increased inactivity and children being overweight, PE curriculum in schools is inclined to focus on time spent in moderate-to-vigorous physical activity ( Dauenhauer et al., 2019 ). Current physical activity interventions for primary school children also tend to overlook the critical importance of motor
Search Results
Potential Role of Plyometric Training in the Development of Motor Performance Skills: A Narrative Review
Andrew Sortwell, Michael Newton, Daniel A. Marinho, Jorge Knijnik, and Rodrigo Ramirez-Campillo
The Effectiveness of Two Interventions on Fundamental Movement Skill Proficiency Among a Cohort of Irish Primary School Children
Lisa E. Bolger, Linda A. Bolger, Cian O’Neill, Edward Coughlan, Wesley O’Brien, Seán Lacey, and Con Burns
old) spend approximately 4.5–5.5 hours (class and school dependent) in primary school throughout the academic year (a minimum of 40% of their waking day) ( Department of Education and Skills, 2017 ). The primary school setting offers an ideal opportunity for the development of FMS. In addition
Physical Activity of Children and Adolescents in Croatia: A Global Matrix 4.0 Systematic Review of Its Prevalence and Associated Personal, Social, Environmental, and Policy Factors
Željko Pedišić, Melanija Strika, Tena Matolić, Maroje Sorić, Sanja Šalaj, Ivan Dujić, Marija Rakovac, Branko Radičević, Hrvoje Podnar, Zrinka Greblo Jurakić, Marjan Jerković, Hrvoje Radašević, Jelena Čvrljak, Tin Petračić, Sanja Musić Milanović, Maja Lang Morović, Slaven Krtalić, Mirjana Milić, Alma Papić, Nataša Momčinović, Marjeta Mišigoj-Duraković, Stjepan Heimer, and Danijel Jurakić
primary school students and 5169 grade 4 secondary school students found that the prevalence of participation in organized sports activities in 2020 was 54.0% among primary school students and 30.0% among secondary school students. 39 In a secondary analysis of data from a study conducted among 809
Gender Differences in Students’ Moderate to Vigorous Physical Activity Levels During Primary School Physical Education Lessons: A Systematic Review and Meta-Analysis
Diego Arenas, Josep Vidal-Conti, and Adrià Muntaner-Mas
al., 2021 ). Consequently, some scholars have advocated for future systematic reviews and meta-analyses to explore gender differences in students’ MVPA levels in primary school PE lessons, which could yield more robust evidence on the matter ( Hollis et al., 2016 ; Wang & Zhou, 2022 ). A limited number of
“I Just Like the Feeling of It, Outside Being Active”: Pupils’ Experiences of a School-Based Running Program, a Qualitative Study
Anna E. Chalkley, Ash C. Routen, Jo P. Harris, Lorraine A. Cale, Trish Gorely, and Lauren B. Sherar
. This is particularly important during the planning and early stages of delivery where the inclusion of pupils as active participants, rather than passive recipients, of a healthy lifestyle program has been found to be important in enhancing its long-term impact and sustainability in primary schools
Device-Measured Change in Physical Activity in Primary School Children During the UK COVID-19 Pandemic Lockdown: A Longitudinal Study
James Scales, Jasmine Chavda, Erika Ikeda, Ivelina Tsocheva, Rosamund E. Dove, Helen E. Wood, Harpal Kalsi, Grainne Colligan, Lewis Griffiths, Bill Day, Cheryll Crichlow, Amanda Keighley, Monica Fletcher, Chris Newby, Florian Tomini, Fran Balkwill, Borislava Mihaylova, Jonathan Grigg, Sean Beevers, Sandra Eldridge, Aziz Sheikh, James Gauderman, Frank Kelly, Gurch Randhawa, Ian S. Mudway, Esther van Sluijs, and Christopher J. Griffiths
recall bias 10 and mood-congruence bias. 11 Few studies have reported on device-measured physical activity data during lockdowns. One study among Dutch primary school children used accelerometry data from 66 children (10.5 [3.6] y), reporting that sedentary time was increased by 45 minutes per day and
A Systematic Review Investigating the Effects of Implementing Game-Based Approaches in School-Based Physical Education Among Primary School Children
Jin Yan, Brad Jones, Jordan J. Smith, Philip Morgan, and Narelle Eather
Children of primary school age, (particularly prepubescent children aged 7–11 years) show the greatest capacity for learning and developing motor skills, and are the most responsive to motor skill training ( Bolger et al., 2018 ; McClelland & Cameron, 2019 ). High-quality physical education (PE
Learning “Math on the Move”: Effectiveness of a Combined Numeracy and Physical Activity Program for Primary School Children
Melanie Vetter, Helen O’Connor, Nicholas O’Dwyer, and Rhonda Orr
The health benefits of regular physical activity and maintaining physical fitness are widely established. 1 In primary school children, adequate, regular, and well-designed physical activity programs are also critical to the development of fundamental movement skills. 2 In recent years, there has
Evaluating the Feasibility of the Education, Movement, and Understanding (EMU) Program: A Primary School-Based Physical Education Program Integrating Indigenous Games Alongside Numeracy and Literacy Skills
Narelle Eather, Nicholas Riley, Mark Babic, Andrew Bennie, John Maynard, and Philip J. Morgan
learning and developing fundamental movement skills, as this is a focus of physical education curricula across the primary school years in Australia and internationally ( Active Healthy Kids Australia, 2022 ), and for providing opportunities to participate in physical activities and sport. Fundamental
Australian Primary School Principals’, Teachers’, and Parents’ Attitudes and Barriers to Changing School Uniform Policies From Traditional Uniforms to Sports Uniforms
Nicole McCarthy, Kirsty Hope, Rachel Sutherland, Elizabeth Campbell, Rebecca Hodder, Luke Wolfenden, and Nicole Nathan
traditional uniforms, that is, leather shoes with shirts and pants for boys, and a dress, tunic, or skirt, and a shirt with leather shoes and socks or stockings for girls. A 2012 qualitative study of 54 primary school children from 6 schools in South Australia found that girls reported their uniform
