Objective. The World Health Organisation (2010) has expressed major health concerns over rising obesity rates, however only a third of young people in the UK currently meet national physical activity (P A) guidelines. Current health-promotion initiatives appear mostly ineffective in tackling this issue, highlighting the need for research to focus on factors that facilitate and sustain participation in P A. This study therefore explores the relationship between the various factors that have been seen to predict P A, including emotional intelligence (El), social comparison and motivation, and considers how its findings could inform future policy concerning the promotion of healthier lifestyles in young people. Design. A cross-sectional questionnaire design was employed to measure El, social comparison, motivatiQn to participate in PA and frequency of PA. 84 males and 123 females between the ages of 14-15 were recruited from a state comprehensive school to complete the questionnaire. Results. Analysis showed positive correlations between El and frequency of PA in both genders; intrinsic motivation was found to mediate this relationship. El was also positively correlated with intrinsic and extrinsic motivation in both genders; however the association was stronger between El and intrinsic motivation. Although further correlations were found between El, social comparison and type of motivation, further analysis suggests that these findings may be less robust. Conclusions / Implications. Together, the study'S findings tentatively support the role of El and social comparison in influencing an individual's participatory motivations, which in turn, may impact the adoption of, and sustained engagement in, P A. The implications of this in relation to the development of more effective health-promotion are discussed. Keywords: Emotional Intelligence; Physical activity; Intrinsic motivation; Mediator; Social comparison; Adolescents. This empirical paper is planned for submission to the journal of Psychology of Sport and Exercise which has published a number of studies investigating factors that affect participation in physical activity by young people, such as motivation, personality and gender.

This study investigates how teachers of young children (4-7 years, traditionally the infant age range) plan and teach Physical Education (PE) in order to identify where concerns for Early Years pedagogy are evident. Teacher training has eroded the depth of knowledge concerning Early Years pedagogy. On entry to compulsory schooling, children become part of a national system of learning based on a prescribed curriculum, but Early Years educators need to understand more than disciplines. PE has an eclectic inheritance derived from diverse origins. The games and sports model has become increasingly prominent in recent years, due to a number of sports and health-related agenda. The direction in PE is now problematic for young children, offering a praxis that does not reflect Early Years pedagogy. Training currently given to student teachers in PE is scant, leading to directional teaching styles and reliance on secondary sources. The movement philosophy of Veronica Sherborne arguably epitomises many of the concerns of Early Years pedagogy. Facilitators of Sherborne Developmental Movement (SDM) are, themselves, profoundly changed in their views on movement and learning. This research focused on three groups of teachers: 'Early Years' trained, 'primary' or 'secondary' (non-Early Years) trained, and those with SDM training. All teachers were qualified and currently teaching children in the 4-7 age range. Using mixed methods of questionnaire survey and in-depth interviews, the study sought quality PE by identifying where Early Years pedagogy was evident in planning and teaching PE, and to ascertain any barriers existing. Following a pilot study, questionnaire survey data from teachers of 4-7 year olds was analysed. In-depth interviews were then conducted with teachers from the original population. Triangulation was achieved through an in-depth interview of a senior governmental policy maker as an expert witness. Results identify that (1) SDM supports Early Years pedagogy in the planning and teaching of PE, (2) both Early Years and non-Early Years trained teachers are influenced by curriculum and strategy documents and popular concerns in planning and teaching PE, (3) these influences are barriers to planning and teaching PE with concern for Early Years pedagogy, (4) Early Years trained teachers are more likely than non-Early Years trained teachers to recognise that curriculum documents and strategy do not reflect Early Years pedagogy. The findings of this research contribute towards an axiology of PE in the Early Years of compulsory schooling by identifying commensurate values.

This thesis is located in the context of developing talented young people in the schoolbased subject area of Physical Education. It analyses findings from a research programme involving seven inter-connected studies spanning five years. The research programme involved quantitative and qualitative approaches to generating data with teachers and pupils involved in talent development practices. A model of talent development in physicai education is presented and this acts as a framework for the testing of consequential hypotheses in later studies. The model is structured around the development of a range of abilities- physical, social, creative, cognitive and personal.

