東華大學圖書館 |

Physical Education Pedagogies and Physical Activity in Primary School Children.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Physical Education Pedagogies and Physical Activity in Primary School Children./
作者:	Crotti, Matteo.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2021,
面頁冊數:	383 p.
附註:	Source: Dissertations Abstracts International, Volume: 83-07, Section: A.
Contained By:	Dissertations Abstracts International83-07A.
標題:	Teaching. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28854766
ISBN:	9798759927921

Physical Education Pedagogies and Physical Activity in Primary School Children.
Crotti, Matteo.

Physical Education Pedagogies and Physical Activity in Primary School Children. - Ann Arbor : ProQuest Dissertations & Theses, 2021 - 383 p.

Source: Dissertations Abstracts International, Volume: 83-07, Section: A.

Thesis (Ph.D.)--Liverpool John Moores University (United Kingdom), 2021.

This item must not be sold to any third party vendors.

Many children do not engage in adequate levels of moderate to vigorous physical activity (MVPA) to benefit their health and development. Physical education (PE) is a key opportunity for children to learn movement skills that could foster their engagement in physical activity (PA). The development of movement competence is a core aim of early primary PE as foundational movement skills help to foster lifelong PA behaviours. There is a lack of evidence about how PE pedagogical approaches targeting movement skill outcomes might affect PA in children. Therefore, this PhD thesis aimed to examine how different PE pedagogies (Linear and Nonlinear pedagogies), underpinned by movement learning theories, influence 5-6-year-old children's PA levels during PE and their overall habitual PA.Study 1 and Study 2 within this PhD thesis validated assessment methods that were needed to assess PA and teaching practices associated with MVPA. Study 3 and Study 4 investigated how PE interventions guided by Linear and Nonlinear pedagogies affect children's MVPA and teaching practices during PE, as well as habitual PA in primary school children. The data used in Study 2, Study 3 and Study 4 were collected within the SAMPLE-PE project clustered randomised controlled trial where 360 children (age: 5.9 ± 0.3 years, 55% girls) from 12 primary schools were randomly allocated to a 15-week Linear Pedagogy (LP: n = 3) or Nonlinear Pedagogy (NP: n = 3) PE interventions delivered by trained coaches, or to a control group (n = 6), where schools followed usual practice. Study 1 involved a sample of participants from a primary school that was not included in the SAMPLE-PE project.Study 1 validated sedentary behaviour (SB), MVPA and vigorous PA (VPA) raw accelerometer cut-points in 5-7-year-old children as valid and reliable cut-points for ActiGraph GT9X devices were not published in the literature. Forty-nine participants (age: 6.5 ± 0.8 years, 55% girls) wore an ActiGraph GT9X accelerometer on both wrists and the right hip during a standardised calibration protocol and recess. Cut-points were generated using ROC analysis with direct observation as the criterion. Cut-points were optimised using confidence intervals equivalency analysis and then cross-validated in a cross-validation group. All monitor placements demonstrated adequate levels of accuracy for SB and PA assessment.Study 2 included a subsample of the SAMPLE-PE project participants represented by 162 children (age: 6.0 ± 0.3 years, 53% girls) from 9 primary schools and the study aimed to validate the modified System for Observing Fitness Instruction Time (SOFIT+) to measure teacher practices related to PA promotion in PE amongst 5-6-year-old-children. Video-recordings of 45 PE lessons from nine teachers/coaches were coded using a modified version of the SOFIT+ while accelerometers were used to measure children's MVPA. It was found that SOFIT+ was a valid and reliable assessment of teaching practices related to MVPA promotion in PE amongst 5-6-year-old-children.Using the same participants and dataset as Study 2, Study 3 aimed to assess and compare children's PA and teaching practices related to PA promotion during PE lessons following Linear and Nonlinear pedagogical approaches.

