Teaching Styles, Physical Literacy and Perceived Physical Self-Efficacy. Results of A Learning Unit in Primary School (original) (raw)
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Assessment of Motor Performances in Italian Primary School Children: Results of SBAM Project
The aim of this study was to present the results of the triennial SBAM regional program aimed at monitoring 8-year old children in the Apulian region of Southern Italy from 2013 to 2016. The program included at launch 17,102 children in the first year, 16,104 children in the second year and 14,847 children in the third year. The sample who completed the monitoring was less than the number of children recruited for organizational and didactic reasons (N = 15,231, N = 14,147 and N = 13,362). SBAM was a multi-component program and included different integrated action plans: physical education, active transport (pedibus), and methods for developing healthy eating habits.
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Background Physical activity (PA) (e.g., sport, physical education) promotes the psychophysical development of children, enhances health and wellbeing, offers opportunities for enjoyable experiences, and increases self-efficacy. Methods In the DEDIPAC framework, we conducted a naturalistic, cross-sectional study to evaluate the effects of a school-based, long-term intervention on fitness (i.e., cardiovascular endurance, muscular strength, flexibility, speed, and finger dexterity), body mass index (BMI), PA levels, sedentary levels, enjoyment, and physical self-efficacy in primary school children. A group of Italian children (41 boys and 39 girls, aged 10–11 years) involved in the project—named “Più Sport @ Scuola” (PS@S)—was compared with a group of children (41 boys and 39 girls) of the same age not involved in the project. Results After a four-year long attendance to the PS@S project, participants reported higher scores of cardiovascular endurance, muscular strength, enjoyment, an...
Giornale Italiano di Educazione alla Salute, Sport e Didattica Inclusiva, 2021
Physical education in primary school has recently received a significant boost through the implementation of multicomponent and inter-institutional projects providing for the increase in the number of curricular hours and the implementation of various integrated measures aimed at development the time of motor commitment, interdisciplinary and transversal educational relationships. At the same time, these programs envisaged the teachers training and the development of partnerships with sports associations and local administrations. In Italy, regional programs are being carried out in which curricular physical education plays a central role and it's linked to other educational actions, such as education in correct eating habits and active transport/sustainable mobility. The second edition of the three-year regional project SBAM!, established by the Apulia Region, in collaboration with the Regional School Office, the Didactic Laboratory of Motor Activities of the University of Foggia, the Coni-Regional Committee, aimed at primary school children, has ended and the third edition is being planned. The following contribution presents a review on the multicomponent projects, carried out in various countries and the main cultural and methodological reference framework, which constitutes the integrating background of the Apulian project, focused on Physical Literacy.
2019
Physical Education in Primary School is a curricular subject that can significantly contribute to both the health development and to the education of correct eating habits and active lifestyles for years to come. The SBAM! Project has already planned a three-year intervention (2013-2016) in the first annuity and a second intervention, still ongoing (2019-2021), aimed at promoting the quality of physical education in the Primary School, involving subjects attending from the third to the fifth class of some schools in Apulia. Starting from the data obtained in the first annuity, the article presents the educational perspectives that are desirable to be implemented in the current annuity, to be considered as data on which to systematically analyze future projects on the promotion of motor and sports activities at school
2020
Physical efficiency is an important health indicator for children and adolescents. The increase in overweight and obesity in childhood is a dangerous determinant of physical fitness development. This study aimed to evaluate and compare motor performances, perceived self-efficacy and enjoyment in relation to BMI in primary school children. The sample consisted of 2,623 children (F: 1,300; M: 1,323) divided into three groups according to gender and BMI differences (Normal-weight vs Over-weight vs Obese). In addition to descriptive statistics (M ± SD), ANOVA 3 (group, normo-weight vs overweight vs obese) was performed x 2 (gender), to highlight differences between groups (p<.05). Physical fitness perceived physical self-efficacy and enjoyment were assessed with motor test ( SLJ; 6 MWT; 10x4; MBT ) and two self-report questionnaires, i.e. PACES and PPAS_C. Results showed a strong relation between BMI and motor performances, perceived self-efficacy and enjoyment in both males and fema...
Background. Self-efficacy and enjoyment are two main constructs proposed within many motivational theories in any human endeavor, sport and physical activity included. Methods. The purpose of this study was to examine the factor structure of two pictorial scales measuring self-efficacy and enjoyment levels in a sample of 14,035 Italian schoolchildren (7,075 boys and 6,960 girls, 6-to 7-year-olds). An important feature of the two scales is that they are in a pictorial format in order to prompt a straightforward understanding in children. The whole sample was randomly split in two subsamples according to gender and age and the factor structure of the measures was examined across subsamples. Results. Data were subjected to confirmatory factor analysis, which yielded satisfactory fit indices on the measures of both subsamples. Overall findings supported the single factor structure of the scales, which can be easily administered to 6-to 7-year-old children to assess two relevant psychological constructs in physical education.
A PHYSICAL SELF-EFFICACY SCALE FOR CHILDREN
Social Behavior and Personality: an international journal, 2008
The purpose of the study was to develop a physical self-efficacy scale to assess children's perception of personal strength, speed, and coordinative abilities. A 6-item scale, titled Perceived Physical Ability Scale for Children, was presented to a sample of 1914 children, 997 girls and 917 boys, ranging in age from 8 to 10 years, drawn from 15 elementary schools representing different regions of Italy. Exploratory and confirmatory factor analyses of the data provided support for the internal validity and reliability of a single factor structure of the scale across sex and age categories. It is argued that the scale can be used for both research and applied purposes.
The Efficacy of the Project Motorfit: Educational Actions Through Physical Activity in Schools
2011
The implementation of the project aims to improve mental and physical Motorfit students and aims to assess the degree of motor pupils attending compulsory education. This research project coordinated by Professor Luke Eid comes at the IRRE Lombardia (Regional Institute for Educational Research) and was made operational in the first instance in the Lombardy region, involving many hundreds of schools at all educational levels. In the school year in progress this project has been screened in the Campania region where, unfortunately, statistical surveys show that this region has the highest number in percentage of children overweight or obese, the figure is very alarming, so much so that estimated that 1 in 4 children are overweight because the percentage is 21% on average nazionale. Un framework that shows how good it is appropriate to intervene where the rate of obesity and overweight have reached significant levels, a fact essential if we consider the risk to which the obese person i...
Frontiers in Sports and Active Living, 2020
Many studies reported a positive relationship between motor skills, cognitive functions, and school performance in school-age children; however, little is known in preschool children. The aim of the present study was to demonstrate the effectiveness of a physical education program (PEP) on locomotor, object control skills, and pre-literacy cognitive functions in a wide population of preschoolers and verify whether weight status could influence these abilities. In the context of the Training-to-Health Project, a sample of 1,029 preschoolers was recruited in kindergartens from the urban area of Palermo (Italy). Their gross motor and pre-literacy skills were tested before (PRE) and after (POST) following 16 weeks (2 h/week) of a PEP, which included ludic-motor activities aimed at developing body awareness and fundamental motor and perceptual-sensory skills. Analyses of variance (ANOVA) were performed to assess the skills before and after the intervention and to evaluate the effect of d...
Physical education and sport pedagogy, 2020
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