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The 2013 Australian Health and Physical Education Curriculum: Implications for and challenges to health promotion
Thursday 1 November Papers / Journal of Science and Medicine in Sport 15 (2013) S34–S126
All PA domains were dichotomized for meeting PA recommendations (cut-off 150 min/week). Perceived health was measured by the question: how do you rate your current health? Response options were: poor, fair, good, very good, and excellent. Three categories of perceived health were created: poor, good, and very good/excellent. Multivariable analysis tested the associations between PA and perceived health using logistic regression. All models were adjusted by age, years of education, BMI, marital status, gender, and any diagnosed chronic disease. Results: The proportions of respondents meeting PA recommendations through PA domains were 55.7%, 19%, 15.2%, 26.8%, and 6.4%, in TPA, MVPA, walking for leisure, walking for transport, and bicycling for transport, respectively. Adjusted regression analysis suggest that good perception of health was positively associated with met the PA recommendation in TPA (aOR: 1.4; 95% IC: 1.1–1.8), MVPA (aOR: 1.7; 95% IC: 1.2–2.4), and walking for leisure (aOR: 1.4; 95% IC: 1.0–2.0). Likewise, very good/excellent health perception was positively associated with met the PA recommendation in TPA (aOR: 2.5; 95% IC: 1.9–3.2), MVPA (aOR: 4.1; 95% IC: 2.9–5.6), and walking for leisure (aOR: 2.2; 95% IC: 1.6–3.0). PA domain of transport, walking and bicycling, was not significantly associated with health perception. Discussion: The results of the study indicate that PA effects on health could be differentiated across PA domains. Leisure time PA and total PA were significantly associated with self-perception of health, in the expected direction. The lack of association between PA for transport and health perception indicate that this particular domain has not a positive health effect in the sample. These findings suggest that leisure time PA would yield greater health benefits and therefore, health promotion efforts should be focused on this specific PA domain. Conclusions: Results suggest that specific domains of PA may affect health outcomes in varying ways. http://dx.doi.org/10.1016/j.jsams.2012.11.209 207 Association between population size of residential city and steps/day–Analyses of the Japanese national survey S. Inoue 1,∗ , Y. Ohya 1 , S. Tanaka 2 , N. Yoshiike 3 , M. Kamada 4 , J. Kitayuguchi 5 , S. Okada 6 , Y. Odagiri 1 , T. Takamiya 1 , T. Shimomitsu 1 1
Department of Preventive Medicine and Public Health, Tokyo Medical University 2 Department of Nutrition, National Institute of Health and Nutrition 3 Department of Nutrition, Aomori University of Health and Welfare 4 Department of Environmental and Preventive Medicine, Shimane University 5 Physical Education and Medicine Research Center Unnan 6 Physical Education and Medicine Research Foundation Introduction: Recent research highlights the importance of environment as a determinant of physical activity. Degree of urbanization is assumed to be related to physical activity via environmental attributes. However, association between urbanization and physical activity in Japan has been underreported. In the present study, we examined the associations between population size of residential city and step-determined physical activity using the data of the Japanese national survey. Methods: Cross-sectional data from the National Health and Nutrition Survey of Japan 2006, including 3190 men and 3691 women aged 15 years or older, were analyzed. The survey was conducted on a single day between Monday and Saturday in November using pedometer, AS-200 (Yamasa Co. Ltd., Tokyo, Japan). Logis-
S87
tic regression models were used to calculate odds ratios (OR) for walking 10000 steps/day (s/d) or more by population size of residential city (S1: 12 metropolitan cities; reference, S2: ≥150000, S3: ≥50000, S4: < 50000, S5: towns and villages) adjusting for age. Results: Mean (standard deviation) age was 53 (17) for men and 53 (17) for women. Mean steps were 7499 (4499) s/d for men and 6766 (3852) s/d for women. Mean steps by population size of city were S1: 7883 s/d, S2: 7703 s/d, S3: 7450 s/d, S4: 7199 s/d, and S5: 7112 s/d for men and S1: 7081 s/d, S2: 6986 s/d, S3: 6487 s/d, S4: 6636 s/d, and S5: 6625 s/d for women. Adjusted ORs (95% CIs: confidence intervals) for walking ≥10000 s/d were S1: reference, S2: 0.91 (0.71–1.16), S3: 0.83 (0.65–1.05), S4: 0.78 (0.56–1.08), and S5: 0.65 (0.50–0.85) for men and S1: reference, S2: 0.93 (0.73–1.19), S3: 0.78 (0.61–1.01), S4: 0.76 (0.53–1.08), and S5: 0.82 (0.62–1.07) for women. Discussion: Step-determined physical activity tended to be higher among residents living in cities of larger population. This tendency was clearer in men than in women. One of limitations of this study was that some of 12 metropolitan cities still included sparsely-populated areas. This could be a cause of underestimation of step counts difference related to urbanization of residential city. However, the results suggested the extent of physical activity variation among differently