Impact of cultural background on fundamental movement skill and its correlates

Children’s fundamental movement skill levels (FMS) predict moderate-to-vigorous physical activity (MVPA). Asian children have been reported as less active than English-Europeans, possibly due to poorer skills. This study compared the FMS of children from Culturally and Linguistically Diverse (CALD) backgrounds and examined FMS correlates. A total of 261 children (122 males) aged 9-to-11 years were divided based on language spoken at home: English-European (n = 105) and Asian (n = 156). Height, mass, FMS (Test of Gross Motor Development-2), MVPA (accelerometer) and cardio-respiratory fitness (20m multistage shuttle run) were directly measured. Sex, age, language and perceived sport competence (CY-PSPP) were self-reported. Independent sample t-tests assessed age, BMI, FMS and perception by CALD group. Linear mixed models examined FMS correlates. Asian-speaking children had lower object control skill (35.5 v 37.2; CI [0.17, 3.18]; p < 0.03) compared to English-European- children, but no between-group differences in locomotor skills were observed. Fitness, physical activity and sport competence perception were positively associated with object control, yet adjusting for these variables (and age and BMI) did not remove the CALD effect (B = ?2.02, SE = 0.69, p = 0.004). Cultural factors may affect object control competence in Asian-Australian children.     

From Scholarship Boy to Social Historian: J.F.C. Harrison (1921-2018): An Appreciation

ABSTRACT

John F. C. Harrison, who has recently passed away, was one of the founders of British social and labour History. Along with figures such as E.P. Thompson and Asa Briggs, Harrison put nineteenth-century social history on the scholarly map. He traced the histories of adult education, Owenism and popular millenarianism. Many came to Victorian history through his textbooks about the period. This appreciation traces his life and work, attempting to establish what was distinctive about his work. Harrison eschewed theory but built important bridges between social, labour and intellectual history which give his work an enduring importance.     

Regulation of on‐line content in the new trade environment: NAFTA and communication policy

Trade agreements are constitution‐like in that they constrain action at “lower” or national and sub‐national levels (Jackson, 1988). This article examines some constitution‐like effects of telecommunication provisions in the North American Free Trade Agreement on U.S. policies regulating pornography. Recent U.S. actions to regulate on‐line pornography, through amendments to the Communications Act and the Comstock Act, and relevant cases, including the recent Amateur Action decision, are discussed. The relevant provisions in the NAFTA are outlined. The paper concludes that U.S. efforts to regulate content of on‐line services which appear to fall within the category of enhanced/value‐added telecommunication services would not be strictly “NAFTA‐legal” under the telecommunication chapter, but could be made so utilizing the privacy, consumer protection or cultural‐industries exceptions which were not intended for this purpose nor were advocated by the U.S. The broader implications for the future of the nation state and for a possible international regime governing offensive speech are discussed.     

Teacher and school outcomes of the Physical Education and Physical Literacy (PEPL) approach: a pragmatic cluster randomised controlled trial of a multicomponent intervention to improve physical literacy in primary schools

ABSTRACT

Background: Physical education (PE) can be considered the centrepiece of school physical literacy (PL) programs, but ineffective lessons or an absence of PE across the public primary school system has raised concern. This study aimed to evaluate the implementation, acceptability and impact of teacher delivery of PE as part of a multicomponent Physical Education Physical Literacy (PEPL) approach, designed to improve classroom teachers’ provision of PE and PL opportunities within a cluster of suburban primary schools.

Method: Within a pragmatic randomised cluster-based trial with mixed methods, a PEPL coach was appointed to seven schools for one school year, with another seven schools continuing their usual practice as the control group. The coach’s role was to support and professionally develop classroom teachers to teach PE and to create opportunities that develop PL inside and outside the school environment. Focusing on Grade 5 teachers, the implementation, acceptability and teacher impact were assessed using direct observations of PE teaching style, a daily log kept by the coach and interviews with principals and teachers.

Results: The PEPL coach visited each school on average once a week for the 33 available weeks of the school year. There were several positive effects for teachers and schools. With no classroom teacher initially taking PE or classroom physical activity breaks, all seven teachers regularly introduced a PE lesson and activity breaks into their weekly schedule. PE class instructional time increased (intervention; +4.8 vs. control; ?3.5 min/lesson; β?=?1.69; SE?=?0.76; p?=?.05), with lessons of greater duration (intervention; +8.6 vs. control +1.9 min/lesson; β?=?1.14, SE?=?0.58, p?=?.05) and moderate and vigorous physical activity increased 5.7 min in intervention classes (p?<?.05). The PEPL coach introduced regular physical activities before and after school and linked the schools with a national sports coaching scheme. Interviews indicated that the PEPL approach was both valued and well-accepted by staff, that classroom teacher confidence to teach PE increased and that principals perceived a shift toward a school ‘culture’ of physical activity.

Conclusions: Well-received by classroom teachers and principals, the PEPL approach resulted in classroom teachers introducing both PE and activity breaks into their weekly teaching program and schools were linked to external sport coaching programs. These effects suggest that the PEPL approach enhanced opportunities for the development of physical literacy in this suburban primary school setting.

Trial registration: Australian New Zealand Clinical Trials Registry identifier: ACTRN12615000066583.     

Using technology supported learning to develop active learning in higher education： A case study

John Dewey believed that the education should educate individuals ＂not as passive recipients of educational content, but as active makers of meaning, capable of exercising independent judgement and of democratic collaboration＂ （Gregory, 2001, p. 399）. With this philosophical viewpoint, the author strongly believes that teachers should engage students in becoming actively involved and responsible for their own learning. One way in which to get students involved in their own learning is by using technology supported learning. This method is important in relation to the diverse student population now enrolling in universities. This case study was carried out to assess the implementation of technology supported learning within a first year module. Three online tasks were made available for students within this course. A questionnaire was used to solicit information on the online task. The findings suggested that there are many benefits that can be derived from the effective utilization of technology within higher education.