains and 30 elements of the APLF. Tools contained items that aligned with all physical, psychological, and social elements; however, four cognitive elements were not addressed by any measure. No tool was assessed for all nine psychometric properties outlined by COSMIN. Included studies reported a median of 3 out of nine psychometric properties. Most reported psychometric properties were construct validity (n = 32; 78% of studies), structural validity (n = 26; 63% of studies), and internal consistency (n = 25; 61% of studies). There was underreporting of content validity, cross-cultural validity, measurement error, and responsiveness. Psychometric data across tools were mostly indeterminate for construct validity, structural validity, and internal consistency. Conclusions There is limited evidence to fully support the use of a specific teacher proxy-report tool in practice. Further psychometric testing and detailed reporting of methodological aspects in future validity and reliability studies is needed. Tools have been designed to assess some elements of the framework. However, no comprehensive teacher proxy-report tool exists to assess all 30 elements of the APLF, demonstrating the need for a new tool. It is our recommendation that such tools be developed and psychometrically tested. Trial registration This systematic review was registered in the PROSPERO international prospective register of systematic reviews, with registration number CRD42019130936

What keeps FLAME lit? Comparing two modes of implementation of a physical education-based intervention to improve motor competence among Irish adolescents

Background: Adequate levels of motor competence (MC) have been associated with multiple health outcomes. Despite the preponderance of effective MC interventions, globally, levels of MC in children and adolescents are low. There is a gap in understanding what leads to effective implementation of MC interventions into routine practice, to benefit the wider population. Purpose: This study aims to compare implementation outcomes of two versions of Project FLAME: one group of teachers implementing Project FLAME as per the original efficacy trial (‘Original FLAME’), a second group of teachers implementing Project FLAME incorporating three additional implementation strategies (‘Modified FLAME’). Methods: A mixed method, two-group pre-and-post design, lasting six weeks during the period of September to November 2021. Three implementation evaluation outcomes were assessed: (i) PE teacher’s self-efficacy in delivering Project FLAME; (ii) Fidelity and adaptation to the project protocol; and (iii) Teachers’ and students’ responsiveness to the project. Data were collected at student and teacher levels using online survey and interviews. Nine PE teachers and their classes from eight schools consented to participate. Descriptives were reported for quantitative online survey data, and qualitative data were analysed thematically. Results: The final analytical sample included data from 9 teachers and 127 students pre- and post-study. Irrespective of implementation group, teachers with low levels of self-efficacy at the baseline improved after the six-week intervention. Teachers’ fidelity to the use of pedagogical external cues and error identification were high in both groups, with more adaptations made in the Modified FLAME group. Students’ satisfaction towards the intervention was high in both groups, with the use of pedagogical external cues reported as highly preferable. Conclusion: Findings provide evidence on the ‘non-negotiable’ features of Project FLAME that have the potential to be implemented for a longer-term in Physical Education settings (e.g. external teaching cues). The documented implementation of Project FLAME provide knowledge on what adaptations may be needed to translate an effective MC intervention into real-world practice. The study reaffirms that documenting the implementation (especially fidelity and adaptation) of MC interventions is beneficial.</p

Fundamental movement skills: an important focus

Purpose: Recent international conference presentations have critiqued the promotion of fundamental movement skills (FMS) as a primary pedagogical focus. Presenters have called for a debate about the importance of, and rationale for teaching FMS, and this letter is a response to that call. The authors of this letter are academics who actively engage in FMS research. Method: We have answered a series of contentions about the promotion of FMS using the peer reviewed literature to support our perspective. Results: We define what we mean by FMS, discuss the context of what skills can be considered fundamental, discuss how the development of these skills is related to broader developmental health contexts, and recommend the use of different pedagogical approaches when teaching FMS. Conclusion: We conclude the promotion of FMS is an important focus in Physical Education (PE) and sport and provide future research questions for investigation

Comprehensive molecular characterization of gastric adenocarcinoma

Gastric cancer is a leading cause of cancer deaths, but analysis of its molecular and clinical characteristics has been complicated by histological and aetiological heterogeneity. Here we describe a comprehensive molecular evaluation of 295 primary gastric adenocarcinomas as part of The Cancer Genome Atlas (TCGA) project. We propose a molecular classification dividing gastric cancer into four subtypes: tumours positive for Epstein–Barr virus, which display recurrent PIK3CA mutations, extreme DNA hypermethylation, and amplification of JAK2, CD274 (also known as PD-L1) and PDCD1LG2 (also knownasPD-L2); microsatellite unstable tumours, which show elevated mutation rates, including mutations of genes encoding targetable oncogenic signalling proteins; genomically stable tumours, which are enriched for the diffuse histological variant and mutations of RHOA or fusions involving RHO-family GTPase-activating proteins; and tumours with chromosomal instability, which show marked aneuploidy and focal amplification of receptor tyrosine kinases. Identification of these subtypes provides a roadmap for patient stratification and trials of targeted therapies