Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/22133
Title: Framework for the design and delivery of organized physical activity sessions for children and adolescents: rationale and description of the 'SAAFE' teaching principles
Contributor(s): Lubans, David R (author); Lonsdale, Chris (author); Cohen, Kristen  (author); Eather, Narelle (author); Beauchamp, Mark R (author); Morgan, Philip J (author); Sylvester, Benjamin D (author); Smith, Jordan J (author)
Publication Date: 2017
Open Access: Yes
DOI: 10.1186/s12966-017-0479-xOpen Access Link
Handle Link: https://hdl.handle.net/1959.11/22133
Abstract: The economic burden of inactivity is substantial, with conservative estimates suggesting the global cost to health care systems is more than US$50 billion. School-based programs, including physical education and school sport, have been recommended as important components of a multi-sector, multi-system approach to address physical inactivity. Additionally, community sporting clubs and after-school programs (ASPs) offer further opportunities for young people to be physically active outside of school. Despite demonstrating promise, current evidence suggests school-based physical activity programs, community sporting clubs and ASPs are not achieving their full potential. For example, physical activity levels in physical education (PE) and ASP sessions are typically much lower than recommended. For these sessions to have the strongest effects on young people's physical activity levels and their on-going physical literacy, they need to improve in quality and should be highly active and engaging. This paper presents the Supportive, Active, Autonomous, Fair, Enjoyable (SAAFE) principles, which represent an evidence-based framework designed to guide the planning, delivery and evaluation of organized physical activity sessions in school, community sport and ASPs. In this paper we provide a narrative and integrative review of the conceptual and empirical bases that underpin this framework and highlight implications for knowledge translation and application.
Publication Type: Journal Article
Source of Publication: International Journal of Behavioral Nutrition and Physical Activity, v.14, p. 1-11
Publisher: BioMed Central Ltd
Place of Publication: United Kingdom
ISSN: 1479-5868
Fields of Research (FoR) 2008: 130210 Physical Education and Development Curriculum and Pedagogy
Fields of Research (FoR) 2020: 390111 Physical education and development curriculum and pedagogy
Socio-Economic Objective (SEO) 2008: 970113 Expanding Knowledge in Education
Socio-Economic Objective (SEO) 2020: 280109 Expanding knowledge in education
280114 Expanding knowledge in Indigenous studies
Peer Reviewed: Yes
HERDC Category Description: C1 Refereed Article in a Scholarly Journal
Appears in Collections:Journal Article

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