ACTIVE KIDS,
ACTIVE MINDS
A Research Story
Professor Doune Macdonald
School of Human Movement Studies, UQ
with Rebecca Abbott, Clive Dixon, Sue Dixon,
Peter Hay, Louise McCuaig & Sue Monsen
funded by Department of Education and
Training
Name Tuesday
of presentation
Month2010
2008
EQ Research Forum
22 June
... And the story unfolds
• Chapter 1: Setting the scene
• Chapter 2: AKAM 1 (2008)
• Chapter 3: AKAM 2 (2009)
• Chapter 4: Denouement
Smart Moves moving forward
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Setting the scene . . .
A government commitment
• Government concern over children’s body weight &
levels of physical activity (2000+)
• Obesity Summit (cross gov’t)
• Eat Well Be Active – Healthy Kids for Life (cross
gov’t)
• Healthy Kids Qld – statewide BMI, PA & nutrition
(Q Health)
• Ministerial Review – Future Development of School
Sport and Physical Activity
• Smart Choices – regulate foods sold via canteens,
fundraising…
• Smart Moves – following international best practice;
embed daily PA into the school curriculum
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AKAM 1: Evaluation of the effectiveness of
increased school-based physical activity for
enhanced learning
• Children who are physically fit tend to have faster
cognitive processing & perform better academically
• Allocation of additional time to physical activity/
physical education as part of the curriculum does not
have negative consequences for children’s academic
performance
• Allocation of additional time to physical activity/
physical education as part of the school day may have
positive academic benefits for children in terms of
enhancing the learning environment
• Systematic exercise programs of an aerobic/vigorous
nature may actually enhance specific component of
mental processing known to be important for meeting
challenges encountered in & outside the classroom
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“Hot off the press”
Sinclair (1818), p. 250 “The code of
health and longevity”
“The body of man is evidently calculated
for activity and exertion …. By labour, (in
which general term exercise is included),
man, 1. Preserves his health; 2.
Augments his strength; 3. Improves his
mental facilities; 4. Procures the means
of his subsistence; and, 5. Obtains all the
other conveniences of life.”
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“Hot off the press ... Take 2”
• “Regular physical activity and physical fitness are
associated with higher levels of academic
performance”
• “Physical activity is beneficial to general cognitive
functioning”
Trost & van der Mars (2010, p. 64)
• “There is substantial evidence that physical activity
can help improve academic achievement (including
grades and standardized test scores... (and) have an
impact on cognitive skills and attitudes and
academic behavior.... These include enhanced
concentration and attention as well as improved
classroom behavior”.
National Center for Chronic Disease
Prevention and Health Promotion
(Executive Summary, 2010, p. 4)
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AKAM 1 (2008) Methodology
• Intervention with a year 5 cohort in a SE Qld primary
school
• 2 control classes; 2 intervention classes
• Pre- and post-testing included:
- daily step count
- accelerometry (intermittent)
- cognitive performance (planning, attention, processing)
- self-description questionnaire.
• Intervention classes over two terms:
- 60 minutes of MVPA daily (exceeding 30 minutes MVPA
required by Smart Moves) with assistance of additional
teacher (PE, Smart Moves, AKAM, active curriculum,
dance in music, school sport...)
• Data set also included: school academic records; school
behaviour records; AKAM teacher diary; student, staff &
principal interviews; field observations Name of presentation Month 2008
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AKAM 1 Results
• AKAM classes maintained daily step counts &
MVPA across terms
• Intervention classes did not meet daily PA targets
• Cognitive functioning: no significant differences
• Self-description: how students perceived themselves
remained stable
• School academic records: no significant differences
• School behaviour records: lesser increase in AKAM
classes (boys)
• Teachers reported: they & students keen; student
increased movement confidence/enjoyment;
students more settled in classroom & ready to learn
• Student reported: really enjoyed Smart Moves /
AKAM; wanted more input into program; wanted
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AKAM 1: Reflections on 2008
• Cohort size & post-intervention data attrition
→may have militated against statistically
significant results
• needed weekly measures of MVPA to ↑/ monitor
adherence
• weather militated against intervention & posttesting data collection
• school as helpful as possible while being complex
& dynamic research setting
• AKAM (2) – in depth case study of Smart Moves
implementation
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AKAM 2 (2009): Aims
AKAM–2 aimed to monitor, assist and evaluate the implementation
of Smart Moves, or more specifically to:
a. document the school’s approach to the implementation of Smart
Moves
b. ascertain barriers & enablers in the implementation of Smart
Moves
c. monitor & assist the school’s uptake of components one to five
of the Smart Moves policy
d. determine the perceptions & views of teachers, students and
community partners on the efficacy, viability & impact or
otherwise of Smart Moves
e. ascertain any demonstrable outcomes of Smart Moves within
the school
f. examine student performance on the school’s standardised
literacy & numeracy tests pre- & post-AKAM Phase 1
intervention.
g. develop an accessible Smart Moves resource for Queensland
teachers.
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Methodology
(i) Interview, survey and document analysis:
– retrospective accounts of Smart Moves implementation in 2008
across year levels (Principal, teachers)
– ongoing interviews with teachers, students & community
agencies who may/not be engaging with the school’s Smart
Moves program
– teacher & student surveys.
(ii) Behavioural measures:
– accelerometers to determine if students are meeting the MVPA
for 30 minutes targets
– school behaviour incident reports
– school-based literacy & numeracy assessments.
(iii) Professional development:
– use of accelerometry, teacher interviews & teacher surveys to
inform & develop teacher’s Smart Moves programs
– develop & document teacher learning communities to support
the implementation of Smart Moves.
via funded facilitator based in the school.
