Teacher training toolkit

In the frame of the BMC-EU project (Basic motor competencies in Europe), a teacher training toolkit consisting of a teacher training concept with an accompanying user manual (BMC-EU intellectual output 4) was developed in order to support the implementation of the modular support toolkit on the basis of the concept of basic motor competences (BMC-EU intellectual output 3; Scheuer & Heck, 2020). The aim of this support toolkit is to be implemented mainly at the level of regular physical education lessons to initiate adaptations regarding the content and methods in physical education instruction. The teacher training toolkit contains materials to implement teacher trainings structured in a theoretical and a practical part. In a first step, teachers are familiarized with the MOBAK concept, measurement, test procedure, data procession and evaluation as well as with the interpretation of test results. In a second part, they learn how to get from the diagnosis of the students’ basic motor competencies and the strengths and weaknesses identified in the assessment to concrete interventions by using the MOBAK support framework and the accompanying supportive handouts in form of a modular support toolkit, ready to be implemented in concrete educational situations to support students with additional needs in basic motor competencies. As the teacher training toolkit aims to support and facilitate the implementation of the Modular support toolkit for teachers (Scheuer & Heck, 2020) based on the MOBAK concept and measurement (Herrmann, 2018), reference to the support toolkit and the MOBAK Test manual is given throughout this documen

Teacher training toolkit

V rámci projektu BMC-EU (Základné pohybové kompetencie v Európe) bol vytvorený súbor nástrojov odbornej prípravy učiteľov pozostávajúci z koncepcie odbornej prípravy učiteľov so sprievodným návodom na použitie (intelektuálny výstup BMC-EU 4), s cieľom podporiť využitie podporného metodického materiálu na základe koncepcie základných pohybových kompetencií (intelektuálny výstup BMC-EU 3; Scheuer & Heck, 2020). Cieľom tohto podporného materiálu je iniciovať na úrovni pravidelných hodín telesnej a športovej výchovy úpravy týkajúce sa obsahu a metód výučby telesnej a športovej výchovy. Nástroj pre školenie učiteľov obsahuje materiály na realizáciu školení učiteľov štruktúrovaných v teoretickej a praktickej časti. V prvom kroku sú učitelia oboznámení s koncepciou MOBAK, meraním, testovacím postupom, spracovaním a vyhodnotením údajov, ako aj s interpretáciou výsledkov testov. V druhej časti sa naučia, ako získať informácie z diagnostiky základných pohybových kompetencií žiakov a ich silných a slabých stránok identifikovaných pri hodnotení. Tiež sa naučia pracovať s pomocou podporného rámca MOBAK a sprievodných podporných nástrojov vo forme podpornej metodickej príručky, pripravenej na implementáciu v konkrétnych vzdelávacích situáciách na podporu žiakov s ďalšími potrebami v základných pohybových kompetenciách. Keďže cieľom súboru nástrojov prípravy učiteľov je podporiť a uľahčiť implementáciu metodickej príručky pre učiteľov (Scheuer & Heck, 2020) založenej na koncepte a meraní MOBAK (Herrmann, 2018), odkaz na podpornú metodickú príručku MOBAK je uvedený v tomto dokumente

Teacher training toolkit

V rámci projektu BMC-EU (Základné pohybové kompetencie v Európe) bol vytvorený súbor nástrojov odbornej prípravy učiteľov pozostávajúci z koncepcie odbornej prípravy učiteľov so sprievodným návodom na použitie (intelektuálny výstup BMC-EU 4), s cieľom podporiť využitie podporného metodického materiálu na základe koncepcie základných pohybových kompetencií (intelektuálny výstup BMC-EU 3; Scheuer & Heck, 2020). Cieľom tohto podporného materiálu je iniciovať na úrovni pravidelných hodín telesnej a športovej výchovy úpravy týkajúce sa obsahu a metód výučby telesnej a športovej výchovy. Nástroj pre školenie učiteľov obsahuje materiály na realizáciu školení učiteľov štruktúrovaných v teoretickej a praktickej časti. V prvom kroku sú učitelia oboznámení s koncepciou MOBAK, meraním, testovacím postupom, spracovaním a vyhodnotením údajov, ako aj s interpretáciou výsledkov testov. V druhej časti sa naučia, ako získať informácie z diagnostiky základných pohybových kompetencií žiakov a ich silných a slabých stránok identifikovaných pri hodnotení. Tiež sa naučia pracovať s pomocou podporného rámca MOBAK a sprievodných podporných nástrojov vo forme podpornej metodickej príručky, pripravenej na implementáciu v konkrétnych vzdelávacích situáciách na podporu žiakov s ďalšími potrebami v základných pohybových kompetenciách. Keďže cieľom súboru nástrojov prípravy učiteľov je podporiť a uľahčiť implementáciu metodickej príručky pre učiteľov (Scheuer & Heck, 2020) založenej na koncepte a meraní MOBAK (Herrmann, 2018), odkaz na podpornú metodickú príručku MOBAK je uvedený v tomto dokumente

