Health and physical education in middle schooling

The middle years of schooling are receiving increased attention. This paper gives some background to 'middle schooling' and begin discussion if physical education is to be involved in the shift that an increasing number of schools are attempting to make in order to enhance student learning. It addresses findings, innovations and changes to the field of physical education. A set of questions are posed about the relationship between the middle years of schooling, health and physical education.

Aligning school reform and teacher education reform in the middle years: An Australian case study

This paper discusses the development of a new Bachelor of Education (Middle Years of Schooling) at The University of Queensland. The middle years of schooling have increasingly been the focus of education reform initiatives in Australia, but this has not been accompanied by significant increases in the number of teacher education institutions offering specialised middle schooling-level teacher preparation programmes. Considering the rapidly changing social and economic context and the emergent state of middle schooling in Australia, the programme represented a conceptual and practical opportunity and challenge for The University of Queensland team. Working collaboratively, the team sought to design a teacher education preservice programme that was both responsive and generative: that is, responsive to local school contexts and to current educational research and reform at national and international levels; and generative of cutting-edge theories and practices associated with middle schooling, teachers' work, and teacher education. This paper focuses on one component of the Middle Years of Schooling Teacher Education programme at The University of Queensland; namely, the practicum. We first present the underlying principles of the practicum programme and then examine "dilemmas" that emerged early in the practicum. These issues and tensions were associated with the ideals of "middle years" philosophy and the pragmatics of school reform associated with that new approach. In this paper, and within this context, we explore what it means to be both responsive and generative, and describe how we as teacher educators negotiated between the extremes these terms implied.

Students' conceptions of sport and sport education

This article explores a class of Grade 5 (age 9 and 10) children’s conceptions of sport during a season of sport education at Forest Gate Primary School. The purpose, following Kirk and Kinchin (this issue), is to examine the extent to which the potential transfer of learning between school and sport as a community of practice may be possible through sport education in school physical education. With reference to student interviews and drawings we report and discuss children’s conceptions of sport, their experiences of sport outside of the school, and their emerging conceptions of sport education in light of these prior understanding and experiences. We conclude that there was an evident level of compatibility between students’ experiences of sport education and their conceptions of sport more broadly.

Male teachers, homophobia, misogyny and teacher education

Placing issues of homophobia and anti-lesbianism on the agenda of teacher education programmes often meets with resistance from some students, and others. Such resistance is indicative of broader attempts to maintain the straight face of schooling. However, one way in which it is possible to place such issues on the agenda in schooling and teacher education is to demonstrate how these discourses impact upon all students and teachers. A current opening for raising such matters within teacher education programmes is the problematisation of the calls for more male teachers, calls that are becoming pervasive in many Western education systems. Within the drives to attract more male teachers to the profession there is usually a silence relating to the ways in which homophobia and its counterpart, misogyny, work to construct normalised notions of teachers. This paper examines the ways in which these silences perpetuate existing gender regimes in schools to the detriment of female teachers, girls, and marginalised male teachers and boys. It then suggests that teacher education programmes use this topic to demonstrate the impact of homophobia and misogyny on all involved in education.

Epidemiology of open- and closed-globe trauma presenting to Cairns Base Hospital, Queensland

Purpose: To review the epidemiology of serious ocular trauma presenting to Cairns Base Hospital, from the far north Queensland health districts. Methods: A retrospective study of cases from January 1995 to November 2002 inclusive. Cases were analysed with respect to demographics, cause and nature of injury, method of transport and time to and type of ophthalmic treatment, and visual outcomes. Results: There were 226 cases identified, including 71 open-globe and 155 closed-globe injuries. The annual rate of injury was 3.7 per 100 000 for open-globe and 11.8 per 100 000 in total. The Aboriginal and Torres Strait Islander population from the far north Queensland districts showed a disproportionate incidence, with 38% of the total number of injuries, despite representing only 12.3% of the population. Assault in the Aboriginal and Torres Strait Islander population resulted in 69.6% of injuries in men and 75.8% of injuries in women. Of all assaults 76.2% were alcohol-related. The majority (71.5%) of injuries in the Caucasian population were due to accidental blunt and sharp trauma. In total, 77.4% of injuries occurred in men, with an average age of 31 years. Of all open and closed injuries in the study, a final visual acuity of 6/12 or better was achieved in 47.8% of eyes and a final visual acuity of 6/60 or less occurred in 17.7% of patients, 20.8% patients were lost to follow up. In total, 14.1% of open injuries required enucleation/evisceration. Conclusions: The incidence of ocular trauma in far north Queensland is equal to other Australian populations. However, there is a disproportionately high incidence in the Aboriginal and Torres Strait Islander population. Alcohol-related assault is a significant cause of visual loss in the Aboriginal and Torres Strait Islander population. Closed-globe injuries are more common than open globe; however, the latter have poorer visual prognosis. Initial visual acuity of all injuries correlated with final visual acuity.