Case Study Folio For Health And Physical Education

Benefits/Limitations of the School-based Intervention

Discuss about the case study Folio for Health and Physical Education.

This study is a folio assessment that involves a collection of resources that can work as an important source of information for health and physical education provider or teacher regarding different aspects for training primary school children. All the collected resources are critically analysed as per their benefits and limitations to become useful for health and physical education.

Resource Name

This resource is a research article available online that describes the impact of school-based dietary intake and physical activity intervention on the target population. This resource will work as a good source of information to understand the impact of food and physical activity modification on the overall health of primary school children. The issue of obesity and overweight is becoming serious in small children globally (Sizer et al. 2012). The childhood obesity and overweight is one of the major childhood issues in Australian children including the indigenous community (Gupta et al. 2012). The school is a zone to provide physical fitness and healthy dietary education as well as intervention to improve the existing issues in children (Graham & Spandagou, 2011).

The article demonstrates a research applied on a sample of 579 students (control group= 224, intervention group=248) across 12 schools in Trinidad and Tobago. The curriculum design of schools was based on Bloom’s mastery learning model. Further, the intervention was implemented on intervention group for the period of 1 month and findings were collected using per post-intervention questionnaire in research. The findings indicated a remarkable increase in fruit and vegetable intake habits, physical activities, knowledge score, and reduction in ChEAT26 score of intervention group when compared with control group in this research. However, the intervention was not able to implement any significant change in the BMI, age and gender specific consideration due to a very short duration of implementation that was the only 1month.

This research is beneficial to understand the impact of physical activity and dietary modification on the children. The physical educator can take help from this resource for developing food and nutrition profile of children. This research can work as a practical guide to implement or test such intervention in the school children by physical health educators. However, this resource is a small piece of research that revolves around one particular intervention strategy but still is useful due to its authenticity, experimental approach and reliable outcomes.

Reflection on the Importance of Understanding Dietary Needs for Children

Reflection

The very first priority of health and physical educator is to understand the dietary needs of children to maintain their fitness. Therefore, such research works as a source to gather information about what physical activities and diets are perfect to meet the nutrition requirements of children. I consider this online research paper important for understanding the food and nutrition requirements of small age group children. The journal describes the outcome of changes made in dietary intake (increased fruit and vegetables) to understand the impact of good eating habits on the health of children.

Explanation

The fundamental movement skills forms the baseline of physical education development that is different movement patterns for different body parts (Whitehead, 2010). The most basic movement patterns are used in games, sports dance, gymnastics, physical recreation and outdoor education. The fundamental movement skills can be considered as intelligence or techniques that are learned to perform these fundamental movements in a correct manner (Hardman, 2011). The future of physical education belongs to physical literacy, which is a combination of fundamental sports skills and movement skills (Sizer et al. 2012). Therefore, it is important for children to develop physical literacy in the 21^st century that involves fundamental movement skills. This resource works as a complete source of information to understand physical literacy with fundamental movement skills.

This online video is a source of knowledge provided by Gleen Young and Maria Bonello explaining fundamental movement skills to small audience volume that are children. In the video, experts are showing different fundamental moves with their basics to let children learn the skills of fundamental movement. The techniques of run, bend, lift, pull, jump, crawl, hop, roll and many more basic physical moves are explained by experts in this 1hour long video. Moving further, the video involves an explanation of five most important fundamental movement skills that are agility, coordination, speed, power and reaction by experts. The experts also helped children in practising the skills demonstrated by them.

This online video can be beneficial to explain children about the basic fundamental movement skills. The video also involves an explanation of professional techniques that can be very useful for physical educators. As per learner viewpoint, this is a good source of information for the physical educator as well as children to small age to learn the basics of fundamental movements. The only limitation of this resource is lack of technical explanation regarding the use of these fundamental movements.

Explanation of Fundamental Movement Skills

As per learners viewpoint, children to develop a good physically fit body need to get indulged more in the effective physical activities rather than just maintaining a healthy diet because their body is in a stage of growth and development (Zieber et al. 2014). The body cells in initial ages of life get degraded and renewed very quick preparing for adulthood, therefore, proper physical activities are required to support this growth and development (Hardman, 2011). As a physical educator, it is essential to understand the basic fundamental movement skills and technique to provide a better-growing environment to the students or children trusting their educator (Lubans et al. 2012). Therefore, this video will work as a good source of practical knowledge but has a limitation of only dealing with skills and no practical implementation of skills. This makes it tough for children to understand such video but is a good source of knowledge for the physical educator.

I consider this online video as a good resource to gather effective knowledge regarding the basic fundamental movements. The experts in this video are clearly demonstrating practical movements to the target audience, hence, it is very connective and easy to understand source of information. As a physical educator, I can use this video to develop basic knowledge of physical literacy and explain fundamental movements to children.

