Primary School Settings Research Articles

Application of a Constraints-Led Approach to pedagogy in schools: embarking on a journey to nurture Physical Literacy in primary physical education

ABSTRACTBackground: Oversimplified, reductionist approaches to operationalising Physical Literacy (PL) have been a barrier to the development of a complex, dynamic and embodied understanding of the individual Physical Literacy journey. Further, there has been no appropriate approach that might allow practitioners to integrate Physical Literacy in Physical Education (PE). Whilst popular approaches, such as Teaching Games for Understanding (TGfU) and Game Sense (GS), for operationalising learner-centred and problem-based learning, have gained professional traction in the last three decades, the development of a comprehensive theoretical basis to underpin pedagogical principles has been neglected – particularly in Physical Education. Pedagogical approaches grounded in play have gained popularity as a vehicle for Physical Literacy development in Physical Education. Despite the prominence of a Constraint-Led Approach (CLA) in sport pedagogy to assist in developing ‘the intelligent, autonomous individual’ in sport, application to Physical Education is limited.Purpose: In this article, we propose key pedagogical principles of a Constraints-Led Approach (CLA) in primary physical education, underpinned by the theoretical framework of Ecological Dynamics (ED). Driven by the challenge of designing affordance landscapes for learning, we present our reflections on a recently designed PE curriculum for primary schools, Boing, which could facilitate the development of movement capacities in play-based curricula designed to nurture the Physical Literacy journey for individuals. An articulation of support for the key theoretical ideas is provided in this paper.Design: This is achieved through reflections on the play-based curriculum (BOING) founded on the principles of Ecological Dynamics (ED) underpinning a Constraints-Led approach (CLA) to better serve the implementation of a Physical Literacy focussed Physical Education in a Primary school setting based on key principles for delivery.Findings: Summarising the findings, the we were able to highlight the importance of developing key principles for delivering a theoretically informed curriculum that elicits key principles of Physical Literacy. Whilst movement skills are key, these approaches are able to elicit the intended outcomes in learners of confidence, motivation and competence (Whitehead 2010, 2016).Conclusions: A CLA affords the theoretical design of play-based curricula beyond just play or sport towards purposeful, inclusive learning environments. Practitioners should look to underpin their practice with key theoretical ideas. This paper is of particular interest to those coaches and teachers tasked with designing practical environments for learning beyond the rhetoric of skill development in sport.

THE ACQUISITION OF L2 LISTENING COMPREHENSION SKILLS IN PRIMARY AND SECONDARY EDUCATION SETTINGS: A COMPARISON BETWEEN CLIL AND NON-CLIL STUDENT PERFORMANCE

This study explores the impact of CLIL (Content and Language Integrated Learning) on the development of listening skills in English both in Primary and Secondary Education in Spain. To do this, CLIL (n=2,790) and non-CLIL learners (n=17,070) enrolled in the 4th grade of Primary Education (9-10 years old), and CLIL (n=2,680), and non-CLIL students (n=17,638) in the 2nd year of Secondary Education (13-14 years old) were compared regarding their oral comprehension skills. Results showed no differences between CLIL and non-CLIL groups in Primary Education, while in Secondary School, the CLIL group significantly outperformed the non-CLIL group in the overall results of listening and in every oral comprehension subskill evaluated, and differences were higher in the most complex listening tasks. These findings seem to suggest that CLIL programs are more effective to promote the acquisition of listening skills in the target language in secondary than in primary school settings. The age of students, along with other contextual differences between the CLIL programme in Primary and in Secondary School might explain these results.

