A comparative study of factors influencing participation in sport and physical activity for metropolitan and rural female adolescents

The aim of this research was to provide a comparative analysis of the influence of behavioural alternatives, autonomy, competence and relatedness on participation in sport and physical activity for female adolescents within metropolitan and rural settings. Eighteen focus groups were conducted with a cross section of schools within metropolitan Melbourne and rural Victoria, Australia, involving 12–13-year olds and 15–16-year olds, using a semi-structured format. Content and thematic analyses were conducted on the data. Findings supported the sport commitment model by demonstrating that, in both rural and metropolitan settings, participation was influenced by the strength of commitment to a range of behavioural alternatives. Our findings also extended self-determination theory by suggesting that autonomy, competence, and relatedness were interrelated and their strength and influence on participation varied between settings. This study also has practical implications, including the promotion of more inclusive and supportive sports environments for female adolescents and promoting sport and physical activities as activity that promotes wellness, complements academic endeavours and reduces the stress of academic study.

How different is it really? – rural and urban primary students’ use of ICT in mathematics

Information and Communication Technology (ICT) offers the potential for changing mathematics education for both teachers and students. However, how ICT is used, and by whom, is critical to realizing this potential. This paper reports on an investigation of the use of ICT in the learning and teaching of mathematics in rural and urban primary schools in Victoria, Australia. Thirty-six teachers and almost 700 students were surveyed regarding their use of ICT for mathematics at home and at school, with a small number of selected teachers and students taking part in interviews. This paper focuses on students’ perceptions of ICT use. A comparison of rural and urban students’ responses shows little difference across most aspects of ICT use, and where there was a difference, the frequency of rural use almost always exceeded that in urban schools.

Leadership to improve mathematics outcomes in low SES schools and school networks

Instructional and transformational leadership is reportedly required to improve the mathematics outcomes of students in low socio-economic status school communities. This study of 43 schools in two networks of schools in rural Victoria explored leadership practices and found evidence to support both these leadership approaches along with distributed leadership practice. School leaders established network and school structures and relationships at various levels of the network and school organisation to enable and support ongoing improvement in teachers’ pedagogical content knowledge and teaching practice and to build the leadership capacity of teachers within their schools. The leaders’ knowledge of effective mathematics teaching practice enabled them to mentor teachers in their school or team and to support the practices of professional learning teams within their school.

Whole grain consumption is inversely associated with BMI Z-score in rural school-aged children

Objective To examine the relationship between intake of whole grains and BMI Z-score in rural children.

Design General linear models and logistic regression were used to examine the cross-sectional associations between whole grain intake and BMI Z-score, prevalence and odds ratios of overweight and obesity. Dietary intake was assessed using the Block Food Screener for ages 2–17 years. Children were classified into three categories according to servings of whole grain intake: <1·0 serving/d, 1·0–1·5 servings/d and >1·5 servings/d.

Setting The CHANGE (Creating Healthy, Active and Nurturing Growing-up Environments) study, an obesity prevention intervention in elementary schools in eight rural US communities in California, Mississippi, Kentucky and South Carolina.

Subjects Seven hundred and ninety-two children attending 3rd–6th grade.

Results After adjusting for age, sex, race/ethnicity, physical activity and state of residence, whole grain intake was inversely associated with BMI Z-score (0·90 v. 0·61 in the lowest v. the highest whole grain intake category; P trend = 0·01). Children who consumed >1·5 servings of whole grains/d had a 40 % lower risk of being obese (OR = 0·60; 95 % CI 0·38, 0·95, P = 0·02) compared with children who consumed <1·0 serving/d. Further adjustment for potential dietary predictors of body weight (fruit, vegetable and dairy intakes) did not change the observed associations.

Conclusions Increasing the intake of whole grains as part of an overall healthy lifestyle may be beneficial for children to achieve and maintain a healthy weight.

How parental and school responses to choice policies reconfigure a rural education market in Victoria, Australia

Market principles now dominate the education and social policies of many Anglophone countries, including Australia, but articulate differentially within specific contexts. Existing historical legacies, local economic and social conditions, and geographical settings interact with federal and state funding and transport policies to shape the nature of regional education markets and the choices families make in a rural school market in Australia. Through two school case studies, this article explores the effects of policy shifts on parental choice and student movement within a regional Victorian community. Informed by policy sociology, the article views the policy as a dynamic, often ad hoc process with contradictory effects. It indicates how an ensemble of federal and state funding and conveyancing policies enable some schools to develop marketing practices that reconstruct the local education market to their advantage through the introduction of transport and flexi-boarding policies. It demonstrates that education markets are not confined to urban settings and that while choice is not a new phenomenon in this rural area, federal and state funding and transport policies have reconfigured local markets and intensified the market work undertaken by schools and parents with, in this instance, unequal effects on the provision of schooling in a rural region.

