Embed Size (px)
Citation preview
Walking the Talk?
Thinking and Acting – Teachers’ and Practitioners’ Perceptions about Physical Activity, Health and Well-being, do they ‘walk the
talk’.
Kristy Howells and Catherine MeehanKristy Howells and Catherine Meehan
Physical Education Primary Ltd.
New Primary Curriculum for England (DfE, 2013)New Primary Curriculum for England (DfE, 2013)
180 minutes – NHS (2013) guidance
Importance of physical Importance of physical activityactivity
Cramer (2015) – School education Cramer (2015) – School education should should focus on importance of active focus on importance of active lifestyles lifestyles
Roeber et al. (2014) proposed that children who have difficulties in physical activities, may lead to exclusion from social activities impacting on play, social competence and decreased self esteem.
The early years has been identified by Timmons et al. (2012) as a critical period for promoting physical activity, but they also highlighted that the amount needed for healthy growth and development is unclear.
Difficult to seeDifficult to see Children’s physical activity is rarely
lengthy intermittent and spontaneous patterns, making activity profiling difficult (Waring et al., 2007; Kolle et al., 2009).
Transitions between light and moderate physical activity levels may be sporadic as children move between these frequently and the different physical activity levels are not sustained for a long period of time.
More studies neededMore studies needed Timmons et al. (2012) proposed that more
studies with infants and toddlers are needed to address the gaps in order to identify the intensity, type and frequency of physical activity needed to promote healthy growth and development.
Gap between beliefs and Gap between beliefs and practicepractice
It is well established in the literature that the beliefs and perceptions of teachers impact on their actions,
Intrinsic and extrinsic factors that enable or prevent teachers from acting in accordance with their beliefs (e.g. Nespor, 1987, Pajares, 1992; Stipek and Byler, 1997, Meehan, 2007).
Beliefs can be defined as a form of knowledge which can be adapted to a range of contexts which act as a compass or road map providing direction for decision making (Meehan, 2011).
Teachers’ beliefs have been described as ‘windows on teachers’ decision making, practices and effectiveness’.
Rimm-Kaufmann et al (2006) suggested that seven elements constituted a definition of beliefs.Based on judgement, evaluation, and values and do not require evidence to back them upGuide their thinking, meaning-making, decision making and behaviour in the classroomMay be unconscious such that the holder of beliefs is unaware of the ways in which they inform behaviour, Cross between their personal and professional lives, reflecting both personal and cultural sources of knowledgeBecome more personalised and richer as classroom experience growsMay impede efforts to change classroom practice andAre value-laden and can guide thinking and action (p. 143).
RationaleRationale Teachers are ‘meaning makers’ and their
beliefs or perceptions underpin their daily practice (Bondy et al., 2007; Erricker et al. 1997; Pintrich, 2002).
1. Teachers and early childhood practitioners are responsible in their roles for others’ learning
2. Understanding of beliefs improved teaching effectiveness
3. Beliefs can provide a space for teachers and early childhood practitioners to understand the learners, their learning dispositions and personal attributes (Rimm-Kaufman et al., 2006).
MismatchingMismatching Congruence in the relationship between beliefs and
practice, but a mismatch may be occur due to a number of intrinsic and extrinsic factors (Meehan, 2007).
Intrinsic factors may include a “teachers’ beliefs and knowledge, values and ethical positions, impact of stress, experiences as a teacher and student, attitudes towards learning and learners, and feelings associated with self-worth, self-efficacy, self-esteem and locus of control” (Meehan, 2007).
By contrast, the extrinsic factors may include the teachers qualifications, work context, familiarity with curriculum subject knowledge, and access to continuing professional development (e.g. Abbot-Shim et al., 2000).
Differing views!Differing views! Howells (2015) discusses how “views
differ as to what is meant by physical activity, yet most agreed and viewed physical activity as a ‘complex’ term”.
The DH (2005) and the World Health Organisation (WHO 2010) recommend that children are physically active for 60 minutes a day at an intensity level of at least moderate.
Current state of physical Current state of physical activity in UKactivity in UK
The National Child Measurement Programme figures for 2013 / 2014, show that one in five children aged 11 (at the end of primary school) are obese and a further 14% of these children are overweight.
Gately et al. (2015) found that 75% of parents underestimate the size of their overweight child, while 50% underestimate the size of an obese child. They also found within a similar study of healthcare professionals that these healthcare professionals produced nearly the same results (Smith et al. 2008).
Position PaperPosition Paper We are proposing that there is limited
research focusing on children from birth to 8 years and also the perceptions and attitudes of those who work with this age group of children on the topic of physical activity.
It is proposed that support for developing understanding of physical activity and healthy living needs to be extended further within practice and training settings.
Confidence and Confidence and competencecompetence
changingthegameproject.com
MethodologyMethodologyPAHWBQ - Early Childhood Practitioners and Teachers’ understanding about physical activityEarly Childhood Practitioners and Teachers’ measuring systems for physical activity on a daily basis and an overall weekEarly Childhood Practitioners and Teachers’ own personal understanding of the their own physical activity and levels of activityDemographic details of the participants, such as age, gender, qualifications, and teaching experience.
Confidence (High)
Confidence (Low)
Competence (High)Competence (Low)
PredictionPrediction
So what!So what! Suspect physical activity can support overall Suspect physical activity can support overall
children’s learning and developmentchildren’s learning and development
But teachers and early years practitioners But teachers and early years practitioners don’t have the confidence or competence to don’t have the confidence or competence to support children in this vital area of support children in this vital area of development.development.
If our hypothesis is correct future skill If our hypothesis is correct future skill development, analysis and observation skills development, analysis and observation skills will need to be enhanced in our second will need to be enhanced in our second phase of the study.phase of the study.
Holistic Early Learning and Holistic Early Learning and Development Research Theme Development Research Theme
GroupGroup
https://www.facebook.com/HELDcccu
Any questions?Any questions?
suddenlyseptember.com