Sexual violence among adolescent\xa0girls and young women in Malawi: a cluster-randomized controlled implementation trial of empowerment self-defense training

BackgroundGlobally, sexual violence is prevalent, particularly for adolescent women. This cluster-randomized controlled implementation trial examines empowerment self-defense (ESD) for sexual assault risk reduction among school-age women in Malawi.MethodsThe unit of randomization and analysis was the school (n = 141). Intervention participants received a 12-h intervention over 6 weeks, with refreshers. Primary outcomes were past-year prevalence and incident rate of sexual violence. Secondary outcomes included confidence, self-defense knowledge, and, for those victimized, violence disclosure. Interaction effects on outcomes were evaluated with Poisson models with school-correlated robust variance estimates for risk ratios and incident rate ratios (baseline n = 6644, follow-up n = 4278).ResultsPast-year sexual assault prevalence was reduced among intervention students (risk ratio [RR] 0.68, 95% CI 0.56, 0.82), but not control students (interaction effect p < 0.001). Significant increases in self-defense knowledge were observed solely among intervention students (RR 3.33, 95% CI 2.76, 4.02; interaction effect p < 0.001). Significant changes in sexual violence prevalence and knowledge were observed for both primary and secondary students. Favorable reductions were also observed in sexual violence incident rate among students overall (interaction effect p = 0.01).ConclusionsThis intervention reduced sexual violence victimization in both primary and secondary school settings. Results support the effectiveness of ESD to address sexual violence, and approach the elimination of violence against women and girls set forth with Sustainable Development Goal #5. Implementation within the education system can enable sustainability and reach.Trial registrationPan African Clinical Trials Registry PACTR201702002028911. Registered 09 February 2017. Retrospectively registered.

Teachers' competence, school policy and social context-HIV prevention needs of primary schools in Kagera, Tanzania.

Sub-Saharan Africa carries a high burden of the HIV epidemic, with young adults being particularly affected. Well-designed school-based HIV prevention interventions can contribute to establishing protective behaviour. The aim of this study was to explore the needs of primary school students and teachers in the region of Kagera, Tanzania, regarding an HIV prevention intervention in the primary school setting. The needs assessment was structured according to the PRECEDE component of the PRECEDE-PROCEED model. Qualitative data was collected in six focus group discussions with primary school students and teachers. Key informant interviews with seven experts were conducted. We employed qualitative content analysis to analyse data in MAXQDA. The findings suggest that teachers need to be adequately trained to provide HIV and sex education and to support HIV-positive students. Enabling structural factors, such as an appropriate syllabus, are required. Stigmatization has been reported a major barrier to HIV prevention in schools. Teachers and students identified a more trustful relationship between each other as well as to legal guardians of children as a basis for HIV prevention. These findings will inform the development of a tailored HIV prevention intervention.

Management of type 1 diabetes in primary schools in Ireland: a cross-sectional survey.

Parents reported experiences of support for diabetes management in schools are variable. Recent data from European countries are sparse and experiences in the Irish primary school setting have not been described previously. To describe parents' experiences of support for diabetes management in primary schools in Ireland. Questionnaires were distributed through nine regional and tertiary paediatric diabetes services to parents of children aged 4-13years with type 1 diabetes attending primary school. Data sought included patient demographics, treatment regimens, diabetes education of school staff, assistances received, and interactions between the school and family. Responses were received from 418 parents of primary school children with type 1 diabetes. Twenty-six percent of children were not on intensive insulin therapy. Children on a multiple daily injection regime who were unable to self-administer insulin had administration facilitated by attendance of a parent in 95% of cases. Seventy-eight percent of parents were phoned by the school regarding diabetes management, particularly those of younger children (p < 0.001). More than half of parents attended the school at least once per month to assist with diabetes management, particularly those of younger children (p < 0.001). Younger children were also more likely to have a special needs assistant (p < 0.001) and have a written management plan (p = 0.001). Our research has demonstrated deficits in care with respect to access to intensive insulin therapy, individualised care plans and a high burden on families which should be addressed through the National Clinical Programme for Paediatrics and Neonatology and relevant government departments.

