‘I could do with a pair of wings’: perspectives on physical activity,bodies and health from young Australian children

There is little research that reports children's perspectives on physical activity, bodies and health. This paper, drawn from a larger multi-method study on physical activity in the lives of seven- and eight-year-old Australian children, attempts to ‘give a voice’ to 13 children's views. Interviews focused on children's activity preferences and related decision making and motivations pertaining to these activities, as well as how they thought about the relationships between physical activity, health and their bodies. Data suggest some tensions surrounding the importance of fun for children alongside their awareness of ‘healthist’ discourses that require self-monitoring and improvement.     

Effects of teacher clarity and student anxiety on student outcomes

A laboratory experiment was carried out with 120 undergraduate students to examine a possible aptitude–treatment interaction between teacher clarity and student test anxiety in relation to two outcome measures, namely student achievement and student motivation, with student intelligence statistically controlled. Students completed measures of intelligence and test anxiety and were randomly assigned to high teacher clarity or low teacher clarity conditions, defined by the presence or absence of specific teaching behaviours in a videotaped lecture with content held constant across conditions. Measures of motivation and self-efficacy for learning the material were completed immediately post-treatment, then one week later participants completed an achievement test based on the material contained in the lecture and assigned homework. Results revealed significant beneficial main effects for high vs. low teacher clarity for both achievement and motivation measures, but no aptitude–treatment interaction between teacher clarity and student test anxiety.     

Siblings of Handicapped Children: A Population at Risk?

This paper examines the effects of a handicapped child on normal siblings. The complexities of family networks are explored in terms of Farber's (1975) model of arrest of the family cycle. Major sibling studies undertaken since the early sixties are reviewed, and methodological short‐ comings discussed in relation to future research needs. The possibility of identifying both siblings “at risk” and characteristics of adequately coping families is canvassed. Currently available research findings are interpreted in terms of their implications for professionals working with handicapped children and their families.     

Ground reaction forces during steeplechase hurdling and waterjumps

Athletes in the 3,000 m steeplechase track and field event negotiate unmovable hurdles and waterjumps. Ground reaction forces (GRF) in the steeplechase were quantified to elucidate injury risks / mechanisms and to inform coaches. Five male and five female steeplechasers participated. GRF were measured during treadmill running, and using specially mounted force platforms, during hurdle and waterjump takeoffs and landings at 5.54 m/s (males) or 5.00 m/s (females). Results are presented as: male mean ± SD / female mean ± SD. Initial and active peaks of vertical GRF during treadmill running were 2.04 ± 0.72 / 2.25 ± 0.28 BW and 3.11 ± 0.27 / 2.98 ± 0.24 BW. Compared to treadmill running, peak vertical forces were greater (p < 0.001) for: hurdle takeoff (initial: 4.25 ± 0.86 / 3.78 ± 0.60 BW, active: 3.82 ± 0.20 / 3.74 ± 0.32 BW), hurdle landing (active: 4.41 ± 1.13 / 4.21 ± 0.21 BW), waterjump takeoff (initial: 4.32 ± 0.67 / 4.56 ± 0.54 BW, active: 4.00 ± 0.24 / 3.83 ± 0.31 BW), and waterjump landing (initial: 3.45 ± 0.34 / #3.78 ± 0.32 BW, active:5.40 ± 0.78 / #6.23 ± 0.74 BW); (#) indicates not statistically compared (n = 2). Based on horizontal impulse, athletes decelerated during takeoff steps and accelerated during landing steps of both hurdling and waterjumps. Vertical GRF peaks and video indicated rearfoot strikes on the treadmill but midfoot strikes during hurdle and waterjump landings. Potentially injurious GRF occur during the steeplechase, particularly during waterjump landings (up to 7.0 BW).     

Physical activity as a dimension of family life for lower primary school children

While questions of children's engagement in physical activity are being widely debated, little is known about how physical activity is valued and managed within families. This paper reports on qualitative data from a multi-method study on lower primary aged children. The focus of the broader study was to determine the relationships between young children's physical activity patterns, skills, and recreational interests, and their families' location, income, commitment to physical activity, and other responsibilities. Drawing on interviews with 12 purposively selected families, it was found that physical activity was highly valued across different family contexts, that children's engagement was shaped by their interests, friendships, and safety, and that issues such as income, family configuration, parental work commitments, and transport were potential barriers to further engagement.     

Science and technology related global problems: An international survey of science educators

This survey evaluated one aspect of the Science-Technology-Society theme, namely, the teaching of global problems related to science and technology. The survey was conducted during spring 1984. Two hundred sixty-two science educators representing 41 countries completed the survey. Response was 80%. Findings included a ranking of twelve global problems (the top six were: World Hunger and Food Resources, Population Growth, Air Quality and Atmosphere, Water Resources, War Technology, and Human Health and Disease). Science educators generally indicated the following: the science and technology related global problems would be worse by the year 2000; they were slightly or moderately knowledgeable about the problems; print, audio-visual media, and personal experiences were their primary sources of information; it is important to study global problems in schools; emphasis on global problems should increase with age/grade level; an integrated approach should be used to teach about global problems; courses including global problems should be required of all students; most countries are in the early stages of developing programs including global problems; there is a clear trend toward S-T-S; there is public support for including global problems; and, the most significant limitations to implementation of the S-T-S theme (in order of significance) are political, personnel, social, psychological, economic, pedagogical, and physical. Implications for research and development in science education are discussed.     

Parent-reported Participation in Children with Moderate-to-severe Developmental Disabilities: Preliminary Analysis of Associated Factors using the ICF Framework

Children with developmental disabilities are at risk for limited participation in everyday activities. This study investigated factors that hindered or facilitated participation in 58 children with moderate-to-severe developmental disabilities who attended special schools. The parents completed surveys on their children’s participation, developmental profile, environmental restrictions, parental self-efficacy and family demographics. Multiple regression analyses indicated that four variables were identified as strong predictors of specific children’s participation and, overall, explained a small-to-moderate magnitude of variance. Social-emotional ability was associated positively with all aspects of children’s participation (including diversity, intensity and enjoyment). Children with better communication and those who had only one sibling engaged in a higher number of activities and did so more frequently. The children of parents with higher self-efficacy enjoyed themselves more during participation. The findings provide preliminary information that could be useful for families and health care professionals to facilitate participation of children with moderate-to-severe developmental disabilities.