Faculty of Education - Papers

The perception and production of phones and tones: The role of rigid and non-rigid face and head motion

Denis Burnham — Tue, 20 Dec 2011 19:29:03 PST

There is evidence, mostly with phones (consonants & vowels), that visual concomitants of articulation facilitate speech perception. Here the visual concomitants of lexical tone are considered. In tone languages fundamental frequency variations signal lexical meaning. In a word identification experiment with auditory-visual words differing only in tone, Cantonese perceivers performed above chance in a Visual Only condition. A subsequent study showed augmentation of word pair discrimination in noise in an Auditory-Visual compared to an Auditory Only condition for Cantonese, tonal Thai speakers, and even non-tone Australian speakers). The source of this perceptual information was sought in an OPTOTRAK production study of a Cantonese speaker. Functional Data Analysis (FDA) and Principal Component (PC) extraction suggests that the salient PCs to distinguish tones involve rigid motion of the head rather than non-rigid face motion. Results of a final perception study using OPTOTRAK output in which rigid or non-rigid motion could be presented independently in tone differing or phone differing conditions, suggests that non-rigid motion is most useful for the discrimination of phones, whereas rigid motion is most useful for the discrimination of tones.

Preparing Pre-Service Physical Education Teachers: A Case Study.

Kim Mckeen — Thu, 15 Dec 2011 20:16:00 PST

Teachers' perceptions of the effects of single-sex and coeducational classroom settings on the participation and performance of students in practical physical education

Scott Best — Thu, 15 Dec 2011 18:57:52 PST

Within Australian secondary schools, debate often associates the utilisation of either single-sex or coeducational classroom settings for Physical Education (PE), as the learning experienced by students in PE can differ greatly between the two settings. Thirty-nine PDHPE teachers were selected as participants, and data was gathered through questionnaire and focus group interview processes, to enable participants to convey their views regarding how students’ participation and performance in practical PE may be influenced by single-sex and coeducational classroom settings. The majority of participants believed that single-sex PE classroom settings allowed students to achieve higher levels of both participation and performance. Factors such as distractions, uneven skill levels, uneven strength levels, harassment, self-consciousness, embarrassment, competitiveness, peer pressure, gaining respect and intimidation were identified to potentially negatively influence students’ participation and performance in PE, and most commonly have a greater negative effect on students’ participation and performance in PE within coeducational settings. Furthermore, the suitability of PE classroom settings was identified to be dependent on contextual factors pertaining to the school and class, Stage of students and activities being taught. This study therefore gives an insight into how students’ participation and performance in PE may be influenced by single-sex and coeducational classroom settings.

The integration of tgfu into the secondary school physical education curriculum – how successful has it been?.

Philip J. Pearson — Thu, 15 Dec 2011 18:57:48 PST

In 2005, a new Personal Development, Health and Physical Education (PDHPE) Years 7–10 Syllabus (Board of Studies, 2003) was implemented in NSW (Australia) secondary schools. One area that underwent major changes within the syllabus was that of the teaching of games, with the move towards a TGfU framework. Forty PDHPE teachers were surveyed with questionnaires and focus group interviews to determine their knowledge and understanding of TGfU and the extent to which they have incorporated TGfU into their teaching of games. Pre-service teachers’ observations of Physical Education classes were also used to determine the extent that TGfU was being implemented. Fifty-five percent of PDHPE teachers surveyed had poor knowledge and understanding of TGfU, with 32% unaware that the principles of TGfU were written into the PDHPE syllabus. Forty-five percent of teachers reported that they had incorporated TGfU to some extent into their teaching of games, however only 22% of pre-service teachers surveyed indicated that they had observed classes that incorporated TGfU principles. Continuing teacher training and development is required to support teachers in developing an understanding and skills necessary to utilise a TGfU approach that underpins the teaching of games within the new NSW Years 7-10 PDHPE syllabus.

Challenging Participants in Target Games Through Teaching Games for Understanding (TGfU) and Creating and Defining Games

Philip J. Pearson — Thu, 15 Dec 2011 18:04:04 PST

Teaching Games for Understanding (TGfU) places an emphasis on the play, where tactical and strategic problems are posed in a modified game environment, ultimately drawing upon students to make decisions. It places the focus of a lesson on the student in a game situation where cognitive skills such as ‘tactics’, decision-making and problem solving are critical....with isolated technique development utilised only when the student recognises the need for it’ (Webb and Thompson, 1998). In addition, games come under various categories: invasion, net/court/wall, striking/fielding and target games. The aim of target games is to get the implement either in or close to the target. They can also be divided into 2 subcategories : opposed (eg. lawn bowls) or unopposed (golf). This paper will focus on providing meaningful and challenging movement experiences through practical examples. Creating and Defining Games (CDG) provides an opportunity for a class to be involved in creating and developing/designing games (Almond 1983; Curtner-Smith 2005; Holt 2005 and Quay and Peters 2009) and provides further opportunities for participants to develop understanding of strategies in target games. A practical example will illustrate this.

