Can we skill and activate children through primary school physical education lessons? "Move it Groove it" - a collaborative health promotion intervention

Background: Physical education (PE) lessons are an ideal setting to improve child fundamental movement skills (FMSs) and increase physical activity (PA) for optimal health. Despite this, few studies have assessed the potential to do both simultaneously. The “Move It Groove It” primary school intervention in New South Wales, Australia, had this opportunity.

Methods: A whole school approach to implementation included establishment of school project teams, a teacher “buddy” system, project Web site, teacher training workshops, and small grants for equipment. The quasi-experimental evaluation involved 1,045 year 3 and 4 children (aged 7 to 10 years) in nine intervention and nine control rural primary schools (53% boys/47% girls). It utilised pre- and postobservational surveys of (1) mastery or near mastery levels for each of eight FMSs, (2) proportion of PE lesson time spent in moderate to vigorous PA (MVPA) and vigorous PA (VPA), and (3) teacher- and lesson-related contextual covariates. Data were analysed by hierarchical logistic multiple regression.

Results: For FMSs, overall mastery or near mastery level at baseline was 47% ranging from 22.7% for the overarm throw among girls to 75.4% for the static balance among boys. The intervention delivered substantial improvements in every FMS for both genders ranging from 7.2% to 25.7% (13 of 16 comparisons were significant). For PA level, mean MVPA at baseline was 34.7%. Baseline MVPA for boys was 38.7% and for girls was 33.2%. The intervention was associated with a nonsignificant 4.5% increase in MVPA and a significant 3.0% increase in VPA. This translates to a gain of <1 minute of MVPA per average 21-minute lesson.

Conclusions: This is the first study to show that by modifying existing PE lessons, significant improvements in FMS mastery can be gained without adversely affecting children’s MVPA and VPA. To increase PA levels, we recommend increasing the number of PE lessons per week.

Perceptions of generic skill development : international and local accounting students in Australia

In recent times, the growing emphasis on graduate outcomes has led to a consensus amongst educators, employers and other stakeholders that a better mix of technical and generic skills should be fostered in accounting students. Given the increased importance placed on generic skill acquisition, this study seeks to gain an understanding of undergraduate accounting students’ perceptions of the skills they feel they acquire during their studies. The increased diversity of the background of students studying accounting in Australia has also raised concerns about the acquisition of generic skills among various student cohorts. Using a case study of accounting students studying at an Australian university, a logistic regression model is applied to determine differences in perceptions of generic skill development between two student cohorts (local and international). The findings indicate that while both groups perceived their degree studies contributed to the development of generic skills, international students thought that their studies aided the development of generic skills more so than local students. Furthermore, it appears that some skills appear to be more successfully integrated into the curriculum than others.

Effects of contextual interference on children learning forehand tennis groundstrokes

Previous research on contextual interference theory in controlled laboratory situations consistently illustrated that random practice was superior to blocked practice when learning motor skills. However, when considered in relation to physical education class settings the findings of the contextual interference experiments were not as uniform. Furthermore, the results of the contextual interference research were ambiguous when an open skill was used as the experimental task, with no definite trend evident. Random practice was found more effective for learning (del Rey, 1989) whereas French, Rink and Werner (1990) demonstrated blocked practice to be superior. In the present study, the influence of high and low contextual interference as practice schedules was investigated within an applied sports setting using an open sports skill as the experimental task. Two groups of boys and girls, 8-9 and 10-12 years of age, were taught a forehand tennis groundstroke using both their preferred and non-preferred hands over a ten week coaching and practice period. The findings showed that male subjects were significantly better at the experimental task than female subjects at the pre-test stage only. The result also demonstrated that the 10-12 year old subjects were significantly better than the 8-9 year olds at the task with the exception of the preferred hand at the post and retention test stage. The contextual interference effect was demonstrated in the retention phase on the preferred hand of the 10-12 year old subjects where the random practice group was significantly better than the blocked practice group in an applied sports setting. These findings were discussed in relation to the role of cognition in the learning of these motor skills and the influence of the subjects related background experiences.

