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AP Euro Chapter 13 IDs Flashcards Chapter 12 Identifications (Spielvogel)

 
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Category: School

Shenton College: A Case Study About Keeping Students Active

Posted on by manager

We recently partnered with Shenton College – a school with nearly 2,000 students in the capital of Western Australia – to install six dual-coloured Flagship tables. Not solely focused on the table sport, in 2016 the College built on its impressive foundation of academic success to place second amongst public schools in the state’s academic rankings.

“Kids are not designed to be sat behind desks, involved solely in cerebral activity for 5-6 hours a day. The more active we can keep them in their learning, and in their day to day activities, the more engaged and involved our students tend to be.”

The school is widely known to take a progressive and balanced approach to physical activity and casual recreation and POPP was very privileged to discuss this and ping pong with Associate Principal: Innovation and Learning, Adam Pengelly. We hope you enjoy this insightful conversation.

***

POPP: What was the main drive behind purchasing the 6 Flagship tables?

AP: There was already a strong culture in our student community around playing table tennis as a recreational pursuit at recess / lunch as well as before and after school. We had a lot of fold up tables spread across the various courtyards and informal social spaces in our large campus, but their capacity to stand up to the level of use and exposure to the elements was pretty limited. The POPP Flagship tables not only honoured the students’ interest by offering a long-term commitment to the facilities they needed, they also gave us a more robust option as well as a really visually appealing addition to our built environment. Oval spaces are great for physical play, but with the numbers of students we have at the College we are always keen to find other ways to activate spaces in the College as areas for play – four square court markings, basketball rings etc.

POPP: Where are the 6 tables placed around the school?

AP: They are placed in the various courtyard spaces across our large campus, three in Middle School, two in Lower Senior and one in the heritage areas of the Upper Senior precinct. Many of these courtyards and open spaces are situated between the distinct learning communities that form the internal structures of our school and are therefore shared social spaces for students.

POPP: What was the reasoning behind this positioning?

AP: The tables have been given a two-tone base paint colouring that reflects the meeting points of the nearby communities – for example the table in the courtyard between Hollywood and Swanbourne communities in our Middle School is coloured Purple and White. The idea behind the placement is that each of the connected student bodies will develop a design to take ownership of their tables and that the table will provide opportunities for students to meet and engage with each other in play.

POPP: How are the tables being used?

AP: Very much as ways of making the space we do have work harder for us. They have been handed to the students to run with. Equipment is kept with the tables with spares nearby that students can borrow as needed. The Student Council bodies are organising competitions and events, not staff, except for one demonstration planned.

POPP: Do different year groups use the tables in different ways?

AP: Yes – the younger year groups are far more involved in setting up in-house competitions and leagues. The older year groups tend to use them simply as a social enterprise. The Y9s in particular stay and use them after school as well. And the older year groups often use them as a break for their study buddy groups sessions.

POPP: What benefits are provided to the students in being active and playing ping pong during breaks or before and after schools?

AP: I don’t think you would find too many educators who challenge the benefits students derive from being actively engaged in physical play during the day. Whether that is traditional school oval type engagement, Phys Ed activities, active warm-up exercises or opportunities for physical play like those provided by POPP tables. Kids are not designed to be sat behind desks, involved solely in cerebral activity for 5-6 hours a day. The more active we can keep them in their learning, and in their day to day activities, the more engaged and involved our students tend to be.

POPP: Do you see an opportunity for intra-school ping pong tournaments in the future?

AP: We do, yes, and we are looking forward to the students taking on the leadership of these events.

POPP: Are you a ping pong player?

AP: Isn’t everyone on some level?! I can hold my own.

POPP: Can any of the staff match it with the students?

AP: There’s a lot of talk but not much to back it up as of yet. I’ll keep you updated.

POPP was proud to organise for one of its ambassadors, high school student and Australian National Table Tennis Junior Champion Holly Nicolas to visit the school for a casual hit against the Shenton College students in the lead up to their own Student “Trick Shot” Competition. We are waiting with anticipation to see footage from the contest!

 

Breaking News: Recess Has Superpowers!

Posted on by manager

This month on the topic of recess in schools, we wanted to be brief, and we thought – what better way to do that than a succinct list!

“Recreational infrastructure and facilities are positively correlated with increased physical activity.”

Here are 5 significant, research-based findings about recess:

  1. “Recess provides the single biggest opportunity for children to accumulate MVPA (Moderate to Vigorous Physical Activity).”

    Exploring Effective Strategies for Increasing the Amount of Moderate-to-Vigorous Physical Activity Children Accumulate During Recess: A Quasi-experimental Intervention Study – Efrat MW, The Journal of School Health, 2013

  2. “Providing access to a range of spaces and facilities may stimulate physical activity by increasing a sense of choice and providing supportive environments that facilitate active behaviours.”

    Physical Activity During School Recess: A Systematic Review – ND Ridgers, American Journal of Preventive Medicine, 2012

  3. “Boys are more physically active than girls during recess.”

    Physical Activity During School Recess: A Systematic Review – ND Ridgers, American Journal of Preventive Medicine, 2012

  4. “Recreational infrastructure and facilities are positively correlated with increased physical activity.”

    Increasing Children’s Physical Activity During School Recess Periods, Pan American Journal of Public Health, 2013

  5. “About 14% of Australian children have significant mental health problems. In children from disadvantaged backgrounds, this figure can rise up to 60%. Play is one of the best ways for children to develop coping skills, and thereby mental health … [it] engages children’s intrinsic motivation and supports autonomy, competence and relatedness that have been shown to promote psychological wellbeing.”

    The Sydney Playground Project: Popping the Bubblewrap – Unleashing the Power of Play: A Cluster Randomized Controlled Trial of a Primary School Playground-based Intervention Aiming to Increase Children’s Physical Activity and Social Skills, BMC Public Health, 2011

We have been excited to partner with many new schools in 2017 to increase the recreational opportunities of students through ping pong and free play. These opportunities have enabled students of all ages, genders, abilities, interests and skill levels to participate in a healthy, active and fun physical activity with numerous benefits.

All evidence considered, we hope that we can continue on this path and develop many new partnerships to provide outdoor ping pong to Australian students.

Australia: A Sporting Nation At Risk

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