title: Creating confident, motivated teachers of physical education in primary schools

authors: Petrie, Kirsten Culhane

subjects: physical education

abstract: This paper analyses the impact of a nationwide one-year physical education (PE) professional development (PD) programme on 25 generalist classroom teachers from 10 primary schools in New Zealand. This research specifically explores how a year-long PD programme, focused predominantly on general pedagogical strategies, supported in-service generalist teachers to use of pedagogies previously reserved to the classroom to enhance their PE practice, reconceptualise the place and purpose of PE, and shifted their perceptions of themselves as teachers of PE. Interviews, questionnaires, lesson observations and document analysis were used to investigate the impact a PD programme had on teachers’ knowledge and practices in PE. This research specifically explores how a year-long PD programme, focused predominantly on general pedagogical strategies, supported in-service generalist teachers to explore how the use of pedagogies previously reserved to the classroom support them to enhance their PE practice; to reconceptualize the place and purpose of PE, and shifted their perceptions of themselves as teachers of PE. It is concluded that generalist teachers benefit from PD opportunities that allow for the transfer of pedagogical strategies and skills from the classroom to the PE context. However, these learning opportunities should be balanced and connected with opportunities to develop content knowledge associated with PE.

text: Creating confident, motivated teachers of physical education in primary schools This paper analyses the impact of a nationwide one-year physical education (PE) professional development (PD) programme on 25 generalist classroom teachers from 10 primary schools in New Zealand. This research specifically explores how a year-long PD programme, focused predominantly on general pedagogical strategies, supported in-service generalist teachers to use of pedagogies previously reserved to the classroom to enhance their PE practice, reconceptualise the place and purpose of PE, and shifted their perceptions of themselves as teachers of PE. Interviews, questionnaires, lesson observations and document analysis were used to investigate the impact a PD programme had on teachers’ knowledge and practices in PE. This research specifically explores how a year-long PD programme, focused predominantly on general pedagogical strategies, supported in-service generalist teachers to explore how the use of pedagogies previously reserved to the classroom support them to enhance their PE practice; to reconceptualize the place and purpose of PE, and shifted their perceptions of themselves as teachers of PE. It is concluded that generalist teachers benefit from PD opportunities that allow for the transfer of pedagogical strategies and skills from the classroom to the PE context. However, these learning opportunities should be balanced and connected with opportunities to develop content knowledge associated with PE.

year: 2010

title: Anatomical, morphological and ecophysiological strategies in Placopsis pycnotheca (lichenized fungi, Ascomycota) allowing rapid colonization of recently deglaciated soils

authors: de los Ríos, Asunción

subjects: anatomy

abstract: The green algal lichen Placopsis pycnotheca was identified at Pia and Marinelli glaciers (Isla Grande of Tierra de Fuego, Chile) as a primary colonizer of bare soil in areas close to the front of the glacier or around small ponds created after glacier retreatment. Electron microscopy study showed that P. pycnotheca formed a thick hypothallus within which hyphae and their extracellular polymeric substances bind numerous soil particles. This structure augments water holding and soil stabilization capacities and constitutes an early stage in soil crust development. In addition, numerous cephalodia are formed within the hypothallus and subsequently develop upwards towards the thallus surface, sometimes before the formation of squamules with green algae. These anatomical and morphological strategies together with physiological properties such as the long photosynthetic activity period (measured in the laboratory) help explain its pioneering role as a colonizer and its apparently high growth rate.

text: Anatomical, morphological and ecophysiological strategies in Placopsis pycnotheca (lichenized fungi, Ascomycota) allowing rapid colonization of recently deglaciated soils The green algal lichen Placopsis pycnotheca was identified at Pia and Marinelli glaciers (Isla Grande of Tierra de Fuego, Chile) as a primary colonizer of bare soil in areas close to the front of the glacier or around small ponds created after glacier retreatment. Electron microscopy study showed that P. pycnotheca formed a thick hypothallus within which hyphae and their extracellular polymeric substances bind numerous soil particles. This structure augments water holding and soil stabilization capacities and constitutes an early stage in soil crust development. In addition, numerous cephalodia are formed within the hypothallus and subsequently develop upwards towards the thallus surface, sometimes before the formation of squamules with green algae. These anatomical and morphological strategies together with physiological properties such as the long photosynthetic activity period (measured in the laboratory) help explain its pioneering role as a colonizer and its apparently high growth rate.

