A/Prof. Brendon Hyndman
For more recent work not on this site after 2017, please refer to:
https://www.researchgate.net/profile/Brendon-Hyndman
Associate Dean (Research) in the Faculty of Arts and Education (FOAE) based at the Albury-Wodonga campus. Brendon is a qualified school teacher with postgraduate qualifications in higher education teaching and leadership, alongside a PhD from RMIT University in Melbourne. At Charles Sturt, he has previously served as the FoAE Sub-Dean (Graduate Studies) and Courses Director of Postgraduate Studies in Education (Post-initial teaching qualifications) between 2017-2020.
Alongside holding a number of university leadership positions, Brendon has published over 100 various scholarly and academic outputs from his research, with a strong social sciences citation rate, high proportion in Q1/Q2 journals or quality book publishers and extensive engagement via mainstream media (including multiple television appearances). Brendon has also had an impact upon a number of educational policies and practices from his research. In 2019, Brendon was appointed expert spokesman for a national “Let’s Play” campaign which had a reach of almost 50 million people over a one month period in which he provided key recommendations to Australian parents on how to encourage play.
Brendon is the editor and primary author of the book 'Contemporary school playground strategies for healthy students', co-editor of the book 'Health and Education interdependence' and co-editor of the 2020 monograph in USA’s Q1 ranked Journal of Teaching Physical Education titled ‘Social Media for Professional Development and Learning in Physical Education and Sport Pedagogy’.
Phone: 02 6051 9410
Address: To access more recent work after 2017, please visit: https://www.researchgate.net/profile/Brendon-Hyndman
Faculty of Arts and Education, Charles Sturt University
https://www.researchgate.net/profile/Brendon-Hyndman
Associate Dean (Research) in the Faculty of Arts and Education (FOAE) based at the Albury-Wodonga campus. Brendon is a qualified school teacher with postgraduate qualifications in higher education teaching and leadership, alongside a PhD from RMIT University in Melbourne. At Charles Sturt, he has previously served as the FoAE Sub-Dean (Graduate Studies) and Courses Director of Postgraduate Studies in Education (Post-initial teaching qualifications) between 2017-2020.
Alongside holding a number of university leadership positions, Brendon has published over 100 various scholarly and academic outputs from his research, with a strong social sciences citation rate, high proportion in Q1/Q2 journals or quality book publishers and extensive engagement via mainstream media (including multiple television appearances). Brendon has also had an impact upon a number of educational policies and practices from his research. In 2019, Brendon was appointed expert spokesman for a national “Let’s Play” campaign which had a reach of almost 50 million people over a one month period in which he provided key recommendations to Australian parents on how to encourage play.
Brendon is the editor and primary author of the book 'Contemporary school playground strategies for healthy students', co-editor of the book 'Health and Education interdependence' and co-editor of the 2020 monograph in USA’s Q1 ranked Journal of Teaching Physical Education titled ‘Social Media for Professional Development and Learning in Physical Education and Sport Pedagogy’.
Phone: 02 6051 9410
Address: To access more recent work after 2017, please visit: https://www.researchgate.net/profile/Brendon-Hyndman
Faculty of Arts and Education, Charles Sturt University
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Peer Reviewed Journal Articles (& Proceedings) by A/Prof. Brendon Hyndman
teachers (PSTs) is vital to informing teaching practices. The purpose
of the ‘Generalist Entry into Teaching Physical Education’ (GET-PE)
study was to investigate Australian generalist PSTs' perceptions of the
barriers to teaching physical education (PE) classes. A socialecological
model framework (SEM) was uniquely applied as the
conceptual framework for the GET-PE study to analyse, explore and
understand the multiple levels of barriers perceived by the generalist
PSTs. A myriad of SEM level barriers were perceived by the
generalist PSTs (n=71) at the intrapersonal level (knowledge gaps,
physical abilities, reduced confidence), interpersonal level
(community influence, concentration/focus of students, inclusive
teaching, misbehaviour, modelling effective practice, motivation of
students), physical environment level (technology/screen time,
weather) and policy levels (balancing content, professional
development opportunities, recognition of PE, work-life balance).
With mounting demands on schools, PSTs must continually improve
preparation and readiness for teaching practical subjects such as PE.
By developing multi-level SEM insight from the GET-PE study into the
barriers for generalist PSTs to teaching PE, teacher education
programs can reflect upon the socialisation processes for PSTs and
facilitate learning environments that meet the needs of our future
teachers.
teachers (PSTs) is vital to informing teaching practices. The purpose
of the ‘Generalist Entry into Teaching Physical Education’ (GET-PE)
study was to investigate Australian generalist PSTs' perceptions of the
barriers to teaching physical education (PE) classes. A socialecological
model framework (SEM) was uniquely applied as the
conceptual framework for the GET-PE study to analyse, explore and
understand the multiple levels of barriers perceived by the generalist
PSTs. A myriad of SEM level barriers were perceived by the
generalist PSTs (n=71) at the intrapersonal level (knowledge gaps,
physical abilities, reduced confidence), interpersonal level
(community influence, concentration/focus of students, inclusive
teaching, misbehaviour, modelling effective practice, motivation of
students), physical environment level (technology/screen time,
weather) and policy levels (balancing content, professional
development opportunities, recognition of PE, work-life balance).
