Relevant bibliographies by topics / Physical education for children Victoria

Academic literature on the topic 'Physical education for children Victoria'

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Published: 10 December 2022
Last updated: 29 January 2023

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Journal articles on the topic "Physical education for children Victoria"

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Thomas, Simone, Emma Sciberras, Kate Lycett, Nicole Papadopoulos, and Nicole Rinehart. "Physical Functioning, Emotional, and Behavioral Problems in Children With ADHD and Comorbid ASD: A Cross-Sectional Study." Journal of Attention Disorders 22, no. 10 (May 25, 2015): 1002–7. http://dx.doi.org/10.1177/1087054715587096.

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Objective: To examine (a) physical and daily functioning in children with ADHD and autism spectrum disorder (ASD) compared with ADHD alone and (b) whether decreased physical quality of life (QoL) is associated with increased emotional and behavioral problems in children with ADHD-ASD. Method: Cross-sectional study comprising 392 children with confirmed ADHD (ADHD-ASD, n = 93; ADHD alone, n = 299) recruited from 21 pediatric practices in Victoria, Australia. Data were collected via parent and teacher surveys. Key measures included the Strengths and Difficulties Questionnaire (SDQ) and Pediatric Quality of Life Inventory (PedsQL). Results: Children with ADHD-ASD had poorer QoL across both psychosocial and physical health domains, and also had greater parent-reported behavioral, emotional, and peer problems, compared with children with ADHD alone. Poorer physical QoL partially mediated the relationship between comorbid ASD status and poorer emotional and behavioral functioning. Conclusion:The comorbid overlay of ASD in ADHD appears to influence not only problems in physical functioning but also the severity of problems relating to areas of emotional and behavioral functioning.
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KENNEDY, Amber, Beverley VOLLENHOVEN, Richard HISCOCK, Catharyn STERN, Susan WALKER, Jeanie CHEONG, Jon QUACH, et al. "School Age Developmental Outcomes of Children Conceived by IVF Compared with Controls: A Population Linkage Study." Fertility & Reproduction 04, no. 03n04 (September 2022): 137. http://dx.doi.org/10.1142/s2661318222740498.

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Background: There has been increasing interest in assessing longer term developmental and health outcomes in IVF-conceived offspring compared with those born after natural conception. So far, the findings have been conflicting. The Australian Early Developmental Consensus (AEDC) assesses children in their first year of primary school across five domains; physical health and wellbeing, social competence, emotional maturity, language and cognitive skills, and communication skills and general knowledge. Aim: To compare school entry (5-7 years of age) outcomes in IVF-conceived children in Victoria with naturally conceived controls. Method: We undertook a statewide data linkage study, with perinatal data (births 2005-2014) linked to data from major IVF providers in Victoria and the AEDC. Our approach to analysis included: complete case analysis, multiple imputation of missing data, consideration of clustering (siblings) and inverse probability weighted modeling to adjust for covariates. Our primary outcome was an AEDC score indicative of developmental vulnerability in two or more domains. We adjusted for the child’s age at assessment, sex, highest level of maternal education, maternal age, parity, SEIFA (Socio-Economic Indexes for Areas) quintile, language background other than English, and Aboriginal and Torres Strait Islander (ATSI) status. Results: The linked dataset comprised 163,418 children, including 4,441 IVF-conceived children. The IVF conceived population had older, more highly educated mothers who lived in more affluent areas and were less likely to be from non-English speaking backgrounds or identify as ATSI. IVF-conceived children were less likely to be developmentally vulnerable, in both unadjusted (RR 0.59, 95%CI: 0.52-0.67, p<0.001) and adjusted analyses (aRR 0.72, 95%CI: 0.58-0.88, p<0.001). Conclusion: Children conceived by IVF were less likely to be developmentally vulnerable in their first year of schooling, compared with peers conceived naturally. Further research should aim to understand if similar patterns are seen in other education and health domains and the potential mechanisms for these differences.
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Breman, Rachel, Ann MacRae, and Dave Vicary. "‘The Hidden Victims’–Family Violence in Kinship Care in Victoria." Children Australia 43, no. 3 (May 16, 2018): 186–91. http://dx.doi.org/10.1017/cha.2018.15.

