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150 minutes per week or 30 minutes on 5 days? The effect of brief advice about physical activity recommendations on moderate-to-vigorous activity of inactive adults (Pre-published version)
No full textUK physical activity guidelines are now expressed as a weekly total of 150-minutes rather than the previously used guideline of 30-minutes on most days. This study compares the amount, intensity and pattern of physical activity undertaken by inactive adults following brief advice based upon either the weekly or daily guideline. 62 inactive individuals wore an accelerometer for 7 days prior to and following an advice session. While moderate-to-vigorous physical activity increased significantly for the entire group (n=62, P<0.05) there were no statistical between group differences. Both weekly and daily guidelines are equally effective in eliciting short-term increases in physical activity.N
The teacher as co-creator of drama. A phenomenological study of the experiences and reflections of Irish primary school teachers
No full textThis dissertation explores the ‘lived’ experience of seven primary school teachers
co-creating drama in an Irish context. Co-creating drama can best be described as the
coming together of teacher and students in a creative enterprise. The experience
centres on the notion of the teacher as a co-artist, whereby they enliven qualities of
creativity such as a “willingness to play, experiment, be a partner with learners, and
to take risks” (Craft 1997, p89). Co-creating is distinguished by the autonomous
behaviour of the students and the artistic act of creating something of value to the
group. It resonates distinctly within the theoretical frame of constructivism, as well
as with more current inquiries of collaborative and creative drama practices.
Classroom drama in an Irish context remains largely under-researched. It is argued
that the knowledge base for teacher education should come from the teachers’
experiences in the classroom, but there has yet to be an in-depth study of teachers’
lived experiences of drama education in Ireland. In order to address this, a
phenomenological inquiry was conducted into the experiences of teachers cocreating
drama, with a view to gaining an in-depth understanding of the experience
as perceived by them. Through a series of interventions and interviews, the teachers’
experiences and reflections were explored in order to portray the essence of the
phenomenon. The analysis of the interviews has led to a multi-faceted understanding
of co-creating drama. Three main themes emerged. The teachers discuss the practical
implications of navigating the co-creating experience, the importance of teacher
commitment, and the outcomes of co-creating drama.N