Ming-Kai Chin

A pathway to an integrative/holistic education: Camp Adventure Child and Youth Services (CACYS) – a model service learning programme

The purpose of this study was to investigate the growth trajectory of college and university students in core competencies between entering and exiting the Camp Adventure Child and Youth Services (CACYS) experience using Boks (2006) framework for undergraduate education. Boks competency framework included: communication, critical thinking, character development, citizenship, diversity, global understanding, widening of interest and career and vocational development. The sample comprised 82 college and university students serving for the first time as participants in CACYS. A repeated measures 3-phase design was used to collect data pre and post and after field service. Citizenship was the highest mean self-rating, and global understanding, communication and critical thinking were consistently the lowest across time. Results indicate that there was growth in all of participants’ core competencies from the baseline to end through the entire programme. The findings show that the core competencies can be taught and developed through experiential learning experiences. The study provides a model for linking undergraduate core competencies with parks, recreation, leisure and tourism curricula in an integrated and holistic fashion.

Health and physical education: a new global statement of consensus (from a Polish perspective)

Health and physical education: a new global statement of consensus (from a Polish perspective) Physical education has found itself in a difficult position; increasingly more voices are questioning its legitimisation on school curricula. There is an obvious need for performance standards and ways to measure the impact of physical education. Linking the benefits and outcomes of physical education to 21st Century core learning areas such as critical thinking, problem solving, the ability to operate with agility and adaptability, the ability to analyse information, communicate effectively and the ability to act innovatively, will be essential. One of the ways of enhancing its social value (and recognition) might be including and relaying more on health education. This paper draws some lines of direction for the pedagogy of these both subjects in the 21st Century referring to the Global Forum on Physical Education Pedagogy 2010 (GoFPEP 2010) and presenting its Statement of Consensus.

The Impact of Brain Breaks Classroom-Based Physical Activities on Attitudes toward Physical Activity in Polish School Children in Third to Fifth Grade

The purpose of this study was to examine the effectiveness of the Brain Breaks® Physical Activity Solutions in changing attitudes toward physical activity of school children in a community in Poland. In 2015, a sample of 326 pupils aged 9–11 years old from 19 classes at three selected primary schools were randomly assigned to control and experimental groups within the study. During the classes, children in the experimental group performed physical activities two times per day in three to five minutes using Brain Breaks® videos for four months, while the control group did not use the videos during the test period. Students’ attitudes toward physical activities were assessed before and after the intervention using the “Attitudes toward Physical Activity Scale”. Repeated measures of ANOVA were used to examine the change from pre- to post-intervention. Overall, a repeated measures ANOVA indicated time-by-group interaction effects in ‘Self-efficacy on learning with video exercises’, F(1.32) = 75.28, p = 0.00, η2 = 0.19. Although the changes are minor, there were benefits of the intervention. It may be concluded that HOPSports Brain Breaks® Physical Activity Program contributes to better self-efficacy on learning while using video exercise of primary school children.

The BRICS Council for Exercise and Sport Science (BRICSCESS) - a new era has dawned

Highlights • BRICS is the acronym for an international association of 5 major emerging national economies: Brazil, Russia, India, China, and South Africa.• The BRICS Council of Exercise and Sports Science was founded to address the specific concerns of these countries in respect to the health and wellness of the people in BRICS countries.• One recognized overwhelming need is the development of future leaders/volunteers.• BRICSCESS in conjunction with the FLV program are in part assembled to foster the development and evolution of junior professionals in respect to the health and wellness of people.

Implementation of Brain Breaks® in the Classroom and Effects on Attitudes toward Physical Activity in a Macedonian School Setting

The purpose of this study was to explore the effects of Brain Break® activities on interest and motivation for physical activity among schoolchildren and the contribution of such activities on learning for health and holistic development. The study sample was comprised of 283 participants, primary school students from 3rd to 5th grades from two public schools in the Republic of Macedonia. Six experimental and six control groups were included in the study. Interventions in classroom settings—based Brain Break® video exercises were introduced in the experimental group during a period of three months. Students’ attitudes toward physical activity were tested using a self-report survey instrument entitled “Attitudes toward Physical Activity Scale (APAS)” before and after intervention. Applied factor analyses were completed and the results of these analysis support APAS validity and the successful use of this application in the measurement of the learning experience, self-awareness, self-efficacy, and self-confidence in developing physical fitness. Learning was enhanced by using video exercises. Information presented in this paper is meaningful for the promotion of better exercise habits and the holistic approach to better health by using personal motivation and motivation provided by others. The results from repeated ANCOVA suggest positive effects of the applied Brain Break® video exercises as an interventional program. The study confirms the effect of application of Brain Break® video exercises on children’s attitudes for physical activity, motivation for PA, internalization of movement habits as personal good.