Incorporating TGFU into a Bachelor of Physical and Health Education degree at an Australian university

Philip J. Pearson — Thu, 15 Dec 2011 18:03:59 PST

Pearson and Webb (2010) investigated whether Physical Educators in NSW schools had adopted the TGfU approach to the teaching of games in their classes. Forty PDHPE teachers were surveyed with questionnaires and focus group interviews to determine their knowledge and understanding of TGfU and the extent to which they had incorporated TGfU into their teaching of games in Years 7 to 10. Fifty third-year Physical and Health Education pre-service teachers were also surveyed after completing their Professional Experience in the schools of the teachers surveyed. The pre-service teachers’ observations of Physical Education classes in the schools were also used to determine the extent that TGfU was being used in the teaching of games within those schools. It was concluded that the integration of TGfU into the NSW secondary school physical education curriculum has so far been unsuccessful. For TGfU to become more commonplace in the teaching of games in schools, it needs to have a solid base in pre-service teacher education programs. While the Faculty of Education offered a four year Bachelor of Education (Physical and Health Education) for many years, the new Bachelor of Physical and Health Education responded to a number of influences that emerged during the life of the previous program. One of the decisions was to firmly embed TGfU throughout the movement and pedagogy strands of the new degree. This paper discusses how TGfU has been incorporated across subjects within the new course structure. Core subjects that explore the pedagogical basis of TGfU with specific links to programming of games teaching and Professional Experience for pre-service teachers are examined. It is anticipated that with a strong focus on TGfU throughout the new Bachelor of Physical and Health Education program, TGfU will become much more commonplace in the teaching of games in NSW schools.

Engaging adolescent girls from linguistically diverse and low income backgrounds in school sport: a pilot randomised controlled trial

Dean Dudley — Thu, 15 Dec 2011 18:03:55 PST

The purpose of this study was to determine the feasibility, acceptability, and potential efficacy of a school-based physical activity program delivered during school sport time among adolescent girls from low income predominately linguistically diverse backgrounds in New South Wales, Australia. Using a 3-month, 2-arm, parallel-group pilot RCT design, 38 adolescent girls (Year 11) were recruited to participate in the program and randomised into intervention (n = 17) or control groups (n = 21). The intervention program aimed to increase physical activity by improving enjoyment, physical self-perception and perceived competence. Baseline and follow-up (12 weeks) assessments included enjoyment of physical activity, physical self-perception, and objectively measured physical activity during school sport sessions. Process data were collected through observations of lessons, attendance records, and interviews with participants and staff. Recruitment (63%) and retention (68%) goals were less than anticipated but similar to other studies. Participation was higher for the intervention (72%) than the control (60%) group and the intervention group reported high levels of satisfaction with the program. At follow-up, girls in the intervention group, compared with the control group, showed greater improvement in their enjoyment of physical activity during school sport (adjusted mean difference = 3.8, 95% Confidence Interval [CI] −2.4, 10.1; Cohen’s d = 0.42 standard deviation units) and body image (adjusted difference mean = 1.0, 95% CI −0.4, 2.3; d = 0.50). There was a smaller decline in participation in physical activity during school sport (adjusted mean = 13.6, 95% CI −21.8, 48.9; d = 0.24). This study highlights major barriers confronting adolescent girls’ participation in school sport. Some of these include teacher attitudes and support, activities and programming, purpose and distinction, and student input. Negotiating these barriers and overcoming them in a school setting appears feasible with support from the entire school community.

Barriers to increasing physical activity and limiting small screen recreation among obese children

Lauren M. Puglisi — Thu, 15 Dec 2011 18:03:51 PST

Pediatric overweight and obesity, which affects approximately 10% of children worldwide has been described as an epidemic and perhaps as one of the most pressing threats to the health of children and families in developed countries. It is strongly associated with physical and psychosocial health consequences prompting calls for more effective prevention and treatment efforts to curb the current and increasing prevalence.

Building community partnerships to enhance participation in sport and physical activity: coach education in tertiary institutions

Paul I. Webb — Thu, 15 Dec 2011 18:03:47 PST

Since 1979 the National Coaching Accreditation Scheme has been established in Australia firstly under the Australian Coaching Council and more recently as a program of the Australian Sports Commission. The vision of the National Coaching Accreditation Scheme is "that all Australian sporting participants, irrespective of their age, gender, level of sporting ability or choice of sport, have access to highly qualified and experienced coaches," (Australian Sports Commisison,2000).