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Family violence is endemic. It has a dramatic and negative impact upon the victims and the family systems in which it occurs. While there is a growing evidence base to support our understanding, prevention and treatment of family violence, little is known about some of its “hidden victims” (e.g., kinship carers). In 2017, Baptcare commenced research with 101 kinship carers in Victoria to gain a better understanding of how family violence, perpetrated by the child's close family member once the placement started, was impacting on children and families. In this context, family violence means any act of physical violence, emotional/psychological violence, verbal abuse and property damage. The study utilised a mixed design methodology that specifically targeted kinship carers who had direct experience of family violence. Findings from this study demonstrated that (1) many kinship carers, and the children in their care, experienced family violence early in the placement, (2) that the violence occurred frequently and (3) the incidents of violence did not occur in isolation. Carers sought support from multiple sources to deal with the family violence, however, the study illustrated that the usefulness of these supports varied. Additionally, findings highlighted reasons why many kinship carers felt reluctant to file a report to end the violence. The study described in this paper is the first step in understanding and exposing this multifaceted issue and delineates some of the major issues confronting Victorian kinship carers experiencing family violence – and the support required to ensure the safety of them and the children they care for. This paper will describe the approach that Baptcare is taking to address family violence in kinship care in western metropolitan Melbourne. This is the second paper in a three-part series relating to family violence in kinship care.
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Chikha, Anis Ben, Aymen Hawani, and Ghazwa Ben Maouia. "Effects of Orienteering Game on Directional Relationships and Inhibitory Control in Children 7-8 Aged." Journal of Sports Research 8, no. 2 (September 8, 2021): 64–74. http://dx.doi.org/10.18488/journal.90.2021.82.64.74.

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The spatial orientation, ability is very important for the child, for the development of its executive functions such as inhibitory control and directional skills. In fact, the role of play as a locomotive for learning and motivation is very imperative in this age group. Our methodological choice consists of offering a teaching program around the orientation game (OG) that takes place in the school playground. The aim of this study was to examine the effect of OG on directional skills and inhibitory control. The assessment was respectively conducted by Topological and Directional Relation (RTD) and Stroop Color-Word Test -Victoria version (SCWT). Primary school students (N = 40; 7.3 years) participated in this study. They were divided into two groups: an experimental group (20 students) and a control group (20 students). The first group followed a 12-week orienteering game (OG) program with 3 sessions of 40 minutes per week and the second a regular physical education program. The results of the experimental group show a clear improvement in most of the study variables.
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Bourke-Taylor, Helen, Aislinn Lalor, Louise Farnworth, Julie F. Pallant, Elizabeth Knightbridge, and Gayle McLelland. "Investigation of the self-reported health and health-related behaviours of Victorian mothers of school-aged children." Australian Journal of Primary Health 21, no. 1 (2015): 66. http://dx.doi.org/10.1071/py13056.

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Lifestyle may influence many health-related issues currently facing Australian women. The extent to which women with school-aged children attend to their own health is unknown and the associations between health behaviours and health status requires investigation. This study aimed to investigate the prevalence of health behaviours (alcohol consumption, health-promoting activities) and their impact on self-reported health (weight, sleep quality, mental health) among mothers of school-aged children in Victoria. Mail-out survey design (n = 263) including the Depression Anxiety Stress Scale (DASS) and Health Promoting Activities Scale was used to explore issues. The results indicated that substantial numbers of mothers reported moderate to extreme DASS scores: depression (n = 45, 17%); anxiety (n = 41, 15.6%); stress (n = 57, 21.7%). The majority participated in physical activity less often than daily. High rates of daily alcohol use (20%) and poor sleep quality were reported. Nearly one-half (n = 114, 46%) of the sample were overweight or obese and also reported poorer mental health than other women in the sample (P < 0.001). Significant associations were detected between maternal weight, mental health and participation in health-promoting activities. The findings indicate that there is a need for increased health education and services for women with school-aged children. Direct services and population-based health promotion strategies may be required to address healthy lifestyle issues and educate mothers about the possible health legacy of poor health behaviours.
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Bennetts, Shannon K., Amanda R. Cooklin, Sharinne Crawford, Fabrizio D’Esposito, Naomi J. Hackworth, Julie Green, Jan Matthews, Lyndall Strazdins, Stephen R. Zubrick, and Jan M. Nicholson. "What Influences Parents’ Fear about Children’s Independent Mobility? Evidence from a State-Wide Survey of Australian Parents." American Journal of Health Promotion 32, no. 3 (November 22, 2017): 667–76. http://dx.doi.org/10.1177/0890117117740442.

