Development of ELIP to Assess Physical Literacy for Emerging Adults: A Methodological and Epistemological Challenge

in Research Quarterly for Exercise and Sport (2023)

Purpose: Following increased interest in physical literacy (PL), development of appropriate tools for assessment has become an important next step for its operationalization. To forward the development of ... [more ▼]

Purpose: Following increased interest in physical literacy (PL), development of appropriate tools for assessment has become an important next step for its operationalization. To forward the development of such tools, the objective of this study was to build the foundations of the Évaluation de la Littératie Physique (ELIP), designed to help reduce existing tensions in approaches to PL assessment that may be resulting in a low uptake into applied settings. Methods: We followed two steps: (1) the development of the first version of ELIP by deploying a Delphi method (n = 30); and (2) the modification of items through cognitive interviews with emerging adults (n = 32). Results: The expert consensus highlighted four dimensions of PL to be assessed—physical; affective; cognitive; and social—with new perspectives, including a preference for broad motor tests over fitness. Conclusion: Results offer new insights into the assessment of emerging adults’ PL, but ELIP still requires further work concerning validity, reliability, and sensitivity. [less ▲]

Ringing the bell for quality P.E.: What are the realities of remote physical education?

in European Journal of Public Health (2022), 32(Issue Supplement_1), 3843

Background To date, few data on the quality and quantity of online physical education (P.E.) during the COVID-19 pandemic have been published. We assessed activity in online classes and reported allocated ... [more ▼]

Background To date, few data on the quality and quantity of online physical education (P.E.) during the COVID-19 pandemic have been published. We assessed activity in online classes and reported allocated curriculum time for P.E. in a multi-national sample of European children (6–18 years). Methods Data from two online surveys were analysed. A total of 8395 children were included in the first round (May–June 2020) and 24 302 in the second round (January–February 2021). Results Activity levels during P.E. classes were low in spring 2020, particularly among the youngest children and in certain countries. 27.9% of students did not do any online P.E. and 15.7% were hardly ever very active. Only 18.4% were always very active and 14.9% reported being very active quite often. In winter 2020, we observed a large variability in the allocated curriculum time for P.E. In many countries, this was lower than the compulsory requirements. Only 65.7% of respondents had the same number of P.E. lessons than before pandemic, while 23.8% had less P.E., and 6.8% claimed to have no P.E. lessons. Rates for no P.E. were especially high among secondary school students, and in large cities and megapolises. Conclusions During the COVID-19 pandemic, European children were provided much less P.E. in quantity and quality than before the pandemic. Countermeasures are needed to ensure that these changes do not become permanent. Particular attention is needed in large cities and megapolises. The critical role of P.E. for students’ health and development must be strengthened in the school system. [less ▲]

Basic Motor Competencies of 6- to 8-Year-Old Primary School Children in 10 European Countries: A Cross-Sectional Study on Associations With Age, Sex, Body Mass Index, and Physical Activity

in Frontiers in Psychology (2022), 13

Basic motor competencies (BMC) are a prerequisite for children to be physically active, participate in sports and thus develop a healthy, active lifestyle. The present study provides a broad screening of ... [more ▼]

Basic motor competencies (BMC) are a prerequisite for children to be physically active, participate in sports and thus develop a healthy, active lifestyle. The present study provides a broad screening of BMC and associations with age, sex, body mass index (BMI) and extracurricular physical activity (PA) in 10 different European countries. The different country and regional contexts within Europe will offer a novel view on already established BMC associations. The cross-sectional study was conducted in 11 regions in 10 European countries in 2018. The motor competence areas, object movement (OM) and self-movement (SM), were assessed using the MOBAK-1-2 test instrument in 3758 first and second graders (age: M = 6.86 ± 0.60 years; 50% girls) during Physical Education classes. Children were questioned about their extracurricular PA and age. Their body weight and height were measured in order to calculate BMI. Statistical analyses included variances and correlations. The results showed significant differences in BMC levels between countries (OM: F = 18.74, p < 0.001, η2 = 0.048; SM: F = 73.10, p < 0.001, η2 = 0.163) whereas associations between BMC and correlates were similar. Boys performed significantly better in OM while girls performed better in SM. Age was consistently positively related to OM and SM with older children reaching higher levels of BMC than younger ones. While participation rates for extracurricular PA differed widely, participation in ball sports was correlated with OM and SM. Participation in individual sports showed a significant association with SM. In summary, BMC levels of children seem to depend on where they live and are strongly related to their participation in extracurricular PA. Therefore, education and health policies, in order to enhance motor competence development and PA participation, are recommended. Further research on country-specific Physical Education frameworks and their influence on BMC will provide more insights into structural factors and cultural characteristics of BMC development. On a school level, support tools and educational materials for teachers about BMC may enable children to achieve a basic level of motor competencies through Physical Education, contributing to lifelong participation in PA. [less ▲]