Building community partnerships to enhance participation in sport and physical activity: tertiary institutions and community sporting associations

Philip J. Pearson — Thu, 15 Dec 2011 18:03:43 PST

Tertiary institutions are an excellent resource that can be accessed in order to assist the development of many sporting programs. The following are examples of the links that have been established between a number of community sporting associations interested in the promotion of physical activity, games and sport and a university located in NSW, Australia.

Building community partnerships to enhance participation in sport and physical activity: tertiary institutions and primary schools

Kim Mckeen — Thu, 15 Dec 2011 18:03:40 PST

Decreasing levels of physical activity and increasing obesity levels amongst Australian children have received much attention in recent years, with research finding that the prevalence of overweight Australian children and adolescents, almost doubled during the ten year period from 1985-1995. Schools have been identified as one community setting that has the potential to address concerns regarding child physical activity and obesity levels by providing an environment which promotes lifelong physical activity, through both structured and unstructured programs.

Developing cognitive abilities through games: a conundrum?

Philip J. Pearson — Thu, 15 Dec 2011 18:03:36 PST

The discussion paper, Quality teaching in NSW public schools (Department of Education and Training, 2003), was released with the aim to improve teaching practice and hence student learning outcomes. The model of pedagogy outlined in this document focuses on the three dimensions of intellectual quality, quality learning environment and significance.

Game sense online - utilising the web for the professional development of physical and health education teachers

Philip J. Pearson — Thu, 15 Dec 2011 18:03:32 PST

In 2005, a new Personal Development, Health and Physical Education (PDHPE) Years 7–10 Syllabus will replace the current syllabus and be implemented with Year 7 and Year 9 students in NSW secondary schools. Informed by contemporary research, the new syllabus represents changes to both the content and the teaching strategies traditionally utilised by teachers. One area that has undergone major changes within the syllabus has been that of the teaching of games, with the move towards a Game Sense framework. It is expected that the implementation of the new syllabus will also be accompanied by a variety of traditional professional development opportunities for teachers. What is also now possible given the affordances of information and communication technologies is online delivery that has the potential to increase teachers’ level of confidence and readiness for implementing a Game Sense approach. This paper discusses the planning and development of a Game Sense online resource within the ActiveHealth framework (www.activehealth.uow.edu.au), a new Physical and Health Education Web resource for teachers. Principles for guiding the development of online teaching resources for practicing and pre-service teachers will also be discussed. The results of a small pilot study designed to investigate teachers perceptions of the effectiveness of such a resource indicate that it is of benefit to teachers in developing a deep understanding of Game Sense, however greater consideration will need to be given to the quality of the learning resources and learning support structures should no face to face opportunities exist.

Developing quality teaching through authentic assessment and school-university partnerships

Philip J. Pearson — Thu, 15 Dec 2011 18:03:28 PST

This paper examines the development of authentic assessment tasks focusing on the dimensions of quality teaching for pre-service teachers. Assessment tasks designed for students to continually put teaching skills into practice are essential to develop quality teachers. The process involved student and teacher consultation and the establishment of additional school-university partnerships. The purpose of the research was to review the school-university partnerships and to determine whether these links have been beneficial to the students and the schools involved. Forty physical and health education students in their final year of pre-service training were surveyed (questionnaire and interviews) along with personnel from schools and school-related organisations. Results indicated that the links have been well established and that there have been mutual benefits. Students found the tasks and experiences meaningful and useful for their future teaching careers whilst participating personnel indicated a desire to continue the partnerships. Timetabling issues, transport the need for coordination and guidlines for schools and tertiary institutions to follow when establishing partnerships are discussed.

Games for understanding in pre service teacher education: a 'game for outcome' approach for enhanced understanding of games

Gregory J. Forrest — Thu, 15 Dec 2011 18:03:24 PST

Teaching Games for Understanding (TGfU) is a games based pedagogical model aimed at generating greater understanding of all aspects of games, while increasing physical activity levels, motivation and enjoyment in physical education lessons. Bunker and Thorpe (1982) developed the original model as an alternative to the traditional approach predominantly used in coaching and teaching in physical education (Werner, Thorpe and Bunker 1996). Awareness of its value as a pedagogical model and as a viable alternative to traditional directive approaches has been limited within the teaching and wider coaching community in Australia over the ten years since Game Sense workshops were first developed and conducted. (Pearson, Webb, McKeen, 2005a). It also faces constant challenges relating to its implementation as an effective teaching model (Turner, 2005). However, the TGfU approach, if used appropriately, can give users the opportunity to engage productively in games education (Hopper and Bell, 2001; Pearson, Webb, McKeen, 2005b; Howarth, 2005) as well as allowing them to examine the variety of socio-cultural meanings of games, meeting many of the needs of effective and productive pedagogical practice (Chandler, 1996).

