Promoting gross motor skills and physical activity in childcare: a translational randomized controlled trial

OBJECTIVES: Educator-led programs for physical activity and motor skill development show potential but few have been implemented and evaluated using a randomized controlled design. Furthermore, few educator-led programs have evaluated both gross motor skills and physical activity. Therefore, the aim of this study was to evaluate a gross motor skill and physical activity program for preschool children which was facilitated solely by childcare educators. DESIGN: A six-month 2-arm randomized controlled trial was implemented between April and September 2012 in four early childhood centers in Tasmania, Australia. METHODS: Educators participated in ongoing professional development sessions and children participated in structured physical activity lessons and unstructured physical activity sessions. RESULTS: In total, 150 children were recruited from four centers which were randomized to intervention or wait-list control group. Six early childhood educators from the intervention centers were trained to deliver the intervention. Gross motor skills were assessed using the Test of Gross Motor Development (2nd edition) and physical activity was measured objectively using GT3X+ Actigraph accelerometers. No statistically significant differences were identified. However, small to medium effect sizes, in favor of the intervention group, were evident for four of the five gross motor skills and the total gross motor skill score and small to medium effect sizes were reported for all physical activity outcomes. CONCLUSIONS: This study highlights the potential of educator-led physical activity interventions and supports the need for further translational trials within the early childhood sector.

Comparison of performance on process- and product-oriented assessments of fundamental motor skills across childhood

Process-oriented motor competence (MC) assessments evaluate how a movement is performed. Product-oriented assessments evaluate the outcome of a movement. Determining the concurrent validity of process and product assessments is important to address the predictive utility of motor competence for health. The current study aimed to: (1) compare process and product assessments of the standing long jump, hop and throw across age groups and (2) determine the capacity of process assessments to classify levels of MC. Participants included 170 children classified into three age groups: 4–5, 7–8 and 10–11 years old. Participants’ skills were examined concurrently using three process assessments ((Test of Gross Motor Development-2nd edition [TGMD-2]), Get Skilled; Get Active, and developmental sequences) and one product measure (throw speed, jump and hop distance). Results indicate moderate to strong correlations between (1) process assessments across skills and age groups (r range = .37–70) and (2) process and product assessments across skills and age groups (r range = .26–.88). In general, sensitivity to detect advanced skill level is lowest for TGMD-2 and highest for developmental sequences for all three skills. The use of process and product assessments is suggested to comprehensively capture levels of MC in human movement.

Does weight status influence associations between children's fundamental movement skills and physical activity?

This study sought to determine whether weight status influences the association among children's fundamental movement skills (FMS) and physical activity (PA). Two hundred forty-eight children ages 9-12 years participated. Proficiency in three object-control skills and two locomotor skills was examined. Accelerometers objectively assessed physical activity. Body mass index was calculated to determine weight status. Correlations between physical activity and FMS proficiency were evident among boys and girls. No significant interaction was apparent when examining FMS proficiency scores, PA variables, and weight status. Future studies should examine a broader range of skills and types of activities to better characterize this relationship and to inform the promotion of movement skill proficiency and PA.

Primary school teacher perceived self-efficacy to teach fundamental motor skills

Fundamental Movement Skills (FMS) are a part of the school curricula, yet many Australian primary-age children are not mastering FMS. One reason may be a lack of perceived self-efficacy of primary teachers to teach FMS. This study investigated the level of perceived self-efficacy of primary school teachers to teach FMS in Victoria, Australia. A cross-sectional survey, based on the Victorian Institute of Teaching Standards of Professional Practice, was used to sample sixty-five pre-service and forty-six in-service teachers. Most primary school teachers were self-efficacious in teaching FMS (67.59 per cent); almost one-third (32.41 per cent) were not. Male teachers had higher perceived self-efficacy than female teachers, and a positive relationship was found between perceived self-efficacy to teach FMS and interest in, and participation in, physical activity (r = 0.52 and r = 0.31 respectively). Implications for practice include providing FMS teaching resources and professional training. Further research should explore the effect of perceived self-efficacy on teaching performance.