Fundamental movement skills (FMS) form the prerequisite for sporting and physical activities (Gallahue and Ozmun 2002). Research has attempted to understand this relationship between FMS and physical activity (PA) (Cliff et al., 2009). Method: Following institutional ethical consent for each experimental study, three primary schools from the same electoral wards in Coventry were used throughout this research. Children were assessed subjectively on eight FMS, objectively on two FMS, height, body mass, skinfold thickness, habitual PA and physical self-perception. Additionally children were involved in a six week PA intervention with the aim of teaching and developing children's FMS and increasing PA and physical self-perception. Statistics Package for Social Science (SPSS) was used to analyse results throughout this research. Results: significant inconsistencies were noted in FMS development throughout age (MANOVA, p<0.05); significant gender bias was noted between specific FMS (MANOVA, p<0.05); significant negative correlations were found between weight status and specific FMS (Pearson's product, p<0.05); a combination of previous and current FMS mastery best predict current habitual PA level; FMS, PA, weight status and self-perception can be positively influenced via a six week PA intervention. Conclusion: the importance of children mastering FMS at an early age is associated with PA levels during childhood. Furthermore, effective methods of teaching FMS have become apparent and further research should focus on this to influence PE policy and the teachers in the UK.

This thesis addressed the physical literacy attributes of primary school children in South East Wales with a specific focus on the relationships between FMS motor behaviour competency and other aspects of physical literacy. The aims of this thesis were to: (a) examine the factor structure of the Children and Youth Physical Self-Perception Profile (CY-PSPP), based on the validation work of Welk and Eklund (2005) for use as a valid measure of physical self-perceptions, with this population; (b) establish levels of FMS and associated measures of physical literacy in South East Wales primary school children; (c) utilise an alternative form of FMS classification (cluster analysis) and identify which associated variables of physical literacy discriminate between different classifications of FMS performance with this population; and (d) identify the impact of parental socialisation upon FMS performance. The thesis comprised of three studies and a summary report. In study 1 confirmatory factor analysis supported the hierarchical structure of the CY-PSPP as a valid and reliable measure to examine the nature and impact of physical self-perceptions on young children in this population and for its subsequent use in this thesis. Study 2 identified low levels of FMS proficiency in both genders of this population. The use of an alternative classification of FMS revealed several distinct group classification of FMS proficiency and identified specific skill differentiation between these group classifications in both genders. In addition, a number of significant relationships were identified between the multidimensional domains of physical literacy to discriminate the different group classifications ofFMS performance. In Study 3 significant relationships between aspects of parental socialisation and children's FMS proficiency were revealed. Therefore, overall this thesis provides rich data that increases our knowledge of FMS proficiency and its classification in UK and in particular with Welsh primary school children and reports both theoretical and methodological strengths that make a significant contribution to the FMS and physical literacy research area.

The purpose of the present thesis was to evaluate the impact of the ‘Schools on the Move’ project, a pedometer-based intervention aimed at promoting physical activity in young people aged 9 to 13, by using qualitative and quantitative methods along dimensions of the RE-AIM evaluation framework. A second purpose was to identify which factors accounted for the success or failure of the intervention. A case study analysis involving six schools (3 primary and 3 secondary) was conducted in two stages: (1) within-case analysis and (2) cross-case analysis. In within-case analysis, each case was examined in-depth in order to identify what happened, built an explanation, and identify causal links about the case. In cross-case analysis, the factors that could possibly be associated with greater or lesser impact of the intervention were investigated. Specifically, implementation factors, adoption factors, and context (school and socio-regional) were examined to explain variation in project’s impact among schools. The findings indicated that the project had some positive effect in terms of increasing physical activity levels and awareness of health benefits of physical activity. Given the high dropout rates noted in all schools, these findings pertain only to the pupils who remained in the project. Differentiating schools with more or less impact, the results of cross-case analysis indicated that primary schools were more successful than secondary schools. Support provided to children during the implementation of the project appeared to explain variation between less or more successful schools. In primary schools, children were more intrinsically motivated, valued, and enjoyed the project more. In addition, primary school age children, while participating in the project, felt more competent, autonomous, and related to each other. In conclusion, the high dropout rates suggest that the pedometer-based intervention was not acceptable by the participants and that the sustainable use of pedometers was not feasible in the schools. It is hoped that this evaluation in ‘real-world’ settings will inform to better design and implement school-based physical activity interventions.