Explanation

This picture is a presentation of dance movement psychotherapy (DMP), which using dance and movement together to express once body. DMP is a contemporary form of traditional medicine or therapy that is attracting many parents who want their children to practice this technique in this time of highly stressed lifestyle (Meldrum & Peters, 2011). DMP is a type of expressive therapy that motivates emotional, intellectual and motor functionality (Giblin, Collins & Button, 2014). According to Loman & Merman (2014), dance movement therapy is the expressive nature of dance as a physical activity. This is the most expressive form of physical activity that transmits the communication, emotion, thoughts etc. from person to person.

One of the most popular and interesting forms of dance therapy is breakdance, which is a part of rhythmic and expressive movement (Meldrum & Peters, 2011). The above provided image consist six basic steps of breakdance movement that can work as prompt to motivate children to get involved in this dance form.

This image helps to understand the importance of dance therapy and works as a source of motivation to get children involved in dance movement therapy. The image motivates for self-discovery with the practice of dance and movement. DMP is considered to be the best way of expression for people who are not able to express using words (Sisson et al. 2012). Hence, dance movement therapy image is a good source to induce rhythmic and expressive movement. The image will help physical educator to motivate children for dance movement therapy that will allow them to practice rhythmic movement and expression. This DMP teaching style will help the educator to implement rhythmic movement in the regular physical activities of their students to promote expression in movements.

Benefits/Limitations of the Online Video on Fundamental Movement Skills

I consider dance therapy as one of the best teaching technique to let children learn the expressive movements. The flow of dancing on rhythm induces happiness, expression, thoughtfulness and enjoyment in small children. I can use this image to motivate my children for getting involved in breakdance movement. As this image is a prompt source to understand the six basic moves of breakdance, I can use this image as a symbol to explain these six basic moves to children

References

Meldrum, K., & Peters, J. (2011). Learning to teach health and physical education: The student, the teacher and the curriculum. Pearson Australia.

Sizer, F. S., Piché, L. A., Whitney, E. N., & Whitney, E. (2012). Nutrition: concepts and controversies. Cengage Learning.

Whitehead, M. (Ed.). (2010). Physical literacy: Throughout the lifecourse. Routledge.

Giblin, S., Collins, D., & Button, C. (2014). Physical literacy: importance, assessment and future directions. Sports Medicine, 44(9), 1177-1184.

Graham, L. J., & Spandagou, I. (2011). From vision to reality: views of primary school principals on inclusive education in New South Wales, Australia. Disability & Society, 26(2), 223-237.

Gupta, N., Goel, K., Shah, P., & Misra, A. (2012). Childhood obesity in developing countries: epidemiology, determinants, and prevention. Endocrine reviews, 33(1), 48-70.

Hardman, K. (2011). Physical education, movement and physical literacy in the 21st century: pupils’ competencies, attitudes and behaviours. In 6th FIEP European congress. Physical education in the 21st century–pupils’ competencies. PoreÄÂ, Croatia (pp. 15-25).

Loman, S., & Merman, H. (2014). Dance/Movement Therapy1. Meaning of Movement, 211.

Lubans, D. R., Morgan, P. J., Weaver, K., Callister, R., Dewar, D. L., Costigan, S. A., … & Plotnikoff, R. C. (2012). Rationale and study protocol for the supporting children’s outcomes using rewards, exercise and skills (SCORES) group randomized controlled trial: A physical activity and fundamental movement skills intervention for primary schools in low-income communities. BMC public health, 12(1), 1.

Sisson, S. B., Campbell, J. E., May, K. B., Brittain, D. R., Monroe, L. A., Guss, S. H., & Ladner, J. L. (2012). Assessment of food, nutrition, and physical activity practices in Oklahoma child-care centers. Journal of the Academy of Nutrition and Dietetics, 112(8), 1230-1240.

Zieber, N., Kangas, A., Hock, A., & Bhatt, R. S. (2014). Infants’ perception of emotion from body movements. Child development, 85(2), 675-684.

Francis, M., Nichols, S. S., & Dalrymple, N. (2010). The effects of a school-based intervention programme on dietary intakes and physical activity among primary-school children in Trinidad and Tobago. Public health nutrition, 13(5), 738.

Moving Towards Physical Literacy with Fundamental Movement Skills – Maria Bonello and Glenn Young. (2016). YouTube. Retrieved 4 August 2016, from https://www.youtube.com/watch?v=NkuodANn-Yc

How to teach yourself breakdance. (2016). Retrieved from https://www.wikihow.com/Teach-Yourself-to-Breakdance