Modular Support Toolkit for Teachers

V rámci projektu BMC-EU (Základné pohybové kompetencie v Európe) bol v prvej fáze projektu na základe koncepcie základných pohybových kompetencií a výsledkov zberu údajov vypracovaný podporný rámec a modulárny podporný súbor nástrojov ako súčasť intelektuálneho výstupu 3. Cieľom tohto súboru nástrojov je implementovať najmä na úrovni pravidelných hodín telesnej výchovy úpravy týkajúce sa obsahu a metód výučby telesnej výchovy. V prvom kroku sa vyvinul podporný rámec na získanie diagnostiky základných pohybových kompetencií detí a žiakov a silných a slabých stránok identifikovaných pri hodnotení až po konkrétne zásahy. Na základe tohto rámca boli vyvinuté podporné materiály vo forme modulárnej podpornej súpravy nástrojov, pripravené na implementáciu v konkrétnych vzdelávacích situáciách na podporu študentov s ďalšími potrebami v základných pohybových kompetenciách. Modulárna podporná sada nástrojov obsahuje pokyny na interpretáciu výsledkov testov MOBAK (Motorische Basiskompetenzen; nemčina pre základné motorické kompetencie), podporný rámec MOBAK, glosár, ako aj modulárnu podpornú sadu nástrojov s materiálmi pre učiteľov telesnej výchovy vo forme MOBAK, karty opisu úloh a karty aktivít MOBAK založené na princípoch variácie a na prístupe orientovanom na kompetencie

The COVID 19 pandemic as a fortuitous disruptor in physical education: the case of active homework

Measures devised to contain the COVID 19, including isolation, social distancing, and quarantine, have profoundly affected people’s lives around the world. One of the consequences of these actions has been a general reduction in the habitual daily physical activity among children and young people for whom schools represent the major setting for the promotion of sports, physically active play, movement skills learning, and other activity supportive of healthy, active lifestyles. Whilst acknowledging the seriousness of these changes, and their concomitant health risks, we suggest that COVID 19 offers an opportunity to think again about important features of school based activity promotion in light of new lessons learnt during lockdown, emerging technologies, and adapted pedagogies. In these specific cases, COVID 19 could be judged a fortuitous disruptor to the extent that it has opened a window of opportunity to schools and teachers to reflect on their assumptions about the scope, content, and delivery of the curricula, and on the new professional knowledge that has emerged. Active Homework, or physical activity related tasks assigned to students by teachers that are meant to be carried out before, after and away from school, that students can do on their ow n or with family members, is not a new idea, but the enforced changes to school provision have made it considerably more common since the pandemic. Perhaps Active Homework is a concept worth retaining as schools start to return to normal ””? We offer a typo logy of Active Homework, and examine opportunities to expand, extend, and enhance physical education and physical activity opportunities by breaking down the presumed boundary between school and home. In conclusion, we suggest that Active Homework is worth exploring as a potentially valuable approach to enhancing the quantity and quality of students’ school based health related physical activity. If so, considerably more research and curriculum development is needed

Effective Elements of School-based Provision for the Promotion of Healthy Lifestyles: A European Delphi Study