Researching early career teachers and gender differences: ramifications for rural education

Recent research into the lives of early career teachers’ in Victoria and Queensland suggest that gender remains a significant factor in shaping the careers of those teaching in rural and regional schools. The cohort of nearly 5,000 teachers involved in the ARC-funded research project, ‘Studying the Effectiveness of Teacher Education’ (SETE) has a high proportion of females (78%). This composition is consistent with other large-scale datasets and across four rounds of SETE surveys between 2010-2014, and reflected in Case Studies of a selection of Victorian rural and regional schools. Continued perceptions of teaching as an ‘appropriate’ career for women remains - that is, it is reasonably well paid, with holidays and hours that allow a combination of responsibilities in work and family contexts (Acker, 1994). Yet, the analysis of SETE career progression data shows that employment and career chances of female and male graduate teachers diverge. Male graduates were more likely to be employed in full time positions and saw themselves in a leadership role in three years’ time, while female graduates were more likely to be employed in part-time positions and saw themselves teaching or in other education related occupations in the future. Interestingly, there was also significant difference in the perceptions of preparedness and effectiveness scores for males and females, with female teachers consistently reporting higher scores for both scales. In this paper, we examine the research data with regards to gender differences in rural and regional primary schools and ask the question: thirty years after the first Affirmative Action Plan for Women in the Victorian Teaching Service (1986), why do these gender differences in teaching careers still hold true—and does it matter in rural education?

The association between self-reported diet quality and health-related quality of life in rural and urban Australian adolescents

OBJECTIVE: This study examines the relationship between diet quality and health-related quality of life (HRQoL) in rural and urban Australian adolescents, and gender differences.

DESIGN: Cross-sectional.

SETTING: Secondary schools.

PARTICIPANTS: 722 rural and 422 urban students from 19 secondary schools.

MAIN OUTCOME MEASURES: Self-report dietary-related behaviours, demographic information, HRQoL (AQoL-6D) were collected. Healthy and unhealthy diet quality scores were calculated; multiple linear regression investigated associations between diet quality and HRQoL.

RESULTS: Compared to urban students, rural students had higher HRQoL, higher healthy diet score, lower unhealthy diet score, consumed less soft drink and less frequently, less takeaway and a higher proportion consumed breakfast (P < 0.05). Overall, males had higher unhealthy diet score, poorer dietary behaviours but a higher HRQoL score compared to females (P < 0.05). In all students, final regression models indicated: a unit increase in healthy diet score was associated with an increase in HRQoL (unstandardised coefficient(B)±standard error(SE); B = 0.02 ± 0.01(SE); P < 0.02); and a unit increase in unhealthy diet scores was associated with a decrease in HRQoL (-0.01 ± 0.00; P < 0.05). In rural students alone, a unit increase in unhealthy diet score was associated with a decrease in HRQoL (B = -0.01 ± 0.00; P = 0.002), and in urban students a unit increase in healthy diet score was associated with an increase in HRQoL (B = 0.02 ± 0.00; P < 0.001).

CONCLUSIONS: Cross-sectional associations between diet quality and HRQoL were observed. Dietary modification may offer a target to improve HRQoL and general well-being; and consequently the prevention and treatment of adolescent health problems. Such interventions should consider gender and locality.

Patterns of time use among regional and rural adolescent girls: associations with correlates of physical activity and health-related quality of life

OBJECTIVES: To describe patterns of time use among regional and rural adolescent girls and compare identified clusters with respect to correlates of physical activity (PA) and health-related quality of life (HRQoL).

DESIGN: Cross-sectional PA and lifestyle survey.

METHODS: Data were from Year 7-9 adolescent girls (aged 12-15 years) from 16 schools involved in a cluster-randomised trial in regional and rural Victoria, Australia (n=494). Time use data were collected using 24-h Previous Day Physical Activity Recall (PDPAR-24) questionnaire, collapsed into 17 categories of time use. Differences between time use clusters with regard to demographics, correlates of PA and HRQoL measured using PedsQL 4.0 Generic Core Scales, were investigated.