urbanized cities. http://dx.doi.org/10.1016/j.jsams.2012.11.210 208 The 2013 Australian Health and Physical Education Curriculum: Implications for and challenges to health promotion D. Macdonald ∗ School of Human Movement Studies, The University of Queensland Introduction: In 2013, the Australian Curriculum: Health and Physical Education (HPE) will be released for national implementation. The HPE curriculum represents potentially the most far-reaching health promotion policy for Australia’s children and young people. This presentation has two aims: 1) to introduce the proposed key ideas driving the new HPE curriculum and 2) discuss the extent to which the HPE curriculum may contribute to the national health promotion agenda. Discussion: The “Shaping Paper” that outlines the Australian Curriculum HPE was informed by contemporary research across a number of disciplines (e.g. health promotion; exercise science), national and international best practice in the HPE field, and a series of advisory panels and national fora. Its key ideas are that HPE should: take a strengths-based approach; focus on educative outcomes; develop health literacy skills; value learning in, about and through movement; and include an inquiry-based approach. However, a contentious question is, “should or will the curriculum serve the national health promotion agenda for children and young people?” While recent Australian health reports argue for schools and schooling to play such a role (e.g. NHHRC, 2009), some educators disagree with this remit (e.g. Tinning, 1996). This presentation will highlight what aspects of health promotion the proposed HPE curriculum may be seen to address such as health literacy, socioecological approaches to health in/equality and understanding the significance of regular physical activity. It will then suggest what might be considered limitations to the policy’s engagement with health promotion goals such as its emphasis on learning rather than valuing outcome measures of health-related behaviours. What comprises the final Australian Curriculum: HPE has implications for how schools will interface with health and sport organisations and
S88
Thursday 1 November Papers / Journal of Science and Medicine in Sport 15 (2013) S34–S126
services, what school-based research is valued, and ultimately the health knowledge, practices and values of Australians.
210
http://dx.doi.org/10.1016/j.jsams.2012.11.211
Developing university-community linked physical activity programs through quality physical education pre-service teacher training
209
A. Telford 1,∗ , K. Meldrum 2
A look into physical education requirements and policy around the world
1
V. Clark ∗ , P. Hallal
Introduction: Participation in physical activity tracks from childhood and adolescence into adulthood suggesting that the time to act is early in life in order to realize the many health benefits of physical activity. One strategy that has been deemed effective in increasing physical activity levels in children and adolescents in both high-income and low- and middle-income countries is the implementation of high-quality school-based physical education (PE).Given the proven value of this approach in increasing population levels of physical activity in this age group, it is important to understand current policies related to PE requirements in schools. Therefore, the purpose of this paper is to describe the policies currently in place for mandating PE as a part of primary or secondary school curricula in countries around the world. Methods: Data on school-based PE were collected through the United Nations Educational, Scientific, and Cultural Organization website, World Data on Education. Information on whether or not PE classes were included in the national school curriculum in each country were gathered separately for primary (grade levels 1–8) and secondary (grade levels 9 and above) education. In the case of a positive answer, whether or not the number of days per week is pre-defined and/or minutes per week in PE are set forth, was determined. Results: Data on number of minutes per week in PE were available for 161 nations at the primary level and 155 at the secondary level. For information on class periods per week, data for 126 countries at the primary level and 136 at the secondary level were obtained. Two countries do not require PE during primary school, while 18 do not mandate PE during secondary levels of schooling. All high-income countries necessitate PE while 5.0% of upper-middle income nations, 17.8% of lower-middle income, and 27.6% of low-income countries do not. Discussion: This study reveals persistent gaps in PE requirements especially in lower income countries. While the presently available information regarding PE in schools lends a hand in understanding global policies, a surveillance system designed specifically for monitoring the existence, quality, and implementation of PE polices is needed to more accurately evaluate the effects of such policies on physical activity and health. This information is imperative as policy makers and school administrators make decisions regarding how much, how often, and what type of PE programs will be instituted.
