Characteristics of teacher training in school-based physical education interventions to improve fundamental movement skills and/or physical activity: a systematic review

BACKGROUND: Fundamental movement skill (FMS) competence is positively associated with physical activity (PA). However, levels of both FMS and PA are lower than expected. Current reviews of interventions to improve FMS and PA have shown that many school-based programs have achieved positive outcomes, yet the maintenance of these interventions is variable. Teachers play a central role in the success and longevity of school-based interventions. Despite the importance of teacher engagement, research into the nature and quality of teacher training in school-based PA and FMS interventions has received little attention.

OBJECTIVE: The aim of this systematic review was to investigate the type and quantity of teacher training in school-based physical education PA and/or FMS interventions, and to identify what role teacher training had on the intervention outcome.

METHODS: A systematic search of eight electronic databases was conducted. Publication date restrictions were not implemented in any database, and the last search was performed on 1 March 2015. School physical education-based interventions facilitated by a school teacher, and that included a quantitative assessment of FMS competence and/or PA levels were included in the review.

RESULTS: The search identified 39 articles. Eleven of the studies measured FMS, 25 studies measured PA and three measured both FMS and PA. Nine of the studies did not report on any aspect of the teacher training conducted. Of the 30 studies that reported on teacher training, 25 reported statistically significant intervention results for FMS and/or PA. It appears that teacher training programs: are ≥ 1 day; provide comprehensive subject and pedagogy content; are framed by a theory or model; provide follow-up or ongoing support; and measure teacher satisfaction of the training, are more effective at improving student outcomes in FMS and/or PA. However, the provision of information regarding the characteristics of the teacher training was largely inadequate. Therefore, it was difficult to ascertain which teacher training characteristics were most important in relation to intervention effectiveness.

CONCLUSION: It is clear that whilst teachers are capable of making substantial improvements in student outcomes in PA and FMS, the findings of this review suggest the teacher training component of school-based PA and/or FMS interventions is not only under-reported but is under-studied, and, perhaps as a result, the value of teacher training is not widely understood. What remains unclear, due to poor reporting, is what role teacher training is having on these outcomes.

A trial of e-simulation of sudden patient deterioration (FIRST2ACT WEB) on student learning

BACKGROUND: High-fidelity simulation pedagogy is of increasing importance in health professional education; however, face-to-face simulation programs are resource intensive and impractical to implement across large numbers of students. OBJECTIVES: To investigate undergraduate nursing students' theoretical and applied learning in response to the e-simulation program-FIRST2ACT WEBTM, and explore predictors of virtual clinical performance. DESIGN AND SETTING: Multi-center trial of FIRST2ACT WEBTM accessible to students in five Australian universities and colleges, across 8 campuses. PARTICIPANTS: A population of 489 final-year nursing students in programs of study leading to license to practice. METHODS: Participants proceeded through three phases: (i) pre-simulation-briefing and assessment of clinical knowledge and experience; (ii) e-simulation-three interactive e-simulation clinical scenarios which included video recordings of patients with deteriorating conditions, interactive clinical tasks, pop up responses to tasks, and timed performance; and (iii) post-simulation feedback and evaluation. Descriptive statistics were followed by bivariate analysis to detect any associations, which were further tested using standard regression analysis. RESULTS: Of 409 students who commenced the program (83% response rate), 367 undergraduate nursing students completed the web-based program in its entirety, yielding a completion rate of 89.7%; 38.1% of students achieved passing clinical performance across three scenarios, and the proportion achieving passing clinical knowledge increased from 78.15% pre-simulation to 91.6% post-simulation. Knowledge was the main independent predictor of clinical performance in responding to a virtual deteriorating patient R(2)=0.090, F(7, 352)=4.962, p<0.001. DISCUSSION: The use of web-based technology allows simulation activities to be accessible to a large number of participants and completion rates indicate that 'Net Generation' nursing students were highly engaged with this mode of learning. CONCLUSION: The web-based e-simulation program FIRST2ACTTM effectively enhanced knowledge, virtual clinical performance, and self-assessed knowledge, skills, confidence, and competence in final-year nursing students.

Medical student exposure to general practice in Australian medical courses

BackgroundThere is a wide variation in how much general practice exposure, medical students get in Australian medical courses.AimsThis study is designed to identify the time spent in GP specific formal education and in clinical attachments to general practices in each Australian Medical School.MethodSurvey sent to the Head of Discipline for general practice at each Australian Medical School.ResultsGP specific formal education, GP attachment time and timings in the course will be presented.ConclusionAttracting high calibre applicants to GP vocational training requires more emphasis on GP medical student exposure.