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Staff interviews
•
Aimed for SM to contribute to building school community
•
Valued the positive impacts of PA for students but SM
competed with literacy & numeracy time & resources
“… if we’re going to be honest, SM is the one thing in your
curriculum… that gets squeezed out”.
•
SM coordinator pivotal role in program promotion,
resource provision, feedback etc
“When the teachers are given the programs, the enthusiasm
from them is lifted & they get out there & they’re doing
the programs”.
•
Principal & HOC support essential in culture, timetabling
& resources
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• Approx. half the time in a Smart Moves session met
MVPA threshold
• ↓ PA intensity as children age
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• Smart Moves sessions late morning had lowest MVPA
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Student focus groups
• Smart Moves was enjoyable & worthwhile (fit,
active, healthy)
“ I’d like to change that we go out a bit more with it
instead of going out just once or twice a week.”
“I think we’re learning how to get along better, how
to have turns.”
• Loved it when teachers were enthusiastic &
joined in
• Enjoyed having input into & choice of activities
• Understood the differences between Smart
Moves & PE
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• AKAM classes had ↓ of behaviour incidents Year 5 into
Year 6
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• Despite time spent on Smart Moves students academic
results were not adversely affected
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A reminder of the Smart Moves policy
1. Required time for physical activity
-
primary schools must allocate 30 minutes per day of PA of at
least moderate intensity as part of the school curriculum
-
secondary schools are required to provide at least two hours of
PA at moderate intensity in curriculum time for lower secondary
school students each week
-
special schools must allocate curriculum time for PA that is the
same or as close as possible to the required time allocation above
2. Improved access to resources for physical activity
3. Increased capacity to deliver physical activity
4. Provide professional development in physical activity
5. Build community partnerships to enhance physical
activity
6. Accountability for physical activity
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Building a professional learning
community
… with the aim of building & sustaining capacity
Activities included:
-
Professional development day for year level Smart
Moves leaders
-
Support for the Smart Moves Coordinator to undertake
leadership activities (e.g. access materials)
Outcomes:
-
Little progress made
-
Minimal time for Smart Moves Coordinator to spend on
his additional role
-
PE teacher’s work sat “outside” Smart Moves
-
Competing teacher priorities
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Building community partnerships
… with the aim of broadening capacity to fulfill Smart
Moves components
Activities included:
-
preliminary identification of possible partners in Smart
Moves leaders’ professional development session
-
UQ Facilitator approached possible community
partners to assist with providing PA in the school
Outcomes:
-
community providers who were contacted were not
willing to assist for free
-
school staff had little capacity to pursue partnerships
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What have we learned about
Smart Moves?
1.
Smart Moves was a well-received policy by teachers &
students in our case study school
2.
schools have the capacity to embed 30 minutes/day of PA as
part of the school curriculum
3.
MVPA levels are hard to achieve & sustain across the PA
period
4.
Smart Moves needs to be valued & supported by senior staff
(including support for SM Coordinator/leaders, PE Specialist,
equipment, timetabling, PD)
5.
staff have limited time or enthusiasm to build/sustain a Smart
Moves learning community
6.
those within and outside schools find it hard to develop PA
partnerships (time, communication, expectations) (see also
Marks et al., 2010)
7.
systemic accountability for Smart Moves is essential
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Recommendations from
AKAM 1 and 2 findings
1. That EQ continue to support the implementation of Smart
Moves at a policy level & through the distribution of easily
accessible resources.
2. That EQ provide professional development opportunities
for school Smart Moves Coordinators/leaders to foster &
support colleagues’ capacities for Smart Moves
implementation & sustainability.
3. That school principals introduce strategies that support
the role of their school’s Smart Moves Coordinator.
4. That the role of the primary PE specialist be recognised
as a potential driver in the implementation of Smart
Moves, & consideration be given as to their leadership
capacity.
5. That EQ, in conjunction with other government agencies,
inform school communities about Smart Moves, such that
they may make approaches to schools to build schoolcommunity capacity.
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Recommendations from
AKAM 1 and 2 findings
1. That EQ continue to support the implementation of Smart
Moves at a policy level & through the distribution of easily
accessible resources.
2. That EQ provide professional development opportunities
for school Smart Moves Coordinators/leaders to foster &
support colleagues’ capacities for Smart Moves
implementation & sustainability.
3. That school principals introduce strategies that support
the role of their school’s Smart Moves Coordinator.
4. That the role of the primary PE specialist be recognised
as a potential driver in the implementation of Smart
Moves, & consideration be given as to their leadership
capacity.
5. That EQ, in conjunction with other government agencies,
inform school communities about Smart Moves, such that
they may make approaches to schools to build schoolcommunity capacity.
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Smart Moves Community Capacity
Building Flowchart
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Working with schools
Michael Fullan (2008) “The Six Secrets of Change”
p. 57
“Individuals and groups are high in capacity if
they possess and continue to develop knowledge
and skills, if they attract and use resources (time,
ideas, expertise, money) wisely, and if they are
committed to putting in the energy to get
important things done collectively and
continuously (ever learning).”
Jan Nespor (1997) “Tangled up in School”
p. xiii
“Instead of treating the school as a container
filled with teacher cultures, student subgroups,
classroom instruction, and administrative
micropolitics …. (a school is) a knot in a web of
practices that stretch into complex systems
beginning and ending outside the school.”
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Acknowledgements
• Brassall State Primary School community
• Curriculum Branch, Education Queensland
• Strategic Research, Education Queensland
• Lyn Hughes & Deb Noon, UQ
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