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Purpose: To identify factors associated with generalized and stranger-specific parental fear (PF) about children’s independent mobility (CIM), a critical aspect of physical activity. Design: Cross-sectional survey; random sampling frame, minimum quotas of fathers, rural residents. Setting: State of Victoria, Australia. Subjects: Parents of children aged 9 to 15 years (n = 1779), 71% response rate. Measures: Validated measures of PF and fear of strangers (FoS); parent, child, social, and environmental factors. Analysis: Unadjusted and adjusted linear regression stratified by child age (9-10; 11-13; 14-15). Results: Adjusted models explained a substantial proportion of variance across all age groups (PF: 33.6%-36.7%; FoS: 39.1%-44.0%). Perceived disapproval from others was consistently associated with both outcomes (PF: β =.11 to 23, p ≤ .05; FoS: β =.17-.21, p ≤ .001) as was parents’ perception of children’s competence to travel safely (PF: β = −.24 to −.11, p ≤ .05; FoS: β = −.16 to −.13, p ≤ .01). Factors associated with FoS included having a female child (β = −.21 to −.13, p ≤ .001), language other than English (β = .09 to.11, p ≤ .01), and low levels of parent education (β = −.14 to −08, p ≤ .05). Conclusion: The current study suggests that social norms, child competence, and perceptions about the benefits of CIM underpin PF. This evidence informs the development of interventions to reduce PF and promote CIM and children’s physical activity.
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Petrass, Lauren A., Kate Simpson, Jenny Blitvich, Rhiannon Birch, and Bernadette Matthews. "Exploring the impact of a student-centred survival swimming programme for primary school students in Australia: the perceptions of parents, children and teachers." European Physical Education Review 27, no. 3 (February 3, 2021): 684–702. http://dx.doi.org/10.1177/1356336x20985880.

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Teaching basic swimming, water safety and rescue skills is recommended by the World Health Organization for all school-aged children. However, there is a lack of evidence on effective pedagogies to develop swimming competency and the success of swimming lessons as a drowning prevention intervention. This study used a self-report questionnaire and practical testing procedures to examine the effectiveness of a 10-week student-centred aquatic programme designed for children aged 10–12 years. The study also determined whether the non-traditional swimming programme was accepted by swim teachers, school teachers and principals, and parents from a range of schools from different geographical regions in Victoria, Australia. A total of 204 students were enrolled in the programme. The pre-programme results indicated a good level of swimming, water safety and aquatic knowledge, but low swimming ability. Swimming ability significantly improved from pre-programme to post-programme, with no significant post-programme ability differences between male and female children or for participants from different programmes. Qualitative feedback collected through questionnaires, interviews and/or focus groups from students ( n = 73) and parents ( n = 69), school teachers and principals ( n = 14), swim teachers and swim school managers ( n = 21) indicated strong support from principals and swim teachers for the student-centred pedagogy, and all stakeholders valued the focus on survival swimming competencies. This research highlights the importance of including stakeholders when designing and implementing aquatics programmes. The study has resulted in a well-founded, effective programme with tailored resources and instructional materials that are available for swim centres and schools that would enable schools globally to adopt and implement this programme.
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Love, Penelope, Alison Booth, Claire Margerison, Caryl Nowson, and Carley Grimes. "Food and nutrition education opportunities within Australian primary schools." Health Promotion International 35, no. 6 (January 17, 2020): 1291–301. http://dx.doi.org/10.1093/heapro/daz132.

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Abstract Schools are regarded as a key setting for obesity prevention, providing an opportunity to reach a large number of children, frequently and over a prolonged period, through formal and informal opportunities to learn about health behaviours. However, the low value placed on health versus academic achievement is a barrier to effective implementation of food and nutrition (F&N) education. This study used a qualitative exploratory approach to explore the views of teachers and key health and education sector stakeholders regarding opportunities for F&N education within the Australian primary school setting. To the best of our knowledge, this is the first study to explore this topic from the perspectives of state-level coordination and development through to local-level implementation and support within the Australian primary school context. Only 2.6% of the Victorian Curriculum related to F&N education, taught through two (of seven) learning outcomes: Health and Physical Education, and Technologies. While stakeholders considered child health a priority, and schools an ideal setting for F&N education, barriers included a lack of strategic policy alignment, limited leadership and coordination, a ‘crowded curriculum’ and poor availability of shelf-ready resources with explicit curriculum links. A cross-curriculum approach was considered essential for F&N education to become embedded as a core component of the curriculum.
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Kennedy, Amber L., Beverley J. Vollenhoven, Richard J. Hiscock, Catharyn J. Stern, Susan P. Walker, Jeanie L. Y. Cheong, Jon L. Quach, et al. "School-age outcomes among IVF-conceived children: A population-wide cohort study." PLOS Medicine 20, no. 1 (January 24, 2023): e1004148. http://dx.doi.org/10.1371/journal.pmed.1004148.