Introduction: Physical education (PE) programs in schools play a pivotal role in breaking down barriers to participation in physical activity (PA) which in turn impacts on the success of the Australian Government’s preventative health and social inclusion agendas. As children spend around 40% of their waking time in schools, PE and the PA opportunities it presents can make a significant difference to a child’s daily PA levels. One of the growing concerns in education systems throughout Australia is the decline in the number of trained teachers to deliver appropriate PE programs (Australian Government, 2009). Primary schools, in particular, have a number of issues in delivering developmentally-appropriate PE programs. These issues include a lack of generalist teacher training in PE, the ‘crowded curriculum’ and poor resourcing. This research aimed to 1) develop a sustainable PA program consisting of community-based teaching in the 1st year PE programs that could be implemented annually across metropolitan and regional primary schools in Victoria; 2) examine the impact of the program on pre-service teacher PE teaching efficacy and 3) explore the outcomes of a mentoring program whereby 4th year pre-service teachers provided feedback to 1st year students about their teaching of PE. Methods: The university-school linked PA program was implemented across two universities and within 18 primary schools throughout Victoria within government and catholic sectors. Participants completed a survey pre and post intervention (n = 122) and a sub sample (n = 25) participated in five focus groups with 1st and 4th year undergraduate PE students and Critical Incident Reports were analysed using content analysis to identify emerging themes using NVivo. Results: Qualitative findings suggest pre-service teachers felt the program provided a valuable PA opportunity for primary students, the program empowered and fully supported their teaching through the mentoring program and pre-service teachers felt more confident in their ability to deliver PE lessons as a result of being involved in the program. Additionally paired t-tests revealed significant differences between pre and post intervention pre-service teacher self-efficacy for teaching items for both 1st year (Pre Mean = 4.94 SD 0.73, Post Mean = 5.45 SD 0.63) and 4th year students (Pre Mean = 5.16 SD 0.63, Post Mean = 5.97 SD 0.48) both at the p < 001 level. Discussion: The university-school linked program continues to run several years post its introduction within both universities and all participating schools and provides an excellent model of sustainable PA opportunities for primary age children.
http://dx.doi.org/10.1016/j.jsams.2012.11.212
http://dx.doi.org/10.1016/j.jsams.2012.11.213
Federal University of Pelotas
2
RMIT University James Cook University
All PA domains were dichotomized for meeting PA recommendations (cut-off 150 min/week). Perceived health was measured by the question: how do you rate your current health? Response options were: poor, fair, good, very good, and excellent. Three categories of perceived health were created: poor, good, and very good/excellent. Multivariable analysis tested the associations between PA and perceived health using logistic regression. All models were adjusted by age, years of education, BMI, marital status, gender, and any diagnosed chronic disease. Results: The proportions of respondents meeting PA recommendations through PA domains were 55.7%, 19%, 15.2%, 26.8%, and 6.4%, in TPA, MVPA, walking for leisure, walking for transport, and bicycling for transport, respectively. Adjusted regression analysis suggest that good perception of health was positively associated with met the PA recommendation in TPA (aOR: 1.4; 95% IC: 1.1–1.8), MVPA (aOR: 1.7; 95% IC: 1.2–2.4), and walking for leisure (aOR: 1.4; 95% IC: 1.0–2.0). Likewise, very good/excellent health perception was positively associated with met the PA recommendation in TPA (aOR: 2.5; 95% IC: 1.9–3.2), MVPA (aOR: 4.1; 95% IC: 2.9–5.6), and walking for leisure (aOR: 2.2; 95% IC: 1.6–3.0). PA domain of transport, walking and bicycling, was not significantly associated with health perception. Discussion: The results of the study indicate that PA effects on health could be differentiated across PA domains. Leisure time PA and total PA were significantly associated with self-perception of health, in the expected direction. The lack of association between PA for transport and health perception indicate that this particular domain has not a positive health effect in the sample. These findings suggest that leisure time PA would yield greater health benefits and therefore, health promotion efforts should be focused on this specific PA domain. Conclusions: Results suggest that specific domains of PA may affect health outcomes in varying ways. http://dx.doi.org/10.1016/j.jsams.2012.11.209 207 Association between population size of residential city and steps/day–Analyses of the Japanese national survey S. Inoue 1,∗ , Y. Ohya 1 , S. Tanaka 2 , N. Yoshiike 3 , M. Kamada 4 , J. Kitayuguchi 5 , S. Okada 6 , Y. Odagiri 1 , T. Takamiya 1 , T. Shimomitsu 1 1