Background & study aims: Physical activity during childhood is associated with health benefits across the life course. The school setting is important for children's physical activity, yet we do not know whether the school a child attends is related to their sedentary and moderate-to-vigorous physical activity. This study aims to assess: (1) patterns in sedentary-time and MVPA during school-time, (2) the extent to which these vary between schools and, (3) which characteristics of the school physical and social environment are related to children's sedentary-time and MVPA at school. Methods: Participants were 707 children (boys n=340) aged 10-11 years old from 17 schools in Bristol, UK recruited between September 2006 - July 2008 as part of the PEACH project (Personal and Environmental Associations with Children's Health). The percentage of time spent sedentary «100cpm) and in MVPA (~2000cpm) during lesson and free-time at school were assessed for boys and girls with Actigraph accelerometers. Perceptions of peer, teacher and school support for physical activity were assessed via a computerised questionnaire, a school grounds survey was conducted to assess the school physical environment and weather variables were recorded at each school. Between school differences in children's physical activity and associations with school environment characteristics were investigated using multilevel analysis (MLwin 2.22). Results: Children spent an average of 8% (32 (SO 14) minutes) of school time in MVPA and 65% (250 (SO 31) minutes) sedentary. Boys were significantly more active and less sedentary than girls over the total school day. These gender differences were greatest during free-time with boys achieving 43% (8 minutes) more MVPA and 27% (11 minutes) less time sedentary. Boys were least sedentary at schools with longer free-time duration (~-0.44, (SE: 0.12)), high peer support (~-3.52, (SE: 1.11)) and the least rainfall (~0.67, (SE: 0.24)) and achieved most MVPA at schools with longer free-time duration (~0.105, (SE: 0.077)), larger campus size (~0.007 (SE: 0.004)), high peer support (~2.22, (SE: 1.06)), the least rainfall (~-0.926, (SE: 0.212)) and colder temperatures (~-0.408, (SE: 0.143)). Girls were least sedentary at schools with longer lesson-time duration (~-0.16, (SE: 0.06)), high quality playground markings (~-3.06, (SE: 1.00)), high school support (~- 1.83, (SE: 0.76)), the least rainfall (~0.31, (SE: 0.12)) and highest temperatures (~-0.36, (SE: 0.12)). Girls achieved the most MVPA at school with longer lesson-time duration (~0.06 (SE: 0.03)), larger campus size (~ 0.04, (SE: 0.02)), less playground equipment (~- 0.23, (SE: 0.10)) and highest temperatures (~0.16, (SE: 0.05)). Conclusion: Opportunities to increase MVPA and reduce time spent sedentary exist within school-time, particularly for girls. Significant differences in sedentary-time and MVPA occur between schools that can largely be explained by characteristics of the school environment. Environmental modifications may, therefore, provide effective intervention. However, intervention strategies will need to consider the differing school environment characteristics associated with physical activity for boys and girls.