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Background In vitro fertilisation (IVF) is a common mode of conception. Understanding the long-term implications for these children is important. The aim of this study was to determine the causal effect of IVF conception on primary school-age childhood developmental and educational outcomes, compared with outcomes following spontaneous conception. Methods and findings Causal inference methods were used to analyse observational data in a way that emulates a target randomised clinical trial. The study cohort comprised statewide linked maternal and childhood administrative data. Participants included singleton infants conceived spontaneously or via IVF, born in Victoria, Australia between 2005 and 2014 and who had school-age developmental and educational outcomes assessed. The exposure examined was conception via IVF, with spontaneous conception the control condition. Two outcome measures were assessed. The first, childhood developmental vulnerability at school entry (age 4 to 6), was assessed using the Australian Early Developmental Census (AEDC) (n = 173,200) and defined as scoring <10th percentile in ≥2/5 developmental domains (physical health and wellbeing, social competence, emotional maturity, language and cognitive skills, communication skills, and general knowledge). The second, educational outcome at age 7 to 9, was assessed using National Assessment Program–Literacy and Numeracy (NAPLAN) data (n = 342,311) and defined by overall z-score across 5 domains (grammar and punctuation, reading, writing, spelling, and numeracy). Inverse probability weighting with regression adjustment was used to estimate population average causal effects. The study included 412,713 children across the 2 outcome cohorts. Linked records were available for 4,697 IVF-conceived cases and 168,503 controls for AEDC, and 8,976 cases and 333,335 controls for NAPLAN. There was no causal effect of IVF-conception on the risk of developmental vulnerability at school-entry compared with spontaneously conceived children (AEDC metrics), with an adjusted risk difference of −0.3% (95% CI −3.7% to 3.1%) and an adjusted risk ratio of 0.97 (95% CI 0.77 to 1.25). At age 7 to 9 years, there was no causal effect of IVF-conception on the NAPLAN overall z-score, with an adjusted mean difference of 0.030 (95% CI −0.018 to 0.077) between IVF- and spontaneously conceived children. The models were adjusted for sex at birth, age at assessment, language background other than English, socioeconomic status, maternal age, parity, and education. Study limitations included the use of observational data, the potential for unmeasured confounding, the presence of missing data, and the necessary restriction of the cohort to children attending school. Conclusions In this analysis, under the given causal assumptions, the school-age developmental and educational outcomes for children conceived by IVF are equivalent to those of spontaneously conceived children. These findings provide important reassurance for current and prospective parents and for clinicians.
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Falk, Joern, Björn Globisch, Martin Angelmahr, Wolfgang Schade, and Heike Schenk-Mathes. "Drinking Water Supply in Rural Africa Based on a Mini-Grid Energy System—A Socio-Economic Case Study for Rural Development." Sustainability 14, no. 15 (August 2, 2022): 9458. http://dx.doi.org/10.3390/su14159458.

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Water is an essential resource required for various human activities such as drinking, cooking, growing food, and personal hygiene. As a key infrastructure of public services, access to clean and safe drinking water is an essential factor for local socio-economic development. Despite various national and international efforts, water supply is often not guaranteed, especially in rural areas of Africa. Although many water resources are theoretically available in these areas, bodies of water are often contaminated with dangerous pathogens and pollutants. As a result, people, often women and children, have to travel long distances to collect water from taps and are exposed to dangers such as physical violence and accidents on their way. In this article, we present a socio-economic case study for rural development. We describe a drinking water treatment plant with an annual capacity of 10,950 m3 on Kibumba Island in Lake Victoria (Tanzania). The plant is operated by a photovoltaic mini-grid system with second-life lithium-ion battery storage. We describe the planning, the installation, and the start of operation of the water treatment system. In addition, we estimate the water prices achievable with the proposed system and compare it to existing sources of drinking water on Kibumba Island. Assuming a useful life of 15 years, the installed drinking water system is cost-neutral for the community at a cost price of 0.70 EUR/m3, 22% less than any other source of clean water on Kibumba Island. Access to safe and clean drinking water is a major step forward for the local population. We investigate the socio-economic added value using social and economic key indicators like health, education, and income. Hence, this approach may serve as a role model for community-owned drinking water systems in sub-Saharan Africa.
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Dissertations / Theses on the topic "Physical education for children Victoria"

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Fischer, Imke. "Years of silent control the influence of the Commonwealth in state physical education in Victoria and New South Wales /." Connect to full text, 2001. http://hdl.handle.net/2123/4031.

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Thesis (Ph. D.)--School of Social, Policy and Curriculum Studies, Faculty of Education, University of Sydney, 2001.
Title from title screen (viewed 12th February, 2009) Includes bibliographical references. Also available in print form.
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Pope, Marcia J. "General physical education teachers' perceptions of adapted physical education consultation." [Chico, Calif. : California State University, Chico], 2009. http://hdl.handle.net/10211.4/102.

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Clark, Chris. "Exploring teachers’ use of physical activity in Victorian Certificate of Education (VCE) senior secondary physical education." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2021. https://ro.ecu.edu.au/theses/2456.