Department of Preventive Medicine and Public Health, Tokyo Medical University 2 Department of Nutrition, National Institute of Health and Nutrition 3 Department of Nutrition, Aomori University of Health and Welfare 4 Department of Environmental and Preventive Medicine, Shimane University 5 Physical Education and Medicine Research Center Unnan 6 Physical Education and Medicine Research Foundation Introduction: Recent research highlights the importance of environment as a determinant of physical activity. Degree of urbanization is assumed to be related to physical activity via environmental attributes. However, association between urbanization and physical activity in Japan has been underreported. In the present study, we examined the associations between population size of residential city and step-determined physical activity using the data of the Japanese national survey. Methods: Cross-sectional data from the National Health and Nutrition Survey of Japan 2006, including 3190 men and 3691 women aged 15 years or older, were analyzed. The survey was conducted on a single day between Monday and Saturday in November using pedometer, AS-200 (Yamasa Co. Ltd., Tokyo, Japan). Logis-
S87
tic regression models were used to calculate odds ratios (OR) for walking 10000 steps/day (s/d) or more by population size of residential city (S1: 12 metropolitan cities; reference, S2: ≥150000, S3: ≥50000, S4: < 50000, S5: towns and villages) adjusting for age. Results: Mean (standard deviation) age was 53 (17) for men and 53 (17) for women. Mean steps were 7499 (4499) s/d for men and 6766 (3852) s/d for women. Mean steps by population size of city were S1: 7883 s/d, S2: 7703 s/d, S3: 7450 s/d, S4: 7199 s/d, and S5: 7112 s/d for men and S1: 7081 s/d, S2: 6986 s/d, S3: 6487 s/d, S4: 6636 s/d, and S5: 6625 s/d for women. Adjusted ORs (95% CIs: confidence intervals) for walking ≥10000 s/d were S1: reference, S2: 0.91 (0.71–1.16), S3: 0.83 (0.65–1.05), S4: 0.78 (0.56–1.08), and S5: 0.65 (0.50–0.85) for men and S1: reference, S2: 0.93 (0.73–1.19), S3: 0.78 (0.61–1.01), S4: 0.76 (0.53–1.08), and S5: 0.82 (0.62–1.07) for women. Discussion: Step-determined physical activity tended to be higher among residents living in cities of larger population. This tendency was clearer in men than in women. One of limitations of this study was that some of 12 metropolitan cities still included sparsely-populated areas. This could be a cause of underestimation of step counts difference related to urbanization of residential city. However, the results suggested the extent of physical activity variation among differently urbanized cities. http://dx.doi.org/10.1016/j.jsams.2012.11.210 208 The 2013 Australian Health and Physical Education Curriculum: Implications for and challenges to health promotion D. Macdonald ∗ School of Human Movement Studies, The University of Queensland Introduction: In 2013, the Australian Curriculum: Health and Physical Education (HPE) will be released for national implementation. The HPE curriculum represents potentially the most far-reaching health promotion policy for Australia’s children and young people. This presentation has two aims: 1) to introduce the proposed key ideas driving the new HPE curriculum and 2) discuss the extent to which the HPE curriculum may contribute to the national health promotion agenda. Discussion: The “Shaping Paper” that outlines the Australian Curriculum HPE was informed by contemporary research across a number of disciplines (e.g. health promotion; exercise science), national and international best practice in the HPE field, and a series of advisory panels and national fora. Its key ideas are that HPE should: take a strengths-based approach; focus on educative outcomes; develop health literacy skills; value learning in, about and through movement; and include an inquiry-based approach. However, a contentious question is, “should or will the curriculum serve the national health promotion agenda for children and young people?” While recent Australian health reports argue for schools and schooling to play such a role (e.g. NHHRC, 2009), some educators disagree with this remit (e.g. Tinning, 1996). This presentation will highlight what aspects of health promotion the proposed HPE curriculum may be seen to address such as health literacy, socioecological approaches to health in/equality and understanding the significance of regular physical activity. It will then suggest what might be considered limitations to the policy’s engagement with health promotion goals such as its emphasis on learning rather than valuing outcome measures of health-related behaviours. What comprises the final Australian Curriculum: HPE has implications for how schools will interface with health and sport organisations and
S88
Thursday 1 November Papers / Journal of Science and Medicine in Sport 15 (2013) S34–S126
services, what school-based research is valued, and ultimately the health knowledge, practices and values of Australians.
