Richard Keegan | University of Canberra (original) (raw)

Papers by Richard Keegan

Physical education and sport pedagogy, Aug 1, 2020

Background: Physical education (PE) can be considered the centrepiece of school physical literacy... more Background: Physical education (PE) can be considered the centrepiece of school physical literacy (PL) programs, but ineffective lessons or an absence of PE across the public primary school system has raised concern. This study aimed to evaluate the implementation, acceptability and impact of teacher delivery of PE as part of a multicomponent Physical Education Physical Literacy (PEPL) approach, designed to improve classroom teachers' provision of PE and PL opportunities within a cluster of suburban primary schools. Method: Within a pragmatic randomised cluster-based trial with mixed methods, a PEPL coach was appointed to seven schools for one school year, with another seven schools continuing their usual practice as the control group. The coach's role was to support and professionally develop classroom teachers to teach PE and to create opportunities that develop PL inside and outside the school environment. Focusing on Grade 5 teachers, the implementation, acceptability and teacher impact were assessed using direct observations of PE teaching style, a daily log kept by the coach and interviews with principals and teachers. Results: The PEPL coach visited each school on average once a week for the 33 available weeks of the school year. There were several positive effects for teachers and schools. With no classroom teacher initially taking PE or classroom physical activity breaks, all seven teachers regularly introduced a PE lesson and activity breaks into their weekly schedule. PE class instructional time increased (intervention; +4.8 vs. control; −3.5 min/lesson; β = 1.69; SE = 0.76; p = .05), with lessons of greater duration (intervention; +8.6 vs. control +1.9 min/lesson; β = 1.14, SE = 0.58, p = .05) and moderate and vigorous physical activity increased 5.7 min in intervention classes (p < .05). The PEPL coach introduced regular physical activities before and after school and linked the schools with a national sports coaching scheme. Interviews indicated that the PEPL approach was both valued and well-accepted by staff, that classroom teacher confidence to teach PE increased and that principals perceived a shift toward a school 'culture' of physical activity. Conclusions: Well-received by classroom teachers and principals, the PEPL approach resulted in classroom teachers introducing both PE and activity breaks into their weekly teaching program and schools were linked to ARTICLE HISTORY

Physical education and sport pedagogy, Aug 3, 2020

Background: Health organisations such as the United Nations continue to place an expectation on s... more Background: Health organisations such as the United Nations continue to place an expectation on school physical education (PE) programmes and wider school strategies to ensure students develop physical literacy and receive the well-established benefits of meeting physical activity guidelines. Barriers to meet this expectation such as lack of trained PE teachers, lack of time and greater emphasis on academic achievement are ongoing challenges to schools. The purpose of this study was to evaluate the impact of the multi-component Physical Education Physical Literacy (PEPL) intervention, designed to improve students' fundamental movement skill, perceived physical abilities and level of physical activity. Method: A qualified PE teacher implemented the PEPL intervention across seven schools, and another seven schools formed a control group as part of a randomised cluster-based trial. Grade 5 students (N = 318, age 10.4 years ± SD 0.4) completed assessments of physical activity, fundamental movement skill, attitudes towards PE, and self-perceptions of physical abilities before and after a 33-week intervention. Intervention effects were examined using general linear mixed models. Post-intervention focus groups with students were used to develop insights into experiences and outcomes. Results: With no significant gender interactions, the PEPL approach led to enhanced object control skills (β = 1.62; SE = 0.61; p = 0.008), with little evidence of any other fundamental movement skill improvements in excess of those in the control group. There was also modest evidence for an effect on accelerometer measured moderate-to-vigorous physical activity (MVPA) during school time (β = 4.50; SE = 2.39; p = 0.058), but this was not accompanied by any significant intervention effect over the entire week. Questionnaires indicated students in the PEPL programme became less satisfied with their own sporting ability (β = −0.20; SE = 0.08; p = 0.013) but qualitative data analyses suggested that they enjoyed the PEPL approach experience, becoming more motivated and confident in their physical abilities. Conclusions: Evidence of enhanced object control skill, increased confidence and motivation to be physically active, and moderate evidence of more MVPA during school time, indicate that the ARTICLE HISTORY