Does fundamental movement skill proficiency vary by sex, class group or weight status? Evidence from an Irish primary school setting

ABSTRACTThis study examined fundamental movement skill (FMS) proficiency among male (N = 216) and female (N = 198) Irish primary school pupils from Year 2 to Year 7 (9.0 ± 1.7 years). Following anthropometric measurements, participants were video-recorded performing 15 FMS and scored using the TGMD-3, Victorian Fundamental Movement skills Manual and the Get skilled: Get active guidelines. Percentage mastery ranged between 1.4% (gallop) and 35.7% (slide). A two-way ANOVA evaluated the effect of sex (male/female) and class group (Year 2/3/4/5/6/7) on individual skills, locomotor subtest, object-control subtest and total TGMD-3 (GMQ) scores. No significant sex ×class interaction effects were found. Large effect sizes were reported for male superiority in object-control subtest (ηp2 = 0.26) and GMQ (ηp2 = 0.16) scores (both p < 0.001). Older classes had higher object-control subtest scores than younger classes, but scores plateaued after Year 5. Furthermore, overweight participants had significantly lower locomotor subtest (p < 0.001, d = 0.7), object-control subtest (p = 0.03, d = 0.3) and GMQ scores (p < 0.001, d = 0.5) than non-overweight participants. This study highlights very poor levels of FMS mastery among Irish schoolchildren and stresses the need for developmentally appropriate, FMS intervention programmes that are inclusive regardless of age, sex or weight status.

Social Influence on Handwashing with Soap: Results from a Cluster Randomized Controlled Trial in Bangladesh.

We analyzed data from a cluster-randomized controlled trial conducted among 20 schools in Rajshahi, Bangladesh, to explore the role of social influence on handwashing with soap (HWWS) in a primary school setting. Using data collected through covert video cameras outside of school latrines, we used robust Poisson regression analysis to assess the impact of social influence-defined as the presence of another person near the handwashing location-on HWWS after a toileting event. In adjusted analyses, we found a 30% increase in HWWS when someone was present, as compared with when a child was alone (Prevalence ratio 1.30; 95% confidence interval: 1.14-1.47, P < 0.001). The highest prevalence of HWWS was found when both child(ren) and adult(s) were present or when just children were present (64%). Our study supports the conclusion that the presence of another individual after a toileting event can positively impact HWWS in a primary school setting.

Student council and student leadership training in Hong Kong primary schools

Abstract This article demonstrates how a Hong Kong primary school enlists students (aged 6 to 12 years) in school governance by having a student council and by creating a supportive learning context, including building a supportive ethos and offering training for student leaders. The significance of this study lies in its reporting of a successful case of a student council in a primary school and the impacts on the civic qualities of the students involved. This is an attempt at investigating: the educational impacts of a student council in a primary school setting in a Chinese context; and the collaboration between schools, teachers and a service provider in nurturing a school ethos and context favourable for student engagement. This study argues that although primary school students are young, they are able to speak up and act as office bearers in a student council in an effective way. They can contribute towards school governance by conveying informed views on school matters. A supportive school context consisting of favourable attitudes taken up by school parties, namely the school governing board, principal, teachers and students, is crucial. Hopefully, the study can shed light to the international communities on the nurturing of citizens through active participation in school community at an early age to have the competence to know, think, act, reflect and care in a new political environment marked by uncertainty and increasing political polarization.

Knowledge and behaviour management in the multi-ethnic classroom: an ethnographic study of teachers’ classroom-management strategies and minority pupils’ participation in different school subjects

ABSTRACTWithin the tradition of ethnographic classroom research, this paper studies how pupils with a minority background are disciplined and participate in different school subjects such as Danish, English, math and science in Danish primary and lower secondary school settings. Whereas most research on minority children in classroom contexts focuses either on classroom social norms or effectiveness of teaching methods, this paper aims to understand how classroom behavioural norms and the norms for legitimate participation in the knowledge practices of different subjects impact each other. On one hand, our principal findings indicate that the teacher's foregrounding of behavioural norms in the classroom seems to displace knowledge practices, producing power struggles between pupils and their teachers. On the other hand, the teacher's foregrounding of knowledge practices tends to make schooling more meaningful for pupils, thereby reducing power struggles.