Effective Elements of School-based Provision for the Promotion of Healthy Lifestyles: A European Delphi Study

in Health Behavior and Policy Review (2021), 8(6), 546-557

Objective: Schools can serve as settings for promoting their student health, although it is necessary to identify the key elements of provision to leverage change. This study’s objective was to develop a ... [more ▼]

Objective: Schools can serve as settings for promoting their student health, although it is necessary to identify the key elements of provision to leverage change. This study’s objective was to develop a Europe-based list of the elements of learning and health support systems judged by a group of experts to be most effective in influencing school student healthy lifestyles education. Methods: A 3-stage Delphi study involving a group of 18 Europe-based subject specialists was used to articulate shared expert opinions on the main research question: what are the most effective elements of learning and health support systems influencing school students’ healthy lifestyles education? Over 3 rounds of data-gathering, experts were asked to assess the effectiveness of 25 specific elements. Results: The 3 rounds resulted in the following ranked list: Physical Education (PE), Staff Professional Development, Healthy School Policies, Active Recess, Family & Community Engagement, Healthy Eating, Physical Activity in Classroom Lessons, and Active Transport. Conclusions: Cautious of overly generalizing from the results, we suggest the findings offer useful information for evidence-based programs, as well as future research that explores the necessary components of health promotion in schools. [less ▲]

Physically Active and Healthy School, Role of Primary Physical Education Teacher

in Peters, Michael A. (Ed.) Encyclopedia of Teacher Education (2021)

In times when sedentary lifestyles become more prevalent due to societal changes, establishing physically active and healthy lifestyles is gaining increasing importance. By creating early positive ... [more ▼]

In times when sedentary lifestyles become more prevalent due to societal changes, establishing physically active and healthy lifestyles is gaining increasing importance. By creating early positive experiences for children, especially prior to the age of ten, special attention should be paid to primary schools in order to have a strong influence on the integration of physical activity into the everyday life of every student. Thus, an active school, in which physical activity is placed at its heart, can help establish active and healthy lifestyles and behavior, based on the idea that the best way to increase children’s physical activity is to give them more opportunities to be physically active. This is shown in conceptual frameworks for an Active School, including components such as active breaks and recess; active classroom learning; schoolhouse, schoolyard, and classroom design; active and dynamic sitting; active transport to school; active homework; physical activity-related school events; preschool and after-school clubs and activities; physical education as a learning subject (Scheuer and Bailey 2021). While teacher engagement in general – along with other relevant stakeholders, such as school headteachers, students and their parents – is critical to the successful promotion of physical activity and healthy lifestyle in school settings, teachers teaching physical education should take greater responsibility in this regard for supporting the development of the knowledge, skills, attitudes, and values associated with physically active and healthy lifestyles. As a result, these important aspects should also be considered in physical education teacher education. [less ▲]

Bewegungserziehung inklusiv. Luxemburger Grundschullehrkräfte im Fokus

in Luxembourg Centre for Educational Testing (LUCET); Universität Luxemburg (Uni.lu); Service de Coordination de la Recherche et de l‘Innovation pédagogiques et technologiques (SCRIPT) (Eds.) Nationaler Bildungsbericht Luxemburg 2021 (2021)

Disentangling Inclusion in Physical Education Lessons: Developing a Resource Toolkit for Teachers

in Balint, Gheorghe; Antala, Branislav; Carty, Catherine (Eds.) et al Physical Education and Sport for Children and Youth with Special Needs Researches – Best Practices – Situation (2021)

The practices adopted by physical education teachers are critical to the success of true inclusion policies. The Disentangling inclusion in primary physical education project aims to fill the existing gap ... [more ▼]

The practices adopted by physical education teachers are critical to the success of true inclusion policies. The Disentangling inclusion in primary physical education project aims to fill the existing gap of information and resources related to inclusion in primary physical education in one specific platform. As a starting point, a literature review and an online survey were undertaken to map the current situation regarding inclusive primary physical education. Based on their results and the recommendations derived from there, a free open educational resource in the form of a web application, focused on highlighting inclusive physical education strategies, has been developed. It is composed of different thematic modules (e.g. chronic conditions or sensory) highlighting the skills learners possess and challenges they may experience as they access the physical education curriculum. By using the resource, it is expected that a large number of teachers and student teachers will be enabled to diversify their pedagogies in issues related to inclusion in primary physical education. As a further consequence, their pedagogical skills and competences shall be enhanced. [less ▲]