ISBN: 9798759927921Subjects--Topical Terms:

517098
Teaching.

Physical Education Pedagogies and Physical Activity in Primary School Children.
LDR:04369nmm a2200325 4500 001 2351961
005 20221111113725.5
008 241004s2021 ||||||||||||||||| ||eng d
020 $a 9798759927921
035 $a (MiAaPQ)AAI28854766
035 $a (MiAaPQ)LiverpoolJohnMoores15521
035 $a AAI28854766
040 $a MiAaPQ $c MiAaPQ
100 1 $a Crotti, Matteo. $3 3691564
245 1 0 $a Physical Education Pedagogies and Physical Activity in Primary School Children.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2021
300 $a 383 p.
500 $a Source: Dissertations Abstracts International, Volume: 83-07, Section: A.
500 $a Advisor: Foweather, Lawrence;Rudd, James;Roberts, Simon.
502 $a Thesis (Ph.D.)--Liverpool John Moores University (United Kingdom), 2021.
506 $a This item must not be sold to any third party vendors.
520 $a Many children do not engage in adequate levels of moderate to vigorous physical activity (MVPA) to benefit their health and development. Physical education (PE) is a key opportunity for children to learn movement skills that could foster their engagement in physical activity (PA). The development of movement competence is a core aim of early primary PE as foundational movement skills help to foster lifelong PA behaviours. There is a lack of evidence about how PE pedagogical approaches targeting movement skill outcomes might affect PA in children. Therefore, this PhD thesis aimed to examine how different PE pedagogies (Linear and Nonlinear pedagogies), underpinned by movement learning theories, influence 5-6-year-old children's PA levels during PE and their overall habitual PA.Study 1 and Study 2 within this PhD thesis validated assessment methods that were needed to assess PA and teaching practices associated with MVPA. Study 3 and Study 4 investigated how PE interventions guided by Linear and Nonlinear pedagogies affect children's MVPA and teaching practices during PE, as well as habitual PA in primary school children. The data used in Study 2, Study 3 and Study 4 were collected within the SAMPLE-PE project clustered randomised controlled trial where 360 children (age: 5.9 ± 0.3 years, 55% girls) from 12 primary schools were randomly allocated to a 15-week Linear Pedagogy (LP: n = 3) or Nonlinear Pedagogy (NP: n = 3) PE interventions delivered by trained coaches, or to a control group (n = 6), where schools followed usual practice. Study 1 involved a sample of participants from a primary school that was not included in the SAMPLE-PE project.Study 1 validated sedentary behaviour (SB), MVPA and vigorous PA (VPA) raw accelerometer cut-points in 5-7-year-old children as valid and reliable cut-points for ActiGraph GT9X devices were not published in the literature. Forty-nine participants (age: 6.5 ± 0.8 years, 55% girls) wore an ActiGraph GT9X accelerometer on both wrists and the right hip during a standardised calibration protocol and recess. Cut-points were generated using ROC analysis with direct observation as the criterion. Cut-points were optimised using confidence intervals equivalency analysis and then cross-validated in a cross-validation group. All monitor placements demonstrated adequate levels of accuracy for SB and PA assessment.Study 2 included a subsample of the SAMPLE-PE project participants represented by 162 children (age: 6.0 ± 0.3 years, 53% girls) from 9 primary schools and the study aimed to validate the modified System for Observing Fitness Instruction Time (SOFIT+) to measure teacher practices related to PA promotion in PE amongst 5-6-year-old-children. Video-recordings of 45 PE lessons from nine teachers/coaches were coded using a modified version of the SOFIT+ while accelerometers were used to measure children's MVPA. It was found that SOFIT+ was a valid and reliable assessment of teaching practices related to MVPA promotion in PE amongst 5-6-year-old-children.Using the same participants and dataset as Study 2, Study 3 aimed to assess and compare children's PA and teaching practices related to PA promotion during PE lessons following Linear and Nonlinear pedagogical approaches.
590 $a School code: 8357.
650 4 $a Teaching. $3 517098
650 4 $a Curricula. $3 3422445
650 4 $a Physical education. $3 635343
650 4 $a Curriculum development. $3 684418
650 4 $a Pedagogy. $3 2122828
690 $a 0523
690 $a 0456
690 $a 0727
710 2 $a Liverpool John Moores University (United Kingdom). $3 3556313
773 0 $t Dissertations Abstracts International $g 83-07A.
790 $a 8357
791 $a Ph.D.
792 $a 2021
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28854766