K. Howells

What really matters to freshers? An evaluation of first year student experience of transition into university

Abstract Measuring student experience in terms of satisfaction is a national measure used by prospective students when considering their higher education choices. Increasingly league tables are used as a means to rank universities with a limited interrogation of the reality of students’ experiences. This study explored the question ‘What really matters to freshers?’ during their transition into higher education through to completion. Students on an academic undergraduate Early Childhood Studies degree (n = 530) over a five-year period completed a Student Experience Evaluation in their first term and this data was correlated with the National Student Survey data collected about their cohorts in the final term of their degree. During the five year period, a number of interventions were undertaken by the academic staff to develop a learning community, based on the values linked to ‘being, belonging, and becoming’. The results of this study suggest that three things matter to students about their experience, that is, the academic staff they work with, the nature of their academic study and feeling like they belong. A model is proposed which aims to demonstrate the impact of academic staff, studies and the learning community that develops through social and academic experiences at University.

In search of the feeling of ‘belonging’ in Higher Education: undergraduate students transition into Higher Education

ABSTRACT Previous research that evaluated first year students’ transition into university found that the values of ‘being, belonging and becoming’ were important in particular within the first few months and within the first year of university. From our previous work, we reported that three things matter to students: the academic staff they work with, the nature of their academic study and the feeling of belonging. This paper provides a further illumination to our work by reporting on the qualitative data collected in the same study. The study included 530 students from five cohorts over a five-year period. As part of the Student Experience Evaluation instrument, open-ended questions probed students about their early experiences of belonging and transition into university. This original research uses rich data to illuminate the scales and items from previous quantitative data analysis to explore ‘belonging’, triangulated with research from the field. This paper is timely due to increased emphasis placed on learning and teaching with the introduction of the Teaching Excellence Framework. Student satisfaction is not a simplistic measure and this study articulates the complexity of student belonging in Higher Education.

Young children’s physical activity levels in primary (elementary) schools: what impact does physical education lessons have for young children?

ABSTRACT Objectives: This paper explores the impact of physical education (PE) lessons, focusing on children aged 6–7 years, an underrepresented age in physical activity research. Methods: 10 children wore Actigraph accelerometers recording physical activity throughout the school day (9 am until 3.10 pm), for a year. Repeated measures ANOVA analysed: type of day (days including PE and days that did not) and gender (p < .05). Results: Boys achieved 88% (girls 70%) of the recommended daily physical activity levels on PE days compared to 77% (girls 63%) on non-PE days. Significant differences occurred, boys more active than girls also PE days being more active than non-PE days. Conclusion: The novel findings indicate PE lessons significantly contributes to children’s physical activity levels.

Walking the talk? Teachers’ and early years’ practitioners’ perceptions and confidence in delivering the UK Physical Activity Guidelines within the curriculum for young children

ABSTRACT This study explored early years’ practitioners’ and teachers’ attitudes and confidence in delivering the UK Physical Activity guidelines [National Health Service (NHS). (2013). Physical activity guidelines for children and young people. Retrieved July 15, 2015, from www.nhs.uk/Livewell/fitness/Pages/physical-activity-guidelines-for-young-peopole.aspx] within the curriculum for young children [Department for Education (DfE). (2013). The national curriculum in England. Key stages 1 and 2 framework document. London: Department for Education, Crown; Department for Education (DfE). (2014). Statutory framework for the early years’ foundation stage. Setting the standards for learning, development and care for children from birth to five. London: Department for Education, Crown]. Using an online questionnaire, data were analysed using thematic framework and statistically. Fifty-nine respondents came from early years’ settings, including nurseries, pre-schools and primary schools. The findings suggest that there is a lack of confidence in knowing what to do to support and sustain physical activity. Further research is needed to identify if this is a national trend; this is the next steps of our research, as is the development of resources to help support confidence and the delivery of physical activity for young children.

Physical Activity and Self-Esteem: "Jonny's Story".

ABSTRACT Previous research has proposed that physical exercise can raise self-esteem. This paper will examine the extent to which physical activity interventions, within one case study primary school supported the development of self-esteem of a (junior) year 5 child over a period of five months. Jonny was 10 years old when the physical activity intervention commenced. His name is a pseudonym to protect his confidentiality. Jonny had been measured on the school’s wellbeing measurement scale and was reported to have a very low self-esteem, which had affected his learning through the previous two years in primary school. He was working in the low ability sets for both Mathematics and English and his self-esteem had hindered his ability to make and develop relationships with both adults and peers within his year group. Through participating in the physical activity interventions, Jonny increased the distance that he was able to throw a shot put and hammer, he was able to describe positively his own body movements and he improved his academic performances. The findings suggest that it is possible within a primary school case study setting, to improve self-esteem through physical activity interventions.