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This study investigated the effects of the GLAMA (Girls! Lead! Achieve! Mentor! Activate!) and BLAST (Boys! Lead! Activate! Succeed Together!) controlled 8-week peer-led stealth intervention on school connectedness and physical activity self-efficacy (PASE). The GLAMA and BLAST sessions were conducted during curriculum time in an Australian state secondary school by 49 Year 10 student leaders and 206 Year 7 students. Year 7 school connectedness decreased in both the control and intervention schools (p<0.001). Baseline social self-efficacy was the largest single predictor of change in Year 7 school connectedness (p<0.001). PASE increased in both schools over the 8-weeks (p=0.054), with the intervention school improving more. School connectedness may require greater time to elicit positive changes and integrated curriculum approaches that include ongoing peer mentoring are warranted. As school connectedness is a protective factor for many public health outcomes, a stealth approach requires further investigation particularly exploring the role of process motivators.

Outdoor play is important for children's development and an area in which many children with disabilities struggle at school. The aim of this multiple-perspective case study was to understand educator play decision-making for children with disabilities within one low socioeconomic status and culturally and linguistically diverse community. Data collection included playground observations of children with disabilities and educators and interviews with teaching assistants, teachers, and a vice principal. Data were analysed inductively and thematically, with findings aligned to the capabilities approach. School staff and typically developing children appeared to not value the children with disabilities as players or learners, and had a limited understanding of the children's home and community play environments. School staff had low expectations of children with disabilities' play and learning capacities. Participants perceived children's playground presence and not breaking rules as sufficient. Despite educators stating that children with disabilities had choice on the playground, the children experienced few meaningful choices due to relative skills delays and an unsupportive environment. Applying the capabilities approach may lead to greater choice through valuing all children as learners, players, and community members; raising play and learning expectations; and creating play spaces that support the play of all children.

Our aims were to examine the efficacy of a new observational instrument "System for Observing Outdoor Play" for detecting changes in outdoor play and chart the use of recycled and repurposed materials in the school playground during the course of an intervention to increase outdoor play. Children from one Sydney primary school were observed (N = 111; 5-12 years) using an observational instrument developed as part of the Sydney Playground Project. Data on types of activities and frequencies were collected at baseline and seven times during intervention. Use of intervention materials was consistently high and associated with increases in play-related activities (40-77%), while inactive pursuits decreased (52-31%), on average. The observational instrument proved efficacious in tracking changes in play. Modification of the school playground environment by introducing loose parts changed children's play-related behaviour; the variety of activities increased, including construction and creative play. Physical inactivity decreased. Recycled materials can increase children's creative, social and physical play.

Background: We assessed the effectiveness of a simple intervention for increasing children's physical activity, play, perceived competence/social acceptance, and social skills. Methods: A cluster-randomized controlled trial was conducted, in which schools were the clusters. Twelve Sydney (Australia) primary schools were randomly allocated to intervention or control conditions, with 226 children (5-7 years old) selected randomly to participate. Data were collected at baseline and after 13 weeks. The intervention consisted of introducing recycled materials without an obvious play purpose into school playgrounds and a risk-reframing workshop for parents and teachers. Results: Children from the intervention schools increased physical activity and reduced sedentary time while control schools decreased physical activity and increased sedentary time. The intervention yielded increases in total accelerometer counts (ß = 9350 counts, 95% CI 3490-1522, p = 0.002), minutes of moderate/vigorous physical activity (MVPA) (ß = 1.8 min, 95% CI 0.52-3.12, p = 0.006), and reductions in sedentary time (ß = -2.1 min, 95% CI -3.77-(-0.51), p = 0.01). Although the changes in time spent in play and nonplay were not statistically different (p = 0.08) the effect size (d = 0.27) indicates clinical significance. Conclusions: This intervention was effective for increasing MVPA during recess and demonstrated capacity to improve play opportunities in school playgrounds.

Background: Peer-assisted learning (PAL) is a teaching strategy utilised in both the general classroom and physical education. Through the interaction with same-age or cross-age peers, learning can occur across various domains. Purpose: This review aimed to identify school-based PAL interventions and assess the tutor training provided, as well as the capacity of interventions to influence skill performance, physical activity and physical education participation, health and nutrition behaviours and anthropometric outcomes. Data Collection: A systematic review of databases yielded 19 papers reporting PAL in school physical education, sport or physical activity programmes. Results: Only four randomised controlled trials were identified in this review and only two other studies had control groups. Nine of the 19 studies reported significant findings; the implementation of PAL in a range of different physical education and physical activity contexts led to a diverse range of outcomes. Tutor training varied considerably; 13 of the 19 studies provided some training. Conclusions: Despite support for and success of PAL in other subject areas within schools, there have been few interventions implemented and vigorously evaluated within school physical education, sport or physical activity programmes. There is a need for future research to consider the duration and quality of tutor training in addition to measuring outcomes for both the tutee and tutor. Importantly, the adaptability of PAL across a range of settings provides scope for future research to assess its ability to impact on children and adolescents within a range of healthy lifestyle interventions both inside and outside the school environment.

Play and playgrounds provide essential experiences for young children's growth, development and enjoyment of life. However, such play experiences are now limited for many children due to excessive fear of risk, or "surplus safety". In this article, the authors examine the pervasiveness of surplus safety in the lives of young children. They argue that restrictions now imposed on children's play to promote safety may, paradoxically, expose children to more serious short and longer term threats of illness and limit children's life opportunities. By comparing experiences from Australia and Norway, the authors demonstrate that surplus safety is not a necessary outcome of living in a modern Western society.