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The Victorian Certificate of Education (VCE) Physical Education curriculum, like final “exit” year studies nationally and internationally, has drawn attention from highly regarded academics regarding the challenges faced by teachers in integrating theory with physical activity as prescribed in curriculum documentation. This research aimed to extend on previous study focused on the achievement of integration through learning that occurs in, through, and about movement. A unique overlay was adopted by investigating any influence of gender discourse in this process. Given the non-mandatory nature of the selection of VCE Physical Education as a subject by students, and the articulation within the prescribed curriculum that theoretical understanding will be underpinned by practical based physical activity, it is reasonable to expect that students who select this study enjoy the opportunity to be active. Therefore, this research intended to contribute to current and previous discussion around the use of physical activity to develop and apply theoretical understanding. Additionally, this study set out to contribute new understanding to what, if any, influence gender discourse had on the types of physical activity selected by teachers and how these activities were implemented. This research adopted two separate but closely related theoretical frameworks: Arnold’s dimensions of movement (1979), which underpinned most previous research into the concept of integration, and Wilcox’s embodied ways of knowing (2009). Both frameworks provided guidance on the use of movement in the production of knowledge and its application to conceptual understanding. A qualitative research design involving a case study approach was used. Three independent secondary schools in the inner south-eastern suburbs of Melbourne were involved in two phases of the case study. Phase 1 was a document analysis that involved two VCE Physical Education teachers from each school submitting documentation that pertained to the enactment of the VCE Physical Education Study Design at their school, particularly regarding the use of physical activity in their classes. In Phase 2 the same teachers undertook a semi-structured interview, during which teachers had the opportunity to discuss the submitted documentation and provide perspectives on how they integrated physical activity with theoretical concepts within their pedagogy. Further insight was also sought on the role gender played, if any, during the selection and implementation of physical activity. The findings affirmed previous research that the concept of integration was viewed as important by teachers, however integration was complex to achieve due to various influences and no apparent singularly accepted process. The use of physical activity during the process of enacting the curriculum was also found to be influenced, either directly or indirectly, by gender discourses. A need for further professional learning, policy review, and research were identified as important implications from this study.
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Groves, Suzanne Claire. "How children experience national curriculum physical education." Thesis, University of Chichester, 2001. http://eprints.chi.ac.uk/859/.

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There has been a general reluctance within education, and in particular physical education, to involve the child proactively in the research process. Assessments of children's experiences have occluded possibilities for the development of understanding by the proclivity to employ restrictive methods of research. Herein potential is confined to accessing only those categories deemed to be of significance by the researcher. This study aimed to expand upon existing studies by opening potential for accessing new possibilities through the involvement of children directly in the exposition of research issues and development of theory. An interpretive approach, adhering to a grounded theory methodology, was taken over a three-year period of data collection and analysis. Following an initial year of familiarisation with the research field, through observations in four secondary schools, a case study formed the basis of the main body of research. Diaries, group and individual interviews formed the essential basis of data that was supported by observational study. Children involved in this study were found to have the capacity for reflection and analytic acumen to cast their experience meaningfully and constructively for interpretation. Therefore, although superficially findings supported many more general issues studied to date within the subject area, analysis revealed more specifically that children's experience of physical education was organised around certain domains of awareness. These configurations formed what I have termed a 'working consciousness' in given situations. 'Physical education' as a practical, spacial and social phenomenon heightens the significance of experience through the multiplicity of sentient possibilities that it creates for the child. However, in particular, the presence of 'significant' peers was found to be a predominant determinant of actual working consciousness, on occasion overriding 'curriculum' itself.
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Pollatschek, John L. "The psycho-physical effects of daily physical education on pre-adolescent children." Thesis, University of Strathclyde, 1987. http://oleg.lib.strath.ac.uk:80/R/?func=dbin-jump-full&object_id=21308.

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This study was initiated because of concern about the poor health record of the population in the West of Scotland, anxiety about low activity levels in pre-adolescent children, and the lack of systematic and regular physical education classes at primary school. A daily physical education programme was established in one primary school (Pilot Study) to examine the effects of an increase in time allocation to physical education on the motor fitness, affective development and academic performance of pupils. Later the programme expanded to all primary 6 and primary 7 children in a community (>N 400) engaged in daily physical education (The Linwood Project). This programme was taught jointly by the class teachers and the specialist teachers of physical education from the associated secondary schools. Although there has been research into daily physical education in other parts of the world, to the author's knowledge, the combination of primary/secondary integration and daily physical education was unique to the Linwood Project. The project was part of a unified concept of physical education which is detailed in the study. The children who were engaged in the daily physical education programme and the control samples receiving 'normal' physical education programmes, were assessed before and after the daily physical education programme. Testing was conducted on motor fitness, academic performance and 'attitude to school'. There was additional monitoring by head teachers, teachers and parents. The findings indicated that the children engaged in the daily physical education programme: had made considerable improvements in motor fitness and were superior to the children on 'normal' physical education; had at least maintained their progress in academic achievements, with some indication of superior attainment in computation at the primary 7 stage; tended to have more favourable 'school related attitudes' than the children on the 'normal' programmes.
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Seymour, Helena. "Friendship in inclusive physical education from the perspective of students with and without physical disabilities." Thesis, McGill University, 2007. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=99601.

