Accessible resistance movement experiences for elementary students and educators

Book chapter

Murray, A. M., Murray, P. and Howells, K. 2023. Accessible resistance movement experiences for elementary students and educators. in: Marinho, D.A., Forte, P., Cirilo-Sousa, M. and Neiva, H.P. (ed.) Bridgin Science and Practical Appliance in Resistance Training London Intech Open. pp. 11-53

Publication dates
Authors	Murray, A. M., Murray, P. and Howells, K.
Editors	Marinho, D.A., Forte, P., Cirilo-Sousa, M. and Neiva, H.P.
Abstract	Abstract What is meant by accessible resistance movement and why is the elementary education phase proposed as such a superb period in a child’s life to gain competence and knowledge using resistance activity? This chapter presents a case and a means to do just that. The resistance program is called ‘I Can Resist’. It is shared with accompanying pedagogical methods to scaffold learning and progress motor competence and biomotor fitness (agility that improves health through skill-related fitness). Interleaved through the progressions are ways to increase the self-management in how to participate in and create meaningful ways to improve targeted benefits. ‘I Can Resist’ is designed for novices to more experienced, participants and tutors alike. It was developed primarily for physical education supporting national curricular policy and implementation as regards knowledge and fitness outcomes. It was extended beyond the curriculum expectation in order to encourage greater use of the available affordances beyond the curriculum for lifelong health and well-being. Current findings are examined and insights offered. The ‘I Can Resist’ program is underpinned through research and theoretical application. It is showcased as interwoven with the means to develop agentic thinking and action. This ecological approach to and through resistance movement is contextually adaptable.
Keywords	Developmentally appropriate; Resistance; Accessible; Motor competent; Pedagogy
Page range	11-53
Year	2023
Book title	Bridgin Science and Practical Appliance in Resistance Training
Publisher	Intech Open
Output status	Published
Place of publication	London
ISBN	9781837685516
	9781837685509
	9781837685523
Print	04 Oct 2023
Publication process dates
Accepted	01 Feb 2023
Deposited	18 Oct 2023
Digital Object Identifier (DOI)	https://doi.org/10.5772/intechopen.110179
Official URL	https://www.intechopen.com/chapters/86572

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What’s even possible? how physical active are our 21st century children?

Howells, K. 2016. What’s even possible? how physical active are our 21st century children?

What’s even possible? how physical active are our 21st century children? (AIESEP)

Howells, K. 2016. What’s even possible? how physical active are our 21st century children? (AIESEP).

Physical activity and self-esteem. Jonny's story (AIESEP)

Howells, K. and Bowen, J. 2016. Physical activity and self-esteem. Jonny's story (AIESEP).

Physical development, health and well-being. AIESEP

Howells, K. 2016. Physical development, health and well-being. AIESEP.

Physical development, health and well-being.

Howells, K. 2016. Physical development, health and well-being.

Physical activity and self esteem, Jonny's story

Howells, K. and Bowen, J. 2016. Physical activity and self esteem, Jonny's story.

Walk it, like you talk it.

Howells, K. and Meehan, C. 2016. Walk it, like you talk it.

Can break times (recess) help children's physical activity levels?

Howells, K. 2017. Can break times (recess) help children's physical activity levels?

What is being healthy within UK primary school setting?

Howells, K. 2017. What is being healthy within UK primary school setting?

Using basic biomechanics to support observation, assessment and progression of learning

Howells, K. 2017. Using basic biomechanics to support observation, assessment and progression of learning. CIAPSE2 – Children’s Physical Activity and Sport. University of Jyväskylä, Jyväskylä 26 - 28 Jan 2017

Beyond Jonny's story

Howells, K. and Bowen, J. 2017. Beyond Jonny's story.

The opportunities and challenges for teachers to consider how physically active boys and girls are during recess in elementary school

Howells, K. 2017. The opportunities and challenges for teachers to consider how physically active boys and girls are during recess in elementary school.

