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ENSSEE 2015
Sports in elementary school
Physical education specialists vs. group teachers
Remo Mombarg, Wouter de Groot, Ben Moolenaar & Eralt Boers (r.mombarg@pl.hanze.nl)
Sports in elementary school
Aim of the project
Stimulating sport participation among elementary school
children in the province of Friesland. Ultimate aim is to provide
three hours of physical education, provided by an physical
education specialist, plus two extra hours of sport activities
after school, every week.
-part one: describing the differences
-part two: effective interventions
Instituut voor Sportstudies “Wij ontwikkelen innovatieve beroepspraktijken in de sport”
1-7-2016Titel presentatie aanpassen 4
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Theoretical framework
Sport Skills Attitude Behavior Sport Participation Sport HealthFaigenbaum & Myer, 2012
Sports in elementary school
Group teacher
Physical education specialist
Instituut voor Sportstudies “Wij ontwikkelen innovatieve beroepspraktijken in de sport”
vs.
Assumptions
Method Population•5 schools with physical education specialists vs 6 schools with group teachers
•4 year longitudinal study ( region, SES…) : participants •2011-2012: 250 •2012-2013: 390 •2013-2014: 450 •2014-2015: 752 Grade School year 5 6 7 8 2011-2012 2012-2013 2013-2014 2014-2015 Instituut voor Sportstudies “Wij ontwikkelen innovatieve beroepspraktijken in de sport” Purpose
• Understanding the effects on elementary school children of physical education specialist versus group teachers on:
– Motor skills
– Attitude towards physical activity – Behavior during the lessons – Sport participation
– Physical activity & Health & Lifestyle
Instituut voor Sportstudies “Wij ontwikkelen innovatieve beroepspraktijken in de sport” Instruments Instruments
• Skills: Movement Assessment Battery for Children (M-ABC-2) • Behavior: System for Observing Fitness Instruction Time • Attitude: Questionnaire children
• Sport participation: Questionnaire children • Health: Questionnaire + BMI
Instituut voor Sportstudies “Wij ontwikkelen innovatieve beroepspraktijken in de sport”
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Results (2) Instituut voor Sportstudies “Wij ontwikkelen innovatieve beroepspraktijken in de sport” 69,0% 59,5% 14,4% 17,7% 16,7% 22,8% 0% 10% 20% 30% 40% 50% 60% 70% 80% 90%100% PE-teacher Group teacher Ball SkillsNormal Borderline Motor deficit
75,9% 59,1% 14,2% 24,5% 9,9% 16,4% 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% PE-teacher Group teacher Balance skills
Normal Borderline Motor deficit Skills: M-ABC N=390
Chi-square= 11,98 (1), p < .01 Chi-square= 3,70 (1), p = .16
Attitude towards sport (N=472) - Standard questionnaire (grade 1-10)
Attitude Sportsclub Attitude sport after school Attitude physical education Attitude play outdoor PE-teacher 9,0 7,7 8,4* 9,1 Group teacher 8,9 7,8 8,1 9,0 Video (SOFIT) Score:
•
General content•
Knowledge content•
Motor content•
Fitness•
Skills•
Game play•
Free playSportbehavior (N=3710 observation samples) Sofit: 2 observers, 10 seconds interval, 30 lessons
Instituut voor Sportstudies “Wij ontwikkelen innovatieve beroepspraktijken in de sport” 0% 5% 10% 15% 20% 25% 30% 35% 40% 45% Group teacher PE-teacher
Sport-participation & physical activity (N=472) Questionnaire:
Dutch Norm for Healt-enhancing Physical Activity (NNGB) At least one hour of moderately intensive physical activity every day
Instituut voor Sportstudies “Wij ontwikkelen innovatieve beroepspraktijken in de sport” Sport member NNGB PE-teacher 88,2% 39,2% Group teacher 83,6%* 16,9%* Chi-square= 20,48 (1), p < .001
• Body Mass Index
– School with physical education specialist: mean = 16,9 kg/m2 – School with group teacher: mean = 17,9 kg/m2
Instituut voor Sportstudies “Wij ontwikkelen innovatieve beroepspraktijken in de sport” Severe underweight
Underweight Normal weight Overweight Obesity
PE-teacher
1,4% 12,0% 78,7% 6,0% 1,9%
group teacher 1,2% 10,0% 68,1% 18,8% 1,9%
Table: BMI in categories (t1)
p < .01
Health(N=472)
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Discussion & ConclusionLimitation
•Population is ‘convenience’ sample (stratification limited): •Combinations of PE & group teachers
•Environment of the school influences attitude towards sport Preliminary Conclusion
•A physical education specialist seems to play a crucial role in the development of motor skills and thereby in the amount of physical activity of children in elementary school.
•To strengthen the position of the physical education specialist in the educational system in the Netherlands and to guarantee a physically active future for our children, more research in physical education is more than welcome. Future
Promising results of a 16 weeks intervention (3 PE lessons, 2 after school sports) on
attitude, competence, MPVA) Instituut voor
Sportstudies “Wij ontwikkelen innovatieve beroepspraktijken in de sport” 1-7-2016 Titel presentati e aanpasse n 20
