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Articles 1 - 6 of 6
Full-Text Articles in Education
Professional Teaching Standards And Inclusion In Teacher Education: Insights From A Hearing-Impaired Health And Physical Education Pre-Service Teacher’S Professional Experience, Donna Barwood, John O'Rourke, Dawn Penney, Andrew Jones, Jordan Thomas
Professional Teaching Standards And Inclusion In Teacher Education: Insights From A Hearing-Impaired Health And Physical Education Pre-Service Teacher’S Professional Experience, Donna Barwood, John O'Rourke, Dawn Penney, Andrew Jones, Jordan Thomas
Research outputs 2014 to 2021
Initial Teacher Education (ITE) is a critical arena for advancing inclusion in Health and Physical Education (HPE). This paper reports research that is engaging with the diversity of the HPE profession and practitioners. It centres on a unique case study that critically explored the school-based professional experience of an Australian secondary HPE Pre-service Teacher (PsT) who has a hearing impairment. Specifically, to enable PST success in HPE professional experiences as defined by the professional standards for teachers in Australia and to which, PSTs’ must evidence to graduate and attain teacher registration. Drawing on documentary and interview data the paper focuses …
Mixed-Ability Grouping In Physical Education: Investigating Ability And Inclusivity In Pedagogic Practice, Shaun D. Wilkinson, Dawn Penney
Mixed-Ability Grouping In Physical Education: Investigating Ability And Inclusivity In Pedagogic Practice, Shaun D. Wilkinson, Dawn Penney
Research outputs 2014 to 2021
In the United Kingdom (UK) particularly, grouping strategies in secondary education have attracted considerable political attention. While setting students by ability is frequently adopted in mathematics, English and science, mixed-ability grouping is common in other subjects, including physical education (PE). Educational research exploring grouping has highlighted the need for research to extend understanding of the pedagogical assumptions, challenges and/or opportunities associated with the use of mixed-ability grouping in various subject and school settings. This case study research sought to examine mixed-ability grouping with a particular focus on how this grouping strategy was enacted in Key Stage 3 (Years 7, 8 …
Managing Informal Sport Participation: Tensions And Opportunities, Ruth Jeanes, Ramón Spaaij, Dawn Penney, Justen O’Connor
Managing Informal Sport Participation: Tensions And Opportunities, Ruth Jeanes, Ramón Spaaij, Dawn Penney, Justen O’Connor
Research outputs 2014 to 2021
This article critically examines the role of informal sport within attempts to increase sport participation. Informal sport is a contested concept that government and non-government agencies are grappling with. In this article, the focus is on participation that is self-organised and not club based. The research reported reflects that at present, policy makers and practitioners have not seriously considered how informal sport may be positioned as a central facet in efforts to respond to participation objectives and associated health and social policy agendas. Drawing on semi-structured interviews with stakeholders responsible for promoting community sport participation in Victoria, Australia, the authors …
Rumination, Realignment And Reflection: Who Is Really Teaching Health Education In Secondary Schools?, Donna Barwood
Rumination, Realignment And Reflection: Who Is Really Teaching Health Education In Secondary Schools?, Donna Barwood
Research outputs 2014 to 2021
In Western Australia (WA), health education (HE) is timetabled as a separate, disciplinebased subject belonging to the health and physical education (HPE) learning area. Globally, this subject is identified as a key site to support and strengthen the health and wellbeing of children and young people. In WA, teachers from outside-of-the-field of HPE are commonly used to deliver HE. This situation is not exclusive to HE nor to WA, and in some circles is referred to as education’s dirty little secret. This mixed-methods study critically examined the role of the teacher in the delivery of HE with the purpose of …
Top Five 'Must-Haves' For Creating Meaningful, Valuable, Strengths-Based And Healthful Learning, Donna M. Barwood M.Ed
Top Five 'Must-Haves' For Creating Meaningful, Valuable, Strengths-Based And Healthful Learning, Donna M. Barwood M.Ed
Research outputs 2014 to 2021
Creating meaningful, valuable and strengths-based learning was the principle underpinning Karen Lambert’s recent article in the May edition of the Active and Healthy Magazine (2017), in which she discussed the five propositions that now underpin Health and Physical Education (HPE) in Australian schools. In support of Karen and her colleagues’ work, this article aims to provide some straightforward practical pedagogical tips for teachers delivering health education (HE), as a means to support and strengthen healthful learning experiences for all young Australians. This article is based on teacher education experiences with pre-service teachers preparing to deliver HPE in Western Australia (WA).
Preliminary Efficacy And Feasibility Of Embedding High Intensity Interval Training Into The School Day: A Pilot Randomized Controlled Trial, S. A. Costigan, N. Eather, R. C. Plotnikoff, Dennis Taaffe, E. Pollock, S. G. Kennedy, D. R. Lubans
Preliminary Efficacy And Feasibility Of Embedding High Intensity Interval Training Into The School Day: A Pilot Randomized Controlled Trial, S. A. Costigan, N. Eather, R. C. Plotnikoff, Dennis Taaffe, E. Pollock, S. G. Kennedy, D. R. Lubans
Research outputs 2014 to 2021
Current physical activity and fitness levels among adolescents are low, increasing the risk of chronic disease. Although the efficacy of high intensity interval training (HIIT) for improving metabolic health is now well established, it is not known if this type of activity can be effective to improve adolescent health. The primary aim of this study is to assess the effectiveness and feasibility of embedding HIIT into the school day. A 3-arm pilot randomized controlled trial was conducted in one secondary school in Newcastle, Australia. Participants (n = 65; mean age = 15.8(0.6) years) were randomized into one of three conditions: …