With mounting demands on schools, PSTs must continually improve
preparation and readiness for teaching practical subjects such as PE.
By developing multi-level SEM insight from the GET-PE study into the
barriers for generalist PSTs to teaching PE, teacher education
programs can reflect upon the socialisation processes for PSTs and
facilitate learning environments that meet the needs of our future
teachers.
Enjoyment and play during school lunchtime are strongly correlated with children’s overall physical activity. Despite this, there is an absence of data reporting children’s enjoyment of play during school lunchtimes. The purpose of this study was to examine the intra-day and inter-day agreement of children’s
school lunchtime enjoyment.
Methods
Lunchtime enjoyment surveys were distributed to and completed by 197 children (112 males, 85 females), aged 8-12 years attending a regional government primary school in Australia. Children completed the surveys during class time before lunch (expected enjoyment) and after lunch (actual
enjoyment) for five days. The intra-day (expected vs. actual lunchtime enjoyment) and inter-day school lunchtime enjoyment agreement (expected/actual lunchtime enjoyment between days) was determined using a weighted kappa.
Results
Intra-day kappa values ranged from fair (0.31) to substantial (0.75) within each of the five days (median kappa=0.45). ‘Expected’ inter-day lunchtime enjoyment between each of the five days failed to reach moderate kappa agreement, ranging from 0.09 to 0.40 (median kappa=0.30). Similarly low ‘actual’ interday lunchtime enjoyment agreement was identified, ranging from 0.05-0.46 (median kappa=0.28).
Conclusion
Children’s enjoyment of lunchtime appears to be more consistent within days than across days perhaps due to the varying influences children experience from day to day (e.g. weather). The findings suggest that measuring children’s enjoyment of lunchtime once on a single day would be representative of that particular day but not necessarily that school week. It is therefore recommended future physical activity interventions targeting school lunch periods consider assessing enjoyment across multiple days.
To evaluate the feasibility, acceptability and potential efficacy of a school-based playground intervention on children’s well-being, social interactions, enjoyment of play and physical activity during lunch periods at school.
Methods
Over 13 weeks moveable recycled household and garden items (e.g. tyre tubes, tarps, rope, noodles, buckets, milk crates) were made available during all play periods at one primary school. This whole-school intervention program included all staff and 135 children within years prep to six. Children were not provided with any instruction about how to use the household items. During the process evaluation, teachers (n=9) participated in 50 minute focus groups which examined their perceptions of the program within the context of a social ecological framework considering intrapersonal, interpersonal, organisational and environmental factors.
Results
Themes emerging from the focus groups suggested play within the playground was more active (exhibiting more lifting, carrying & jumping) displayed greater co-operation and engaged higher order thinking skills, negotiation and problem-solving behaviour among students. In addition, teachers discussed potential long-term changes to their school policy and physical environment within this forum. According to teachers children’s interest in the intervention was sustained over a nine month period well beyond the initial intervention delivery period of 13 weeks.
Conclusion
Teachers perceptions were that this inexpensive and feasible intervention program increased active, cooperative and cognitive play. This suggests that, with limited funds, the introduction of household and recycled items to a school playground has the potential to improve the policy, social and physical environments designed to promote children’s active and engaged play.
School play spaces are acknowledged as a key setting for children’s physical activity, however it remains unclear what factors within school play spaces facilitate children’s physical activity. The aim of this research was to investigate children’s perceptions of which factors within school play spaces would
encourage them to be physically active, within the context of a social ecological framework.
Methods
Focus group discussions and cognitive mind mapping were conducted across four government schools (two primary & two secondary) in Australia. Focus group discussions consisted of 54 children aged 9-13 years, each with 6-10 per group until saturation of themes was obtained. The mapping exercise included 22 children, each with 2 to 5 drawers per group. Each focus group and mind mapping session ran for
approximately 40 minutes in duration. Questions focussed on children’s perceptions of existing play spaces, ideal play spaces and ideal play spaces to facilitate physical activity.
Results
Social ecological themes that emerged from children’s perceptions of their ideal school play spaces included the social environment: teacher role models and peers; physical environment: natural environment, built environment; and school policy: supervision, access to sports equipment, safety rules, safe surfaces and structures and access to areas by year level. Mind maps revealed children consistently
included features to facilitate physical activity that contrasted their existing play spaces.
Conclusion
The findings of this study suggest there is a contrast between physical activity features within children’s existing and ideal school play spaces and provides direction for the development of future school-based physical activity interventions.
INTERNATIONAL SOCIETY OF BEHAVIORAL NUTRITION AND PHYSICAL ACTIVITY (ISBNPA) 2011 ANNUAL MEETING, Melbourne; 06/2015
Fifty four Victorian primary and secondary school students were interviewed about playground safety influences for the study. They said a lack of school play equipment led to boredom. They also wanted more running space, more trees, drinking fountains and better monitoring on bullying.