'Becoming' a disabled athlete

Howells, K. 2017. 'Becoming' a disabled athlete.

Young children’s physical activity levels in primary (elementary) schools: what impact does physical education lessons have for young children?

Howells, K., Wellard, I. and Woolf-May, K. 2018. Young children’s physical activity levels in primary (elementary) schools: what impact does physical education lessons have for young children? Early Child Development and Care. https://doi.org/10.1080/03004430.2018.1490899

We need more female role models in sport to inspire the next generation

Howells, K., Gubby, L., Dray, K. and Mills, H. 2018. We need more female role models in sport to inspire the next generation. Canterbury Christ Church University.

Chapter 14 - planning physical education in the national curriculum

Howells, K. 2018. Chapter 14 - planning physical education in the national curriculum. in: Sewell, K. (ed.) Planning the Primary National Curriculum A complete guide for trainees and teachers,Second Edition (Revised and Updated Edition) London SAGE. pp. 266-280

Physical activity and mental health of school-aged children andadolescents: A rapid review

Bailey, R., Howells, K. and Glibo, I. 2018. Physical activity and mental health of school-aged children andadolescents: A rapid review. International Journal of Physical Education. LV (1), pp. 1-14.

Mastering primary physical education

Howells, K., Carney, A., Castle, N. and Little, R. 2017. Mastering primary physical education. London Bloomsbury.

Supporting physical development, health and well-being through the use of outdoor environments

Howells, K. 2016. Supporting physical development, health and well-being through the use of outdoor environments. in: Ritchie, C. (ed.) Exploring Children's Learning 3 - 11 Routledge.

Benefits of swimming for young children

Howells, K. and Jarman, D. 2016. Benefits of swimming for young children. Physical Education Matters. 11 (3), pp. 20-21.

Walking the talk? Teachers’ and early years’ practitioners’ perceptions and confidence in delivering the UK Physical Activity Guidelines within the curriculum for young children

Howells, K. and Meehan, C. 2017. Walking the talk? Teachers’ and early years’ practitioners’ perceptions and confidence in delivering the UK Physical Activity Guidelines within the curriculum for young children. Early Child Development and Care. https://doi.org/10.1080/03004430.2017.1299146

What really matters to freshers? An evaluation of first year student experience of transition into university

Meehan, C. and Howells, K. 2017. What really matters to freshers? An evaluation of first year student experience of transition into university. Journal of Further and Higher Education. https://doi.org/10.1080/0309877X.2017.1323194

How learning in sport and sporting communities can be applied to online and blended learning and teaching in H.E.

Howells, K. 2016. How learning in sport and sporting communities can be applied to online and blended learning and teaching in H.E.

Walking the talk? Thinking and acting - teachers’ and practitioners’ perceptions about physical activity, health and well-being, Do they ‘walk the talk’

Howells, K. and Meehan, C. 2015. Walking the talk? Thinking and acting - teachers’ and practitioners’ perceptions about physical activity, health and well-being, Do they ‘walk the talk’.

Walking the talk? Thinking and acting – teachers' and practitioners' perceptions about physical activity, health and well-being, Do they 'walk the talk'?

Howells, K. and Meehan, C. 2015. Walking the talk? Thinking and acting – teachers' and practitioners' perceptions about physical activity, health and well-being, Do they 'walk the talk'? International Journal of Sport and Exercise Sciences. 2 (5), pp. 125-125.

Chapter 7 – An introduction to physical education

Howells, K. 2015. Chapter 7 – An introduction to physical education. in: Driscoll, P., Lambirth, A. and Roden, J. (ed.) The Primary Curriculum: A Creative Approach London SAGE. pp. 137-155

Physical education planning

Howells, K. 2015. Physical education planning. in: Sewell, K. (ed.) Planning the Primary National Curriculum: A complete guide for trainees and teachers London SAGE. pp. 262-276

Physical activity and self-esteem: ‘Jonny’s story’

Howells, K. and Bowen, J. 2016. Physical activity and self-esteem: ‘Jonny’s story’. Education 3-13: International Journal of Primary, Elementary and Early Years Education. https://doi.org/10.1080/03004279.2016.1171572

Can break times help children's physical activity?