School playgrounds offer everyday opportunities for physically active and social play that combats obesity, develops skills, and promotes well-being. However, teachers' fear of the legal consequences of injury can elicit over-zealous risk reduction with the result that playgrounds lack challenge, and the potential benefits of play become limited. In this research, we trialled a simple, cost-effective strategy to encourage children to be more active and social on a school playground. Over 11 weeks, we made available materials with no fixed purpose (e.g. car tires, boxes) to a playground of children aged five to seven. Accelerometers showed children became significantly more active. Interviews with teachers suggested children also became more social, creative, and resilient. However, despite no incidence of injuries, teachers perceived an increased risk and encountered dilemmas regarding duty of care. We conclude that future interventions should address issues of 'surplus safety' at individual, school, system, and policy levels.

Purpose: The transition of female Australian football (AF) players from amateur to semielite competitions has the potential for athletes to be underprepared for match play. To gain an understanding of the match demands of female football, the aims of this study were to highlight the physical qualities that discriminate selected and nonselected female AF players, investigate activity profiles of female AF players, and gain an understanding of the influence of physical qualities on performance in female AF Methods: Twenty-two female AF state academy players (mean [SD]: age = 23.2 [4.5] y) and 27 nonselected players (mean [SD]: age = 23.4 [4.9] y) completed a Yo-Yo intermittent recovery test level 1, countermovement jump, and 30-m sprint tests were completed prior to the competitive season. During 14 matches, players wore global positioning system units to describe the running demands of match play. Results: Selected players were faster over 30 m (ES = 0.57; P = .04) and covered greater distances on the Yo-Yo IR1 (ES = 1.09; P < .001). Selected midfielders spent greater time on the field and covered greater total distances (ES = 0.73-0.85; P < .01). Players faster over 5 m (r = -.612) and 30 m (r = -.807) and who performed better on the Yo-Yo IR1 (r = .489) covered greater high-speed distances during match play. Conclusions: An emphasis should be placed on the development of physical fitness in this playing group to ensure optimal preparation for the national competition. [ABSTRACT FROM AUTHOR]

Purpose: With female Australian football (AF) gaining popularity, understanding match demands is becoming increasingly important. The aim of this study was to compare running performances of rotated and whole-quarter state-level female AF players during match quarters. Methods: Twenty-two state-level female AF midfielders wore Global Positioning System units during 14 games to evaluate activity profiles. The Yo-Yo Intermittent Recovery Test Level 1 (Yo-Yo IR1) was used as a measure of highintensity running ability. Data were categorized into whole quarter, rotation bout 1, and rotation bout 2 before being further divided into quartiles. Players were separated into high- or low-Yo-Yo IR1 groups using a median split based on their Yo-Yo IR1 performance. Short (4-6 min), moderate (6-12 min), and long (12-18 min) on-field bout activity profiles were compared with whole-quarter players. Results: High Yo-Yo IR1 performance allowed players to cover greater relative distances (ES = 0.57-0.88) and high-speed distances (ES = 0.57-0.86) during rotations. No differences were reported between Yo-Yo IR1 groups when players were required to play whole quarters (ES ≤ 0.26, likelihood ≤64%). Players who were on field for short to moderate durations exhibited greater activity profiles than whole-quarter players. Conclusions: Superior high-speed running ability results in a greater activity profile than for players who possess lower high-speed running ability. The findings also highlight the importance of short to moderate (4-12 min) rotation periods and may be used to increase high-intensity running performance within quarters in female AF players. [ABSTRACT FROM AUTHOR]

Parents are often concerned about managing risks for their children, particularly in the context of disability. This paper reports qualitative findings from an intervention study and examines how parents of children with developmental disabilities (mainly autism) manage risks during play. Interviews (n = 17) highlighted parents' fears about their child's safety, which were often exacerbated by concerns about the child's (lack of) cognitive and intellectual capabilities to 'appropriately' negotiate harms. Outdoor play and play that involved other children were reported as particularly challenging. In these contexts, parents described how they would intervene and redirect play activities to avoid any emergent physical, emotional and social harms. The social aspects of risk and disability gave way to adult-mediated and controlled forms of play. We conclude by considering opportunities to support the full inclusion of children with disabilities and their rights to play. Play is an important aspect of all children's health and development Children with disabilities often experience fewer opportunities to engage in play Parents responses to 'risk-taking' in their children's play help understand the barriers to play for children with a disability Social aspects of play are particularly challenging for parents of a child with disability Developing socially inclusive contexts is important to enhance all children's opportunities to play. [ABSTRACT FROM AUTHOR]

Purpose: To synthesize existing literatures on the impact of gymnastics participation on the skeletal health of young male gymnasts. Methods: Following a systematic search, 12 studies were included in this review. Quality of included studies was assessed using the Strengthening the Reporting of Observational Studies in Epidemiology (STROBE modified) criteria. Results: Assessment of skeletal health varied between and within imaging modality protocols. Gymnasts had higher total bone content, greater total and trabecular bone density, larger bone size, a thicker cortex, and higher estimates of bone strength than controls. Recreational studies reported no difference in height or weight between gymnasts and controls; however, elite gymnasts were shorter and lighter than nongymnasts. STROBE scores ranged from 65% to 95%. Conclusion: Gymnastics participation may be beneficial to the bone health of young males as gymnasts had higher bone density and bone mineral content, larger bones, and greater estimates of bone strength than controls. [ABSTRACT FROM AUTHOR]