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Now showing items 31-36 of 36
Teachers’ and students’ perspectives of participating in the ‘Active Classrooms’ movement integration programme (Pre-published version)
(Elsevier, 2017)
This paper evaluates perceptions of 5 teachers and 129 students of participating in an 8-week primary school movement integration intervention. Following training and provision of resources, teachers were asked to teach 2 ...
An intervention to improve the physical activity levels of children: Design and rationale of the ‘Active Classrooms’ cluster randomised controlled trial (Pre-published version)
(Elsevier, 2015)
Background: Recent evidence demonstrates that children are not engaging in the recommended 60mins of moderate to vigorous PA per day. PA interventions have been acknowledged by the WHO (2010) as a key strategy to increase ...
The effect of walking on risk factors for cardiovascular disease: An updated systematic review and meta-analysis of randomised control trials (Pre-published version)
(Elsevier, 2015)
Objective: To conduct a systematic review and meta-analysis of randomised control trials that examined the effect of walking on risk factors for cardiovascular disease. Methods: Four electronic databases and reference lists ...
Accumulated versus continuous exercise for health benefit: a review of empirical studies (Pre-published version)
(Springer Nature, 2009)
Current physical activity guidelines endorse the notion that the recommended amount of daily physical activity can be accumulated in short bouts performed over the course of a day. Although intuitively appealing, the ...
How can pre-service primary teachers' perspectives contribute to a pedagogy that problematises the ‘practical’ in teacher education? (Pre-published version)
(Taylor & Francis [Routledge], 2013)
This study examined pre-service primary teachers’ perspectives on teaching and learning experiences within college-based courses in ‘practical’ subject areas within a teacher education programme. Following three individual ...
‘In their shoes’: exploring a modified approach to peer observation of teaching in a university setting (Pre-published version)
(Taylor & Francis [Routledge], 2013)
Peer observation of teaching (POT) has become common practice in many universities. However, it could be argued that existing models often have limited scope for understanding the student experience. This study presents a ...