Journal of Teaching in Physical Education, Apr 1, 2019

Purpose: To operationally conceptualize physical literacy (PL) for application in the United Stat... more Purpose: To operationally conceptualize physical literacy (PL) for application in the United States, using a modified Delphi approach, with PL academics. Methods: A sequential, mixed methods, modified Delphi research design was employed, consisting of three phases: (a) literature analysis, (b) Delphi Survey I (22 participants), and (c) Delphi Survey II (18 participants). Data were analyzed using qualitative coding and descriptive frequency statistics. Results: PL academics’ conceptions of PL suggested a multidimensional, noncontextual, personal, holistic learning process. Qualitative analysis generated two themes: (a) “PL is” and (b) “PL is not.” Quantitative results aligned with the qualitative findings. PL concepts that achieved unanimous agreement were (a) application of knowledge to physical activity (PA), (b) value of PA, (c) autonomous participation in PA, (d) enjoyment of PA, and (e) ability to participate in PA independently. Discussion/Conclusion: PL was operationalized as an autonomous application of movement, constructed by the individual’s conception of movement and response to adversity.

Knowledge does not emerge in a vacuum. Instead it builds on existing knowledge, by way of a scien... more Knowledge does not emerge in a vacuum. Instead it builds on existing knowledge, by way of a scientific process that is highly structured, reliable and valid, so long as guidelines of ‘good research’ are upheld. This can, however, be both a blessing and a curse, because following the early scientists’ recipe for knowledge generation may not be the best way for today or tomorrow. This chapter aims to explain why many of the early researchers with a focus on sport and exercise psychology spent their days in the laboratory, relying on quantitative measurements, and looking for statistical relationships between variables. By understanding the past, it becomes easier to drive change in the future and rethink how sport and exercise psychology knowledge can—or maybe even should—be produced.

International Journal of Behavioral Nutrition and Physical Activity, Feb 18, 2023

Background The physical literacy (PL) concept integrates different personal (e.g., physical, cogn... more Background The physical literacy (PL) concept integrates different personal (e.g., physical, cognitive, psychological/ affective, social) determinants of physical activity and has received growing attention recently. Although practical efforts increasingly adopt PL as a guiding concept, latest evidence has shown that PL interventions often lack specification of important theoretical foundations and basic delivery information. Therefore, the goal of the present study was to develop an expert-based template that supports researchers and practitioners in planning and reporting PL interventions. Methods The development process was informed by Moher et al. 's guidance for the development of research reporting guidelines. We composed a group of ten distinguished experts on PL. In two face-to-face meetings, the group first discussed a literature-driven draft of reporting items. In the second stage, the experts anonymously voted and commented on the items in two rounds (each leading to revisions) until consensus was reached. Results The panel recommended that stakeholders of PL initiatives should tightly interlock interventional aspects with PL theory while ensuring consistency throughout all stages of intervention development. The Physical Literacy Interventions Reporting Template (PLIRT) encompasses a total of 14 items (two additional items for mixed-methods studies) in six different sections: title (one item), background and definition (three items), assessment (one item each for quantitative and qualitative studies), design and content (five items), evaluation (one item plus one item each for quantitative and qualitative studies), discussion and conclusion (two items). Conclusion The PLIRT was designed to facilitate improved transparency and interpretability in reports on PL interventions. The template has the potential to close gaps between theory and practice, thereby contributing to more holistic interventions for the fields of physical education, sport, and health.

International Journal of Behavioral Nutrition and Physical Activity

Research Quarterly for Exercise and Sport

Following increased interest in physical literacy (PL), development of appropriate tools for asse... more Following increased interest in physical literacy (PL), development of appropriate tools for assessment has become an important next step for its operationalization. To forward the development of such tools, the objective of this study was to build the foundations of the Évaluation de La LIttératie Physique (ELIP): designed to help reduce existing tensions in approaches to PL assessment resulting in a low uptake in applied settings. We followed two steps: (1) the development of the first version of ELIP by deploying a Delphi method (n=30); and (2) the modification of items through cognitive interviews with emerging adults (n=32). The expert consensus highlighted four dimensions of PL to be assessed-physical; affective; cognitive; and social-with new perspectives, including a preference for broad motor tests over fitness. Results offer new insights into the assessment of emerging adults' PL but ELIP still requires further work concerning validity, reliability, and sensitivity.