Objective: Schools can serve as settings for promoting their student health, although it is necessary to identify the key elements of provision to leverage change. This study’s objective was to develop a Europe-based list of the elements of learning and health support systems judged by a group of experts to be most effective in influencing school student healthy lifestyles education. Methods: A 3-stage Delphi study involving a group of 18 Europe-based subject specialists was used to articulate shared expert opinions on the main research question: what are the most effective elements of learning and health support systems influencing school students’ healthy lifestyles education? Over 3 rounds of data-gathering, experts were asked to assess the effectiveness of 25 specific elements. Results: The 3 rounds resulted in the following ranked list: Physical Education (PE), Staff Professional Development, Healthy School Policies, Active Recess, Family & Community Engagement, Healthy Eating, Physical Activity in Classroom Lessons, and Active Transport. Conclusions: Cautious of overly generalizing from the results, we suggest the findings offer useful information for evidence-based programs, as well as future research that explores the necessary components of health promotion in schools

Active Homework: an underresearched element of the active schools concept

Background Most physical activity (PA) interventions targeting children focus on the school setting. However, children and young people are often less active at home. The purpose of this article is to review evidence from the last ten years of the contribution of physically Active Homework (AH) to the promotion of PA. Methods Using a rapid review methodology, the article reports on evidence contribution of AH and considers conditions for its effective implementation. Results Although research literature on the effects of AH is limited and missing a theoretical base, studies reporting small positive associations between AH and PA levels were identified. Increases in PA were, however, of low intensity; moderate and vigorous intensities remained relatively unchanged. Conclusions Strategies to increase PA extending beyond the school gym are needed. Further and better research is needed to understand the conditions of effective implementation of AH. Nevertheless, there is a plausibility in providing students regular opportunities to further promote PA in students’ lives by practicing movement and sports skills, and offering a flexible way of finding and pursuing meaningful activities. The fact that AH may encourage the engagement of families and communities, multiplies its potential benefits

Inclusion in Physical Education in primary schools in Europe through the lens of an Erasmus+ partnership

Using data from the Disentangling Inclusion in Primary Physical Education (DIPPE) Erasmus+ project, this study aimed at investigating teachers’ practices related to inclusion of children with additional needs (AN) in primary physical education (PE) and identifying supports that could enhance these practices. Responses from 1170 primary teachers across nine European countries to an online questionnaire were analysed. Although inclusion was regarded as important, only 30% of children with AN were reported as being always included and engaged in PE. Teachers considered guidance on children’s motor needs and video-based resources particularly useful in promoting inclusion. Implications of the findings within the DIPPE project and more broadly are discussed

European fitness landscape for children and adolescents: updated reference values, fitness maps and country rankings based on nearly 8 million test results from 34 countries gathered by the FitBack network

OBJECTIVES (1) To develop reference values for health-related fitness in European children and adolescents aged 6-18 years that are the foundation for the web-based, open-access and multilanguage fitness platform (FitBack); (2) to provide comparisons across European countries. METHODS This study builds on a previous large fitness reference study in European youth by (1) widening the age demographic, (2) identifying the most recent and representative country-level data and (3) including national data from existing fitness surveillance and monitoring systems. We used the Assessing Levels of PHysical Activity and fitness at population level (ALPHA) test battery as it comprises tests with the highest test-retest reliability, criterion/construct validity and health-related predictive validity: the 20 m shuttle run (cardiorespiratory fitness); handgrip strength and standing long jump (muscular strength); and body height, body mass, body mass index and waist circumference (anthropometry). Percentile values were obtained using the generalised additive models for location, scale and shape method. RESULTS A total of 7 966 693 test results from 34 countries (106 datasets) were used to develop sex-specific and age-specific percentile values. In addition, country-level rankings based on mean percentiles are provided for each fitness test, as well as an overall fitness ranking. Finally, an interactive fitness platform, including individual and group reporting and European fitness maps, is provided and freely available online (www.fitbackeurope.eu). CONCLUSION This study discusses the major implications of fitness assessment in youth from health, educational and sport perspectives, and how the FitBack reference values and interactive web-based platform contribute to it. Fitness testing can be conducted in school and/or sport settings, and the interpreted results be integrated in the healthcare systems across Europe