The Clearinghouse for Sport is an Australian sport sector information and knowledge sharing initiative providing the Australian community with high quality information on sport, physical activity, and active recreation. Many of the articles featured on this page can be found on the Clearinghouse. As a member of the Clearinghouse resource, you get easy online access to a range of quality information services and resources.
The Clearinghouse aims to inform people actively involved in sport about good practice and promising practice and provide Australian governments with a comprehensive and relevant analysis of information and research relating to sport, and the value of sport to the Australian community.
View some our featured readings or visit the Clearinghouse for Sport for an online gateway to a range of quality information services and resources.
Physical Literacy is a life-long journey, beginning in infancy and continuing throughout life. In the early years, an emphasis on the development of Fundamental Movement Skills provides the foundation for a lifetime of activity. Adopting a Physical Literacy approach encourages everyone to participate; builds the confidence required to join in; develops the relevant social skills needed to play and participate; and recognises the importance of motivation in being physically active. Being physically literate means you are more likely to be more active, more often as you have the skills and abilities needed to live an active, healthy life.
Sedentary lifestyles are the fourth highest risk factor in reducing Australian productivity, behind smoking, high blood pressure and obesity (two of which can be reduced by being more active). Australians need to get moving.
This report from the University of Canberra reviews the case for a physical literacy framework in Australia and provides 10 recommendations for future Australian programmes for promoting physical literacy.
We all participate in sport for many different reasons. Some are interested in maintaining an active and healthy lifestyle, others love the thrill of competing with their friends and a rare few set their sights on winning medals for their country. The Australian Institute of Sport (AIS) has developed a new framework to capture these different pathways and address the current shortfalls in applied research and practice specific to athlete development. This user friendly framework of sporting development is called Foundations, Talent, Elite and Mastery (FTEM) and is representative of the ‘whole of sport’ pathway continuum.
All parents want to make the right decisions for and with their child. In this web page we have collated our top 10 tips for parents to nurture and support their child’s sporting development.
Parents are major drivers and supporters in an athlete’s development, and this web page provides evidence-based advice on how to best facilitate a child’s sporting development.
PHYSICAL AND HEALTH EDUCATION CANADA: WHAT IS THE RELATIONSHIP BETWEEN PHYSICAL EDUCATION AND PHYSICAL LITERACY?
Physical and Health Education Canada defines physical literacy as: Individuals who are physically literate move with competence in a wide variety of physical activities that benefit the development of the whole person.
This publication gives an overview of Canada's approach to physical literacy and what it might look like in a school setting.
Every sport has unique characteristics that appeal to one’s interests, abilities, and expectations. There is also a complex mixture of social and economic factors influencing patterns of behaviour and sport participation choices. The decision to participate in one sport or activity over another, or to participate at all, is usually the result of many interacting factors.
Play.Sport.Australia. is the Australian Sport Commission’s (ASC) new participation game plan and sets out a big picture vision for boosting participation in sport in the years ahead. Play.Sport.Australia. paints a compelling picture of how sport has changed in the last decade and plots the opportunities the Australian sports sector must embrace and maximise in the years ahead. It also provides a clear outline of where the ASC expects sports participation to be in the future.
Nutrition and hydration are important for anyone playing sport, from elite athletes down to children running around after school. The following information provided by the Australian Institute of Sport (AIS) is an easy to follow nutrition and hydration guide for coaches, parents, trainers, athletes, sports scientists and even medical professionals.
The books, videos, fact sheets and recipes available on the following webpages are a great way to help stay physically active by eating well. They include everything from nutrition and hydration tips, to competition and training techniques.
Summary Report of Key Findings - Australian Government Primary Schools, Dr. Timothy Lynch – Monash University, Faculty of Education, 2014.
This project investigated Primary School Principal’s perceptions of a University Pre-service Teacher Education course where the graduate teacher is qualified as a generalist primary classroom teacher and a Health and Physical Education specialist. Some Principals linked quality HPE to improved academic performance. Principals suggested that quality was optimised through expertise, knowledge of the subject, priority of the learning area, skill development, motivation, community relations and sport coordination.
Thesis by Kirsten Culhane Petrie - The University of Waikato 2009.
This study seeks to provide additional insight into how and under what conditions PD impacts on classroom teachers’ knowledge development and what this means for teaching and learning in PE. This study emphasises the complexity of designing and developing a PD programme that supports primary teachers to understand and deliver PE in flexible and meaningful ways to their students. The findings and discussion have pointed towards three major conclusions, to do with (i) understanding the teacher as learner, (ii) the role of resources in shaping teacher learning, and (iii) knowledge building experiences.
An investigation of pre-service and primary school teachers' perspectives of PE teaching confidence and PE teacher education
Morgan, P., & Bourke, S. (2005). ACHPER Healthy Lifestyles Journal, 52(1), 7-13.
Recent literature has indicated that many primary school teachers lack confidence about teaching physical education (PE) and it has been suggested that a major contributing factor is the quality of PE teacher education (PETE) they receive. The literature has suggested that many primary school teachers express a lack of confidence to teach PE effectively. The current study indicated that generalist teachers possessed only moderate levels of perceived confidence to teach various PE content areas and that PETE was associated with PE teaching confidence. Opportunities for involvement in practical learning experiences and being taught by enthusiastic and knowledgeable lecturers were considered the greatest strength of PETE.
Petrie, K., Jones, A., & McKim, A. (2007). Wellington, New Zealand: Ministry of Education.
The purpose of this research was to evaluate the impact of professional learning on curricular and co-curricular PA within a whole-school action reflection model, that is Model 2 of the PAI. The focus of this project involved both informing the PD as part of an evidence-based literature review and evaluation of the impact of the professional learning that occurred within and across schools as part of the PAI PD programme that took place across 2006. Teachers’ valued resources, ideas, 'instant' solutions, and things that worked. Providing these, in the form of lesson/unit plans, games and activities, within the PD programme assisted teachers to move forward and develop confidence.
Teaching inclusively: are secondary physical education student teachers sufficiently prepared to teach in inclusive environments?
Janine. C, 2011, Physical Education and Sport Pedagogy. Vol. 17, No. 4, September 2012, 349–365
This study aimed to determine if student secondary PE teachers are sufficiently prepared to teach children with SEN inclusively, by examining their training at ITT as well as their perceived preparedness and confidence to teach inclusively.