Negotiating life choices : living with motor neurone disease

Motor neurone disease (MND) is an uncommon neurodegenerative disease that is terminal and has an insidious onset. With no known cause or cure, the disease triggers progressive death of motor neurones that causes increasing difficulties with mobility, communication, breathing and nutrition. Most research focuses on the disease process, but little is known of the illness experience from the perspective of those diagnosed with the disease. The aim of this study was to explore what it is like to live with MND and how people with the disease negotiate with others to exercise choice over the way they live. A grounded theory methodology was used to explore the life world of people diagnosed and living with MND. Data were collected via in-depth interviews, their stories and photographs, poems and books participants identified as important and fieldnotes. The textual data were analysed using constant comparative analysis. The majority of participants experienced difficulty with verbal communication. Some invited a third person to interpret their speech and others used assistive technologies such as Lightwriters and computers. Analysis revealed three constructs that, together, told the story of the MND illness experience. First, was the “diagnosis story” that described the devastating process of repeated tests had on the participants, shattering their trust in the competence of the health care system. The second construct revealed the process of living with MND as cyclical and repetitive requiring constant decision-making to adapt to the ongoing changes connected with the disease. The core theme and basic social process of “maintaining personal integrity” evolved as the third construct. This process underpinned and explained participants’ decision-making. Finally a substantive theory was conceptualised as the illness experience: “maintaining personal integrity in the face of ongoing change and adaptation”. This theory illustrates that the basic social process of maintaining personal integrity is central to decision and choice making while living with MND. The findings have implications for people with MND, their carers, health professionals and service providers. Recommendations include improved counselling services for people at the time of diagnosis; the introduction of nurse specialists to support health professionals, people diagnosed with the disease and their families; open, accessible, realistic health and funding policies.

Investigation into the skill levels achieved by mathematics students in the V.C.E. and the H.S.C. mathematics courses

This study examines whether recent changes to the mathematics courses offered in the final year of secondary school (Year 12) in the state of Victoria, Australia have affected the learning outcomes of students in terms of then: skill levels in algebra, calculus and problem solving; and in terms of their preparation for a tertiary mathematics unit. The impact of these changes on the transition from secondary to tertiary mathematics is also considered. A comparison is made between students who attempted a first year mathematics unit at the University of Melbourne (U. of M.) having completed the new V.C.E. (Victorian Certificate of Education) mathematics courses and mathematics courses from the previous H.S.C. (Higher School Certificate) system. The comparison involves the use of tests administered upon entrance to a tertiary mathematics unit at the U. of M., and questionnaires. In 1991, V.C.E, students and H.S.C. students attempted the same mathematics test at the U. of M. and their results were compared. In 1992, the tests were attempted by V.C.E. students only. To compare new V.C.E. students and H.S.C. students, questions on the 1991 test were matched with similar questions on the 1992 tests and a panel of experts determined what the H.S.C. students who attempted the 1991 test would have been expected to average on these matched questions on the 1992 tests had they attempted them. These expected average scores were then compared with the actual scores of the new V.C.E. students. The scores of the groups were scaled when necessary. Questionnaires were administered to 1991 U. of M, mathematics students who were part of the V.C.E. pilot group in 1990, secondary mathematics educators, tertiary mathematics educators, and 1991 V.C.E. (1992 U. of M.) students. The mathematical misconceptions exhibited by new V.C.E. students are discussed and their frequencies stated. The research indicates that the new V.C.E. mathematics courses have provided the V.C.E. mathematics students in this study with significantly lower skill levels and a significantly poorer preparation for a tertiary mathematics unit than those which were previously provided by the H.S.C. mathematics courses.

Linear-motor based five-axis parallel machine for effective material processing

The aim of the work was to reduce the cost and improve the performance of five-axis machines. The main performance criteria were motion cycle-time and positioning accuracy/precision. A novel machine that utilizes the concept of parallel-kinematics and linear motor technology is proposed, designed, built and controlled for this sake.

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.