University of Liege Department of Sport and Rehabilitation Sciences
Prof. Dr. Marc Cloes pursues his academic career at the University of Liege where he is directly involved in the pre- and inservice physical education (PE) teachers’ education (http://www.ulg.ac.be/cms/j_5871/repertoires). His research is integrated to Sport pedagogy. It is inspired by the Teaching-Learning Process Integrative Model, an ecological approach underlining the relationship between the participants, the educator(s) and the context. On one hand, it aims to improve the quality in physical education, sport, and other forms of physical activity. On the other hand, it aims also to improve the quality of the physical educators training. The final objective is to contribute to the development of a more active lifestyle among the citizen of Wallonia, Belgium (http://orbi.ulg.ac.be/ph-search?uid=U012570). He is the President of the International Association for Physical Education in Higher Education (www.aiesep.org).
Brain breaks in the classroom: Examples of implementation in Belgium
School is identified as the main pillar of the fight against sedentariness in youth. Several models of active schools have been described in the literature and, under the umbrella of the school policy enhancing physical activity (PA), five main dimensions can be identified (Physical education, Active transportation, Life environment, Sport at school, PA in the classroom). This underlines that, if the PE teacher is considered as the corner stone of the PA promotion at school, (s)he is not alone to create the conditions aiming to permit to the children to reach the PA level recommended daily. Integrating more PA in the classroom seems to be a promising approach for children lifestyle as well as for their overall learning. Worldwide, initiatives are proposed in order to convince classroom teachers to integrate more often PA in their educational activities. Nowadays, it seems determining to share experiences in order to identify good practices and solutions to the current problems that teachers can encountered on the field.
The goal of this presentation is to illustrate two concrete examples of projects implemented in primary schools in Wallonia, Belgium. We will describe the teaching context as well as the main findings provided by a systematic data analysis conducted during these experiments. The first study focused on three classes proposing Brain Breaks (BB) videos during a 10 weeks period. The attitude of the pupils and the teaching staff opinions were analyzed. In the second study, varied PA breaks (BB video, games, and video developed by the pupils) were proposed during periods of two to four weeks. Data from participant observation and questionnaires were used. In both studies, findings support the planning of PA during classroom. Even if more controlled research designs would be necessary in order to determine the evidence of the results, we can state that practitioners and children involved in the projects showed really positive reactions about these opportunities to be more active.
Assoc. Prof. Dr. Mustafa Levent İnce is an instructional designer and movement pedagogy researcher at Middle East Technical University. Dr İnce was the lead consultant of the recent primary and secondary school physical education curriculum development project in Turkey. He has published researches using the social ecological, trans-theoretical, trans-contextual frameworks and technology based designs in physical education & sport in well-known scholarly journals. His current research interests include examining pedagogical processes in recreational, youth and elite sport coaching settings and designing professional development programs for coaches. Dr İnce was the recipient of Middle East Technical University Outstanding Teaching Award and Turkish Educational Foundation Educational Research Encouragement Award.
Reforming School Physical Education for Lifetime Physical Activity: What We Learned in Turkish Setting
Turkish School Physical Education policies have recently reformed toward prioritizing the lifetime physical activity participation of learners. New policies included a change in the name of physical education classes in primary and secondary schools, increase in physical education related class time in primary and secondary grades and a new curricula prioritizing the overall wellness and lifetime physical activity participation of learners. Success and failure of the policies depends on the readiness of the stakeholders, social setting and physical setting for such a change. The purpose of this presentation is to 1) discuss the readiness of school physical education stakeholders (e.g. individuals including learners, teachers, administrators, parents; institutions including Ministry of Education, Health, Youth & Sport, other Local Governmental and Nongovernmental Organizations), social and physical setting for the above mentioned policy change in Turkey, 2) present the small scale research findings on the effective strategies to prepare the stakeholders, and lifetime physical activity related social and physical setting of Turkey , 3) make evidence based recommendations for local and global audiences on lifetime physical activity knowledge, skills and behavior interventions using school physical education classes.