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88 Thursday 1 November Papers / Journal of Sc

ervices, what school-based research is valued, and ultimately theealth knowledge, practices and values of Australians.

ttp://dx.doi.org/10.1016/j.jsams.2012.11.211

09

look into physical education requirements and policy aroundhe world

. Clark ∗, P. Hallal

Federal University of Pelotas

Introduction: Participation in physical activity tracks fromhildhood and adolescence into adulthood suggesting that the timeo act is early in life in order to realize the many health benefits ofhysical activity. One strategy that has been deemed effective in

ncreasing physical activity levels in children and adolescents inoth high-income and low- and middle-income countries is the

mplementation of high-quality school-based physical educationPE).Given the proven value of this approach in increasing popula-ion levels of physical activity in this age group, it is important tonderstand current policies related to PE requirements in schools.herefore, the purpose of this paper is to describe the policies cur-ently in place for mandating PE as a part of primary or secondarychool curricula in countries around the world.

Methods: Data on school-based PE were collected through thenited Nations Educational, Scientific, and Cultural Organizationebsite, World Data on Education. Information on whether or not

E classes were included in the national school curriculum in eachountry were gathered separately for primary (grade levels 1–8)nd secondary (grade levels 9 and above) education. In the case ofpositive answer, whether or not the number of days per week

s pre-defined and/or minutes per week in PE are set forth, wasetermined.

Results: Data on number of minutes per week in PE werevailable for 161 nations at the primary level and 155 at the sec-ndary level. For information on class periods per week, data for26 countries at the primary level and 136 at the secondary levelere obtained. Two countries do not require PE during primary

chool, while 18 do not mandate PE during secondary levels ofchooling. All high-income countries necessitate PE while 5.0% ofpper-middle income nations, 17.8% of lower-middle income, and7.6% of low-income countries do not.

Discussion: This study reveals persistent gaps in PE require-ents especially in lower income countries. While the presently

vailable information regarding PE in schools lends a hand in under-tanding global policies, a surveillance system designed specificallyor monitoring the existence, quality, and implementation of PEolices is needed to more accurately evaluate the effects of sucholicies on physical activity and health. This information is imper-tive as policy makers and school administrators make decisions

egarding how much, how often, and what type of PE programsill be instituted.

ttp://dx.doi.org/10.1016/j.jsams.2012.11.212

and Medicine in Sport 15 (2013) S34–S126

210

Developing university-community linked physical activity pro-grams through quality physical education pre-service teachertraining

A. Telford 1,∗, K. Meldrum 2

1 RMIT University2 James Cook University

Introduction: Physical education (PE) programs in schools playa pivotal role in breaking down barriers to participation in physicalactivity (PA) which in turn impacts on the success of the AustralianGovernment’s preventative health and social inclusion agendas. Aschildren spend around 40% of their waking time in schools, PEand the PA opportunities it presents can make a significant dif-ference to a child’s daily PA levels. One of the growing concernsin education systems throughout Australia is the decline in thenumber of trained teachers to deliver appropriate PE programs(Australian Government, 2009). Primary schools, in particular, havea number of issues in delivering developmentally-appropriate PEprograms. These issues include a lack of generalist teacher train-ing in PE, the ‘crowded curriculum’ and poor resourcing. Thisresearch aimed to 1) develop a sustainable PA program consist-ing of community-based teaching in the 1st year PE programs thatcould be implemented annually across metropolitan and regionalprimary schools in Victoria; 2) examine the impact of the pro-gram on pre-service teacher PE teaching efficacy and 3) explore theoutcomes of a mentoring program whereby 4th year pre-serviceteachers provided feedback to 1st year students about their teach-ing of PE.

Methods: The university-school linked PA program was imple-mented across two universities and within 18 primary schoolsthroughout Victoria within government and catholic sectors. Par-ticipants completed a survey pre and post intervention

(n = 122) and a sub sample (n = 25) participated in five focusgroups with 1st and 4th year undergraduate PE students and CriticalIncident Reports were analysed using content analysis to identifyemerging themes using NVivo.

Results: Qualitative findings suggest pre-service teachers feltthe program provided a valuable PA opportunity for primary stu-dents, the program empowered and fully supported their teachingthrough the mentoring program and pre-service teachers felt moreconfident in their ability to deliver PE lessons as a result of beinginvolved in the program. Additionally paired t-tests revealed sig-nificant differences between pre and post intervention pre-serviceteacher self-efficacy for teaching items for both 1st year (PreMean = 4.94 SD 0.73, Post Mean = 5.45 SD 0.63) and 4th year stu-dents (Pre Mean = 5.16 SD 0.63, Post Mean = 5.97 SD 0.48) both atthe p < 001 level.

Discussion: The university-school linked program continues torun several years post its introduction within both universities and

all participating schools and provides an excellent model of sus-tainable PA opportunities for primary age children.

http://dx.doi.org/10.1016/j.jsams.2012.11.213