This thesis includes seven peer reviewed publications focused on alternative, constructivist forms of games teaching instruction within both physical education and sports coaching environments. The research aimed to establish the pedagogic challenges associated with teaching and learning alternative forms of instruction as well as designing, validating and implementing a specific games teaching observation system, termed: The System for Observing the Teaching of Games in Physical Education (SOTG-PE). The qualitative data revealed that teaching and learning alternative constructivist forms of instruction, such as Teaching Games for Understanding (TGfU) and Sport Education (SE) can be difficult and challenging for both student teachers, Initial Teacher Education (ITE) tutors, sports coaches and members of the coach education workforce. Specifically, the sports coaches reported concerns surrounding conceptual, pedagogical, cultural and political dilemmas associated with learning selected constructivist principles. These included a lack of pedagogic content knowledge, maintaining a 'true' constructivist approach, negative implications in the coach/athlete relationship and a shortage of professional development opportunities. In comparison, the ITE tutors openly expressed philosophical concerns surrounding the constructivist nature of SE. They rejected the student centered nature of SE, and found difficulty in coping with a number of the pedagogic requirements. The quantitative data revealed that ITE students were motivated by the potential marriage of both TGfU and SE, however, this supposition requires additional support. There was a significant increase in student motivation from pre- intervention to post (p < .05). There were also significant increases in student effort (p < .05) and perceived levels of teaching competence (p < .05). In the validation study the mean retest coefficients to determine inter-observer reliability for the System for Observing the Teaching of Games in Physical Education (SOTG-PE) were child activity (p >.92, lesson context p> .93 and teacher intera ti 8 c tons p <. 9). Spearman's rank order correlations revealed a significant 1 ..,,----- positive relationship between student inactivity and general management (r = .62,p < .01). There were also significant negative relationships between student inactivity and locomotion (r = 0.-78,p < .05), motor response (r =.-60,p < .05), and full-game (r =.-49,p < .05). A significant positive relationship was found between motor response and applied skill practice (r = .52, P < .02). There was also a significant positive relationship between technical practice and motor/locomotion (r = .41, P < .02) and verbally promoting technical behaviour (r = .49p < .05). A significant inverse association was observed between verbally promoting tactical behaviour and technical practice (r =.-48, p < .05), however a significant positive relationship was found between verbally promoting tactical behaviour and modified game (r = .46,p < .01). There were no significant differences in the percentage of time the pupils were engaged in the various pupil activity codes across various games categories. However, there were significant differences in the time spent in the warm up (X2 (2) 12.0,p = .02), general management (X2 (2) 8.18,p = .01), technical practice (t (2) 4.81,p = .01), applied skill practice (X2 (2) 8.33,p = .01) and modified game (X2 (2) 4.80,p = .01). Teacher interactions also differed significantly between various games categories with teachers preferring to promote verbal technical behaviour (X2 (2) = 8.18, P < .05), more often than verbal tactical behaviour (X2 (2) = 7.41, P <.05). It is clear from the qualitative data that constructivist principles are difficult to learn and teach. The findings from the systematic observational studies appear to support this supposition as there was little evidence to support the use of modified games and selected constructivist principles.

No description available.

This study uses historical research, participant observation, direct interview, and practical reconstruction to investigate Dalcroze Eurhythmics as it was introduced in England during the early twentieth century. The Dalcroze method is an oral tradition of music and movement education which originated in the experiments of the Swiss composer Emile Jaques-Dalcroze (1865-1950). Convinced that the development of musicianship must involve harmonization of mind and body, he tried exercises of walking, breathing, and beating time to help his conservatory students respond more spontaneously and accurately. From these beginnings in Geneva around 1900 he went on to pursue improvisation as a way of creating music and expressive movement. While teaching in Germany from 1910 to 1914 at the new professional training college built for him at Hellerau, near Dresden, he met a number of educationists who wanted to promote this work in England. Among them were Percy and Ethel Ingham, who founded the London School of Dalcroze Eurhythmics in 1913. The London School trained the women who spread Dalcroze teaching widely during the years before World War 11 in public and private education, particularly in progressive schools. Challenged by the London School's cloSing in 1963 and by alternative approaches to music and movement education, Dalcrozians in the second half of the century have taken new initiatives in classroom music, professional training, therapy, and research.