year: 2011

title: Holistic antenatal education class interventions: a systematic review of the prioritisation and involvement of Indigenous Peoples' of Aotearoa New Zealand, Australia, Canada and the United States over a 10-year period 2008 to 2018

authors: Barrett, Nikki Maree

subjects: Science & Technology

abstract: Background: 
Research into the effectiveness of antenatal education classes is crucial for Indigenous Peoples from Aotearoa New Zealand, Australia, Canada and the United States who experience poorer maternal and infant health outcomes compared to non‑Indigenous populations. Our systematic review questions were intended to determine the extent of Indigenous Peoples prioritisation and involvement in antenatal education classes, and to understand the experience of Indigenous Peoples from these countries in antenatal education classes. 
Methods: 
Using a standardised protocol, we systematically searched five electronic databases for primary research papers on antenatal education classes within the four countries noted and identified 17 papers that met the criteria. We undertook a qualitative meta‑synthesis using a socio‑critical lens. 
Results: 
Systematic review of the academic literature demonstrates that Indigenous Peoples of Aotearoa New Zealand, Australia, Canada and the United States are not prioritised in antenatal education classes with only two of 17 studies identifying Indigenous participants. Within these two studies, Indigenous Peoples were underrepresented. As a result of poor engagement and low participation numbers of Indigenous Peoples in these antenatal education classes, it was not possible to understand the experiences of Indigenous Peoples.
Conclusion: 
Given that Indigenous Peoples were absent from the majority of studies examined in this review, it is clear little consideration is afforded to the antenatal health needs and aspirations of Indigenous Peoples of Aotearoa New Zealand, Australia, Canada and the United States. To address the stark antenatal health inequities of Indigenous Peoples, targeted Indigenous interventions that consider culture, language, and wider aspects of holistic health must be privileged.

text: Holistic antenatal education class interventions: a systematic review of the prioritisation and involvement of Indigenous Peoples' of Aotearoa New Zealand, Australia, Canada and the United States over a 10-year period 2008 to 2018 Background: 
Research into the effectiveness of antenatal education classes is crucial for Indigenous Peoples from Aotearoa New Zealand, Australia, Canada and the United States who experience poorer maternal and infant health outcomes compared to non‑Indigenous populations. Our systematic review questions were intended to determine the extent of Indigenous Peoples prioritisation and involvement in antenatal education classes, and to understand the experience of Indigenous Peoples from these countries in antenatal education classes. 
Methods: 
Using a standardised protocol, we systematically searched five electronic databases for primary research papers on antenatal education classes within the four countries noted and identified 17 papers that met the criteria. We undertook a qualitative meta‑synthesis using a socio‑critical lens. 
Results: 
Systematic review of the academic literature demonstrates that Indigenous Peoples of Aotearoa New Zealand, Australia, Canada and the United States are not prioritised in antenatal education classes with only two of 17 studies identifying Indigenous participants. Within these two studies, Indigenous Peoples were underrepresented. As a result of poor engagement and low participation numbers of Indigenous Peoples in these antenatal education classes, it was not possible to understand the experiences of Indigenous Peoples.
Conclusion: 
Given that Indigenous Peoples were absent from the majority of studies examined in this review, it is clear little consideration is afforded to the antenatal health needs and aspirations of Indigenous Peoples of Aotearoa New Zealand, Australia, Canada and the United States. To address the stark antenatal health inequities of Indigenous Peoples, targeted Indigenous interventions that consider culture, language, and wider aspects of holistic health must be privileged.

year: 2022-07-14