Public Seminar - Physical Activity and Nutrition
This public seminar hosted by the University of Newcastle Priority Research Centre for Physical Activity and Nutrition presents Cecilia Chan from The Chinese University of Hong Kong; Professor Kim Graber from the University of Illinois, USA; and, Professor Amelia Mays Woods from the University of Illinois, USA.
Associations between fundamental movement skills, perceived physical and movement skill competency, enjoyment and physical activity among Hong Kong primary school children
Cecilia Chan
The Chinese University of Hong Kong
The purpose of the study was to examine the associations between fundamental movement skills, enjoyment, perceived physical and skill competence, and physical activity among primary schoolchildren. Participants were 763 primary schoolchildren (62% girls, 38% boys) from levels 1 to 6 (M 9.25, SD 1.68). Fundamental movement skills (FMS) were measured using Test of Gross Motor Development-2, and accelerometer measurement of moderate-to-vigorous physical activity (MVPA) as well as questionnaire data assessing physical activity (PA), enjoyment and perceptions of physical and skill competence were collected. Multivariate and univariate analysis of variance techniques were employed to measure gender and grade level differences in all assessed variables. Multiple regression models were performed on predictors with significant bivariate correlations with PA. Models adjusted for age, sex and BMI. The mastery of FMS was found to be low and the majority of students (˃90%) failed to meet the recommended 1 h/day of MVPA. Significant decreases were found in perceived physical competence (F(2,748)=62.955, p˂.001) in both sexes across grade levels. Girls' enjoyment (F(2,748)=11.244, p˂.001) and MVPA (F(2,181)=4.281, p=0.015) did decline with age. Regression analyses showed perceived skill competence was positively associated with objectively measured MVPA (p=0.02). Enjoyment (p˂.001), perceived physical competence (p˂.001) and perceived skill competence (p=0.001) were positively associated with self-reported PA. Children's perceptions of their movement skill abilities appear to relate to physical activity so primary physical education must expand the focus in developing positive perceptions of movement skill competence among children, in addition to its role in facilitating the mastery of FMS.
Cecilia Chan is currently a second year PhD student in Sport Science and Physical Education of the Chinese University of Hong Kong (CUHK) working under the supervision of Professor Amy Ha. Her PhD project is concerned with children's FMS development in school physical education, and the association of movement skill mastery and perception on physical activity participation. Cecilia is a qualified teacher of the Royal Academy of Dance (RAD), for which the development of fundamental movements is central to its Pre-School Dance Curriculum. Her research interests are inspired by her work experience as a dance educator teaching creative movement and ballet for children of all age levels, and supporting aspiring dance teachers in her role as a module tutor, and practical teaching supervisor for the Academy.
An ecological systems theory approach to understanding the effectiveness of national wellness legislation policy in k-12 schools and teacher education programs
Professor Kim Graber
University of Illinois, USA
In response to concerns about the obesity epidemic and lack of physical activity opportunities for children, the United States Congress enacted the Child Nutrition and WIC Reauthorization Act (P.L. 108-265) which mandated every school district participating in the National School Lunch Act to develop and implement a wellness policy no later than July of 2006. Many schools used the legislation as an opportunity to improve nutritional options to students by replacing unhealthy snacks with healthy food and beverages in vending machines and offering better nutritional options for school meals. Some also used the legislation as an opportunity to increase the quality and quantity of physical education and connect with the larger community to improve children's health. Other schools, however, ignored the legislation because it was perceived to be unenforceable. The purpose of this presentation will be to describe how different schools responded to the legislation and to discuss the role of teacher education faculty at colleges and universities in relation to educating future teachers to become advocates for school change when legislative opportunities such as the Child Nutrition and WIC Reauthorization Act are enacted. The presentation will use Ecological Systems Theory (Bronfenbrenner, 1977, 1979) to describe the overall impact of how national legislation developed at the level of the macrosystem impacts individual students at the level of the microsystem and how teacher educators at the level of the exosystem can influence decisions and outcomes at the other levels of the system. Specifically two different studies will be discussed.
Kim C. Graber is a Professor in the Department of Kinesiology and Community Health, Director of the Campus Honors Program, and Director of the Teaching Academy for the College of Applied Health Sciences (AHS) at the University of Illinois. Her research interests include children's wellness, legislative policy mandates, teacher education, and the scholarship of teaching and learning. She has authored over 60 chapters/articles, edited three monographs and two special features, co-authored three books as a member of the National Association for Sport and Physical Education Assessment Task Force, and co-authored a book titled Physical Education & Activity for Elementary Classroom Teachers with Dr. Amelia Mays Woods. Dr. Graber has served as President and Secretary of the Research Consortium for the American Alliance for Health, Physical Education, Recreation and Dance; President of the National Association for Sport and Physical Education; and Chair of the Curriculum and Instruction Academy. In 2013, she was inducted as Fellow #526 into the National Academy of Kinesiology.
Social influence on physical activity during recess
Professor Amelia Mays Woods
University of Illinois, USA
School recess provides children with an environment in which to engage in both social interactions and physical activity. Research shows that student activity levels are positively affected by equipment, supervision, and structure (Ridgers et al., 2012). Less clear is the influence of social factors on student activity levels during recess. Assuming an inductive approach, the purpose of this study was to determine the influence of social factors on student activity levels during recess. Students from four elementary schools (N=179) wore accelerometers to monitor their physical activity for three consecutive days during recess and participated in individual semi-structured interviews regarding their social preferences during recess. Student percentage of time spent in moderate to vigorous physical activity (MVPA) was used to group students into low (< 50% MVPA, [n=37]), medium (50% ≥ 70% MVPA, [n=80]), and high (> 70%, [n=59]) activity categories. Qualitative data for each activity category were coded and inductively analyzed using constant comparison methodology (Strauss & Corbin, 1990). Quasi-statistical analysis was used to report frequency of like responses during interviews. Findings demonstrate that during recess social factors (i.e. being with friends) influenced the low active students to a greater degree than the high active students. This influence decreased as the percentage of time spent in MVPA increased. Participants provided rationales for their physical activity choices that ultimately aligned with self-determination theory (Deci & Ryan, 1985) constructs. The results of this study suggest that students of varying activity levels may satisfy the intrinsic motivation needs, autonomy, competence, and relatedness differently.
Dr. Amelia Mays Woods is Professor and Associate Head in the Department of Kinesiology and Community Health at the University of Illinois, Urbana-Champaign. Dr. Woods's research interests center upon teachers' movement through their career cycles. Specifics include studies of the supports necessary to sustain innovative practices, factors contributing to teachers' sense of efficacy, and on traits and motivators of enthusiastic and growing teachers, including National Board Certified Physical Educators. Woods also investigates children's school-based physical activity. Amy is Fellow #544 in the National Academy of Kinesiology. She is also a Fellow in the Research Consortium of the American Alliance for Health, Physical Education, Recreation and Dance, was named Indiana State University's Howard Richardson Outstanding Researcher, and received the Winthrop University Distinguished Alumna Award and Illinois Association Physical Education, Recreation and Dance Past Presidents Scholar Award. She is a University of Illinois Distinguished Teacher/Scholar and received the 2015 Campus Award for Excellence in Undergraduate Teaching.
Event Information
- Date: This event was held on Friday 17 April 2015
- Location: Advanced Technology Centre Lecture Theatre (ATC210)
The University of Newcastle acknowledges the traditional custodians of the lands within our footprint areas: Awabakal, Darkinjung, Biripai, Worimi, Wonnarua, and Eora Nations. We also pay respect to the wisdom of our Elders past and present.