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Scientific Programme

Psychology, Social Sciences & Humanities

CP-SH01 - Physical Education

Date: 03.07.2024, Time: 16:30 - 17:30, Lecture room: Alsh 1

Description

Chair TBA

Chair

TBA
TBA
TBA

ECSS Paris 2023: CP-SH01

Speaker A Nanne-Mari Luukkainen

Speaker A

Nanne-Mari Luukkainen
University of Jyväskylä, Faculty of Sport and Health Sciences
Finland
"Longitudinal relationship between organised and non-organised physical activities, motor competence, and overall physical activity in children aged 3–11 years"

INTRODUCTION Little is known how different types of physical activity (PA) in early years predict subsequent PA and motor development. This study aimed to find out how outdoor time and participation in sport in early childhood (T1) predicted motor competence (MC) and overall physical activity three years later in school age (T2). METHODS The participants (n=627, 51.0% girls) were Finnish, 3-8 years old at T1 (mean 5.5 yrs.), and 6-11 years old at T2 (mean 8.7 yrs.). The participation rate in sports and outdoor time on weekdays and weekends was queried via a parental questionnaire at T1. At T2, children’s MC was assessed using a shortened version of the Test of Gross Motor Development – 3rd edition, including locomotor skills (hopping, skipping), and object control skills (one-hand stationary dribbling, overhand throwing), and a total score of these skills. Additionally, the jumping sideways test of the Körperkoordinationstest Für Kinder instrument was used. PA was measured with accelerometers at T2. Associations were analysed using linear regression models with the enter method and interactions using a two-way analysis of variance. RESULTS Children’s participation in more than two (multisport) organised activities sports at T1 predicted better MC at T2 in locomotor skills (p < 0.001), object control skills (p = 0.003), total skills (p < 0.001), and jumping sideways (p < 0.001). Outdoor time on weekdays at T1 predicted better object control skills (p = 0.004) and total skills (p = 0.019) in all participants. Both higher outdoor time (p = 0.006) and participation in multisports (p = 0.002) in early childhood predict higher subsequent moderate-to-vigorous PA in middle childhood. However, there were no interactions between organised sports participation and outdoor time on MC or PA. CONCLUSION Participation in more than two sports and spending more time outdoors during the weekdays predicted better MC and higher levels of PA. It is essential for adults who work with children and in sports clubs to understand that multisport and different types of outdoor activities play an important role in developing a childs MC and PA.

Read CV Nanne-Mari Luukkainen

ECSS Paris 2023: CP-SH01

Speaker B Lucas Abel

Speaker B

Lucas Abel
German Sports University Cologne, Institute of Professional Sport Education and Sport Qualifications
Germany
"Perspectives of Teachers on (Anti-) Racism and Whiteness in Physical Education: A (reflexive) thematic analysis"

Introduction Sport, across various social contexts, exhibits inherent racist structures and incidents, impacting children and youth. Physical Education (PE) has the potential to fight racism, yet simultaneously serves as a setting where racist elements may be (re)generated. Given that teachers are central figures in education with a direct impact on students, their experiences and perspectives are extremely valuable in research. The objective of this study was a thematic analysis (TA) of both national (i.e., German) and international (i.e., English language) publications addressing racism and anti-racism within PE with a particular focus on teachers’ perspectives. Methodology A systematic review adhered to the PRISMA standard and employed a four-step methodology: (1) Search was conducted in eleven electronic databases using twelve keyword combinations in both German and English language. (2) Study selection: Criteria for inclusion comprised (a) peer-reviewed journals, (b) English or German language, (c) participants being pupils, teachers, or researchers, (d) publications addressing (anti-) racism in PE and considering a teachers’ perspective. (3) Quality assessment through Appraisal Skills Programme (CASP) and Mixed Methods Appraisal Tool (MMAT). (4) In dept analysis and interpretation of data through reflexive TA and template analysis. Critical Race Theory was utilized as a lance for analysis and discussion. Results A total dataset of 5,213 publications was identified of which subsequently 20 (including one German publication) qualified for inclusion. Every publication was assigned to the top quality level out of three using CASP and MMAT. Using TA on the extensive qualitative dataset, four overarching themes were constructed with the two most prominent being (i) “unveiling whiteness”, a critical analysis of racial and gender hierarchies in PE that exposes a pervasive dominance of white individuals in roles like educators, students, and faculty members. This asymmetry tends to normalize the experiences of whiteness while marginalizing others, emphasizing the imperative for inclusive narratives in the field. (ii) “Addressing gaps in anti-racist training”, which emphasizes a lack of specific courses on race and multiculturalism, with suggestions for integrating such training through pilot projects and reflective learning experiences to raise awareness of race, critical whiteness and tailor interventions to local contexts. Discussion Racist experiences of teachers are pervasive in PE, emphasizing the need for structural changes, anti-bias training, and inclusive curricula to address inequalities, male dominance, whiteness and foster diversity in the field. Given the localized variations in the global phenomenon of racism, it appears crucial to initiate a national survey, to gain insights on developing anti-racism training based on the experience and needs of the intended recipients.

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ECSS Paris 2023: CP-SH01

Speaker C Hoi Tik Yip

Speaker C

Hoi Tik Yip
University of Birmingham, School of Sport, Exercise & Rehabilitation Sciences
Hong Kong
"Hong Kong PE Teachers’ Views on Students’ Manifestations of Motivation: A Qualitative Study"

INTRODUCTION Research reveals children and youth in Hong Kong to have low physical activity and physical fitness levels and a high prevalence of obesity. Physical education (PE) in schools can serve as a crucial outlet to promote students’ motivation toward and participation in physical activity. However, students are not always optimally engaged in PE, with 2ry school students prone to amotivation. Studies have demonstrated that students motivation in PE is greatly influenced by the views and practices of PE teachers. Past work in this area have primarily adopted quantitative methods and examined students perceptions of their motivation. This study aimed to examine, via an in-depth qualitative methodology, Hong Kong PE teachers’ perceptions of the characteristics (thoughts, emotions, and behaviours) of ‘motivated’ and ‘unmotivated’ secondary students during PE class. METHODS Semi-structured online interviews were conducted with 15 Hong Kong local secondary school PE teachers [n = 7 males; mean age = 34.2 (SD = 9.4); mean years of teaching = 10.7(SD =10.2)] from 3 regions (New Territories, Kowloon and Hong Kong Island) and bandings (grouping students by academic levels or abilities). They were asked to share their experiences and observations in teaching ‘motivated’ and ‘less motivated’ 2ry school students in PE classes. The data were analysed using a six-step thematic analysis technique, including creating, reviewing, and defining themes. RESULTS Seven themes emerged in the characterisations of ‘motivated’ students: (a) high proficiency in sports, (b) high interest in sports, (c) higher openness to try (love to engage in new tasks), (d) higher resilience (do the best, never give up, self-assurance), (e) extrovert (outgoing and socially competent), (f) higher relatedness (Give support towards both teachers and peers), and (g) comfortable (experience a sense of ease). Five themes captured teachers’ views of ‘unmotivated’ students: (a) low engagement (frequently seeking means to evade the lesson), (b) unconfident (not willing to try to prevent failure), (c) social exclusion (poor peer relationships), (d) introvert (shy and reticent), and (e) feeling powerless (always fail in doing the tasks). DISCUSSION This study is an initial endeavour to qualitatively explore the perspectives of teachers regarding students motivational engagement in PE in Hong Kong. Findings can provide instructors with vital insights to devise effective motivational strategies and create more optimal learning environments in physical education classes in Hong Kong.

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ECSS Paris 2023: CP-SH01