No description available.

Autism Spectrum Disorder (ASD) is a prevalent neurological syndrome observed even in childhood stages. Children with autism have a certain range of deficits on social interaction, communication and coordination. Exercise program has been commonly adopted as an intervention for ASD children on developing both of their motor and social skills, as well as maintaining a certain fitness level. This project is a systematic review and meta-analysis study which summarizes the recent fifteen years (2000-2015) of control-trial exercise-based interventions for ASD children and evaluates their effectiveness from three aspects (according to the outcome measures): 1) Exercise Performance & Sport/Skill-related Fitness (EXE); 2) Physiological & Biometric Indicator (PHY); and 3) Social Cognition & Psychological Well-being (SOC). The results showed a positive effect in all three aspects: .763, .412, and .505 respectively. Further studies were recommended on investigating the mechanism explaining the psycho-social and physiological effects of exercise programs on ASD children.

Doctorat en sciences psychologiques / info:eu-repo/semantics/nonPublished

This study investigated the bridges (enabling factors) and the barriers (hindering factors) of offering school-based Outdoor Education programmes. A questionnaire was used to survey 120 grade 4-7 classroom teachers. Teachers were required to record their perceptions pertaining to the bridges and barriers of Outdoor Education programmes on an 11-point scale. Open-ended responses also provided insights about the barriers and bridges, as well as how Outdoor Education programmes could be supported in school settings. Data suggested Outdoor Education is indeed offered in many schools but often only to a limited degree. Interestingly, the identified barriers tended to be of an organisational nature, whereas the bridges tended to be more closely aligned to pedagogical interests. Time, costs and legal liability were perceived by teachers as the strongest barriers to offering Outdoor Education. The strongest bridges were related to student learning, other educational stakeholders and the availability of outdoor areas. These research findings provide guidance for policy, professional development and other means of supporting elementary teachers' efforts to offer Outdoor Education. Methodological guidance is also offered for further research along similar lines. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate

No description available.

No description available.

No description available.

No description available.

Despite having a successful physical education program at Etiwanda Intermediate School the need still remains for a written curriculum that ties in with the California State Framework (1994). The development of this project represents the beginnings of the goal of a written curriculum at Etiwanda Intermediate School. This will be an on-going process, through use of needs assessment surveys, including the teachers at all levels, focus on teaching practices, plenty of hands-on practice, and incentives for teachers. There is also an evaluation form to meet the needs in the ever-changing world of physical education.

The importance of access to quality physical education (PE) among children is well-documented. The onset of the COVID-19 pandemic, however, resulted in significant shifts in PE curriculum delivery alongside a rapid uptake by PE teachers of new technologies. Although some research about integrating technology into teaching does exist, there is very little data about virtual learning in elementary school, particularly in the context of physical education. There are also clear gaps in the literature about teaching PE virtually during a pandemic. As such and in this study, I sought to fill a critical gap in the existing literature by identifying what specific factors shaped elementary physical education delivery during the COVID-19 pandemic, as well as barriers and facilitators to successful curriculum delivery, and I drew implications for future emergency response needs.This mixed-methods study examined elementary physical education teachers’ perceptions of teaching virtually during the spring of 2020 and/or 2020-2021 school year. The study’s sample drew on PE teachers from urban, rural, and suburban settings across the US, which included diverse experiences to explore teachers’ perceptions of virtual teaching during the COVID-19 pandemic. Surveys and focus groups were utilized. Results from this study elucidated that physical education teachers were challenged by limited space, equipment, internet use, and distraction within the environment when teaching. However, teachers in this sample also discussed their tenacity to help their students stay active by delivering supplies to families, posting on social media, and teaching how to make alternative equipment. Teachers also reported that the more support they received (for example, via social emotional support and also specific technology support), the less stress they felt during remote teaching. At the same time, the higher the teacher perception on live lesson participation, the more efficacious the teachers felt. The expectations of PE teachers during COVID varied from region to region, and the ever-changing schedules made teaching PE that more difficult. Although there has been some research on teaching virtually, before the pandemic there was very little research about specifically teaching elementary PE virtually. The need to pivot to remote instruction is part of our future. The implication of this work helps support the need for further education of public health goals. The need for a platform that supports PE and elementary age children is needed to best support this work. Using technology as an enrichment and supplement for PE to help reach this goal could be a positive outcome of this pandemic. The use of virtual platforms will also help deliver PE content to families and allow for technology skill development through targeted practice for any future need to pivot to remote.