Recommendations for policy and practice of physical education in culturally and linguistically diverse Australian secondary schools based on a two-year prospective cohort study

Dean A. Dudley*, Phil Pearson, Anthony D. Okely, Wayne G. Cotton

*Corresponding author for this work

    Research output: Contribution to journalArticlepeer-review

    7 Citations (Scopus)

    Abstract

    Physical activity affords a host of physical and cognitive benefits for children. Physical education classes are one such venue where children can reap recommended amounts of physical activity. However, little research has explored evidence-based physical education instruction, particularly in culturally and linguistically diverse schools. No studies to date have provided recommendations for a range of educational stakeholders that serve these students. The Physical Activity in Linguistically Diverse Communities study examined the evidence-based physical education opportunities and barriers at six culturally and linguistically diverse high schools in New South Wales, Australia. This article provides implications and synthesized recommendations based on Phase One (systematic review) and Phase Two (prospective cohort study of students in six schools) of Physical Activity in Linguistically Diverse Communities for school leadership and psychologists targeting policy and practice changes on a systems level.

    Original languageEnglish
    Pages (from-to)172-188
    Number of pages17
    JournalSchool Psychology International
    Volume36
    Issue number2
    DOIs
    Publication statusPublished - 1 Apr 2015

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