Engaged scholarship: Bok's undergraduate competency framework and the Camp AdventureTM Child and Youth Services programme

This study utilizes Boks framework of core competencies for undergraduate education to investigate the changes of college and university students participating in the Camp AdventureTM Child and Youth Services (CACYS) programme. Communication, critical thinking, character development, citizenship, diversity, global understanding, widening of interests, and career and vocational development were the eight core competencies included in the study. Five hundred and seventeen individuals from 14 CACYS staff development sites were invited to participate in a three-phase design wherein data was collected at baseline, after the completion of the staff development course, and at the conclusion of ones field experience. The questionnaire consisted of 56 items measured on a 7-point Likert-type scale. Two hundred and seven individuals completed all three phases. Results indicate significant growth in all of participants’ core competencies from the baseline to the completion of the CACYS programme. Findings suggest that core competencies can be enhanced through an experiential service-learning programme. The study offers a framework for assessing outcomes and a model for increasing accountability in institutions of higher learning. Further, the study provides a conceptual model that demonstrates service-learning can be incorporated integrating academic content, experiential learning and reflection in order to support greater community engagement.

One-Child Policy in China: Implications and Strategies for Leisure Programming

The one-child policy has had both positive and negative effects on Chinese society. While the birth control policies have been successful in controlling population growth, other challenges have emerged. One of the challenges is that this policy may influence the value and development of children, expectations, and child rearing behavior. With rapid economic and social development, the leisure and play behaviors of Chinese children and youth have been transformed as a result of a series of changes, and the overall quality of opportunities are currently available. Many studies of Chinas one-child policy have focused on its demographic and social effects, but there are limited studies that concern the child development and leisure education of children. Even though the public is now addressing the leisure education of children and youth, there is a need to more fully explore the design the leisure programs and play environments in order to enhance and enrich Chinese childrens life. In designing leisure programs and play environments for Chinese children, leisure professionals need to be aware of the consequences of their interventions and consider some of the challenges that may be faced by Chinese society in the development of its children and youth. This paper presents positive and negative effects concerning the one-child policy in China and attempts to identify how the policy may have an indirectly significant impact on the childrens leisure and play behaviors. Also, this paper will recommend a number of strategies for designing the leisure programs and play environments for child and youth development in China.

World Leisure leaders support the Global Forum on Physical Education Pedagogy 2010

The relationship between leisure and healthy communities is an important topic, increasingly discussed by academics and professionals. Extending healthand physical education-based school programmes into community leisure organisations and settings provides an opportunity for collaborative and cooperative efforts as well as partnership building. Worldwide, such linkages are being re-examined, rethought and reformed. Recognising the importance of leisure’s relationship to healthy, active living, the World Leisure Organization endorsed and actively participated in the Global Forum on Physical Education Pedagogy 2010 (GoFPEP, 2010). GoFPEP 2010 invited 70 delegates from 25 countries, representing 64 different schools, universities, community organisations, businesses and policy-makers, to discuss the future of physical education pedagogy, especially ways in which programmes and services could be more effectively embedded in community life. More specifically, GoFPEP 2010 sought to: (1) reframe health and physical education pedagogy internationally by promoting dialogue and discussion on critical themes and issues; (2) explore a new model of pedagogy for preparing health and physical education teachers that promotes accountability, builds community life, employs a greater use of reflection to improve practice and embeds learning in practice; (3) examine the extension of healthand physical education-based school programmes into community life; (4) review the application of technology as related to the teaching of health and physical education; (5) promote the establishment of partnerships between schools, communities, universities, non-governmental organisations and commercial enterprises; (6) rethink the relationship between health and physical education as a strategy for promoting lifelong active living; and (7) stimulate forward thinking resulting in the crafting of a global consensus statement focused on ‘‘Health and Physical Education Pedagogy in the 21st Century.’’ Several World Leisure Organization officials participated directly in the GoFPEP 2010 programme, including Dr Derek Casey (Chair); Professor Dr Christopher Edginton (Secretary General); Professor David Compton (Treasurer); Professors Ling Ping, Peter Chen, Miklos Banhidi, Jeong Myung Gim and Ricardo Uvinha (Board of Directors); Professor Dr Ming-kai Chin (Program Manager); and Professor Dr Iradge Ahrabi-Fard (UNESCO Representative). Each of these individuals participated in the conversations, discussion groups and other interactions primarily working to encourage the linkage between school-based programmes and community leisure services in order to promote healthier communities. GoFPEP 2010 was endorsed by multiple state, national and international professional physical education, physical activity, exercise science and health organisations. World Leisure Journal Vol. 53, Issue 2, June 2011, 155 157