Inequalities and agencies in workplace learning experiences: international student perspectives

National systems of vocational education and training around the globe are facing reform driven by quality, international mobility, and equity. Evidence suggests that there are qualitatively distinctive challenges in providing and sustaining workplace learning experiences to international students. However, despite growing conceptual and empirical work, there is little evidence of the experiences of these students undertaking workplace learning opportunities as part of vocational education courses. This paper draws on a four-year study funded by the Australian Research Council that involved 105 in depth interviews with international students undertaking work integrated learning placements as part of vocational education courses in Australia. The results indicate that international students can experience different forms of discrimination and deskilling, and that these were legitimised by students in relation to their understanding of themselves as being an ‘international student’ (with fewer rights). However, the results also demonstrated the ways in which international students exercised their agency towards navigating or even disrupting these circumstances, which often included developing their social and cultural capital. This study, therefore, calls for more proactively inclusive induction and support practices that promote reciprocal understandings and navigational capacities for all involved in the provision of work integrated learning. This, it is argued, would not only expand and enrich the learning opportunities for international students, their tutors, employers, and employees involved in the provision of workplace learning opportunities, but it could also be a catalyst to promote greater mutual appreciation of diversity in the workplace.

Internationalization in vocational education and training: transnational perspectives

This edited book addresses a range of aspects of internationalization in vocational education and training (VET) in different countries. It considers the impact of internationalization and student mobility on VET at the sectoral, institutional and individual levels as the sector emerges as a key tool for social and structural change in developing nations and as a flexible and entrepreneurial means of growth in developed nations. The book explores not only the effects of the neo-liberal market principle underpinning VET practices and reforms, but importantly considers internationalization as a powerful force for change in vocational education and training. As the first volume in the world that examines internationalization practices in VET, the book provides VET and international education policymakers, practitioners, researchers and educators with both conceptual knowledge and practical insights into the implementation of internationalization in VET.

Voices of dissent: Unpacking Vietnamese international student experience

Purpose – This study examines Vietnamese international students’ experiences with thecampus learning environment by analysing differences in staff and student perceptions.Design/methodology/approach – Two focus groups (N = 12) and ten (10) in-depthinterviews were conducted with Vietnamese students and four (4) in-depth interviews withthe university staff (totalling 26).Findings – The findings show a greater divergence of views between students and staff onteaching and learning than English language proficiency and student support services.These key differences were influenced by students’ prior expectations of their learningenvironment.Research limitations/implications – This study is limited to one group of internationalstudents and to one Australian university.Practical implications – The academics and administrators must have a goodunderstanding of international students’ learning backgrounds and expectations to enhancetheir positive experience; Appropriate teaching skills and practices are essential foracademics to meet the current needs of students. More effective training for internationalstudents to understand the multicultural nature of Australia is also essential.Originality/value – This study contributes to the literature by identifying the experienceof Vietnamese international students in a western university, which is, a relatively underresearchednationality compared to other Asian nationalities such as Chinese and Indian.

International student mobility and its impact on the Australian private VET sector

In recent years governments have legitimated neoliberal educational policy reforms such as the internationalization and commercialization of education through mobilising the discourses of globalization and the knowledge economy. In Australia for instance, a raft of policy initiatives over the last two and a half decades (beginning in the early 1990s) targeted full-fee paying international students prompting a surge in international student enrolments and a burgeoning private vocational education and training (VET) sector for international students. Drawing on a study of situated realities influencing international students in private VET providers in Melbourne Australia, this chapter analyses, from training managers’ and quality assurance auditors’ perspectives, the impact of international student mobility on the private VET sector. The chapter also utilises the notion of social structure as systems of human relations amongst social positions to examine how international student mobility has led to shifts in VET manager and quality assurance auditors’ perceptions and practices outside the boundaries of the education sector, particularly how private VET providers and international students are represented. In this instance by reforming the VET sector, governments change conventional characteristics through which people relate and the relationships that bind them with intended and unintended consequences. The findings suggest that whilst VET policy posits an easy and ready association between the needs of capital and the development of the workforce, this association is highly contestable and problematic as it can lead to negative student learning outcomes.