The energetics of self-paced motor skills

In activities such as walking individuals can select an optimum speed that minimises energy expenditure. When learning to row, individuals initially selected fast inefficient stroke rates but learned to become more efficient by taking longer, slower strokes. The research showed, therefore, that optimum pacing depends on extensive practice and sensitivity to energy cost helps us to change movements in order to become more efficient.

Interviewer experience, vocal skills and the recruitment of telephone survey respondents

Although telephone interviewing is the main market research method used in Australia, response rates are often low and possibly declining overall. Interviewers are the means by which respondents are recruited and it was hypothesised that their verbal skills and experience would affect response rates. Using data from four market research companies, interviewer experience was shown to be positively related to strike rate (interviews per hour). Apart from having a discernible accent which dampened strike rates and increased refusals, other verbal characteristics had only a weak effect on response rates.

Algebra skills and traps and diagnostic teaching for the future

Explores on some research about teaching and learning algebra and related classroom issues. Diagnostic instruments that may be used by senior secondary teachers in teaching algebra to senior classes; Strategies for remediating algebraic difficulties and misconceptions; Impact of technology on the algebra curriculum; Usefulness of copying algebraic expressions while using Computer Algebra Systems or mathematics processing software in a calculus class.

Festivals, art and mentoring : disseminating knowledge, enhancing skills and developing networks in regional Victoria

Many regional festivals use art as a vehicle to engage with a broader cross-section of the community; highlight the artistic talent of their region; introduce art to their region; and to distinguish theirs from others. Regional Arts Victoria and Arts Victoria recently piloted a mentoring program, Directions, for regional festivals that indicated an interest in developing their artistic direction. Three experienced artistic directors were selected to participate in the program as mentors, and each of these mentored two festival directors whose festivals are located in Regional Victoria. The aim of this paper is to highlight the potential of mentoring within the context of festival management by exploring the outcomes of Directions. A case study approach is used, and although this limits the generalisability of the results to other festivals, the information gained provides insights into managing festivals within the context of artistic direction. A number of themes emerged from the study that appear to have broadened the perspective of 'art' in those festivals participating in the program. Furthermore, the program has highlighted that while festivals and artistic directors in regional locations experience varying degrees of isolation, they have a great deal of creativity and skill. Directions provided organisers of the festivals with the confidence to make decisions that enable them to capitalise on their extant creativity and skills. Festivals are then able to be marketed against their competitors with unique selling positions, which is important for sustainability. The results obtained through the evaluation of this pilot program provide Regional Arts Victoria and Arts Victoria opportunities to effectively assess the need for such programs for festivals in regional Victoria in the future.

Logistics: Our buildings are always particular to places, access, materials, skills and technologies. How do these limits provide us with architectural opportunities?

Presents a discussion on the relations between architecture and spirituality during the 2005 conference of the Royal Architecture Institute of Australia. Reason behind difficulty encountered by architects to associate architecture and spirituality; Inspiration of Jae Cha of architectural firm Light for designing the Bolivian church; View of Kevin O'Brien of Merrima Design on Aboriginal buildings.

Oral language competence, social skills and high-risk boys : what are juvenile offenders trying to tell us?

A cross-sectional study examining the oral language abilities and social skills of male juvenile offenders is described. Fifty juvenile offenders and 50 non-offending controls completed measures of language processing and production, and measures of social skill and IQ. Information about type of offending, substance use histories and learning/literacy problems was also gathered.

Young offenders performed significantly worse on all language and social skill measures, but these differences could not be accounted for on the basis of IQ. Just over half of the young offenders were identified as language impaired. This subgroup was compared with non-language impaired offending peers on a range of variables. The findings have particular implications in the areas of early intervention for high-risk boys and investigative interviewing of juvenile offenders.