A Narrative Literature Review on Inclusive Primary Physical Education

in Balint, Gheorghe; Antala, Branislav; Carty, Catherine (Eds.) et al Physical Education and Sport for Children and Youth with Special Needs Researches – Best Practices – Situation (2021)

The purpose of this narrative literature review is to map the current situation regarding the inclusion of children with additional needs in primary school physical education. By an analysis of relevant ... [more ▼]

The purpose of this narrative literature review is to map the current situation regarding the inclusion of children with additional needs in primary school physical education. By an analysis of relevant articles, reports and grey literature on inclusion, inclusion as a human right, inclusion in physical education, primary school physical education specifically, and strategies that enable inclusion, the article reports on the topic of inclusion in primary physical education. The review provides an overview of inclusion, its varying definitions and the understanding of inclusion as a human right. It also explores the key principles and strategies that inform inclusive education in practice. Although a clear impetus of including students with additional needs into general education classrooms is evidenced in legislative and policy trends, research indicates inconsistency in the amount of time spent in supporting pre-service teachers in the areas of inclusion. A specific focus if the review was on how to include and support children with varying educational needs in physical education. The review thereby underlines the need for inclusivizing primary school physical education by providing concrete practical support. The Disentangling Inclusion in Primary Physical Education project in the frame of which this review has been conducted is responding to this demand. [less ▲]

Competence-Orientation in Teaching Physical Education

in Peters, Michael A. (Ed.) Encyclopedia of Teacher Education (2020)

In recent years, curriculum development has shifted to competence-oriented approaches in many European countries and beyond. Contents of the respective competence-oriented curricula may vary depending on ... [more ▼]

In recent years, curriculum development has shifted to competence-oriented approaches in many European countries and beyond. Contents of the respective competence-oriented curricula may vary depending on the specific cultural, social and political background, and accordingly also on the individual decision-makers. They may however comprehensively be defined as “a curriculum that emphasizes the complex outcomes of a learning process (i.e. knowledge, skills and attitudes to be applied by learners), rather than mainly focused on what learners are expected to learn about in terms of traditionally defined content” (UNESCO-International Bureau of Education, 2012). Competence-based curricula are thus criteria-based and goals-oriented, flexible and adaptive to students’ and school contexts. They have in common that learning outcomes are considered as an essential evidence of having acquired competencies. Further, they attest to the effectiveness of education systems at delivering quality education and effective learning. What learners can acquire, however, depends not only on a clear definition of intended competencies and learning outcomes. It is also related to questions like how the learning contents are packaged and presented, how they are taught, where they are taught and acquired, how learners are facilitated, and also how their acquisition is verified (UNESCO-International Bureau of Education, 2012). National and regional policies and curricula thus only pave the way to competence-oriented teaching. They can however only be successful if they are accepted and well implemented by the teacher and if they take place in a positive learning environment (UNESCO-International Bureau of Education, 2012). Accordingly, subject didactics in physical education like in any other subject have to cover two roles: contributing to determine educational standards and developing concepts for competence-oriented teaching (Gogoll & Kurz, 2013). Having this double mission in mind, this chapter is opening by exploring what competence-orientation means, first in general and secondly, more specifically, in physical education classes. It continues by transferring the theoretical knowledge into the practical implementation of competence-oriented tasks. To conclude, a critical glance is thrown on the concept of competence-orientation in physical education. [less ▲]

Research on Physical Education and School sport in Europe

Book published by Meyer & Meyer (2020)

The purpose of this anthology is to better understand the many different developments of physical education and school sports after almost two decades of the new 21st century and to better compare the ... [more ▼]

The purpose of this anthology is to better understand the many different developments of physical education and school sports after almost two decades of the new 21st century and to better compare the current status of physical education and school sports (PESS) across European countries. For better comparisons a basic set of eight criteria (A-H) have been identified for each chapter of a country review. The book is divided into three parts. Part A includes general items of development of PESS in Europe. Part B comprises 17 different country reviews all written by national experts. Part C documents comparative analysis of the country reviews about national school systems; development of compulsory PESS; aims and objectives of current PESS curricula; promotion of active learning with physical activity; extra-curricular settings at school and outside schools in collaboration with active communities; purpose, structure, aims and objectives of PESS teacher training; current research and findings of PESS studies and finally, recommendations for new EU-based PESS research studies. [less ▲]