Dean Dudley

1. Prior to the onset of the COVID-19 pandemic in 2020, higher education students internationally were experiencing high levels of stress (Pascoe et al., 2020). The proportion of university student...

Purpose : To assess the implementation of the digital version of the Physical Literacy in Children Questionnaire (PL-C Quest) in a primary school environment. Methods : A mixed-methods study with teachers ( n = 13) and students ( n = 20) about their respective reflections on administering and completing the PL-C Quest. Results : The PL-C Quest was perceived as acceptable, appropriate, and feasible. All teachers felt the PL-C Quest was easy for them, and, their students to use. Students enjoyed completing the PL-C Quest, they understood the questionnaire, and found it easy to use; teachers described the ease of administration of the PL-C Quest and their interest in the data provided. Some teachers reported concerns about the usefulness of the PL-C Quest results, highlighting that greater school-wide focus on physical literacy (including professional learning opportunities) would be required. Conclusions : The findings from this study highlight critical considerations for integrating physical literacy assessment tools into school practice.

Purpose of the study: This systematic literature review investigates the pedagogical impacts and ethical challenges associated with the integration of Artificial Intelligence (AI) technologies in Early Childhood Education (ECE) settings globally. The study aims to synthesize empirical evidence on AI-mediated learning outcomes, teacher-AI interaction dynamics, and the ethical dimensions of deploying intelligent systems with young children aged 0–8 years. Materials and methods: Following PRISMA 2020 guidelines, a comprehensive electronic search was conducted across seven major academic databases — Scopus, Web of Science, ERIC, PsycINFO, IEEE Xplore, ACM Digital Library, and Google Scholar — covering publications from January 2015 to December 2024. After rigorous screening against predefined inclusion/exclusion criteria, 63 peer-reviewed studies were retained for full analysis. Data were extracted using a standardized protocol and synthesized through thematic analysis combined with narrative synthesis. Results: The review identified five principal thematic clusters: (1) AI-enhanced personalized learning and adaptive instruction (n=18); (2) social-emotional development mediated by AI companions and robots (n=14); (3) language and literacy acquisition supported by conversational AI (n=13); (4) teacher professional development and pedagogical transformation (n=10); and (5) ethical, privacy, and algorithmic bias concerns (n=8). Findings indicate statistically significant improvements in phonological awareness, early numeracy, and engagement metrics across diverse cultural contexts. Concurrently, substantive concerns regarding data privacy, digital equity, and the risk of replacing human pedagogical relationships emerged consistently. Conclusions: AI technologies hold transformative potential for ECE when deployed under rigorous ethical frameworks that prioritize child welfare, developmental appropriateness, and equitable access. However, current evidence underscores significant research gaps regarding longitudinal outcomes, cultural transferability, and robust governance frameworks. Policy-makers, educators, and technology designers are urged to adopt co-design principles that centre the developmental rights of young children.

Background: Interventions targeting the psychomotor domain of learning have been the most dominant in the physical education (PE) discipline. However, as PE also incorporates a holistic perspective of student development, a gap has emerged where interventions targeting social outcomes are not frequently analysed. Social outcomes have been of particular interest for interventions conducted in PE. Objective: This study will evaluate the impact of an intervention designed to enhance social outcomes among Australian school students. The intervention will be shaped by the teaching personal and social responsibility (TPSR) framework. This framework has lacked representation within the Australian context, creating a gap and an opportunity to explore its impact on the social behaviors of Australian students. Methods: This study will use a nonrandomized controlled trial design with a qualitative evaluation to assess feasibility and acceptability. Data will be collected through student surveys, student focus groups, and teacher reflection journals. Two schools in New South Wales, Australia, will participate by implementing the TPSR framework in their programs. Schools will include classes in stages 3 and 4 of the intervention, involving approximately 90 students from each school. Both schools are located in Sydney, New South Wales: one is a government high school, and the other is an independent K-12 school. To address feasibility and accessibility concerns, the intervention will be delivered during regularly scheduled PE classes. It will be facilitated by students’ regular PE teachers, who will also participate in ongoing professional development and be involved in a co-design process with the research team. Primary outcomes include reporting on personal responsibility, social responsibility, and leadership behaviors, measured using two tools: (1) the Tool for Assessing Responsibility-Based Education and (2) the Personal and Social Responsibility Questionnaire. A secondary outcome, enjoyment, will be assessed using the Physical Activity Enjoyment Scale–Physical Education version. Feasibility and accessibility will also be examined as secondary outcomes. Results: This intervention study will demonstrate the impact of TPSR on social outcomes among Australian school participants. Students will also receive a briefing, and parental permission will be sought before intervention commencement. Students will be involved in the intervention for the duration of term 3 (10 weeks). Conclusions: This protocol paper outlines the approach to implementing and evaluating the TPSR intervention among Australian school participants. One anticipated strength of the intervention is the ability to apply the framework to different settings, including schools, school sport, and community organizations. Longitudinal follow-up assessment will be critical in determining the long-term impact of the intervention on behavioral changes among participants. Trial Registration: Australian New Zealand Clinical Trials Registry ACTRN12624000858594p; anzctr.org.au/Trial/Registration/TrialReview.aspx?id=387883 International Registered Report Identifier (IRRID): PRR1-10.2196/67924