Nutrition as aresource for networked community based health promotion for children-perspectives of parents and experts

The promotion of healthy nutrition and alimentary participation (the possibility of experiencing the social function of food) is an essential aspect of integrated overall approaches of community-based health promotion. Preschool and primary school settings are given particular importance in terms of the target group focused on by community-based approaches: children from socially disadvantaged families. How do parents and practice experts describe the status quo, potential, and obstacles in the implementation of healthy nutrition practices in the settings kindergarten and elementary school? What ist the importance of nutrition and alimentary participation within the framework of the integrated overall approach attributed by practice experts? In two urban centers, expert interviews were conducted with stakeholders of integrated overall approaches and administrators from preschools and primary schools. The perspectives held by parents in financially precarious situations or with immigrant backgrounds were explored in group discussions. Nutrition takes on an important role in the narratives of parents and experts. Preschools and primary schools draw upon daily interaction with food and shared meals in avariety of ways to foster the development of healthy eating habits and alimentary participation. It has become clear that preschools and primary schools must increasingly counteract delegation of parenting responsibilities and poor nutrition practices, for instance by providing socially compensatory breakfasts. Parents acknowledge these efforts but express criticism that food in schools is eaten under problematic spatial conditions and intense time pressure. Nutrition is used by experts as aresource but, in contrast to physical exercise or mental health, without reference to integrated community-based health promotion. Promotion of alimentary participation and healthy nutrition practice could have more impact if stakeholders saw themselves as essential components of integrated community-based health promotion.

Relationships between Motor Proficiency and Academic Performance in Mathematics and Reading in School-Aged Children and Adolescents: A Systematic Review

Positive associations exist between physical activity, cognition, and academic performance in children and adolescents. Further research is required to examine which factors underpin the relationships between physical activity and academic performance. This systematic review aimed to identify, critically appraise, and synthesize findings of studies examining relationships between motor proficiency and academic performance in mathematics and reading in typically developing school-aged children and adolescents. A systematic search of electronic databases was performed to identify relevant studies. Fifty-five eligible articles were critically appraised and key data was extracted and synthesized. Findings support associations between several components of motor proficiency and academic performance in mathematics and reading. There was evidence that fine motor proficiency was significantly and positively associated with academic performance in mathematics and reading, particularly during the early years of school. Significant positive associations were also evident between academic performance and components of gross motor proficiency, specifically speed and agility, upper-limb coordination, and total gross motor scores. Preliminary evidence from a small number of experimental studies suggests motor skill interventions in primary school settings may have a positive impact on academic performance in mathematics and/or reading. Future research should include more robust study designs to explore more extensively the impact of motor skill interventions on academic performance.

To adopt or reject? Testing the robustness of a principle-based scenario for guiding effective student questioning

Guiding student questioning to become effective for attaining curriculum objectives is a challenge for many teachers. In two previous studies a principle-based scenario was developed in two primary schools to enhance teacher guidance of effective student questioning. This study aims to determine to what extent the scenario for teacher guidance is robust and transferrable to other teachers in different primary school settings. To test its robustness, 15 trainers introduced the scenario in 23 primary schools to 103 teachers. After teachers completed a six-week trial, they indicated in a questionnaire if they were inclined to adopt, adapt, or reject the scenario for future use. Results show that approximately 80% of all teachers would like to adopt the scenario. About 55% of the teachers see opportunities to adapt the scenario to their needs. However, about 20% of the teachers feel not yet able to judge if and how to adapt, having completed only one trial. The conclusion is that most teachers, despite differences in age, gender, grade, experience and school contexts, are willing and able to guide effective student questioning with the help of the scenario. From a theoretical point of view, this study provides further insight in how successful implementation can supported by a principle-based design.