210
http://dx.doi.org/10.1016/j.jsams.2012.11.211
Developing university-community linked physical activity programs through quality physical education pre-service teacher training
209
A. Telford 1,∗ , K. Meldrum 2
A look into physical education requirements and policy around the world
1
V. Clark ∗ , P. Hallal
Introduction: Participation in physical activity tracks from childhood and adolescence into adulthood suggesting that the time to act is early in life in order to realize the many health benefits of physical activity. One strategy that has been deemed effective in increasing physical activity levels in children and adolescents in both high-income and low- and middle-income countries is the implementation of high-quality school-based physical education (PE).Given the proven value of this approach in increasing population levels of physical activity in this age group, it is important to understand current policies related to PE requirements in schools. Therefore, the purpose of this paper is to describe the policies currently in place for mandating PE as a part of primary or secondary school curricula in countries around the world. Methods: Data on school-based PE were collected through the United Nations Educational, Scientific, and Cultural Organization website, World Data on Education. Information on whether or not PE classes were included in the national school curriculum in each country were gathered separately for primary (grade levels 1–8) and secondary (grade levels 9 and above) education. In the case of a positive answer, whether or not the number of days per week is pre-defined and/or minutes per week in PE are set forth, was determined. Results: Data on number of minutes per week in PE were available for 161 nations at the primary level and 155 at the secondary level. For information on class periods per week, data for 126 countries at the primary level and 136 at the secondary level were obtained. Two countries do not require PE during primary school, while 18 do not mandate PE during secondary levels of schooling. All high-income countries necessitate PE while 5.0% of upper-middle income nations, 17.8% of lower-middle income, and 27.6% of low-income countries do not. Discussion: This study reveals persistent gaps in PE requirements especially in lower income countries. While the presently available information regarding PE in schools lends a hand in understanding global policies, a surveillance system designed specifically for monitoring the existence, quality, and implementation of PE polices is needed to more accurately evaluate the effects of such policies on physical activity and health. This information is imperative as policy makers and school administrators make decisions regarding how much, how often, and what type of PE programs will be instituted.
Introduction: Physical education (PE) programs in schools play a pivotal role in breaking down barriers to participation in physical activity (PA) which in turn impacts on the success of the Australian Government’s preventative health and social inclusion agendas. As children spend around 40% of their waking time in schools, PE and the PA opportunities it presents can make a significant difference to a child’s daily PA levels. One of the growing concerns in education systems throughout Australia is the decline in the number of trained teachers to deliver appropriate PE programs (Australian Government, 2009). Primary schools, in particular, have a number of issues in delivering developmentally-appropriate PE programs. These issues include a lack of generalist teacher training in PE, the ‘crowded curriculum’ and poor resourcing. This research aimed to 1) develop a sustainable PA program consisting of community-based teaching in the 1st year PE programs that could be implemented annually across metropolitan and regional primary schools in Victoria; 2) examine the impact of the program on pre-service teacher PE teaching efficacy and 3) explore the outcomes of a mentoring program whereby 4th year pre-service teachers provided feedback to 1st year students about their teaching of PE. Methods: The university-school linked PA program was implemented across two universities and within 18 primary schools throughout Victoria within government and catholic sectors. Participants completed a survey pre and post intervention (n = 122) and a sub sample (n = 25) participated in five focus groups with 1st and 4th year undergraduate PE students and Critical Incident Reports were analysed using content analysis to identify emerging themes using NVivo. Results: Qualitative findings suggest pre-service teachers felt the program provided a valuable PA opportunity for primary students, the program empowered and fully supported their teaching through the mentoring program and pre-service teachers felt more confident in their ability to deliver PE lessons as a result of being involved in the program. Additionally paired t-tests revealed significant differences between pre and post intervention pre-service teacher self-efficacy for teaching items for both 1st year (Pre Mean = 4.94 SD 0.73, Post Mean = 5.45 SD 0.63) and 4th year students (Pre Mean = 5.16 SD 0.63, Post Mean = 5.97 SD 0.48) both at the p < 001 level. Discussion: The university-school linked program continues to run several years post its introduction within both universities and all participating schools and provides an excellent model of sustainable PA opportunities for primary age children.
http://dx.doi.org/10.1016/j.jsams.2012.11.212
http://dx.doi.org/10.1016/j.jsams.2012.11.213
Federal University of Pelotas
2
RMIT University James Cook University