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The role of a best friend for students with and without a disability in inclusive physical education has been conspicuously neglected in sport psychology and adapted physical activity research. Although the last decade has seen an increase in empirical research pertaining to the perceived experiences of students with a physical disability in inclusive physical education (Blinde & McCallister, 1998; Goodwin & Watkinson, 2000; Hutzler, Fliess, Chacham, & Van den Auweele, 2002), the effect of a best friend for both students with and without a disability has generally been overlooked. Thus the current study compared friendship in inclusive physical education from the perspective of students with (n=8) and without (n=8) physical disabilities. All participants attended a reversely integrated school and were interviewed using an unstructured, open-ended interview format. An interview guide from Weiss, Smith, and Theeboom (1996) that explored friendship in the sport domain was adapted to account for the context of inclusive physical education. Four categories emerged from the analysis: spectrum of friendship, best friend, preferred physical activities and outcomes, and dealing with disability. Specifically, similarities and differences were noted in best friendship, between the two groups regarding physical activity patterns, and features of best friendship valued in physical education.
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Chan, Yuen-kee Karen. "The enhancement of physical activity in primary school students through an individualized physical activity programme." Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25751979.

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Goodwin, Lorna. "The inclusion of children with physical disabilities in physical education : rhetoric or reality?" Thesis, University of Surrey, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.685073.

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Storm, Wendy M. "Inclusion models in elementary physical education." [Denver, Colo.] : Regis University, 2006. http://165.236.235.140/lib/WStorm2007.pdf.

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Qiu, Wei. "Physical activity intervention in early care and education settings." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 185 p, 2009. http://proquest.umi.com/pqdweb?did=1654493001&sid=5&Fmt=2&clientId=8331&RQT=309&VName=PQD.

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Books on the topic "Physical education for children Victoria"

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Ireland. Department of Education and Science and National Council for Curriculum and Assessment (Ireland), eds. Physical education: Curriculum. Dublin: Stationery Office, 1999.

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Gallahue, David L. Developmental physical education for today's children. 3rd ed. Madison: Brown & Benchmark, 1996.

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L, Gallahue David, ed. Developmental physical education for today's children. 2nd ed. Madison, Wis: Brown & Benchmark, 1993.

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Kirchner, Glenn. Physical education for elementary school children. 7th ed. Dubuque, Iowa: Wm. C. Brown Publishers, 1989.

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1951-, Donnelly Frances Cleland, and Gallahue David L, eds. Developmental physical education for all children. 4th ed. Champaign, IL: Human Kinetics, 2003.

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Evelyn, Wiseman, ed. Movement discovery: Physical education for children. Sudbury, Mass: Jones and Bartlett Publishers, 2010.

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Physical education for elementary school children. 6th ed. Dubuque, Iowa: W.C. Brown Publishers, 1985.

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Boucher, Andrea. Movement discovery: Physical education for children. Sudbury, Mass: Jones and Bartlett Publishers, 2011.

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Physical education for elementary school children. 8th ed. Dubuque, IA: Wm. C. Brown, 1992.

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J, Fishburne Graham, ed. Physical education for elementary school children. Boston, Mass: WCB/McGraw Hill, 1998.

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Book chapters on the topic "Physical education for children Victoria"

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Doll-Tepper, Gudrun. "Adapted Physical Education Programs for Mentally Retarded Children." In Adapted Physical Activity, 20–24. Tokyo: Springer Japan, 1994. http://dx.doi.org/10.1007/978-4-431-68272-1_3.

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Jalongo, Mary Renck, and Lori Breece. "Mitigating Physical and Psychological Disabilities: Service Dogs for Children." In Children, Dogs and Education, 229–49. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-77845-7_11.

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Maher, Anthony J., and Justin A. Haegele. "Teaching Autistic Students in Physical Education." In Teaching Disabled Children in Physical Education, 28–39. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003176282-3.

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Maher, Anthony J., and Justin A. Haegele. "Teaching Deaf Students in Physical Education." In Teaching Disabled Children in Physical Education, 40–49. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003176282-4.

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Maher, Anthony J., and Justin A. Haegele. "Research-Informed Practice in Physical Education." In Teaching Disabled Children in Physical Education, 15–27. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003176282-2.

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Rintala, Pauli, and Niina Palsio. "Effects of Physical Education Programs on Children with Learning Disabilities." In Adapted Physical Activity, 37–40. Tokyo: Springer Japan, 1994. http://dx.doi.org/10.1007/978-4-431-68272-1_6.

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Maher, Anthony J., and Justin A. Haegele. "Teaching Physically Disabled Students in Physical Education." In Teaching Disabled Children in Physical Education, 61–73. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003176282-6.

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Maher, Anthony J., and Justin A. Haegele. "Teaching Blind or Visually Impaired Students in Physical Education." In Teaching Disabled Children in Physical Education, 74–84. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003176282-7.