Howells, K. 2015. Can break times help children's physical activity? in: Sangster, M. (ed.) Challenging Perceptions in Primary Education: Exploring Issues in Practice Bloomsbury.

Experiences of blended learning and support mechanisms

Howells, K. 2014. Experiences of blended learning and support mechanisms. Blended Learning: The Thoughtful Fusion of Face to Face and Online Learning Experiences. Faculty of Health and Social Care

Experiences of blended learning

Howells, K. 2014. Experiences of blended learning. Approaches to Feedback and Blended Learning.

Responsible citizens who make a positive contribution to society

Howells, K. 2007. Responsible citizens who make a positive contribution to society.

The use of technology in recording physical activity levels of primary aged children

Howells, K. 2012. The use of technology in recording physical activity levels of primary aged children.

The effect of hemparesis on sitting to standing

Howells, K. 2004. The effect of hemparesis on sitting to standing. Masters Thesis University of Birmingham Health Sciences

The contribution of the primary school setting and physical education lessons to children's physical activity levels

Howells, K. 2014. The contribution of the primary school setting and physical education lessons to children's physical activity levels. PhD Thesis Canterbury Christ Church University Faculty of Education

Science in physical education or physical education in science

Howells, K. 2010. Science in physical education or physical education in science. We're Going on a Bear Hunt. East Sussex May 2010

Initial teacher education in the South East. Opportunities and challenges for enhancing public health content

Howells, K. 2008. Initial teacher education in the South East. Opportunities and challenges for enhancing public health content.

Primary school pilot case study on physical education’s contribution to physical activity levels

Howells, K. 2009. Primary school pilot case study on physical education’s contribution to physical activity levels.

The contribution of physical education lessons to physical activity levels of primary aged children

Howells, K. 2011. The contribution of physical education lessons to physical activity levels of primary aged children.

Using technologies to support in physical education lessons: primary education trainee teachers' views

Howells, K. 2011. Using technologies to support in physical education lessons: primary education trainee teachers' views.

Physical activity levels of infant and junior school children. Do physical education lessons contribute to physical activity levels?

Howells, K. 2011. Physical activity levels of infant and junior school children. Do physical education lessons contribute to physical activity levels?

What happens in physical education of primary aged children?

Howells, K. 2012. What happens in physical education of primary aged children?

What happens in physical education of primary aged children?

Howells, K. 2012. What happens in physical education of primary aged children?

Beyond the fridge freezer

Howells, K. 2013. Beyond the fridge freezer.

Do physical education lessons increase physical activity levels of primary aged children? - Preliminary findings

Howells, K., Wellard, I. and Woolf-May, K. 2009. Do physical education lessons increase physical activity levels of primary aged children? - Preliminary findings. in: MacPhail, A. and Young, A. (ed.) Promoting Physical Education Across Schools and Communities. Proceedings of the Fourth Physical Education, Physical Activity and Youth Sport Forum Limerick University of Limerick. pp. 23-31

Do physical education lessons contribute to children's physical activity levels?

Howells, K., Wellard, I. and Woolf-May, K. 2010. Do physical education lessons contribute to children's physical activity levels? in: Enright, E. and Tindall, D. (ed.) A Shared Vision for Physical Education, Physical Activity and Youth Sport. Proceedings of the Fifth Physical Education, Physical Activity and Youth Sport Forum Limerick University of Limerick. pp. 46-53

A critical reflection of the opportunities and challenges of integrating the every child Matters (ECM) agenda into teaching physical education (PE)

Howells, K. 2007. A critical reflection of the opportunities and challenges of integrating the every child Matters (ECM) agenda into teaching physical education (PE). Primary Physical Education Matters. 2 (1), pp. ii-iii.