A decade of impact: sustainability and effectiveness of 10 years continuous delivery of a motor competence program in a girls’ secondary school
Notice bibliographique
Résumé
Background: Motor competence (MC), an umbrella term for movement skills, motor coordination, and/or stability, is an important contributor to child health and development. Despite its importance, MC levels among children are low, and declining. Further, girls often display lower levels of MC, particularly object control skills, compared to boys. Interventions targeting girls’ MC are critical, and implementation sustainability is crucial for the long-term success of interventions. Yet there is a lack of literature on the sustainability of MC programs in real-world settings. The aim of this current study was to investigate the sustainability and effectiveness of 10 years continuous delivery of a MC program in an Australian girls’ secondary school. Specifically, this study aimed to (i) investigate the impact of the program on girls’ MC, each year, and trends over time and (ii) explore reasons for long-term program sustainability from the perspectives of school leaders and teachers.Method A convergent mixed-methods design was employed. MC data were collected annually from Year 7 girls (aged 12–13) from 2015 to 2024 using the Canadian Agility and Movement Skill Assessment, pre and post semester-long (approximately 22 weeks) program. Outcomes were analyzed using general linear models with repeated measures to assess pre- and post-program changes, and cohort-based comparisons over 10 years, incorporating both linear and quadratic models to identify the best fit. In 2024, online in-depth one-on-one interviews with school leaders and teachers (n = 7) explored perceptions of the program's sustainability and its ongoing impact on student, teacher, and school level factors. An inductive/deductive hybrid thematic analysis was used to analyze the interviews.Results Valid pre- and post-program data were collected from 868 students, with annual cohort sizes ranging from 73 to 100 students. All students were female and aged between 12 and 13 years. General linear modeling indicated significant improvement in MC, with Year 7 girls showing a large effect from pre- (M = 18.20, SD = 3.82) to post-program (M = 21.92, SD = 3.23), F(1) = 1380, p < .001, η2 = .617. A quadratic relationship was found between lower starting values and greater improvements (p < .001, R2 = .350). Interviews illuminated the ongoing impact of the program on student's MC, particularly those with lower MC. Factors such as strong leadership support, school champion, stakeholder engagement, and data-driven insights influenced sustainability. Convergent interpretations revealed two key findings: improved outcomes for all and the greatest outcomes for the most in need.Conclusion This study demonstrates the sustained effectiveness of the program, particularly for Year 7 girls with lower MC. The program's success was supported by its adaptability, data-driven approach, strong leadership, and active teacher involvement, which facilitated its integration into the school. The findings emphasize the importance of aligning the program with the school's core values to secure ongoing leadership support, teacher commitment, and student engagement, ensuring its long-term sustainability.
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Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,000 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».