HSC PD, Health & PE

John Sparks — Thu, 15 Dec 2011 18:03:20 PST

This guide: • Covers the HSC PD, Health and PE course • Tells you exactly what to study each week • Motivates you to learn with its colourful design • Has the essential facts that you need to know to succeed • Tells you how much time to spend on each section • Includes a sample exam with comprehensive answers.

It also includes the following features that make it an ideal revision book for all students who want to reinforce their learning: • Numerous tests • Summarised key exam points • Hundreds of revision questions with answers.

PDHPE Zone Stage 5: Lifelong physical activity

Stuart Cox — Thu, 15 Dec 2011 18:03:17 PST

PDHPE Zone Stage 5 is a series of four booklets written to address the four strands of the NSW PDHPE syllabus. Each booklet focuses on a single strand of the PDHPE syllabus which include: Self and Relationships, Movement Skill and Performance, Individual and Community Health and Lifelong Physical Activity. The series is supported by a Teacher CD that provides models for the integrations of the four strands as well as a range of worksheets covering literacy, numeracy, technology and practical skills. Each booklet is full-colour and highly visual, stimulating student interest. They provide a flexible tool for teachers to use across the numerous Stage 5 PDHPE classes at each school. PDHPE Stage 5 written by experienced NSW PDHPE teachers, offers a refreshing and stimulating approach to the course that will suit a range of teaching methods and approaches.

PDHPE Zone Stage 5: Individual and Community Health

Stuart Cox — Thu, 15 Dec 2011 18:03:13 PST

PDHPE Zone Stage 5: Movement Skill and Performance

Stuart Cox — Thu, 15 Dec 2011 18:03:09 PST

PDHPE Zone Stage 5: Self and Relationships

Stuart Cox — Thu, 15 Dec 2011 18:03:05 PST

PDHPE Zone Stage 4: Individual and Community Health

Stuart Cox — Thu, 15 Dec 2011 18:03:01 PST

PDHPE Zone Stage 4 is a series of booklets written by experienced NSW PDHPE teachers. It is relevant to the Physical Education and Health syllabuses in all states. Each booklet is supported by a Teacher CD that provides models for the integration of the books as well as a range of worksheets covering literacy, numeracy, technology and practical skills. Each booklet is full-colour and highly visual to simulate student interest. The series provides a flexible tool for teachers to use across the numerous PE and Health classes at each school. PDHPE Zone Stage 4 offers a refreshing and stimulating approach to national courses, which will suit a range of teaching methods and approaches

PDHPE Zone Stage 4: Movement Skill and Performance

Stuart Cox — Thu, 15 Dec 2011 18:02:57 PST

PDHPE Zone Stage 4: Self and Relationships

Stuart Cox — Thu, 15 Dec 2011 18:02:53 PST

PDHPE Zone Stage 4 is a series of booklets written by experienced NSW PDHPE teachers. It is relevant to the Physical Education and Health syllabuses in all states. Each booklet is supported by a Teacher CD that provides models for the integration of the four books as well as a range of worksheets covering literacy, numeracy, technology and practical skills. Each booklet is full-colour and highly visual to simulate student interest. The series provides a flexible tool for teachers to use across the numerous PE and Health classes at each school. PDHPE Zone Stage 4 offers a refreshing and stimulating approach to national courses, which will suit a range of teaching methods and approaches.

Linking teaching games for understanding and quality teaching in NSW secondary schools

Philip J. Pearson — Thu, 15 Dec 2011 18:02:50 PST

A model for professional development of teaching games for understanding for teachers in New South Wales, Australia

Paul I. Webb — Thu, 15 Dec 2011 18:02:47 PST

Teaching games for understanding - 10 years in Australia

Philip J. Pearson — Thu, 15 Dec 2011 18:02:43 PST

PDHPE Zone Stage 4- Lifelong Physical Activity

Kim Mckeen — Thu, 15 Dec 2011 18:02:39 PST

Promoting physical activity through teaching games for understanding in undergraduate teacher education

Kim Mckeen — Thu, 15 Dec 2011 18:02:34 PST

Teaching Games for Understanding (TGfU); a model for pre service teachers

Gregory J. Forrest — Thu, 15 Dec 2011 18:02:30 PST

Teaching Games for Understanding (TGfU) has been present in the Australian sporting community for the last ten years and more recently as the focus of physical education lessons in some Australian schools’ curriculum, especially in NSW. However, the effectiveness of TGfU as a teaching method is limited by the skill of its practitioners in developing the appropriate games and questions to generate understanding opportunities for their students. If practitioners do not develop these skills, there may be limited opportunities for their students to gain skills in critical analysis, deep knowledge and deep understanding, essential in any productive pedagogy.