BMJ Open Sport & Exercise Medicine

Organised sports are the most common settings for sports participation. Despite a range of docume... more Organised sports are the most common settings for sports participation. Despite a range of documented benefits from participation, these positive outcomes are not always guaranteed. Emotional distress from pressure and injuries can mean some participants experience negative outcomes. To ensure organised sports are well equipped to promote the mental health of their members, evidence-based guidelines for them are required. Using a Community-Based Participatory Research framework, mental health guidelines for community sport will be developed. In Phase One, community sport stakeholders will participate in focus groups. The aim is to understand their preferences of the content, purpose and scope of the guidelines. In Phase Two, an e-Delphi study will be conducted with experts in mental health and sport in Australia to gather recommendations on the purpose and scope of the guidelines. In Phase Three, a national consensus meeting with an Expert Guideline Development Committee will be hel...

For a published abstract of the conference paper see related URLs or related records below.

Physical Education and Sport Pedagogy, 2020

Background: The construct of physical literacy is gaining traction internationally and yet measur... more Background: The construct of physical literacy is gaining traction internationally and yet measurement of physical literacy is in its infancy. This paper describes the development of a pictorial child report scale of perceived physical literacy based on the comprehensive Australian Physical Literacy Framework, which includes 30 elements within four domains (physical, psychological, cognitive and social). Methods: An expert reference committee with academic and industry representatives from physical education, sport and education was formed to provide input to each stage of the process. Qualitative research methods were used to (a) determine a character that was gender neutral, not representative of a particular race or ethnicity and appealing to children, and (b) the content (i.e. relationship between item images, wording and format with the intended construct) and response processes (i.e. interpretation of items) of the Physical Literacy in Children Questionnaire (PL-C Quest). A total of 17 children aged 4-12 years were interviewed as part of the study. Results: A 'bunny' character was preferred by children. Overall, children interpreted most images as intended by the researchers, and, in many cases, without having to hear the words that went with the images. Some of the image scenarios were amended and redrawn according to the suggestions received from children and the expert reference group.

Journal of Science and Medicine in Sport, 2018

This is a peer-reviewed, post-print (final draft post-refereeing) version of the following publis... more This is a peer-reviewed, post-print (final draft post-refereeing) version of the following published document and is licensed under Creative Commons: Attribution-Noncommercial-No Derivative Works 4.

Journal of Teaching in Physical Education, 2019

Rethinking Sport and Exercise Psychology Research, 2016

The prevailing gap between research and application can have many negative consequences, such as ... more The prevailing gap between research and application can have many negative consequences, such as research not informing practice to the extent that it should, and practice not being sufficiently evidence-based—whereby we are at risk of opening the field to gurus and charlatans. Such a future should be a concern for both researchers and practitioners; we even argue that the Scientist-Practitioner Model in sport and exercise psychology has in many ways failed. Hope, however, is not lost. But we need to consider how theories can be made more practical and applicable in the ‘real world’. And how the divide between researchers and practitioners and their respective knowledge, language and discourse can find some common ground that lead to co-development, fruitful conversation, and productive collaborations.

Journal of Science and Medicine in Sport, 2015

Introduction: The concept of physical literacy has received increasing research attention in rece... more Introduction: The concept of physical literacy has received increasing research attention in recent years, being applied to primary school PE, sport participation, and physical activity interventions. Research currently operationalizes the construct differently, depending on country, age-group and tradition/paradigm, leading to potential confusing over definitions and similarities/differences to related constructs. The aim of this systematic review was to collate, analyse and evaluate the core attributes of the physical literacy construct, as reflected in contemporary research literature. Methods: In September 2014, five databases were searched with 35 published articles meeting the inclusion criteria. Peer-reviewed published papers that attempted to define and contextualise physical literacy were analysed in relation to: (i) definitions, (ii) philosophical foundations; and (iii) associations to other constructs (determinants and outcomes)-with a view to providing a definitive summary of the meaning and proposed importance of the concept. The criteria focused on peer reviewed, English publications that explicitly defined physical literacy in the full body of text. Data was extracted and analysed only if it pertained to the definition, core philosophy, or conceptual association of physical literacy. The methodology followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA). The qualitative data extracted from the papers was analysed thematically. Results: The thematic analysis identified both the core attributes that define physical literacy, as well as areas of conflict/tension between different approaches currently being adopted. In relation to philosophical underpinnings, one relatively clear approach emerged, but is also critiqued. This clear specification is contrasted against a number of papers that overlooked philosophical considerations. Finally, the analysis identified a number of factors that are believed to be associated with physical literacy, including physical and mental health, participation in physical activity, academic performance, and many more. Conclusion: Inconsistent definitions and different philosophical positions currently undermine attempts to deploy, promote and investigate physical literacy. Clear areas of consensus and divergence are critically compared, and their consequences are explored, as interest in this topic grows. Recommendations, for both researchers and practitioners, focus on identifying and clearly articulating the definition being deployed, philosophy being adopted, and outcomes being sought.