Introduction: The Global Observatory for Physical Education (GoPE!) builds on the Global Observatory for Physical Activity (GoPA!) to address gaps in surveillance, policy, and research on physical education (PE) and activity (PA). GoPE! is a worldwide surveillance system of quality PE and school-based PA that informs policy and interventions and allows comparative analysis so that each country and region can check their status and progress. This paper presents GoPE!’s conceptual framework and describes the research protocol as a cross-continental and evidence-based surveillance system. Methods: Based on GoPA!’s framework and informed by the European Physical Education Observatory, as well as framed by the socioecological model of PE, United Nations Educational, Scientific, and Cultural Organization’s quality PE, and the World Health Organization’s whole-of-school approach, the GoPE! stands out by providing a comprehensive methodological approach. This approach relies on independently collected data about PE and PA at school policies, surveillance systems, and research. These data are critically reviewed by local representatives of the GoPE! network of experts. The GoPE! Country Card is the main product released every 5 years. It is a 1-page infographic summary of a country’s key dimensions and indicators. The dimensions are: country and demographic data, PA participation, PE policy, PE surveillance, and PE and school-based PA intervention research. Conclusion: Through its vision and methodological framework, GoPE! aims to contribute to the establishment of a minimum common denominator of quality PE and school-based PA, ultimately informing promotion, advocacy, and agenda-setting efforts to achieve international goals and recommendations for more active, equitable, and healthy children and adolescents, schools, and societies.

BACKGROUND Interventions targeting the psychomotor domain of learning have been the most dominant in the physical education (PE) discipline. However, as PE also incorporates a holistic perspective of student development, a gap has emerged where interventions targeting social outcomes are not frequently analysed. Social outcomes have been of particular interest for interventions conducted in PE. OBJECTIVE This study will evaluate the impact of an intervention designed to enhance social outcomes among Australian school students. The intervention will be shaped by the teaching personal and social responsibility (TPSR) framework. This framework has lacked representation within the Australian context, creating a gap and an opportunity to explore its impact on the social behaviors of Australian students. METHODS This study will use a nonrandomized controlled trial design with a qualitative evaluation to assess feasibility and acceptability. Data will be collected through student surveys, student focus groups, and teacher reflection journals. Two schools in New South Wales, Australia, will participate by implementing the TPSR framework in their programs. Schools will include classes in stages 3 and 4 of the intervention, involving approximately 90 students from each school. Both schools are located in Sydney, New South Wales: one is a government high school, and the other is an independent K-12 school. To address feasibility and accessibility concerns, the intervention will be delivered during regularly scheduled PE classes. It will be facilitated by students’ regular PE teachers, who will also participate in ongoing professional development and be involved in a co-design process with the research team. Primary outcomes include reporting on personal responsibility, social responsibility, and leadership behaviors, measured using two tools: (1) the Tool for Assessing Responsibility-Based Education and (2) the Personal and Social Responsibility Questionnaire. A secondary outcome, enjoyment, will be assessed using the Physical Activity Enjoyment Scale–Physical Education version. Feasibility and accessibility will also be examined as secondary outcomes. RESULTS This intervention study will demonstrate the impact of TPSR on social outcomes among Australian school participants. Students will also receive a briefing, and parental permission will be sought before intervention commencement. Students will be involved in the intervention for the duration of term 3 (10 weeks). CONCLUSIONS This protocol paper outlines the approach to implementing and evaluating the TPSR intervention among Australian school participants. One anticipated strength of the intervention is the ability to apply the framework to different settings, including schools, school sport, and community organizations. Longitudinal follow-up assessment will be critical in determining the long-term impact of the intervention on behavioral changes among participants. CLINICALTRIAL Australian New Zealand Clinical Trials Registry ACTRN12624000858594p; anzctr.org.au/Trial/Registration/TrialReview.aspx?id=387883 INTERNATIONAL REGISTERED REPORT PRR1-10.2196/67924