Systematic review of resilience-enhancing, universal, primary school-based mental health promotion programs

BackgroundWellbeing and resilience are essential in preventing and reducing the severity of mental health problems. Equipping children with coping skills and protective behavior can help them react positively to change and obstacles in life, allowing greater mental, social and academic success. This systematic review studies the implementation and evaluation of universal, resilience-focused mental health promotion programs based in primary schools.MethodsA systematic review of literature used five primary databases: PsycINFO; Web of Science; PubMed; Medline; Embase and The Cochrane Library; and keywords related to (a) health education, health promotion, mental health, mental health promotion, social and emotional wellbeing; (b) school health service, student, schools, whole-school; (c) adolescent, child, school child, pre-adolescent; (d) emotional intelligence, coping behavior, emotional adjustment, resilienc*, problem solving, to identify relevant articles. Articles included featured programs that were universally implemented in a primary school setting and focused on teaching of skills, including coping skills, help-seeking behaviors, stress management, and mindfulness, and were aimed at the overall goal of increasing resilience among students.ResultsOf 3087 peer-reviewed articles initially identified, 475 articles were further evaluated with 11 reports on evaluations of 7 school-based mental health promotion programs meeting the inclusion criteria. Evaluation tools used in program evaluation are also reviewed, with successful trends in evaluations discussed. Encouraging results were seen when the program was delivered by teachers within the schools. Length of programing did not seem important to outcomes. Across all 7 programs, few long-term sustained effects were recorded following program completion.ConclusionsThis review provides evidence that mental health promotion programs that focus on resilience and coping skills have positive impacts on the students’ ability to manage daily stressors.

Workshop PresentationsMotivational Interviewing: Practice development through concept mappingMindfulness, educational psychologists and whole school wellbeingTransition to school following an Acquired Brain Injury: Promoting psychological wellbeing, a systemic approachLost in the wrong wombDeveloping aspirations to inform interventions and support attendance and motivationEmbedding change practices through training: A review of emotion coaching training in a primary school setting‘People will forget what you said…’:

Workshop PresentationsMotivational Interviewing: Practice development through concept mappingMindfulness, educational psychologists and whole school wellbeingTransition to school following an Acquired Brain Injury: Promoting psychological wellbeing, a systemic approachLost in the wrong wombDeveloping aspirations to inform interventions and support attendance and motivationEmbedding change practices through training: A review of emotion coaching training in a primary school setting‘People will forget what you said…’:

Designing healthy futures: involving primary school children in the co-design of a health report card

ABSTRACTEstablishing and maintaining a healthy lifestyle is essential in assuring a child’s health and wellbeing over the life-course. Of national concern in Australia is the fact that nearly three in every 10 children and young people are overweight or obese. Childhood overweight/obesity is also a global concern. The energy deficit needed to reverse the trend in childhood obesity may be quite small for most children however that intervention should start early and be sustained. Children can be active participants in creating new social norms for society but this is not often recognized. Society tends to position children as passive spectators and/or gives them superficial roles in creating artifacts for use in schools and other institutions such as health care centers. In order to support healthy lifestyle change in primary school settings, a Physical Activity and Lifestyle Management (PALM) report card system for progression, monitoring and reporting of anthropometric achievement standards for children has been proposed. In order for this system to be an effective communication tool it needed to be designed in a way that would not only be visually appealing and easy to use but would also allow parents and children to take a sense of ownership of the design and enable it to be accepted by the wider community. This paper describes and discusses the co-design approach that enabled children and designers to develop the PALM card and to provide some understanding of children’s perceptions of healthy habits and behaviors.

