in PA and a reduction of SB among primary school students in the intervention schools, and the student outcomes should be positively, significantly different from their counterparts in control schools. Figure 1 —Complete data collected from sample groups in R1–R5. R = round. Methods Design We
Search Results
Effectiveness of a Whole-of-School Approach in Promoting Physical Activity for Children: Evidence From Cohort Study in Primary Schools in Thailand
Piyawat Katewongsa, Panya Choolers, Pairoj Saonuam, and Dyah Anantalia Widyastari
A Preliminary Study of Physical Fitness in 8- to 10-Year-Old Primary School Children From North East England in Comparison With National and International Data
Kathryn L. Weston, Nicoleta Pasecinic, and Laura Basterfield
represented. The aim of our preliminary study therefore was to assess physical fitness levels in 8- to 10-year-old children from one primary school in North East England and compare these to International and European reference data, and other regions in England. Methods Participants and Study Design
Moving Well-Being Well: Evaluating the Efficacy, Impact on Gender, and Role of Teacher Fidelity of a Fundamental Movement Skill-Based Intervention in Irish Primary School Children
Nathan Gavigan, Johann Issartel, Cameron Peers, and Sarahjane Belton
, 2008 ; O’Brien et al., 2016 ; Van Beurden et al., 2002 ). An Irish study by Behan et al. ( 2019 ) highlighted a lack of proficiency across all FMS components in primary school children, with only 52.8% achieving mastery/near-mastery in locomotor, 54.8% achieving mastery/near-mastery in ball skills
Moving Well-Being Well: Evaluating the Efficacy, Impact on Gender, and Role of Teacher Fidelity of a Fundamental Movement Skill-Based Intervention in Irish Primary School Children
Nathan Gavigan, Johann Issartel, Cameron Peers, and Sarahjane Belton
, 2008 ; O’Brien et al., 2016 ; Van Beurden et al., 2002 ). An Irish study by Behan et al. ( 2019 ) highlighted a lack of proficiency across all FMS components in primary school children, with only 52.8% achieving mastery/near-mastery in locomotor, 54.8% achieving mastery/near-mastery in ball skills
A Physical Education Program Based Upon an Obstacle Course Positively Affects Motor Competence in 6- to 7-Year-Old Children: A Pilot Study
Elly van Hyfte, Sien Vercruysse, Griet Warlop, and Matthieu Lenoir
the MC of 6- to 7-year-old Flemish children. Materials and Methods Setting and Participants A list of all primary schools in East Flanders (Belgium) was subdivided by 1 educational system and categorized in urban or nonurban school in order to obtain a representative sample of participating schools
The Effects of Using a Cycling Desk at School on Executive Function, Physical Fitness, and Body Composition in Primary School Children: Impact of Socioeconomic Status
Camille Chambonnière, Lore Metz, Alicia Fillon, Pauline Demonteix, Nicole Fearnbach, Mélina Bailly, Audrey Boscaro, Bruno Pereira, David Thivel, and Martine Duclos
youth ( 55 ). The effects of implementing active desks in classrooms have also been investigated in primary school ( 24 ). Active workstations such as sit-to-stand and cycle desks provide the opportunity for all children to engage in PA through educational lessons ( 24 ). Some studies have measured the
Promoting Physical Activity and Executive Functions Among Children: A Cluster Randomized Controlled Trial of an After-School Program in Australia
Sanne L.C. Veldman, Rachel A. Jones, Rebecca M. Stanley, Dylan P. Cliff, Stewart A. Vella, Steven J. Howard, Anne-Maree Parrish, and Anthony D. Okely
enrichment activities on promoting physical activity in primary-school-aged children. The secondary aims included examining the efficacy of the intervention on academic achievement (executive functions) and examining the feasibility and acceptability of the intervention. Methods Design, Participants, and
Nonspecialist Preservice Primary-School Teachers: Predicting Intent to Teach Physical Education
Guy Faulkner, Colin Reeves, and Sue Chedzoy
The purpose of this study was to establish the utility of the Theory of Planned Behavior in predicting nonspecialist, preservice primary-school teachers’ intentions to teach physical education for 2 hr per week. A questionnaire was developed, according to the recommended procedures, and was administered to 128 final-year teacher trainees in two Primary Teacher Training courses in England. A variety of predictors were identified, including beliefs of significant others, such as parents; a positive assessment of control over difficult barriers; and experiences of past (teaching) behavior. The most significant predictor in discriminating between intenders and nonintenders, however, was personal exercise behavior. Helping preservice primary-school teachers become more physically active themselves might positively influence their intent to teach physical education 2 hr per week more than alleviating barriers to teaching physical education.
Reliability and Validity of the TGMD-2 in Primary-School-Age Children With Visual Impairments
Suzanne Houwen, Esther Hartman, Laura Jonker, and Chris Visscher
This study examines the psychometric properties of the Test of Gross Motor Development-2 (TGMD-2) in children with visual impairments (VI). Seventy-five children aged between 6 and 12 years with VI completed the TGMD-2 and the Movement Assessment Battery for Children (Movement ABC). The internal consistency of the TGMD-2 was found to be high (alpha = 0.71−0.72) and the interrater, intrarater, and test-retest reliability acceptable (ICCs ranging from 0.82 to 0.95). The results of the factor analysis supported internal test structure and significant age and sex effects were observed. Finally, the scores on the object control subtest of the TGMD-2 and the ball skills subtest of the Movement ABC correlated moderately to high (r = 0.45 to r = 0.80). Based on the current results, it is concluded that the TGMD-2 is an appropriate tool to assess the gross motor skills of primary-school-age children with VI.
Primary School Student Teachers’ Physical Self-Perceptions and Attitudes Toward Teaching Physical Education
Guy Faulkner and Colin Reeves
The importance of physical self-perceptions in relation to exercise behavior has been acknowledged. However, the importance of physical self-perceptions in relation to specific attitudes has been overlooked. This study used a self-report questionnaire to assess the physical self-perceptions and attitudes toward teaching physical education of a sample of final-year, female, primary school student teachers (N = 116). The most positive attitudes toward teaching physical education were recorded by students reporting more positive physical self-perceptions. Comparisons between students with low and high attitudes toward teaching physical education using MANOVA and discriminant function analysis confirmed these findings. Specifically, students with the most positive attitudes toward teaching physical education reported stronger self-perceptions of sports competence, and perceived competence in the sport subdomain was deemed more important than the other subdomains. It is speculated that these findings reflect a process of cognitive consonance mediating physical self-perceptions and attitudes.
