Abstract
BackgroundRecent data show that only 15% of Australian adolescents participate in adequate amounts of physical activity (PA) and those students from Asian and Middle-Eastern backgrounds in Grades 6–12 are significantly less active than their English-speaking background peers. Schools have recently been recognised as the most widely used and cost-effective setting for promoting PA among youth and one domain within schools where PA can occur regularly for all youth, regardless of cultural background or socio-economic status, is during physical education (PE).MethodsThis study describes changes in physical activity (PA), lesson context and teacher interaction in physical education over the first two years in culturally and linguistically diverse secondary schools. Grade 7 PE classes in six schools were randomly observed using systematic direct observation (n = 81) and then followed up over the same period (n = 51) twelve months later.ResultsThere was no significant decline in moderate-to-vigorous physical activity (MVPA) during PE (MD = −4.8%; p = .777), but a significant decline and medium negative effect in time spent in vigorous physical activity (VPA) (MD = −7.9%; p = .009) during PE was observed. Significant declines and large negative effects over time in percentage of PE time spent in management (MD = −8.8%; p < .001) and the number of observations where teachers promoted PA (MD = −20.7%; p < .001).ConclusionsThe decline of VPA and teacher promotion of PA in culturally and linguistically diverse schools is of concern. Given the declines in VPA and the increases in time spent in game play, further research is needed to ascertain whether PE instruction could be improved by focussing on skill instruction and fitness in a games-based PE instruction model. Further research for increasing teacher promotion of PA during PE is needed.
Highlights
Recent data show that only 15% of Australian adolescents participate in adequate amounts of physical activity (PA) and those students from Asian and Middle-Eastern backgrounds in Grades 6–12 are significantly less active than their English-speaking background peers
At follow-up, the number of observable physical education (PE) classes had dropped from 27 to 21 with an average class size of 23 students. This decrease in the number of classes was due to the declining number of student enrolments in these schools which resulted in a reduction in actual number PE classes being taught
We found in this sample that, at baseline, time spent in management was negatively (r = −.218; p = .306) and time spent in game play was positively (r = .518; p = .010) correlated to moderate to vigorous physical activity (MVPA) participation in co-educational schools
Summary
Recent data show that only 15% of Australian adolescents participate in adequate amounts of physical activity (PA) and those students from Asian and Middle-Eastern backgrounds in Grades 6–12 are significantly less active than their English-speaking background peers. Recent data show that only 15% of Australian adolescents participate in adequate amounts of physical activity [1] and those students from Asian cultural backgrounds, and girls from Middle-Eastern backgrounds in Grades 6–12, are significantly less active than their English-speaking background peers [2]. Schools have recently been recognised as the most widely used and cost-effective setting for promoting physical activity (PA) among children and adolescents [3,4] and one domain within schools where PA can occur regularly, regardless of cultural background or socio-economic status, is during school physical education (PE). Given their lower levels of PA participation within the Australian population, it is worthwhile investigating the contribution PE is making to accumulation of PA in culturally and linguistically diverse communities and whether these levels of PA change as students’ progress through their secondary schooling
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