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Maher, Anthony J., and Justin A. Haegele. "Foundational Information for Teaching Disabled Students in Physical Education." In Teaching Disabled Children in Physical Education, 1–14. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003176282-1.

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Maher, Anthony J., and Justin A. Haegele. "Conclusion and Recommendations." In Teaching Disabled Children in Physical Education, 85–97. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003176282-8.

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Conference papers on the topic "Physical education for children Victoria"

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"PHYSICAL EDUCATION FOR CHILDREN WITH DISABILITIES." In Russian science: actual researches and developments. Samara State University of Economics, 2019. http://dx.doi.org/10.46554/russian.science-2019.10-1-340/343.

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Horvat, Vatroslav, Srna Jenko Miholić, and Andreja Huzek Gumbazir. "PARENT ATTITUDES TOWARDS CHILDREN PHYSICAL EXERCISE." In 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.2418.

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Mihailescu, Liliana. "The Physical Education Determinant of Children Social Integration." In Edu World 7th International Conference. Cognitive-crcs, 2017. http://dx.doi.org/10.15405/epsbs.2017.05.02.180.

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Tumanovskaya, Ekaterina Olegovna. "FEATURES OF PHYSICAL EDUCATION OF CHILDREN WITH DISABILITIES." In Russian science: actual researches and developments. Samara State University of Economics, 2020. http://dx.doi.org/10.46554/russian.science-2020.03-1-587/590.

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The article considers the relationship of physical education of children with disabilities to the degree of socialization in social processes, describes the features of adaptive physical education, describes the game method as the most used in the physical education of children with disabilities
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ek Suksai, Phong, and Narongsak Noosorn. "Factors affecting to physical activity of game-addicted children." In World Conference on Research in Education. Acavent, 2019. http://dx.doi.org/10.33422/worldcre.2019.08.454.

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Liu, Jia. "Physical Intelligence Project on the Physical Function of Preschool Children in Xi'an." In 2018 2nd International Conference on Education Science and Economic Management (ICESEM 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icesem-18.2018.73.

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Heryati, Euis, and Een Ratnengsih. "Adaptive Physical Education Model for Increasing Physical Fitness of Children With Intellectual Disability." In 9th International Conference for Science Educators and Teachers (ICSET 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icset-17.2017.34.

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Xu, Jinfu. "The Promotion Effect of School Physical Education on Physical Health of Young Children." In Proceedings of the 3rd International Conference on Culture, Education and Economic Development of Modern Society (ICCESE 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/iccese-19.2019.317.

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Yang, Zhifeng, and Lijing Wu. "The Promotion Effect of School Physical Education on Physical Health of Young Children." In Proceedings of the 4th International Conference on Contemporary Education, Social Sciences and Humanities (ICCESSH 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/iccessh-19.2019.134.

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Mulyana, Boyke, Sandey Tantra Paramitha, I. Wayan Repiyasa, Gede Angga Andika, Filardi Anindito, Azry Ayu Nabillah, Desy Tya Maya Ningrum, and Muhtar Asshagab. "Traditional Game-Based Physical Exercise for Disabled Children." In 4th International Conference on Sport Science, Health, and Physical Education (ICSSHPE 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/ahsr.k.200214.085.

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Reports on the topic "Physical education for children Victoria"

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Cawley, John, David Frisvold, and Chad Meyerhoefer. The Impact of Physical Education on Obesity among Elementary School Children. Cambridge, MA: National Bureau of Economic Research, August 2012. http://dx.doi.org/10.3386/w18341.

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Schelzig, Karin, and Kirsty Newman. Promoting Inclusive Education in Mongolia. Asian Development Bank, November 2020. http://dx.doi.org/10.22617/wps200305-2.

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Children with disabilities suffer disproportionately from the learning crisis. Although they represent only about 1.5% to 5% of the child population, they comprise more than half of out-of-school children globally. Inspired by a commitment that every child has the right to quality education, a growing global drive for inclusive education promotes an education system where children with disabilities receive an appropriate and high-quality education that is delivered alongside their peers. The global commitment to inclusive education is captured in the Sustainable Development Goal 4—ensuring inclusive and equitable education and promoting lifelong learning opportunities for all. This paper explores inclusive education for children with disabilities in Mongolia’s mainstream education system, based on a 2019 survey of more than 5,000 households; interviews with teachers, school administrators, education ministry officials, and social workers; and visits to schools and kindergartens in four provinces and one district of the capital city. Mongolia has developed a strong legal and policy framework for inclusive education aligned with international best practice, but implementation and capacity are lagging. This is illustrated using four indicators of inclusive education: inclusive culture, inclusive policies, inclusive practices, and inclusive physical environments. The conclusion presents a matrix of recommendations for government and education sector development partners.
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Jiménez-Parra, José Francisco, Sixto González-Víllora, and Alfonso Valero-Valenzuela. The evolution of the Teaching Personal and Social Responsibility from a contextual to a transcontextual model. A systematic review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, April 2022. http://dx.doi.org/10.37766/inplasy2022.4.0031.