Exploring How Chinese Primary School Psychological Counsellors Understand and Use Therapeutic Stories

Psychological counsellors in western countries have used stories and storytelling for therapeutic purposes for decades. However, the development of the profession of school counselling in China is at an early stage and little research has been done on using therapeutic stories in Chinese primary school settings. This exploratory study presents qualitative data on using therapeutic stories collected from interviews with Chinese psychological counsellors who work with primary school students. Findings from a grounded theory analysis revealed that therapeutic stories were used by the participants in various therapeutic approaches. A spectrum of therapist directiveness was developed to integrate different ways of using therapeutic stories.

Facilitation of Intensive Insulin Therapy in the Early Primary School Setting: Narratives of Australian Diabetes Educators

ABSTRACTThe number of early primary school (EPS) children (aged 4–8 years) with type 1 diabetes mellitus (T1DM) rises each year. Intensive insulin therapy (IIT) can be challenging for these children, as adult support may not be available in the school setting. Diabetes educators (DEs) working in the health system facilitate school diabetes care, which can be time-consuming given the large numbers of children with diabetes. These factors are potential barriers for IIT use in the EPS setting. To explore the experiences of Australian DEs who facilitate IIT use in the EPS setting, a qualitative, narrative inquiry method was used to conduct semi-structured telephone interviews with Australian DEs (n = 13) between December 2014 and June 2016. The interview transcript data were analyzed using a narrative analytical approach. Approaches to facilitate IIT use in the EPS setting were normalizing IIT at diagnosis, simple care plans and insulin pump therapy, prioritizing school support, DEs in private practice, and working with school nurses and parents. Despite numerous barriers, Australian DEs implemented varied methods to facilitate IIT use in the EPS setting.

Teacher Attitudes Regarding Barriers to Meaningfully Implementing iPads in a Primary School Setting

ABSTRACTThe purpose of this study was to examine the barriers to implementing iPads in a primary school setting. The participants in this study included four subject specialist teachers and an ICT coordinator. To gather their views on the use of iPads as instructional tools in the classroom, semi-structured interviews were conducted and teachers' diaries were analyzed. The themes that emerged from the analysis of the teachers' diaries included the positive impact of iPad use in education, the potential disadvantages of iPad use in education, and technical issues. An issue that strongly emerged from the diaries was the need for more training on the features of an iPad and apps along with how to use them appropriately in lessons. It was also revealed that what was initially seen as major barriers to iPad use in lessons could be easily resolved with the presence of the correct knowledge and support.

(Re)Presenting the subject: a critical reflection on the use of ethnographic documentary video with students of colour in K-12 urban school settings

ABSTRACTThis paper illustrates how ethnographic video was used as part of a diversity education project at a public urban middle school in Los Angeles, California in the United States. The goal of this article is twofold: first, it is to describe one way in which ethnographic video can be used as a pedagogical tool in primary and secondary school settings. Second, it is to provide an experimental example of an evaluative audience reception study. The article describes the genesis of this project, explicates the intentionality of using an affective theoretical framework to interpret the project, and finally presents an evaluative audience reception study of the video in order to realise fulfilment of that goal. The results show that through this ethnographic video project, viewers were able to enter into a change space of relation, position themselves in the world, and recognise their own contextualised privilege.

Avoiding Bias When Estimating the Consistency and Stability of Value-Added School Effects

The traditional approach to estimating the consistency of school effects across subject areas and the stability of school effects across time is to fit separate value-added multilevel models to each subject or cohort and to correlate the resulting empirical Bayes predictions. We show that this gives biased correlations and these biases cannot be avoided by simply correlating “unshruken” or “reflated” versions of these predicted random effects. In contrast, we show that fitting a joint value-added multilevel multivariate response model simultaneously to all subjects or cohorts directly gives unbiased estimates of the correlations of interest. There is no need to correlate the resulting empirical Bayes predictions and indeed we show that this should again be avoided as the resulting correlations are also biased. We illustrate our arguments with separate applications to measuring the consistency and stability of school effects in primary and secondary school settings. However, our arguments apply more generally to other areas of application where researchers routinely interpret correlations between predicted random effects rather than estimating and interpreting these correlation directly.