Frontiers in Psychology, 2021

To complement and enhance readiness-monitoring capability, the Acute Readiness Monitoring Scale (... more To complement and enhance readiness-monitoring capability, the Acute Readiness Monitoring Scale (ARMS) was developed: a widely applicable, simple psychometric measure of perceived readiness. While this tool may have widespread utility in sport and military settings, it remains unknown if the ARMS demonstrates predictive and concurrent validity. Here, we investigated whether the ARMS is: (1) responsive to an acute manipulation of readiness using sleep deprivation, (2) relates to biological markers of readiness [cortisol/heart-rate variability (HRV)], and (3) predicts performance on a cognitive task. Thirty young adults (aged 23 ± 4 years; 18 females) participated. All participants engaged in a 24-h sleep deprivation protocol. Participants completed the ARMS, biological measures of readiness (salivary cortisol, HRV), and cognitive performance measures (psychomotor vigilance task) before, immediately after, 24-, and 48-h post-sleep deprivation. All six of the ARMS subscales changed in ...

Frontiers for Young Minds

When you practice and compete in sport, there are other people involved who support you in some w... more When you practice and compete in sport, there are other people involved who support you in some way: coaches, parents, friends, and opponents. These people can influence how you feel about playing sport, through their actions, reactions, emotional expressions, and language. Our motivation in sport is not as simple as “more-v-less,” but rather we experience a whole range of motivating/demotivating factors at the same time. Some motivators seem to feel natural and come from within us, while others seem to come from outside ourselves—like prizes, punishments, and peer pressure. We can be motivated toward an activity (“I want to do that!”), or away from it (“I do not want to do that!”). We can define success and failure in various ways, too. For example, we can compare ourselves to others (“Did I win?” “How did I rank?”), or we can strive for learning and improvement (“I finally did it, it worked!”). The motivational climate in sport refers to the way people around you influence these a...

Human factors, 2021

OBJECTIVE To quantify the impact of performing challenging cognitive, physical and psychological ... more OBJECTIVE To quantify the impact of performing challenging cognitive, physical and psychological tasks on subsequent cognitive performance, and whether differences in performance are predicted by psychological variables. BACKGROUND Successful performance in many occupations depends on resilient cognition: the degree to which cognitive functions can withstand, or are resilient to, the effects of stress. Several studies have examined the effect of individual stressors on cognition; however, the capacity to compare different types of stress across studies is limited. METHOD Fifty-eight participants completed cognitive, physical, psychological and control interventions, immediately preceded, and followed, by a battery of cognitive tasks. Self-efficacy and cognitive appraisal were reported at baseline. Perceived stress was recorded post-intervention. Subjective workload was recorded for each cognitive battery and intervention. RESULTS Cognitive performance was impaired by the cognitive, ...

The purpose of this study was to systematically review and appraise the achievement goal literatu... more The purpose of this study was to systematically review and appraise the achievement goal literature (1990–2014) with a view to identifying the intra-individual correlates of motivational climate perceptions, and to identify research gaps and avenues in need for further development. Four databases were searched, leading to 104 published studies being sampled (121 independent samples) that met inclusion criteria. Correlates were grouped into 17 categories and qualitative analysis focussed on identifying the associations predicted by achievement goal theory. Effect sizes were calculated using the Hunter-Schmidt method for correcting sampling error. A total population size of 34,156 (? = 316.3, ? = 268.1) was sampled in the analysis, with the published mean ages ranging from 10.0 to 38.2 years (? = 16.5 years, ? = 4.7). Perceptions of a task or mastery climate were consistently associated with a range of...