RESULTS: Two time use clusters were identified and were associated with correlates of PA and HRQoL. Girls who spent significantly more time in teams sports, non-team sports, school classes, watching TV and sleeping had higher levels of positively aligned PA correlates (e.g. self-efficacy, perceived sports competence) and HRQoL than girls characterised with high levels of computer use and video gaming. CONCLUSIONS: These findings highlight how different activity patterns of regional and rural girls affect HRQoL and can inform future intervention strategies to improve PA levels and HRQoL. Clusters characterised by low levels of PA and high computer use and video gaming require targeted interventions to address barriers to their participation.

Power, regulation and physically active identities : the experiences of rural and regional living adolescent girls

Drawing on interpretations of Foucault's techniques of power, we explored the discourses and power relations operative between groups of girls that appeared to influence their participation in Physical Education (PE) and outside of school in sport and physical activity (PA) in rural and regional communities. Interviews and focus groups were conducted in eight secondary schools with female students from Year 9 (n = 22) and 10 (n = 116). Dominant gendered and performance discourses were active in shaping girls’ construction of what it means to be active or ‘sporty’, and these identity positions were normalised and valued. The perceived and real threat of their peer's gaze as a form of surveillance acted to further perpetuate the power of performance discourses; whereby girls measured and (self) regulated their participation. Community settings were normalised as being exclusively for skilled performers and girls self-regulated their non-participation according to judgements made about their own physical abilities. These findings raise questions about the ways in which power relations, as forged in broader sociocultural and institutional discourse–power relations, can infiltrate the level of the PE classroom to regulate and normalise practices in relation to their, and others, PA participation.

Online professional learning for rural teachers of mathematics and science

Professional learning is crucial for the ongoing development of teachers and the improvement of student outcomes. Professional learning in mathematics and science education has the potential to address concerns about shortages in these areas and their impact on economic growth. However, attendance at face-to-face professional learning is problematic for many teachers located in rural areas. This study explores the utilisation of online professional learning in mathematics and science education by teachers in rural areas, and canvasses teachers’ requirements for this form of professional learning. An activity system, using cultural-historical activity theory, is developed for online professional learning for teachers of mathematics and/or science. Qualitative interpretive analysis of transcripts of 14 semi-structured individual interviews with three different groups of people suggests that teachers of mathematics/science require professional learning programs which are not only flexibly delivered but also provide professional learning content that has high utility value. By better understanding how teachers respond to the notion and practice of online professional learning, informed decisions can be made about how best to support teachers and thus build capacity in schools for success in mathematics and science.

Small rural school leadership: creating opportunity through collaboration

Leading a small rural school presents specific challenges for principals: there are fewer people to perform as many tasks as exist in larger schools; teaching consumes a greater percentage of leaders' time in multigrade, mixed-ability classes; there is often limited or no access to resources that are taken for granted elsewhere; and there is no dilution of stakeholder expectations regarding school improvement, policy accountability or student achievement outcomes. Small rural school leadership is complex, diverse and labour-intensive and the exigencies of life in small rural communities create unconventional leadership circumstances. Daunting as this may sound, many principals revel in small rural school settings, achieving success and professional enjoyment due in large part to the ways in which they address these particular challenges. They have recast contextual challenges as opportunities, which is the focus of this chapter.

"Knowing the rules of the game": rural sporting biographies and their influence on physical education pedagogy

The influence of place-based biographies in shaping professional identities and practices can be powerful. This is particularly prevalent in fields like Physical Education (PE) where personal physical and sporting prowess can readily become embodied signifiers of one’s credibility and expertise. In rural and regional communities, identities attached to, and social capital accrued from sports participation are often very strong. In this chapter we reflexively draw on aspects of our own personal biographies as active (and privileged) participants in rural community sport to explore the ways in which they have shaped our professional identities and practices as physical education teacher educators. We juxtapose our biographies alongside the experiences of ‘Rachel,’ a female physical education teacher who, at the time of data collection, had recently commenced teaching in a regionally based Catholic all-boys’ school after two previous posts in rural co-educational schools. Presented as heuristic devices, we look for points of intersection and divergence between Rachel’s experiences and our own biographies to consider the ways in which place shapes professional identities and pedagogical practices in PE. The practical translation of this self-study process is to be ultimately located in our undergraduate teacher education programs and in our identities as teacher educators.