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Review question / Objective: The aim of this research was to identify and analyze the advances produced during the last 6 years in intervention studies based on the Model of Personal and Social Responsibility (TPSR) both in the subject of physical education and in any other area of knowledge within the school context. To conduct this study, the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines were followed (Moher et al., 2015) and the question was elaborated in the PICO format: (P) Participants or Problem (eg children, adolescents, Elementary, secondary, country), (I) Intervention (eg units, lessons, quantitative, qualitative or mixed research), (C) Comparators (“Teaching Personal and Social Responsibility”, “Education”), and (O) Outcomes (eg personal and social responsibility, motivation, prosocial behaviors, basic psychological needs, perception of students and teachers).
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Styugina, Anastasia. Internet game "Sign me up as an astronaut" for the formation of the social and psychological experience of younger adolescents with disabilities by means of game psychocorrection. Science and Innovation Center Publishing House, December 2020. http://dx.doi.org/10.12731/sign_me_up_as_an_astronaut.

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In the practice of a teacher-psychologist at the School of Distance Education, the game “Sign me up as an astronaut”, developed by the author, was tested, aimed at developing the skills of social and psychological interaction in younger adolescents with disabilities through the awareness and strengthening of personal resources by means of game psychocorrection. The specifics of the work of a psychologist at the School of Distance Education are determined by the following circumstances: - students have a severe disability and the corresponding psychophysical characteristics: instability of the emotional-volitional sphere, lack of motivation, severe physical and mental fatigue, low level of social skills, etc. - the use of distance educational technologies in psychocorrectional work; - lack of methodological recommendations for psychocorrectional work in conditions of distance technologies with school-age children. Such recommendations are available mainly for adults, they relate to the educational process, but they do not cover the correctional process. There is enough scientific and methodological literature on psychological and pedagogical correction, which is the basis for ensuring the work of a practicing psychologist, but there are difficulties in transferring these techniques, games, etc. - to the remote mode of correctional and developmental work, especially in the form of group work. During the game, various social and psychological situations are solved, which are selected strictly according to the characteristics of the social experience of the participants.
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Fathers and children from infancy to middle childhood. Economic and Social Research Institute, November 2021. http://dx.doi.org/10.26504/rs130.

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The influence of fathers on child experiences and outcomes has been given much less attention in international and Irish research than the influence of mothers (Fitzgerald et al., 2020). The Growing Up in Ireland (GUI) study has collected very detailed information from fathers throughout the different waves of the study which can be used to address this gap. This report uses data on the younger GUI cohort, Cohort ‘08, who were born in 2008 and were nine years of age in 2017. It documents the nature of father-child interaction and the quality of father-child relationships from infancy (nine months) to middle childhood (nine years). Analyses relate to the 4,090 cases where fathers and mothers were both living with the child and where fathers completed the survey at all full waves.1 However, additional analyses are included on the quality of the relationship between children and their non-resident fathers, as reported by the children at nine years. Case numbers did not permit an analysis of households with lone fathers or same-sex couples. The report draws on four waves of Cohort ‘08 data collected from fathers, mothers and (at age nine) children, when the child was nine months, three years, five years and nine years, to address the following research questions: 1. What activities do fathers engage in with their children from nine months to nine years? How does this vary by fathers’ characteristics (such as education, employment status, income, social class and take-up of parental leave) and child characteristics (gender, illness/disability)? 2. What is the quality of relationship between fathers and children, as reported by fathers and (at age nine) children? 3. What factors are associated with parental stress among fathers from infancy to middle childhood? 4. What is the relationship between the nature of the father-child relationship (activities, relationship quality and parental stress) and selected child outcomes: namely, cognitive development, physical activity and wellbeing?
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Schooling and the experience of adolescents in Kenya. Population Council, 1997. http://dx.doi.org/10.31899/pgy1997.1004.

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The Government of Kenya is committed to providing equal education opportunities to all of its citizens. As a result, there has been rapid development in education since independence to ensure that as many children as possible enroll in schools and complete their studies. This study was carried out primarily to get a holistic picture of the school environment for adolescents and other relevant factors that might interfere with the whole learning/teaching process. Special attention was paid to the education of girls and the factors that might lead to their dropping out of school. The study was conducted jointly by the Ministry of Education and the Population Council in three districts in Kenya. Many aspects of school education were covered including physical facilities, financing of education, curriculum, teacher-pupil relationships, and teachers’ attitudes. This report provides a balanced view of school education provided in the three districts that are representative of the situation elsewhere in the Republic of Kenya.
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